İlköğretim Öğrencilerine ve Ailelerine Yönelik “Bilgisayar Destekli Ders Çalışma ve Öğrenme Stratejileri Eğitiminin” Başarıya Etkisi

Öz

Bu araştırmanın temel amacı, ilköğretim 8. sınıf öğrencilerine ve ailelerine verilen “Bilgisayar Destekli Ders Çalışma ve Öğrenme Stratejileri Eğitiminin” öğrencilerin ders çalışma becerileri ile akademik başarılarına etkisini belirlemektir. Deneysel türde yapılan bu araştırmada, Adana DSİ İlköğretim Okulu’nun 8-D sınıfı Deney, 8-C sınıfı ise Kontrol grubu olarak belirlenmiş ve uygulama sonunda okul başarı puanları arasında farklılık olup-olmadığı Kovaryans Analizi (ANCOVA) ile araştırılmıştır. Ayrıca öğrencilerin araştırma öncesi ve sonrası ders çalışma ve öğrenme konusundaki düşüncelerinin değişip-değişmediği eşli gruplar t-testi analizi ile belirlenmeye çalışılmıştır. Araştırma sonucunda, Deney Grubu öğrencilerinin Kontrol Grubundaki öğrencilere göre başarı puanlarında anlamlı bir farklılık olduğu (p= .028), ayrıca uygulama sonunda Deney Grubundaki öğrencilerin “Ders Çalışma ve Öğrenme Becerileri” konusundaki düşüncelerinin anlamlı düzeyde değiştiği gözlenmiştir.

Anahtar Kelimeler

• ders çalışma becerileri,öğrenme stratejileri,bilgisayar destekli eğitim.

The Effects of “Computer Supported Study Skills and Learning Strategies Training” Involving Primary School Students and Their Parents on Success

Abstract

The main purpose of this study is to identify the effect of “Computer Supported Studying and Learning Strategies Training”, which are offered to 8th grade students and their families, to students’ studying, learning skills and their academic successes. In this experimental study, 8-D class students of DSİ Primary School were determined to be the Experimental, 8-C class students were determined to be the Control Group. At the end of the implementation, Co-variance Analysis (ANCOVA) was used to explore whether there were any differences between the school grades of these groups. Besides, and paired-groups t-test analysis was conducted to determine if there was any difference between the students’ ideas before and after the application. As a result, there has been a significant difference between grades of the students, (p=.028). Also, according to paired-groups t-test, the ideas of experimental group about “Studying and Learning Skills” have been found to be significantly different.

Keywords

• study skills,learning strategies,computer supported training

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