Bu çalışma, Türkçe öğretiminde işbirliğine dayalı öğrenme yaklaşımının ilköğretim dördüncü sınıf öğrencilerinin akademik başarılarına etkisini belirlemek amacıyla yapılmıştır. Araştırmada öğrencilerin akademik başarılarını ölçmek için bir başarı testi ve deney grubu öğrencilerinin bu yöntemle ilgili görüşlerini belirlemek için bir anket uygulanmıştır. Araştırmada deneysel yöntem kullanılmıştır. Deneysel yöntemin, ön test – son test kontrol gruplu deseni kullanılmıştır. Deney ve kontrol grupları otuz kişiden oluşmuştur. Deney grubunda işbirliğine dayalı öğrenme yaklaşımı, kontrol grubunda ise geleneksel yöntem kullanılmıştır. Araştırmaya katılan gruplara deneysel işlem öncesi ön test, işlem sonrasında ise son test uygulanmıştır. Ayrıca deney grubu öğrencilerine, görüş belirleme anketi uygulanmıştır. Verilerini analizi SPSS istatistik programı ile yapılmış, verilerin analizinde istatistiki işlemlerden t-testi, aritmetik ortalama, standart sapma, frekans ve yüzdeler kullanılmıştır. Elde edilen veriler .05 anlamlılık düzeyinde test edilmiştir. Araştırma sonuçlarına göre, işbirliğine dayalı öğrenme yaklaşımı ile ders işleyen deney grubu öğrencilerinin bu yaklaşımla ders işlemekten hoşlandıkları ve dersi daha iyi anladıkları, grup içinde görev almaktan zevk aldıkları, derste daha aktif oldukları, diğer dersleri de bu yaklaşıma uygun şekilde işlemek istedikleri görülmüştür. Araştırmanın; Türkçe öğretiminde, işbirliğine dayalı öğrenme yaklaşımına uygun şekilde öğrenim gören deney grubu öğrencileri ile geleneksel yaklaşıma uygun şekilde öğrenim gören kontrol grubu öğrencilerinin, deneysel işlem öncesi ve sonrası başarıları arasında anlamlı bir fark var mıdır? şeklinde düzenlenen alt problemi ile ilgili olarak ise, ön test sonuçlarına göre gruplar arasında anlamlı bir farklılık bulunamamış, son test sonuçlarına göre ise deney grubu lehine anlamlı bir farklılık bulunmuştur
The purpose of this study is to examine the effect of cooperative learning on academic achievement of fourth grade students in primary education. An achievement test was used for assessing student's academic achievement and a questionnaire was used to collect data on the opinions of the experimental group about cooperative learning. This study employed the experimental method using pre-test and post-test design with control group. Two classrooms at fourth grade with thirty students in each were randomly assigned as control and experimental groups. Cooperative learning method was used in the experimental group and traditional method was used in the control group. The achievement test was administered to each group before and after experimentation, and the questionnaire was administered to experimental group after experimentation. Data were analyzed by using t-test to compare pre-test - post-test and control group – experimental group differences. Results indicated that students in experimental group enjoyed learning and working in groups, students became more active in learning activities and preferred cooperative learning activities in other courses. There were no significant differences in pre-test Turkish achievement test scores between the control group and the experimental group. However, post-test Turkish achievement scores for the experimental group was significantly higher than post-test Turkish achievement scores for the control group, indicating a significant increase in Turkish achievement as result of the cooperative learning experience. Summary Turkish Ministry of National Education has been struggling to reform primary and secondary education curriculum with an increased focus on constructivist teaching and learning. Constructivist approach emphasizes the active role of students in teaching and learning process through processes such as cooperative learning. There has been considerable body of research examining effectiveness of cooperative learning on achievement. Over the past 90 years, hundreds of studies have been conducted comparing the relative effectiveness of cooperative, competitive, and individualistic learning. Most of these studies indicated that cooperative learning significantly improves achievement and retention, creates more positive relationships among students, and promotes students` psychological health and self-esteem (Roger ve Johnson, 2006). Cooperative learning is an instructional strategy that simultaneously addresses academic and social skill learning by students. It is a well-researched instructional strategy and has been reported to be highly successful in the classroom. There is an ever increasing need for interdependence in all levels of our society. Providing students with the tools to effectively work in a collaborative environment has been a priority. Cooperative Learning is one way of providing students with a well defined framework in which to learn from each other. Students work towards fulfilling academic and social skill goals that are clearly stated. It is a team approach where the success of the group depends upon everyone pulling his or her weight (ISO, 2006). The purpose of cooperative learning is to make each group member a stronger individual in his or her own right. There should be a pattern and flow to classroom learning-learn it together, perform it alone. Cooperative learning differs from traditional classroom grouping in that it requires that teachers carefully structure the group so that students believe that they (Roger ve Johnson, 2006); • sink or swim together, • assist and encourage others to achieve, • are individually accountable for doing their part of the group`s work, • have to master the required interpersonal and small group skills to be an effective group member, and • should discuss how well the group is working and what could be done to improve the group work. According to the Cooperative Learning Center at the University of Minnesota, cooperation is working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other`s learning. The idea is simple. Class members are organized into small groups after receiving instruction from the teacher. They then work through the assignment until all group members successfully understand and complete it. Cooperative efforts result in participants striving for mutual benefit so that all group members gain from each other`s efforts (your success benefits me and my success benefits you), recognizing that all group members share a common fate (we all sink or swim together here), knowing that one`s performance is mutually caused by oneself and one`s colleagues (we can not do it without you), and feeling proud and jointly celebrating when a group member is recognized for achievement (Minnesota University, 2006). According to Johnson et al., (1991) cooperative learning provides opportunities to students to learn better through studying as a group. Students first gather data and share this knowledge with their friends and discuss findings (Sharan, 1980). With using this approach, some of the skills such as problem solving, creative thinking are expected to develop on students (Yılmaz, 2001). Turkish course has very important role for socio-cultural developments of students at primary level. The skills gained through cooperative learning can also be valid for students in this course, because the course requires some skills such as good communication, effective listening and writing. The purpose of this study is to examine the effect of cooperative learning approach on student achievement through comparing the traditional teaching approach and cooperative learning approach. Method This study employed the experimental method using pre-test and post-test design with control group. Two classrooms at fourth grade with 30 students in each were randomly assigned as control and experimental groups. Cooperative learning method was used in the experimental group and traditional method was used in the control group. The achievement test was administered to each group before and after experimentation, and the questionnaire was administered to experimental group after experimentation. Data were analyzed by using t-test to compare pre-test - post-test and control group – experimental group differences. Findings Results indicated that students in experimental group enjoyed learning and working in groups, students became more active in learning activities and preferred cooperative learning activities in other courses. Students in experimental group developed positive attitudes towards learning. There were no significant differences in pre-test Turkish achievement test scores between the control group and the experimental group. However, post-test Turkish achievement scores for the experimental group was significantly higher than post-test Turkish achievement scores for the control group, indicating a significant increase in Turkish achievement as result of the cooperative learning experience.
Birincil Dil | Türkçe |
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Bölüm | Makaleler |
Yazarlar | |
Yayımlanma Tarihi | 1 Ekim 2007 |
Yayımlandığı Sayı | Yıl 2007 Cilt: 49 Sayı: 49 |