BİLGİSAYAR DESTEKLİ EĞİTİM YAZILIMLARINDA KULLANILAN ÖN ÖRGÜTLEYİCİLERİN ALAN BAĞIMLI VE ALAN BAĞIMSIZ ÖĞRENCİLERİN AKADEMİK BAŞARILARINA ETKİSİ

Abstract

Bu çalışma, Bilgisayar Destekli Eğitim (BDE) yazılımlarında ön örgütleyicilere yer verilmesinin farklı bilişsel stillere sahip öğrencilerin akademik başarıları üzerindeki etkisini belirlemek amacıyla yapılmıştır. Araştırmada ön test-son test kontrol gruplu desen kullanılmıştır. Çalışmanın örneklemi, Gazi Üniversitesi Gazi Eğitim Fakültesi Resim ve Tarih Eğitimi Bölümlerinde okuyan 54 öğrenciden oluşmaktadır. Araştırmada, Witkin tarafından geliştirilen alan bağımlılığı/bağımsızlığı bilişsel stil modeli ve Ausubel’in anlamlı öğrenme kuramının önerdiği ön örgütleyici stratejisi ele alınmıştır. Witkin ve arkadaşları tarafından geliştirilen ve Fişek Okman tarafından Türkçeye uyarlanan “Saklı Şekiller Grup Testi” kullanılarak, öğrencilerin bilişsel stilleri belirlenmiştir. Öğrenciler bilişsel stilleri ve ön örgütleyicilerin bulunma durumuna göre 4 ayrı ortama yerleştirilmişlerdir. 3 haftalık deneysel işlem sonrasında öğrencilerin akademik başarıları belirlenmiştir. Araştırmanın sonucunda; alan bağımlı ve alan bağımsız öğrencilerin bilgisayar destekli eğitim yazılımlarına çalışmaları sonunda akademik başarıları arasında anlamlı bir fark olmadığı [t=1.16, p>.05], BDE yazılımlarında ön örgütleyicilerin bulunma durumunun öğrencilerin akademik başarıları açısından anlamlı bir fark yaratmadığı [t=0.23, p > .05] belirlenmiştir.

Keywords

• Bilgisayar destekli öğretim, alan bağımlılığı/alan bağımsızlığı, bilişsel stil, ön örgütleyici

THE EFFECTS OF ADVANCE ORGANIZERS EXISTENCE IN COMPUTER AIDED INSTRUCTIONAL SOFTWARE ON FIELD DEPENDENT AND FIELD INDEPENDENT STUDENTS’ ACADEMIC ACHIEVEMENT

Abstract

This study aims to investigate the effects of advance organizers existing in computer assisted instruction software on academic achievement of the students who have different types of cognitive styles. In the research, pretest-posttest control group design was used. The sample consisted of 54 students studying at the departments of Art Education and History Education of in Faculty of Gazi Education, Gazi University. In this study, field dependent and field independent cognitive styles and advance organizers were used as independent variables. Cognitive styles of students are determined by the “Group Embedded Figure Test” which is developed by Witkin and his friends and adapted in Turkish by Fişek Okman. Students were settled into four different groups according to their cognitive styles and existence of advance organizers. The academic achievements of students were determined after 3 weeks treatment. The findings of the research showed that there wasn’t a significant difference between the academic achievement of field dependent and field independent students after an instruction with instructional software [t=1.16, p > .05]. The existence of advance organizers in an instructional software didn’t have an affect on the academic achievement of students [t=0.23, p > .05].

Keywords

• Computer assisted instruction, field dependence/field independence, cognitive style, advance organizer

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