AKRAN ÖĞRETİMİ MODELİNİN AKADEMİK ÖĞRENME ZAMANINA VE VOLEYBOL BECERİLERİNİN ÖĞRENİMİNE ETKİSİ

Öz

Bu çalışmanın birbiriyle ilişkili olduğu düşünülen iki farklı amacı bulunmaktadır. Bu amaçlardan biri farklı öğretim yeterliğine (acemi ve deneyimli) e beceri düzeyine sahip olan öğrencilerle yürütülen akran öğretim modelinin, voleybol dersindeki akademik öğrenme zamanına etkisini belirlemektir. Çalışmanın diğer bir amacı da, bu modelin etkilerini voleybol becerilerini öğrenme açısından karşılaştırmaktır. Çalışma yarı deneysel araştırma modeli ile oluşturulmuş, kontrol grupsuz öntestsontest deseni kullanılmıştır. Çalışmaya 2012-2013 öğretim yılı güz döneminde Beden Eğitimi ve Spor Yüksekokulu’nda öğrenim görmekte olup zorunlu (11 kişi-deney grubu I) ve seçmeli (11 kişi-deney grubu II) voleybol dersi alan öğrenciler katılmıştır. Araştırma verilerini toplamak için araştırmacılar tarafından geliştirilen manşet pas, tenis servis ve smaç ile ilgili gözlem formları; Bartlett ve diğerleri (1991) tarafından geliştirilen manşet pas ve servis testleri, Stanley (1967) tarafından geliştirilen smaç testi kullanılmıştır. Akademik öğrenme zamanına (AÖZ-BE) ilişkin verilerin toplanmasında ise Parker (1989) tarafından geliştirilen AÖZ-BE gözlem formunun kullanıldığı yapılandırılmış alan çalışması gözlem tekniği kullanılmıştır. Elde edilen verilerin çözümlenmesinde Wilcoxon işaretli sıralar testi, Mann Whitney U testi kullanılmıştır. Araştırmada elde edilen bulgulara göre,  her iki gruptaki öğrencilerin voleybolu oluşturan tüm  becerilerde sontest puanları lehine anlamlı farklılıklar bulunmuştur. Ancak her iki grupta bulunan öğrencilerin standartlaştırılmış manşet pas, tenis servis ve smaç testleri ve gözlem formları erişi karşılaştırıldığında iki grup arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Yine iki grubun gözlem formları kullanılarak belirlenen voleybola ait manşet pas, tenis servis ve smaç becerileri erişi testi puanlarında da iki grup arasında istatistiksel olarak anlamlı bir fark olmadığı görülmüştür. Çalışmada ayrıca deneyimli öğretici grubunun acemi öğretici grubuna göre daha yüksek düzeyde AÖZ-BE yüzdesine sahip olduğu belirlenmiştir.

Anahtar Kelimeler

• Akran öğretimi; Akademik öğrenme zamanı; Voleybol

THE EFFECTS OF PEER TEACHING MODEL ON ACADEMIC LEARNING TIME AND LEARNING VOLEYBALL SKILLS

Öz

There were two objectives in this study. One of them was to determine the effect of peer teaching which was applied with the students who had different teaching competence (novel and experienced) and voleyball skill levels on academic learning time. The other objective was to compare the effects of this model on the learning volleyball skills. This study was arranged with quasi-experimental design and prepost without control group model was used. The study was carried out in 2012-2013 spring semester at The School of Physical Education and Sport. 22 students from third class who have compulsory (11 students experimental group I) and elective (11 students experimental group II) volleyball class participated in this study. The observation forms included forearm pass,tennis serve and spike developed by the researchers and the tests of forearm pass ans service developed  by Barlett et all. (1991), spike test developed by Stanley (1967) were used to collect the data. Besides, structured area observation technigue was used to collect the data by using observational instrument developed by Parker (1989) in ALT-PE. Wilcoxon Signed Rank Test and Mann Whitney U test were used to anayze the data. The results revealed that there were significant differences between pre and post test scores of the students who tookvolleyball course by both novice and experienced student teachers. On the other hand, the comparison of the two groups’achivement scores in standardized tests and observation forms were showed that no significant difference between the two groups. However, experimental group I had higher percentage in ALT-PE than experimental group II.

Anahtar Kelimeler

• Peer teaching,Academic learning time,Volleyball

Kaynakça

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