Matematik Derslerinde Öğrenci Performansını Artırmaya Yönelik Bir Ters Yüz Öğrenme Modeli

Yıl 2020, Cilt: 14 Sayı: 1, 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..

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