Yüksek Öğrenim Kurumlarında Aktif Öğrenmenin Öğrencilerin Performansına Etkisi

Year 2019, Volume: 10 Issue: 17, 949 - 972, 31.03.2019

Egemen Hanımoğlu

https://doi.org/10.26466/opus.524707

Abstract

Bu çalışma Çukurova
Üniversitesi’nde farklı sınıflarda öğrenim gören 305 öğrencinin performans
analizlerini sunmaktadır. Çalışma, öğrencilerin hafızalarının ve farklı çalışma
materyallerine ilişkin genel performansının diğer sınıflarda öğrenim gören öğrencilerinkinden
nasıl farklılaştığını tespit etmeyi amaçlamaktadır. Çalışmada nitel araştırma
deseni kullanılmıştır ve veri üç farklı dersi alan öğrencilerden toplanmıştır.
Sonuçlar, çalışmaya dahil edilen derslere göre tablolaştırılmıştır.  Kesitsel görünümü sunmak için bütün
derslerden en çok hatırlanan beş kavramı ve tüm derslerdeki hatırlama
sonuçlarını gösteren iki tabloya da yer verilmiştir. Sonuçlar, tüm
katılımcılarda öğretim yöntemleri ve anma kalıpları arasında bir korelasyon
olduğuna işaret etmektedir. Öğrenim seviyesi ve ders içeriğine bağlı olarak,
ders materyalinin daha iyi anlaşılması öğretmen tarafından benimsenen sunum
biçimine bağlıdır. Bu sebeple dersi veren kişinin sınıftaki bütün öğrencilere
en iyi deneyimleri kazandıracak materyalleri seçmesi büyük önem taşımaktadır.
Özellikle video sunumu yoluyla öğretilen ders materyallerinin diğer öğrenme
biçimlerine kıyasla daha yüksek ortalama puanlarına sahip olduğu görülmüştür.

Keywords

Psikolojiye giriş, aktif öğrenme, istatistik, bilişsel psikoloji, hafıza

Effects of Active Learning on Students’ Performance in Higher Learning Institutions

Abstract

The study
features analysis of the performance of 305 university students from Cukurova
University at different grades. The study aims to establish how the memories
and overall performance regarding different study materials of students from
diverse grades differ from each other. Qualitative study design was employed
with data collected from students in three different courses. Results were
tabulated as per the various courses under study. Two tables, featuring five
most remembered concepts in all courses, and all course recall outcomes were
also included to offer a cross-sectional view. The results pointed to a
correlation between teaching methods and remembrance patterns in all the
participants. Depending on the grade and the content, enhanced understanding of
the course material was found to depend on the forms of class presentations
adopted by the tutor. It is therefore important that the tutor choose
appropriate teaching methods and techniques that would deliver optimal
experiences to all the students in the same class. Notably, there were higher
average and mean scores for course materials taught through video presentation
compared to the rest of the learning forms. 

Keywords

Introductory psychology, active learning, statistics, cognitive psychology, memory

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