PROJE TEMELLİ VE BİLGİSAYAR DESTEKLİ ÖĞRETİM TASARIMLARININ; BAĞIMLI, BAĞIMSIZ VE İŞ BİRLİKLİ ÖĞRENME STİLLERİNE SAHİP ÖĞRENCİLERİN AKADEMİK BAŞARILARINA VE ÖĞRENME KALICILIĞINA ETKİSİ

Year 2007, Volume: 5 Issue: 3, 377 - 403, 01.09.2007

Sibel Cengizhan

Abstract

Araştırmanın amacı, proje temelli ve bilgisayar destekli öğretim tasarımlarının; bağımlı, bağımsız ve iş birlikli
öğrenme stillerine sahip sınıf öğretmenliği öğrencilerinin, Gelişim ve Öğrenme dersindeki akademik başarılarına ve
öğrenme kalıcılığına etkisini incelemektir. Araştırma modeli 2x3’lük gruplar arası faktöryel desen olarak belirlenmiştir.
Araştırmada birinci faktör olan öğrenme stillerinin düzey sayısı, bağımlı, bağımsız ve iş birlikli olmak üzere üç; ikinci
faktör olan öğretim tasarımların düzey sayısı da bilgisayar destekli ve proje temelli olmak üzere ikidir. Araştırmanın
çalışma grubunu, Marmara Üniversitesi Atatürk Eğitim Fakültesi Sınıf Öğretmenliği Bölümü, Gelişim ve Öğrenme
dersini alan ikinci sınıf öğrencileri oluşturmuştur. Deney grubu olarak belirlenen 50’şer kişilik 2 şube, 4 şube
içerisinden tesadüfi yöntemle belirlenmiştir. Deney gruplarından birinde proje temelli, diğerinde ise bilgisayar destekli
öğretim tasarımı uygulanmıştır. Araştırmada, öğrenme stili ölçeği, akademik başarı testi, proje temelli öğretim tasarımı
ve bilgisayar destekli öğretim için kullanılan özel öğretici program yazılımı olmak üzere 4 materyal kullanılmıştır.
Araştırma sonucunda; bağımlı ve bağımsız öğrenme stiline sahip öğrencilerin bilgisayar destekli, iş birlikli öğrenme
stiline sahip öğrencilerin ise proje temelli öğretim tasarımlarında daha başarılı ve öğrenmelerinin daha kalıcı olduğu
belirlenmiştir. Elde edilen sonuçlar, öğrenme stilleri göz önüne alınarak hazırlanmış öğretim tasarımlarının akademik
başarıyı ve öğrenme kalıcılığını olumlu yönde etkilediği savını destekler niteliktedir.

Keywords

Öğrenme stili, bilgisayar destekli öğretim tasarımı, proje temelli öğretim tasarımı

THE EFFECTS OF PROJECT BASED AND COMPUTER ASSISTED INSTRUCTIONAL DESIGNS ON THOSE STUDENTS’ WHO HAVE DEPENDED, INDEPENDED AND COOPERATIVE LEARNING STYLES, ACADEMIC ACHIEVEMENT AND LEARNING RETENTION

Abstract

The focus of this study is to investigate the effects of computer-assisted and project-based instructional designs
on the academic achievement and long-term retention of elementary prospective teachers who attend development and
learning course and whose learning styles are dependent, independent and collaborative. Therefore the study was
designed as 2x3 between groups factorial model where the learning styles and instructional designs formed the primary
and secondary factors respectively. The level number of both learning styles (dependent, independent and collaborative)
and instructional designs (computer-assisted and project-based) were two. Subject of the study was consisted of
Department of Prospective Teacher of Atatürk Education Faculty second class students who have taken Learning and
Development Courses. Two classes which were consisted of 50 students were randomly selected from 4 classes as
subject group. One of these subject groups project-based learning was used and computer assisted learning was used in
the other class. Learning Style Scale, Academic Success Test, project-based instructional design and tutorial for
computer assisted learning were used in this study. As a result it is obtained that students who have depended and
independent learning styles were successful in computer assisted learning and students who have colloborative learning
style were successful in project based learning and learning retention of these students were higher then others. These
results supported the hypotheses. Hypotheses were proposed that instructional designs which were designed according
to the learning styles positively affects academic achievement and learning retention of students.

Keywords

Learning style, computer-assisted instructional design, project-based instructional design

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