Öz
Bu çalışmada, Türkiye’de eğitim bilimleri alanında yapılan “çoklu ortam” konulu yüksek lisans ve doktora tezleri içerik analizi yöntemi kullanılarak incelenmiştir. Ulusal tez merkezinde yapılan tarama sonucu konuyla ilgili 65 teze ulaşılmıştır. Tezler iki araştırmacı tarafından okunmuş ve kodlamalar yapılmıştır. Bulgular tablo ve grafiklerle sunulmuştur. Tezlerin büyük bir bölümünde
nicel yöntemlerin kullanıldığı görülmektedir. En çok kullanılan veri toplama araçları başarı ve kalıcılık testleridir. En fazla lisans seviyesindeki öğrencilere yönelik çalışmalar yapılmıştır. Tezlerin önemli bir bölümünde araştırmacı tarafından geliştirilmiş çoklu ortam materyali veya materyalleri kullanılmıştır. Materyallerin öğrenci tarafından geliştirildiği çalışma sayısı yok denecek kadar azdır. Elde edilen bu sonuçlara dayanarak şu önerilerde bulunulabilir: Sınıfta çoklu ortam kullanımının etkilerinin okul öncesi, ilkokul, ortaokul ve lise düzeyinde araştırıldığı tezlere ağırlık verilebilir. Öğrenme ve öğretme süreçlerinde çoklu ortam kullanımının etkilerinin derinlemesine ortaya koyulabilmesi için nitel veri toplama araçlarından daha çok yararlanılabilir. Özel eğitimde çoklu ortam kullanımının farklı yönleri ile ele alındığı ve öğrencilerin çoklu ortam tasarımcısı olduğu tezlerin yapılmasının alana önemli katkılar sağlayacağı düşünülmektedir.
Öz
The aim of this study is to determine the trends in graduate theses prepared about multimedia in the field of educational sciences in Turkey. The research is carried out departing from the research problem "What research trends are in the master’s and doctoral thesis research sampling multimedia in the field of educational science in Turkey?" The study is carried out in an attempt to seek answers for research problems below: Regarding the graduate level theses sampling multimedia in educational sciences in Turkey;
1. What is the distribution by year?
2. What is the distribution by university?
3. What is the distribution by area of educational science?
4. What is the distribution by research method?
5. What is the distribution by sample size?
6. What is the distribution by sampling level?
7. What are the tendencies in data collection instruments?
8. What are the tendencies in data analysis?
9. What is the distribution by subject area?
10. What is the distribution by ready-made submission versus development of multimedia by
participants?
11. What is the distribution by multimedia materials contained?
12. What are the distribution results?
In this study, content analysis method is used. In the scope of the study, 65 theses were accessed which contain at least one of the terms “multimedia” and “multimedia learning” in the title or abstract in the field of education sciences. The theses reached in this study were downloaded from the Higher Education Council (YÖK) National Thesis Center web page. 45 of the theses are at master’s level while the remaining 20 are at doctorate level. The theses reached in this study were read by two researchers and coding was carried out in line with the study themes. The coding made by the researchers was compared with each other to ensure internal consistency. The data obtained from the coding were analyzed using SPSS-13, and resulting findings were displayed in tables and graphs showing the frequency and percentage values. The findings indicated a non-linear increasing tendency in the number of theses sampling multimedia in educational sciences since 2006. However, there was a marked decline in 2013 and 2014. In this area, Hacettepe University and Gazi University are seen to be placed in the first rank to produce the highest number of theses in respective area. It was found out that quantitative research methods were most preferred in the theses. Most of the studies were carried out with 30 to 99 people. The highest number of applications was carried out with students at the undergraduate level. As a result, the highest number of studies sampling multimedia was found in courses at undergraduate level. In most theses, more than one instrument was used for collecting data. The most widely used data collection tools were the success and durability tests. In data analysis, it was seen that t-test is the most widely used method, which is followed by the ANOVA test. Likewise, multimedia materials were used in a large part of the theses. In 80% of the theses, the multimedia materials were developed by researchers. However, only in a small number of the theses, the multimedia was produced by participants. As for the type of multimedia studied, educational software was found to be the most widely used one. Also it was seen that most of the theses investigated the effects of multimedia on cognitive and affective learning. Following recommendations can be made considering the results of the study: First of all, weight can be given to works where students take part as multimedia designers. Then, studies should be carried out which investigate in-depth the use of multimedia in teaching and learning processes and use qualitative data collection tools more intensively to this end. Also emphasis should be placed on preparing theses that explore the effects of media use in the classroom at pre-school, elementary, middle and high school levels. Lastly, it is estimated that
the studies examining the use or production of multimedia in relation with teachers will provide important contributions to the field.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | ELEVENTH ISSUE |
| Yazarlar | |
| Yayımlanma Tarihi | 14 Mart 2016 |
| Yayımlandığı Sayı | Yıl 2016 Cilt: 5 Sayı: 1 |