Bilgisayar Destekli Öğretimin Teknik Lise Öğrencilerinin Bilişim Teknolojilerinin Temelleri Dersindeki Akademik Başarısına ve Kalıcılığa Etkisi

Bu araştırmada, teknik lise bilişim teknolojileri alanıöğrencilerine Bilişim Teknolojilerinin Temelleri dersinin bilgisayar destekli öğretim uygulamalarıkullanılarak anlatılmasının, geleneksel öğretim yöntemine göre öğrenci başarısına ve kalıcılığa etkisini belirlemek hedeflenmiştir. Bu amaçla Niğde ili Bor ilçesi Bor Teknik ve Endüstri Meslek Lisesi’nde bir çalışma yapılmıştır. Araştırmaya, teknik lise bilişim teknolojileri alanı10. sınıfında öğrenim gören 32 öğrenci katılmıştır. Deney grubu öğrencilerine, hazırlanan bilgisayar destekli öğretim yazılımıile kontrol grubu öğrencilerine ise geleneksel öğretim yöntemi ile dersler anlatılmıştır. Teknik lise bilişim teknolojileri alanı10. sınıf meslek derslerinden olan “Bilişim Teknolojilerinin Temelleri” dersine ait 2 modül için yapılan uygulama süresince öğrenci başarılarınıölçmek üzere geliştirilen başarıtesti, öntest, sontest ve kalıcılık testi olarak uygulanmıştır. Araştırmanın sonucunda, Bilişim Teknolojilerinin Temelleri dersinde kullanılan bilgisayar destekli öğretim uygulamalarının, geleneksel öğretim yöntemine göre öğrencilerin akademik başarısıve kalıcılık açısından daha etkili olduğu görülmüştür.

In a world of rapidly advancing science and technology computer use in education has become inevitable as in all other areas. Traditional methods in teaching computer have some ineffective results in retention of knowledge in education due to the different learning and practice times of students. Therefore, other instruction materials including visual elements, animation and interactive multimedia instruction elements should be used in computer teaching in addition to traditional methods. A combination of Multimedia Applications consisting of audio, video, images and written texts sources could be used to explain a topic because Multimedia Applications appeal to more than one sense. Therefore, interaction opportunity will make learning process more effective. The study investigates the following questions: 1 Is there a significant difference between pretest and posttest scores of control group applied with traditional teaching methods? 2 Is there a significant difference between pretest and posttest scores of experimental group applied with Computer Assisted Instruction CAI ? 3 Is there a significant difference between posttest and retention test scores of control group applied with traditional teaching methods? 4 Is there a significant difference between posttest and retention test scores of experimental group applied with CAI? This study aims to find out the effect of computer-based teaching activities on the academic achievement and retention of technical high school students in teaching vocational lessons compared to the traditional methods. In this regard, this study was conducted on 32 students of 10th class from Information Technologies Area of Technical High School in Niğde Bor. The students were equally separated into control and experimental groups, as each containing 16 students. Consequently, pretest results of both groups, used to determine the learning levels, were found close to each other. The experimental group was taught by Computer-Aided Teaching software and the control group was taught by traditional method. Expressions of posttest and retention test were given after four weeks. Achievement test was used as pretest, posttest and retention test while investigating the “Main-board and Boxes” and “Disk Drives” in the vocational lesson of “Fundamentals of Information Technologies”. Retention test was performed four weeks later than the posttest. A reliable and valid achievement test composed of 40 questions was prepared, and as a result, data were obtained. an educational software was designed for the “Fundamentals of Information Technologies” course. This software contains the materials of video, audio, multi-media elements and so on. Software also includes multi-media features by the speed of propagation between the individual student issues. During the preparation of instructional software, educational software design principles were used. The results of achievement tests were entered into SPSS and "t" test was performed. Accordingly, no significant difference was detected between the pretest results of experimental and control groups, which demonstrated that achievement levels of both groups in the selected topics were close to each other at the beginning. The mean point was 21.7188 in control group and 22.5000 in experimental group. When comparing pretest and posttest scores of the control group, the average pretest was 21.7188 and the average posttest was 50.7812, yielding a difference of 233%. This discrepancy was a positive percentage difference and also statistically significant p