An Application of Peer Learning in the Heat and Temperature Unit

Year 2019, Volume: 27 Issue: 3, 1197 - 1208, 15.05.2019

Serap Ergin Özlem Oktay Ahmet İlhan Şen

https://doi.org/10.24106/kefdergi.2915

Cited By: 1

Abstract

In this
study, the effect of peer learning approach on the 9th grade students’
achievement in the heat and temperature unit is investigated together with
students’ opinions about the implementation. The study was conducted in a state
school with two experimental (N=56) and two control groups (N=53). The data
collection tools were the “Heat and Temperature Achievement Test”, and the
“Self and Group Assessment Questionnaire”. Quasi-experimental design was
utilized as the research method. The change in students’ achievement was
presented with the two-factor variance analysis (ANOVA). The questionnaire
findings were analysed qualitatively by forming main themes and codes.
According to the findings obtained in the research, a significant difference is
observed in favour of the experimental groups taught with peer learning
approach in terms of student achievement. In addition, the students expressed
positive opinions about the peer learning implementation.

Keywords

peer learning approach, heat and temperature unit, student achievement, self and group assessment

Isı ve Sıcaklık Ünitesinde Bir Akran Öğrenme Uygulaması

Abstract

Bu çalışmada akran öğrenme yaklaşımının 9. sınıf öğrencilerinin
ısı ve sıcaklık ünitesindeki başarıları üzerine etkisi, öğrencilerin uygulama
hakkındaki görüşleri ile birlikte araştırılmaktadır. Çalışma, iki deney (N=56)
ve iki kontrol (N=53) grubu ile bir devlet okulunda gerçekleştirilmiştir. Veri
toplama araçları “Isı ve Sıcaklık Başarı Testi” ve “Öz ve Grup Değerlendirme
Anketi”dir. Çalışma yöntemi olarak yarı deneysel desen kullanılmıştır. Öğrenci
başarısındaki değişim iki yönlü (faktörlü) varyans analizi (ANOVA) ile
verilmiştir. Anket sonuçları ise nitel olarak ana temalar ve kodlar
oluşturularak analiz edilmiştir. Çalışma sonuçlarına göre, akran öğrenme
yaklaşımı uygulanan gruplar lehine öğrenci başarısı bakımından anlamlı bir fark
ortaya çıkmıştır. Ek olarak, öğrenciler akran öğrenme uygulamasına yönelik
olumlu görüşler sunmuşlardır. 

Keywords

akran öğrenme yaklaşımı, ısı ve sıcaklık ünitesi, öğrenci başa-rısı, öz ve grup değerlendirme

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