The Effect of Tiered Insruction on Students’ Achiviments, Learning Retainment

Year 2016, Volume: 24 Issue: 4, 1589 - 1602, 15.09.2016

Serkan Demir

Abstract

This study aims to determine the effect of tiered instruction of differenciated instruction
on students’ achiviements, learning approaches and learning retainment. The research was
applied on the 5th grade students using pre, post and delayed test model. Both the experiment
and the control group composed of 84 students. An academic achievement test was tested in
terms of validity and reliability. The test was applied before, after and eight weeks later than
the instruction.To determine the students’ approaches, Learning Approaches Inventory was
applied. As a result of the research, in terms of academic achievement post-test and in terms
of academic achievement delayed-test significant difference is detected in favor of the group
on which Tiered techniques are applied. The third thypothesis was formulated to determine the
differences between the experiment and the control group. 

Keywords

Differentiated Instruction, tiered instruction, learning approach.

Katlı Öğretim Yönteminin Öğrencilerin Akademik Başarı Puanları, Öğrenme Yaklaşımları ve Öğrenmenin Kalıcılığı Üzerindeki Etkisi

Abstract

Bu araştırma farklılaştırılmış öğretim yöntemlerinden Katlı Öğretim yönteminin
uygulanmasının öğrencilerin akademik başarı puanları, öğrenme yaklaşımları ve öğrenmenin
kalıcılığı değişkenleri üzerindeki etkisini belirlemeyi hedeflemiştir. Kontrol gruplu öntestsontest-tekrartest
modeline göre gerçekleştirilen araştırma Beşiktaş Cumhuriyet İlköğretim
Okulu 5.sınıf öğrencileri üzerinde yürütülmüştür. Deney ve kontrol grupları toplam 84
öğrenciden oluşmaktadır. Çalışmada, geçerlik ve güvenilirlik çalışmaları yapılmış akademik
başarı testi ve öğrenme yaklaşımı envanteri, uygulamadan önce, uygulamadan hemen sonra
ve öğrenmenin kalıcılığını belirlemek amacıyla da akademik başarı iki ay sonra tekrar
uygulanmıştır. Araştırma sonucunda, “Katlı Öğretim ve geleneksel öğretim yöntemleri
uygulanan öğrencilerin akademik başarı sontest puanları, kalıcılık testi puanları ve derin
öğrenme puanları arasında anlamlı bir fark tespit edilmiştir.  

Keywords

Farklılaştırılmış öğretim, katlı öğretim, öğrenme yaklaşımı.

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