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Web Tabanlı Öğrenmede Web Pedagojik İçerik Bilgisinin ve Öğrenme Stillerinin Akademik Başarıya Etkisi

Yıl 2020, Cilt: 49 Sayı: 1, 382 - 399, 28.04.2020

Öz

Bu çalışmanın amacı, web tabanlı öğrenmede web pedagojik içerik bilgisinin (WPİB) ve öğrenme stillerinin öğrencilerin akademik başarıları üzerindeki etkisini incelemektir. Araştırma 2014-2015 eğitim-öğretim yılı güz döneminde, Kırşehir Ahi Evran Üniversitesi BÖTE Bölümü’nde öğrenim gören toplam 49 öğrenci (25 deney grubu, 24 kontrol grubu) ile yürütülmüştür. Araştırmada öntest sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Deney grubundaki öğrenciler dersi web tabanlı ortamda işlerken, kontrol grubundaki öğrenciler geleneksel yöntem (düz anlatım, gösterip yaptırma, soru-cevap) ile işlemişlerdir. Uygulama 12 hafta sürmüştür. Verilerin toplanmasında akademik başarı testi, öğrenme stilleri ölçeği ve WPİB ölçeği kullanılmıştır. Araştırmadan elde edilen bulgulara göre; deney grubu ile kontrol grubu öğrencilerinin sontest akademik başarı puanları arasında anlamlı farklılık olmadığı bulunmuştur. Ayrıca, öğrencilerin tercih ettiği öğrenme stillerinin sontest akademik başarı puanlarında anlamlı bir farklılık oluşturmadığı gözlenmiştir. Bir diğer sonuç ise deney grubu öğrencilerinin WPİB ile sontest akademik başarı puanları arasında anlamlı bir ilişki olmadığıdır.

