Tersine Öğretim ve Karşılıklı Öğretimin Okuma Anlama Becerileri Üzerindeki Etkisi

Abstract

Tersine çevrilmiş metodolojinin etkinliği, büyük ölçüde eğitimcilerin öğrencilerin akademik zorluklarını ele alan ders planları tasarlama ve uygulama becerilerine bağlıdır. Karşılıklı öğretim, okuduğunu anlama becerisini geliştirmede umut vaat etse de tersine çevrilmiş ders planlarına entegrasyonu henüz yeterince araştırılmamıştır. Bu çalışma, rastgele seçilen 42 lise öğrencisinin okuduğunu anlama becerisini geliştirmek için karşılıklı öğretimin tersine çevrilmiş sınıf çerçevesine nasıl entegre edilebileceğini inceleyerek bu boşluğu ele almaktadır. Yarı deneysel bir tasarım kullanan çalışma, öğrencilerin ders öncesi ve sonrası geri bildirim puanlarını karşılaştırmak için eşleştirilmiş örneklem t-testi kullanmıştır. Geri bildirim, beş puanlık Likert ölçeğinde ön bilgi, motivasyon ve eleştirel düşünmeyi değerlendiren anonim formlar aracılığıyla toplanmıştır. Tedavi öncesinde, öğrencilerin dijital araçlara ve internete, özellikle akıllı telefonlar aracılığıyla erişimleri doğrulanmıştır. Müdahale üç aşamadan oluşmuştur: geleneksel dersin ardından temel geri bildirim, karşılıklı öğretim stratejilerini içeren tersine öğretim yoluyla tedavi ve tedavi sonrası geri bildirim. Sonuçlar, istatistiksel olarak anlamlı bir iyileşme ortaya koymuş ve bu da sıfır hipotezinin reddedilmesine yol açmıştır. Tedavi sonrası puanlardaki artış, okuduğunu anlama zorluklarının üstesinden gelmek için tersine derslerde karşılıklı öğretimin etkinliğini vurgulamaktadır. Bu bulgular, karşılıklı öğretim yoluyla motivasyon, katılım, eleştirel düşünme ve etkileşimin iyileştiğini vurgulayan önceki çalışmalarla uyumludur. Ders öncesi materyallerin sınıf içi işbirliğine dayalı öğrenmeyle entegre edilmesi, öğrencilerin motivasyonunu artırır, ön bilgilerini geliştirir ve eleştirel düşünmeyi keskinleştirir. Ancak, öğrencilerin ilerlemelerinin çeşitliliği, bağlamsal ve bireysel faktörler hakkında daha fazla araştırma yapılması gerektiğini göstermektedir. Bu çalışma, tersine öğrenme ile karşılıklı öğretimi birleştirmenin pratikliğini desteklemekle birlikte, küçük örneklem ve sınırlı bağlam, öğretim yaklaşımlarını iyileştirmek ve uyarlama için daha geniş kapsamlı çalışmalar yapılmasını gerektirmektedir.

Keywords

• Okuduğunu anlama
• tersine sınıf
• ders planı
• karşılıklı öğretim
• ön bilgi
• eleştirel düşünme
• motivasyon.

Ethical Statement

Bu araştırmanın yürütülmesinde etik ilkelere bağlılığımı/bağlılığımızı teyit ederim/ederiz

The Impact of Flipped Instruction and Reciprocal Teaching on Reading Comprehension Skills

Abstract

The effectiveness of flipped methodology largely depends on educators’ skill in designing and implementing lesson plans that address students' academic challenges. While reciprocal teaching has shown promise in enhancing reading comprehension, its integration into flipped lesson plans remains underexplored. This study addresses this gap by examining how reciprocal teaching can be embedded within a flipped classroom framework to improve reading comprehension among 42 randomly selected high school students. Using a quasi-experimental design, the study employed a paired samples t-test to compare students’ pre- and post-lesson feedback scores. Feedback was collected via anonymous forms assessing prior knowledge, motivation, and critical thinking on a five-point Likert scale. Before treatment, students' access to digital tools and the Internet, mainly through smartphones, was confirmed.The intervention consisted of three stages: baseline feedback after a traditional lesson, treatment via flipped instruction incorporating reciprocal teaching strategies, and post-treatment feedback. Results revealed a statistically significant improvement, leading to rejection of the null hypothesis. The increase in post-treatment scores highlights the effectiveness of reciprocal teaching in flipped lessons for overcoming reading comprehension challenges.These findings align with previous studies emphasizing improved motivation, engagement, critical thinking, and interaction through reciprocal teaching. Integrating pre-class materials with in-class collaborative learning fosters student motivation, enhances prior knowledge, and sharpens critical thinking. However, varied student progress suggests the need for further research into contextual and individual factors. While this study supports the practicality of combining flipped learning with reciprocal teaching, its small sample and limited context call for broader studies to refine and tailor instructional approaches.

Keywords

• flipped classroom
• reading comprehension
• lesson plan
• reciprocal teaching

Ethical Statement

I /We affirm my/our commitment to ethical principles in conducting this research

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