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İNGİLİZCE DERSLERİNE İLİŞKİN ALGILANAN ARAÇSALLIĞI ARTIRMANIN DERS BAŞARISI, TUTUM VE CAN SIKINTISINA ETKİLERİ

Year 2020, Volume 33, Issue 3, 874 - 916, 07.12.2020
https://doi.org/10.19171/uefad.669567

Abstract

Bu çalışmanın amacı, dokuzuncu sınıf öğrencilerinin İngilizce derslerinde öğretilen konulara ilişkin algıladıkları araçsallığı artırmanın, ders başarısı, tutum ve can sıkıntısına etkilerinin incelenmesidir. Çalışmada ön-test, son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Batı Karadeniz Bölgesinde yer alan küçük bir ildeki Anadolu Lisesinden, toplam 93 dokuzuncu sınıf öğrencisi kolayda örnekleme yoluyla seçilmiştir. Öğrenciler ya deney gruplarına (kapsamlı bilgilendirilen grup, n = 30; yüzeysel bilgilendirilen grup, n = 30) ya da kontrol grubuna (n = 33) rastgele biçimde atanmışlardır. Veriler, Algılan Araçsallık Ölçeği, Can Sıkıntısı Ölçeği ve İngilizceye Yönelik Tutum Ölçeği aracılığıyla elde edilmiştir. Ayrıca, öğrencilerin İngilizce ders başarılarının değerlendirilmesi için bir başarı testi de geliştirilmiştir. Verilerin kapsamlı biçimde analiz edilmesi amacıyla, bir dizi kovaryans analizi ve tekrarlı ölçümler için kovaryans analizi gerçekleştirilmiştir. Sonuçlar, kapsamlı bilgilendirilen gruptaki öğrencilerin, yüzeysel bilgilendirilen grup ve kontrol grubundaki akranlarına göre, İngilizce derslerinde öğretilen konuları gelecek amaçlarına ulaşmada daha önemli olarak algıladıklarını göstermiştir. Sonuçlar, kapsamlı bilgilendirilen gruptaki öğrencilerin diğer çalışma gruplarındaki akranlarına göre, İngilizce derslerine yönelik olarak daha olumlu tutuma sahip olduklarını, daha az düzeyde can sıkıntısı hissettiklerini ve daha başarılı olduklarını da göstermiştir.

References

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THE EFFECTS OF INCREASING PERCEIVED INSTRUMENTALITY OF ENGLISH CLASSES ON COURSE ACHIEVEMENT, ATTITUDE, AND BOREDOM

Year 2020, Volume 33, Issue 3, 874 - 916, 07.12.2020
https://doi.org/10.19171/uefad.669567

Abstract

This study aims to examine the effects of increasing ninth-grade students’ perceived instrumentality of the topics taught in English classes on their course achievement, attitude, and boredom. A pre-test, post-test quasi-experimental design with control group was used in the study. A total of 93 ninth-grade students conveniently sampled from the Anatolian High School of a small city located in the Western Black Sea Region. Students were randomly assigned to either experimental groups (i.e., comprehensively informed group, n = 30; superficially informed group, n = 30) or control group (n = 33). The data were obtained through the Perceived Instrumentality Scale, Boredom Scale, and Attitude towards English Scale. Additionally, an achievement test was developed to assess students’ graded performance regarding English classes. A series of univariate analyses of covariance and repeated measures analyses of covariance were conducted to analyze the data comprehensively. The results showed that students in the comprehensively informed group perceived the topics taught in English classes more important to attain their future goals than their counterparts in the superficially informed group and control group. The results also demonstrated that students in the comprehensively informed group held more positive attitudes, felt lower levels of boredom, and had higher achievement scores regarding English classes than their counterparts in other study groups.

References

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Ulusal Eğitim Bilimleri Kurultayı (6-9 Temmuz 2004), İnönü Üniversitesi, Malatya. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64(2), 287-309. Baş, G. ve Beyhan, Ö. (2012). İngilizce dersinde yansıtıcı düşünme etkinliklerinin öğrencilerin akademik başarılarına ve derse yönelik tutumlarına etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 128-142. Belton, T., & Priyadharshini, E. (2007). Boredom and schooling: a cross‐disciplinary exploration. Cambridge Journal of Education, 37(4), 579-595. Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. Broughton, G., Brumfit, C., Flavell, R., Hill,P ., & Pincas, A. (1997). Teaching english as a foreign language. Routledge, UK: University of London Institute of Education. Brown, H. D. (2000). Principles of language learning and teaching. 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Details

Primary Language Turkish
Subjects Social
Journal Section Articles
Authors

Gülnihal AYTEKİN YÜKSEL> (Primary Author)
ABANT IZZET BAYSAL UNIVERSITY
0000-0002-2506-9528
Türkiye


Altay EREN>
ABANT İZZET BAYSAL ÜNİVERSİTESİ
0000-0001-8964-2082
Türkiye

Publication Date December 7, 2020
Application Date January 2, 2020
Acceptance Date July 13, 2020
Published in Issue Year 2020, Volume 33, Issue 3

Cite

APA Aytekin Yüksel, G. & Eren, A. (2020). İNGİLİZCE DERSLERİNE İLİŞKİN ALGILANAN ARAÇSALLIĞI ARTIRMANIN DERS BAŞARISI, TUTUM VE CAN SIKINTISINA ETKİLERİ . Uludağ Üniversitesi Eğitim Fakültesi Dergisi , 33 (3) , 874-916 . DOI: 10.19171/uefad.669567