Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği

Sıla Doğmaz Tunalı; Burak Karabey

doi:10.17679/inuefd.1435610

EN TR

The Effectiveness of Using Diagrams in Improving the Problem-Solving Performance of Students with Learning Disabilities

Abstract

The solution of verbal mathematical problems is a cognitive process that includes identifying and distinguishing relevant from irrelevant information, constructing a mental representation of the problem, and selecting and implementing an appropriate solution strategy. Students with learning disabilities may have deficiencies in acquiring mathematical skills, and coping with verbal mathematics problems can be particularly challenging for them. This study investigated the effectiveness of the diagram strategy in improving the two-step word problem-solving performance of students with learning disabilities. The research was designed using a quasi-experimental pretest-posttest control group design. The study utilized two types of achievement tests as data collection instruments: one comprised 15 open-ended numerical problems, while the other contained 5 open-ended problems of varied types. Additionally, an analytical grading rubric was prepared to assess the solution processes of the problems in these tests. The study group consisted of 20 students with learning disabilities, divided evenly into an experimental group of 10 students and a control group of 10 students. The process of using diagrams in problem-solving was carried out in individual sessions with the 10 students in the experimental group for 8 weeks. Non-parametric tests, namely the Mann-Whitney U test and the Wilcoxon test, were used to analyze the pre-test and post-test data obtained from the achievement tests of the experimental and control groups. As a result of the data analysis, a significant difference was found between the scores of the students in the experimental and control groups on the achievement test, with the experimental group showing better results. These findings indicate that the use of diagrams has a positive effect on solving two-step word problems. The diagram strategy can be an effective tool for understanding and solving mathematical problems.

Keywords

Problem solving, Diagram, Learning disability

Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği

Abstract

Sözel matematik problemlerinin çözümü, ilgili ve ilgisiz bilgilerin belirlenmesini, problemin zihinsel bir temsilinin oluşturulmasını, uygun bir çözüm stratejisinin seçimini ve uygulanmasını içeren bilişsel bir süreçtir. Özel öğrenme güçlüğü olan öğrenciler matematik becerilerini edinmede eksiklikler yaşayabilirler, ayrıca sözel matematik problemleriyle başa çıkmak bu öğrenciler için özellikle zorlayıcıdır. Bu çalışmada, özel öğrenme güçlüğü olan öğrencilerin iki aşamalı matematiksel rutin problem çözme performanslarını geliştirmede diyagram stratejisi kullanımın etkililiği araştırılmıştır. Araştırma yarı deneysel desenlerden ön-test son-test kontrol gruplu desen üzerinden planlanmıştır. Çalışmada veri toplama aracı olarak, 15 açık uçlu sayı probleminden oluşan bir başarı testi kullanılmıştır. Genelleme için farklı türde problemleri içeren 5 açık uçlu sorudan oluşan ikinci bir başarı testi kullanılmıştır. Ayrıca, bu testlerdeki problem çözme süreçlerini değerlendirmek için analitik dereceli bir puanlama anahtarı hazırlanmıştır. Çalışma grubu 10 tanesi deney grubu ve 10 tanesi kontrol grubu olmak üzere toplam 20 özel öğrenme güçlüğü tanısı olan öğrenciden oluşmaktadır. Deney grubunda yer alan 10 öğrenciyle 8 hafta boyunca bireysel oturumlar ile problem çözümünde diyagram kullanımı programı yürütülmüştür. Deney ve kontrol gruplarında yer alan öğrencilerin başarı testinden elde edilen ön test ve son test verilerinin analizinde parametrik olmayan Mann Whitney-U ve Wilcoxon işaretli sıralar testi testleri kullanılmıştır. Verilerin analizi neticesinde deney ve kontrol gruplarında yer alan öğrencilerin başarı testinden aldıkları puanlar arasında anlamlı bir farklılık bulunmuştur. Bu anlamlı farklılığın deney grubu lehine olduğu görülmüştür. Bulgular, diyagram stratejisi kullanımın iki aşamalı sözel matematik problemlerinin çözümünde etkili olduğunu göstermektedir. Sonuç olarak, diyagram stratejisi matematik problemlerini anlamada ve çözmede etkili bir araç olarak değerlendirilebilir.

Keywords

Problem çözme, Diyagram, Öğrenme güçlüğü

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Details

Primary Language

Turkish

Subjects

Special Education and Disability (Other)

Journal Section

Research Article

Authors

Sıla Doğmaz Tunalı ^*
0000-0001-8040-8409
Türkiye

Burak Karabey
0000-0001-8614-8628
Türkiye

Publication Date

December 31, 2024

Submission Date

February 12, 2024

Acceptance Date

December 18, 2024

Published in Issue

Year 2024 Volume: 25 Number: 3

DOI

https://doi.org/10.17679/inuefd.1435610

IZ

https://izlik.org/JA25WC42AK

APA

Doğmaz Tunalı, S., & Karabey, B. (2024). Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği. İnönü University Journal of the Faculty of Education, 25(3), 1265-1291. https://doi.org/10.17679/inuefd.1435610

AMA

1.Doğmaz Tunalı S, Karabey B. Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği. INUJFE. 2024;25(3):1265-1291. doi:10.17679/inuefd.1435610

Chicago

Doğmaz Tunalı, Sıla, and Burak Karabey. 2024. “Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği”. İnönü University Journal of the Faculty of Education 25 (3): 1265-91. https://doi.org/10.17679/inuefd.1435610.

EndNote

Doğmaz Tunalı S, Karabey B (December 1, 2024) Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği. İnönü University Journal of the Faculty of Education 25 3 1265–1291.

IEEE

[1]S. Doğmaz Tunalı and B. Karabey, “Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği”, INUJFE, vol. 25, no. 3, pp. 1265–1291, Dec. 2024, doi: 10.17679/inuefd.1435610.

ISNAD

Doğmaz Tunalı, Sıla - Karabey, Burak. “Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği”. İnönü University Journal of the Faculty of Education 25/3 (December 1, 2024): 1265-1291. https://doi.org/10.17679/inuefd.1435610.

JAMA

1.Doğmaz Tunalı S, Karabey B. Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği. INUJFE. 2024;25:1265–1291.

MLA

Doğmaz Tunalı, Sıla, and Burak Karabey. “Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği”. İnönü University Journal of the Faculty of Education, vol. 25, no. 3, Dec. 2024, pp. 1265-91, doi:10.17679/inuefd.1435610.

Vancouver

1.Sıla Doğmaz Tunalı, Burak Karabey. Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği. INUJFE. 2024 Dec. 1;25(3):1265-91. doi:10.17679/inuefd.1435610

The Effectiveness of Using Diagrams in Improving the Problem-Solving Performance of Students with Learning Disabilities

Abstract

Keywords

Özel Öğrenme Güçlüğü Olan Öğrencilerin Problem Çözme Performanslarını Geliştirmede Diyagram Kullanımının Etkililiği

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