Kaynakça

  • Alessi, S.M. ve Trollip, S.R. (2001). Multimedia for Learning: Methods and Development (3rd ed.). Boston, MA: Allyn & Bacon, Inc. ISBN-13: 9780205276912.
  • Arıcı, N., & Yekta, M. (2005). The effects on the students’ sucesses of the multımedia used web-based instruction in the vocational and technical education. Journal of Commerce & Tourism Education Faculty, 1, 144–153.
  • Baltacı, M., & Akpınar, B. (2011). The Effect of Web Based Instruction on Students’ Academic Success. Fırat University Journal of Social Science, 21(1), 77–88.
  • Batı, A. H., Tetik, C., & Gürpınar, E. (2010). Assessment of the Validity and Reliability of the Turkish Adaptation of the Study Process Questionnaire (R-SPQ-2F). Original Research, 30(5), 1639–1646.
  • Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75.
  • Biggs, J.B. (1984). Learning strategies, student motivation patterns, and subjectively perceived success. In: Kirby (Ed.), Cognitive Strategies and Educational Performance (p.111-134). Orlando, FL: Academic Press.
  • Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
  • Bülbül, H. İ., Batmaz, İ., Şahin, Y. G., Küçükali, M., Balta, Ö. Ç. ve Balta, C. K. (2006). Web based course coach design. The Turkish Online Journal of Educational Technology - TOJET, 5(2), 12.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). The Validity and Reliability Study of the Turkish Version of the Motivated Strategies for Learning Questionnaire. Educational Sciences: Theory & Practice, 4(2), 207–239.
  • Cheng, G., & Chau, J. (2015). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, n/a-n/a. https://doi.org/10.1111/bjet.12243
  • Çetin, O., Çalışkan, E., & Menzi, N. (2013). Academician Opinions for Web Based Teaching. Elementary Education Online, 12(3), 886–902.
  • Dart, BC., Burnett, P.C. ve Purdie, N.M. (2000). Students’ conceptions of learning, the classroom environment, and approaches to learning. J Educ Res., p:262-270.
  • Durak, G. (2014). The Effects Of A Distance Education Programming Language Course On Student Performance. Journal of Theory and Practice in Education, 10(1), 202–219.
  • Ekinci, N. (2008). Determination of Learning Approaches of University Students and Their Relationships with Variables of Teacher-Learning Process. Unpublished Doctoral Thesis. Hacettepe University.
  • Ekinci, N. (2009). Learning Approaches of University Students. Education and Science, 34(151), 74–88.
  • Feeley, A. M., & Biggerstaff, D. L. (2015). Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students. Teaching and learning in medicine, 27(3), 237-244.
  • Geçer, A., & Dağ, F. (2012). A Blended Learning Experience. Educational Sciences: Theory & Practice, 12(1), 425–442.
  • Gordon, C. ve Debus, R. (2002). Developing deeplearning approaches and personal teaching efficacy within a preservice teacher education context. Br. Journal Education Psychology, 483- 511.
  • Harris, J. B., Mishra, P. ve Koehler, M. J. (2007). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed. Annual Meeting of the American Educational Research Association, Chicago, IL.
  • Horzum, M. B. (2011). Adaptation of Technological Pedagogical Content Knowledge Scale into Turkish. Elementary Education Online, 10(1), 257–272.
  • Horzum, M. B., & Çakır Balta, Ö. (2008). Students’ achievement, motivation and computer anxiety level in different web based learning environments. Hacettepe University Journal of Education, 34, 140–154.
  • Karadeniz, A., & Akpınar, E. (2015). The Effect of Web-Based Instruction on Elementary Students' Academic Achievement. Education and Science, 40(177), 217–231.
  • Karataş, E. (2003). The Equivalency of Learning Experiences in Distance and Face to Face Education. Educational Scieces and Practice, 2(3). s.91-104.
  • Kırıkkaya, E. B., Dağ, F., Durdu, L., & Gerdan, S. (2016). 8 . CBL Software Prepared for Class Natural Processes Unit and Its Impact on Academic Success. Elementary Education Online, 15(1), 234–250.
  • Lee, M.H. ve Tsai, C.C. (2010). Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21.
  • Lee, S. W.Y. (2013). Investigating students’ learning approaches, perceptions of online discussions, and students’ online and academic performance. Computers & Education, 68, 345–352. https://doi.org/10.1016/j.compedu.2013.05.019
  • Marold, K.A.; Larsen, G.; Moreno, A. (2002). Web-Based Learning: Is It Working? A Comparison of Student Performance and Achievement in Web-Based Courses and Their In-Classroom Counterparts. Khosrow-Pour, M. (Eds.), Web-Based Instructional Learning, IRM Press.
  • Mishra, P. ve Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.
  • Panjaburee, P., & Srisawasdi, N. (2016). An integrated learning styles and scientific investigation-based personalized web approach: a result on conceptual learning achievements and perceptions of high school students. Journal of Computers in Education, 3(3), 253-272.
  • Senemoğlu, N. (2011). College of Education Students’Approaches to Learning and Study Skills. Educational and Science, 36(160), 65–80.
  • Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J. ve Shin, T.S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 27.
  • Şimşek, N. (1995). Software dimension of computer aided instruction and standard problem in software. Ankara Universitesi Journal of Education, 28(2), 314-327.
  • Tekedere, H., & Mahiroğlu, A. (2014). The Effect of Locus of Control in Web Based Problem Based Learning on Attitute to Web Based and Problem Based Learning. Education and Science, 39(171), 211–229.
  • Uysal, M. P., & Yalın, H. İ. (2012). The effects of instructional software designed in accordance with instructional transaction theory on achievements of students. International Journal of Human Sciences, 9(1), 185–204.
  • Wu, C. H., Hwang, G. J., & Kuo, F. R. (2014). Collab-Analyzer: An environment for conducting web-based collaborative learning activities and analyzing students' information-searching behaviors. Australasian Journal of Educational Technology, 30(3), 356-374.
  • Yagci, M. (2012). Designing a web-based learning environment and its effect on students’ academic success and their attitudes. Energy Education Science and Technology Part B: Social and Educational Studies, 2012(1), 120–124.
  • Yağcı, M. (2012). The effects of online exam environments on academic achievements of students. E-Journal of New World Sciences Academy, 7(1), 331–339.
  • Yorganci, S. (2014). The effects of web based distance education method on students’ mathematics achievements. Kastamonu Education Journal, 23(3), 1401–1420.

