Dinleyici Yanıt Sisteminin Öğrenci Gelişimine Etkileri: Erzurum Polis Okulu Örneği

Year 2015, Volume: 23 Issue: 2, 467 - 478, 15.05.2015

Serkan Yıldırım Selçuk Karaman Selçuk Zengin

Abstract

Bu çalışma Dinleyici Yanıt Sistemine yönelik öğrenci görüşlerini ve bu sistemin öğrenci başarısına etkilerini ortaya çıkarmayı amaçlamaktadır. Bu çalışmanın örneklemini Erzurum Polis Okulundaki 139 öğrenci oluşturmaktadır. Çalışmadaki iki deney ve iki kontrol grubu rastgele seçim yöntemi kullanılarak belirlenmiştir. Deney ve kontrol grubunda yürütülen derslerdeki sınıf içi sorular, uygulamalar ve değerlendirme uygulamaları aynıdır. Dersler aynı öğretim elemanı tarafından yürütülmüştür. Dersin öğretim elemanı dersten önce eğitimde kullanılacak soruları hazırlamıştır. Kontrol grubunda ders içi sorular sözel olarak yanıtlanırken deney gurubunda dinleyici yanıt sistemi kullanılmıştır. Öğrencilerin dersteki başarılarını ve gelişimlerini ölçmek için bir yazılı sınav yapılmıştır. Dinleyici yanıt sistemine yönelik öğrenci görüşleri anket yardımıyla toplanmıştır. Sonuçlar 8 haftalık uygulamanın ardından dinleyici yanıt sisteminin kullanımının öğrenci gelişimi üzerinde anlamlı bir etkisinin olmadığını göstermiştir.

Keywords

DYS, Dinleyici Yanıt Sistemi, Polis Eğitimi, Etkileşimli Öğrenme Ortamı

The Effects Of Audience Response Systems On Student Achievement: Erzurum Police College Sample

Abstract

This study aims to reveal the effects of using the Audience Response System on academic success and student perceptions of the audience response system. The sample of this study consists of 139ErzurumPoliceCollegestudents inTurkey. Two control and two treatment groups were assigned randomly. The course was designed to be the same for both treatment and control group with lectures, in-class questions, practices and exams. The instructor prepared multiple-choice questions before the lecture to ask in the classroom. While students in the control group responded the question verbally, the treatment group used ARS. One paper-based exam was used for the dependent measure of learning of concepts and skills taught in the lessons. Perceptions of students on ARS were collected via a questionnaire. Results showed that ARS usage does not have a significant effect on learner achievement after an 8-week period.

Keywords

ARS, audience response system, police training, clicker, interactive learning environment

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