KATILIMCI ÖĞRETİM, ÖZ-YETERLİK VE AKADEMİK BAŞARI ARASINDAKİ İLİŞKİLER

Year 2022, Issue: 62, 67 - 85, 01.05.2022

İbrahim Dadandı

https://doi.org/10.21764/maeuefd.794626

Abstract

Öğrencilerin akademik başarılarını etkileyen faktörlerin belirlenmesi ve ayrıştırılması eğitim araştırmalarının üzerinde en fazla durulan konuları arasında yer almaktadır. Bu çalışmada öğrencilerin katılımcı öğretim uygulamalarına ilişkin görüşleri, öz-yeterlik inançları ve akademik başarıları arasındaki ilişkileri açıklamaya dönük olarak geliştirilen modelin TIMSS 2015 Türkiye uygulamasından elde edilen verilerle sınanması amaçlanmaktadır. Çalışma TIMSS 2015 Türkiye uygulamasına katılan, 2704’ü (%48.8), 2833’ü (%51.2) erkek olmak üzere toplam 5537 8. sınıf öğrencisinden elde edilen verilerle gerçekleştirilmiştir. Veriler, Yapısal Eşitlik Modeli (YEM) kullanılarak analiz edilmiştir. YEM analizinden elde edilen bulgular öğrencilerin akademik başarılarını öz-yeterlik inançlarının direkt, katılımcı öğretim yöntemlerine ilişkin algılarının ise öz-yeterlik inançları üzerinden dolaylı olarak açıkladığını göstermektedir. Araştırmanın sonuçları doğrultusunda öğrencilerin sınıf içinde öğrencilerin derslere aktif katılımını sağlamaya dönük uygulamaların öz-yeterlik inançlarına ve akademik performanslarına olumlu etkileri olacağı değerlendirilmektedir.

Keywords

Katılımcı öğretim, Öz-yeterlik, Akademik başarı, TIMSS

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