The Effect of Web Pedagogical Content Knowledge and Study Approach on Academic Achievement in Web-Based Learning

Yıl 2020, Cilt: 49 Sayı: 1, 382 - 399, 28.04.2020

Öz

The aim of this study is to examine the effect of web pedagogical content knowledge (WPCK) and learning styles on the academic achievement of students in web-based learning. The research was conducted with 49 students (25 for the experimental group and 24 for the control group) who were studying in the department of Computer Education and Instructional Technology in Ahi Evran University in the 2014-2015 academic year's fall term. A quasi-experimental design with a pretest-posttest and control group was used in the research. While students included in the experimental group took a lesson in a web-based environment, students included in the control group used traditional methods. In the collection of the data, the study approaches scale; WPCK and academic success test were used. According to the findings obtained in the research, study approaches preferred by the students did not lead to a significant difference in the post-test academic success scores. It was also detected that there were no significant differences among the post-test academic success scores of the students in the experimental group and control group. Another finding was the lack of a significant relationship among the WPCK and post-test academic success scores of the students in the experimental group.

Kaynakça

  • Alessi, S.M. ve Trollip, S.R. (2001). Multimedia for Learning: Methods and Development (3rd ed.). Boston, MA: Allyn & Bacon, Inc. ISBN-13: 9780205276912.
  • Arıcı, N., & Yekta, M. (2005). The effects on the students’ sucesses of the multımedia used web-based instruction in the vocational and technical education. Journal of Commerce & Tourism Education Faculty, 1, 144–153.
  • Baltacı, M., & Akpınar, B. (2011). The Effect of Web Based Instruction on Students’ Academic Success. Fırat University Journal of Social Science, 21(1), 77–88.
  • Batı, A. H., Tetik, C., & Gürpınar, E. (2010). Assessment of the Validity and Reliability of the Turkish Adaptation of the Study Process Questionnaire (R-SPQ-2F). Original Research, 30(5), 1639–1646.
  • Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57–75.
  • Biggs, J.B. (1984). Learning strategies, student motivation patterns, and subjectively perceived success. In: Kirby (Ed.), Cognitive Strategies and Educational Performance (p.111-134). Orlando, FL: Academic Press.
  • Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
  • Bülbül, H. İ., Batmaz, İ., Şahin, Y. G., Küçükali, M., Balta, Ö. Ç. ve Balta, C. K. (2006). Web based course coach design. The Turkish Online Journal of Educational Technology - TOJET, 5(2), 12.
  • Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). The Validity and Reliability Study of the Turkish Version of the Motivated Strategies for Learning Questionnaire. Educational Sciences: Theory & Practice, 4(2), 207–239.
  • Cheng, G., & Chau, J. (2015). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, n/a-n/a. https://doi.org/10.1111/bjet.12243
  • Çetin, O., Çalışkan, E., & Menzi, N. (2013). Academician Opinions for Web Based Teaching. Elementary Education Online, 12(3), 886–902.
  • Dart, BC., Burnett, P.C. ve Purdie, N.M. (2000). Students’ conceptions of learning, the classroom environment, and approaches to learning. J Educ Res., p:262-270.
  • Durak, G. (2014). The Effects Of A Distance Education Programming Language Course On Student Performance. Journal of Theory and Practice in Education, 10(1), 202–219.
  • Ekinci, N. (2008). Determination of Learning Approaches of University Students and Their Relationships with Variables of Teacher-Learning Process. Unpublished Doctoral Thesis. Hacettepe University.
  • Ekinci, N. (2009). Learning Approaches of University Students. Education and Science, 34(151), 74–88.
  • Feeley, A. M., & Biggerstaff, D. L. (2015). Exam Success at Undergraduate and Graduate-Entry Medical Schools: Is Learning Style or Learning Approach More Important? A Critical Review Exploring Links Between Academic Success, Learning Styles, and Learning Approaches Among School-Leaver Entry (“Traditional”) and Graduate-Entry (“Nontraditional”) Medical Students. Teaching and learning in medicine, 27(3), 237-244.
  • Geçer, A., & Dağ, F. (2012). A Blended Learning Experience. Educational Sciences: Theory & Practice, 12(1), 425–442.
