Matematik Derslerinde Öğrenci Performansını Artırmaya Yönelik Bir Ters Yüz Öğrenme Modeli

Yıl 2020, , 348 - 371, 30.06.2020

Serpil Yorgancı

https://doi.org/10.17522/balikesirnef.657197

Cited By: 5

Öz

Bu çalışmada, matematik dersinde ters yüz öğrenme modelinin etkili kullanılmasına yönelik Merrill (2002) tarafından geliştirilen Öğretimin Temel İlkeleri Modeline dayanan bir öğrenme ortamı tasarlanmıştır. Çalışma grubunu, 2018-2019 akademik yılında bir devlet üniversitesinin ön lisans programında öğrenim gören toplam 95 birinci sınıf öğrencisi oluşturmaktadır. Araştırmada, deney grubunda, Merrill’in temel ilkelerine göre tasarlanmış ters yüz öğrenme yöntemine göre etkinlikler yapılırken kontrol grubunda geleneksel öğretim yöntemleri ile dersler yürütülmüştür. Araştırmanın verileri, başarı testi ve motivasyon anketinden oluşmaktadır Araştırma sonuçlarına göre, deney grubu ile kontrol grubu arasında matematik başarısı ve motivasyon açısından deney grubu lehine anlamlı fark olduğu belirlenmiştir. Ayrıca, motivasyon ölçeğinin dikkat-uygunluk ve güven-tatmin alt faktörlerine ilişkin deney ve kontrol gruplarının düzeltilmiş son-test puan ortalamaları arasında anlamlı bir farkın olduğu ve bu farkın da deney grubu lehine olduğu belirlenmiştir.

Anahtar Kelimeler

ters yüz öğrenme modeli, öğretimin temel ilkeleri, başarı, motivasyon

A flipped learning approach to improving students’ learning performance in mathematics courses

Öz

In this study, a learning environment was designed based on the First Principles of Instruction developed by Merrill (2002) for the effective use of the flipped learning model in mathematics. The study group consisted of 95 first year students studying in an associate degree program of a public university in 2018-2019 academic year. In the study, activities were conducted according to the flipped learning method designed on the basis of Merrill's first principles, while traditional teaching methods were conducted in the control group. The data of the study consisted of achievement test and motivation questionnaire. According to the results of the research, there was a significant difference between the experimental group and the control group in terms of mathematics achievement and motivation in favor of the experimental group. In addition, it was determined that there was a significant difference between the adjusted post-test scores of the experimental and control groups regarding the attention-relevance and confidence-satisfaction sub-factors of the motivation scale and this difference was in favor of the experimental group..

Kaynakça

• Anderson, J.R. (1980). Cognitive psychology and its implications. New York: Freeman.
• Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
• Bıyıklı, C. & Yağcı, E. (2014). 5E öğrenme modeli’ne göre düzenlenmiş eğitim durumlarının bilimsel süreç becerilerine etkisi. Ege Eğitim Dergisi, 15(1), 45-79.
• Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. 120th ASEE national conference and exposition, Atlanta, GA (Paper ID 6219). Washington, DC: American Society for Engineering Education.
• Büyüköztürk, Ş (1998). Kovaryans analizi: varyans analizi ile karşılaştırmalı bir inceleme. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 31(1), 91-105. Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.
• Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445–459. Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
• Çakıroğlu, Ü., & Öztürk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Journal of Educational Technology & Society, 20(1), 337–349.
• Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş, Trabzon: Celepler Matbaacılık.
• Eisenhut, L. A., & Taylor, C. E. (2015). In-class purposes of flipped mathematics educators. Journal of Mathematics Education at Teachers College, 6(2), 17–25.
• Eryilmaz, M., & Cigdemoglu, C. (2019). Individual flipped learning and cooperative flipped learning: their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 27(4), 432-442.
• Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
• Gagné, R. M. (1968). Contributions of learning to human development. Psychological Review, 75(3), 177-191.
• Gardner, J. (2011). Testing the efficacy of Merrill's First Principles of Instruction in improving student performance in introductory biology courses. Unpublished Doctoral Dissertation. Utah State University, Logan, Utah.
• Ginns, P., & Ellis, R. (2007). Quality in blended learning: exploring the relationships between on-line and face-to-face teaching and learning. The Internet and Higher Education, 10(1), 53–64.
• Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE-Life Sciences Education, 14, 1–12.
• Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational technology research and development, 48(4), 63-85.
• Keller, J. M. (1987). IMMS: Instructional materials motivation survey. Tallahassee, Florida: Florida State University.
• Khan, B.H. (2005). Managing e-learning strategies: design, delivery, implementation and evaluation. Information Science Publishing.
• Kutu, H., ve Sözbilir, M. (2011). Öğretim materyalleri motivasyon anketinin Türkçeye uyarlanması: Güvenirlik ve geçerlik çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(1), 292-312.
• Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
• Lai, T. L., Lin, F. T., & Yueh, H. P. (2018). The effectiveness of team-based flipped learning on a vocational high school economics classroom. Interactive Learning Environments, 1-12.
• Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65(2), 427-453.
• Lin, H. C., & Hwang, G. J. (2018). Research trends of flipped classroom studies for medical courses: A review of journal publications from 2008 to 2017 based on the technology-enhanced learning model. Interactive Learning Environments, 27(8), 1011-1027. doi:10.1080/10494820.2018.1467462
• Lo, C. K., & Hew, K. F. (2018). A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 1-18.
• Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors' perspectives. Journal of Computing in Higher Education, 29(2), 179–200.
• Long, T., Logan, J., & Waugh, M. (2016). Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245-252.
• Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324.
• McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (Second edition). United States: Cambridge University Press.
• McMillan, J. ve Schumacher, S. (2001). Research in education. U.S.A: Longman.
• Perkins, D. N., & Unger, C. (1999). Teaching and learning for understanding. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 91-114). Mahwah, NJ: Erlbaum.
• Rahman, A. A., Aris, B., Mohamed, H., & Zaid, N. M. (2014, December). The influences of flipped classroom: A meta analysis. In Paper presented at the 2014 IEEE 6 th conference on engineering education (ICEED 2014), Kuala Lumpur, Malaysia.
• Stevens, J. (2002). Applied multivariate statistics for the social sciences (4th ed.). London: Lawrence Erlbaum Associates. Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self‐regulation. British Journal of Educational Technology, 48(3), 713-729.
• Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126.
• Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83.
• Tse, W. S., Choi, L. Y., & Tang, W. S. (2019). Effects of video‐based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385-398.
• Yılmaz, R. (2016). Knowledge sharing behaviors in e-learning community:Exploring the role of academic self-efficacy and sense of community. Computers in Human Behavior, 63, 373-382.
• Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.