  • Gordon, C. ve Debus, R. (2002). Developing deeplearning approaches and personal teaching efficacy within a preservice teacher education context. Br. Journal Education Psychology, 483- 511.
  • Harris, J. B., Mishra, P. ve Koehler, M. J. (2007). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed. Annual Meeting of the American Educational Research Association, Chicago, IL.
  • Horzum, M. B. (2011). Adaptation of Technological Pedagogical Content Knowledge Scale into Turkish. Elementary Education Online, 10(1), 257–272.
  • Horzum, M. B., & Çakır Balta, Ö. (2008). Students’ achievement, motivation and computer anxiety level in different web based learning environments. Hacettepe University Journal of Education, 34, 140–154.
  • Karadeniz, A., & Akpınar, E. (2015). The Effect of Web-Based Instruction on Elementary Students' Academic Achievement. Education and Science, 40(177), 217–231.
  • Karataş, E. (2003). The Equivalency of Learning Experiences in Distance and Face to Face Education. Educational Scieces and Practice, 2(3). s.91-104.
  • Kırıkkaya, E. B., Dağ, F., Durdu, L., & Gerdan, S. (2016). 8 . CBL Software Prepared for Class Natural Processes Unit and Its Impact on Academic Success. Elementary Education Online, 15(1), 234–250.
  • Lee, M.H. ve Tsai, C.C. (2010). Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21.
  • Lee, S. W.Y. (2013). Investigating students’ learning approaches, perceptions of online discussions, and students’ online and academic performance. Computers & Education, 68, 345–352. https://doi.org/10.1016/j.compedu.2013.05.019
  • Marold, K.A.; Larsen, G.; Moreno, A. (2002). Web-Based Learning: Is It Working? A Comparison of Student Performance and Achievement in Web-Based Courses and Their In-Classroom Counterparts. Khosrow-Pour, M. (Eds.), Web-Based Instructional Learning, IRM Press.
  • Mishra, P. ve Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.
  • Panjaburee, P., & Srisawasdi, N. (2016). An integrated learning styles and scientific investigation-based personalized web approach: a result on conceptual learning achievements and perceptions of high school students. Journal of Computers in Education, 3(3), 253-272.
  • Senemoğlu, N. (2011). College of Education Students’Approaches to Learning and Study Skills. Educational and Science, 36(160), 65–80.
  • Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J. ve Shin, T.S. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 27.
  • Şimşek, N. (1995). Software dimension of computer aided instruction and standard problem in software. Ankara Universitesi Journal of Education, 28(2), 314-327.
  • Tekedere, H., & Mahiroğlu, A. (2014). The Effect of Locus of Control in Web Based Problem Based Learning on Attitute to Web Based and Problem Based Learning. Education and Science, 39(171), 211–229.
  • Uysal, M. P., & Yalın, H. İ. (2012). The effects of instructional software designed in accordance with instructional transaction theory on achievements of students. International Journal of Human Sciences, 9(1), 185–204.
  • Wu, C. H., Hwang, G. J., & Kuo, F. R. (2014). Collab-Analyzer: An environment for conducting web-based collaborative learning activities and analyzing students' information-searching behaviors. Australasian Journal of Educational Technology, 30(3), 356-374.
  • Yagci, M. (2012). Designing a web-based learning environment and its effect on students’ academic success and their attitudes. Energy Education Science and Technology Part B: Social and Educational Studies, 2012(1), 120–124.
  • Yağcı, M. (2012). The effects of online exam environments on academic achievements of students. E-Journal of New World Sciences Academy, 7(1), 331–339.
  • Yorganci, S. (2014). The effects of web based distance education method on students’ mathematics achievements. Kastamonu Education Journal, 23(3), 1401–1420.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mustafa Yağcı 0000-0003-2911-3909

Yayımlanma Tarihi 28 Nisan 2020
Gönderilme Tarihi 28 Haziran 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 49 Sayı: 1

Kaynak Göster

APA Yağcı, M. (2020). The Effect of Web Pedagogical Content Knowledge and Study Approach on Academic Achievement in Web-Based Learning. Cukurova University Faculty of Education Journal, 49(1), 382-399. https://doi.org/10.14812/cuefd.584161

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