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İNGİLİZCE DERSLERİNE İLİŞKİN ALGILANAN ARAÇSALLIĞI ARTIRMANIN DERS BAŞARISI, TUTUM VE CAN SIKINTISINA ETKİLERİ

Yıl 2020, Cilt: 33 Sayı: 3, 874 - 916, 07.12.2020
https://doi.org/10.19171/uefad.669567

Öz

Bu çalışmanın amacı, dokuzuncu sınıf öğrencilerinin İngilizce derslerinde öğretilen konulara ilişkin algıladıkları araçsallığı artırmanın, ders başarısı, tutum ve can sıkıntısına etkilerinin incelenmesidir. Çalışmada ön-test, son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Batı Karadeniz Bölgesinde yer alan küçük bir ildeki Anadolu Lisesinden, toplam 93 dokuzuncu sınıf öğrencisi kolayda örnekleme yoluyla seçilmiştir. Öğrenciler ya deney gruplarına (kapsamlı bilgilendirilen grup, n = 30; yüzeysel bilgilendirilen grup, n = 30) ya da kontrol grubuna (n = 33) rastgele biçimde atanmışlardır. Veriler, Algılan Araçsallık Ölçeği, Can Sıkıntısı Ölçeği ve İngilizceye Yönelik Tutum Ölçeği aracılığıyla elde edilmiştir. Ayrıca, öğrencilerin İngilizce ders başarılarının değerlendirilmesi için bir başarı testi de geliştirilmiştir. Verilerin kapsamlı biçimde analiz edilmesi amacıyla, bir dizi kovaryans analizi ve tekrarlı ölçümler için kovaryans analizi gerçekleştirilmiştir. Sonuçlar, kapsamlı bilgilendirilen gruptaki öğrencilerin, yüzeysel bilgilendirilen grup ve kontrol grubundaki akranlarına göre, İngilizce derslerinde öğretilen konuları gelecek amaçlarına ulaşmada daha önemli olarak algıladıklarını göstermiştir. Sonuçlar, kapsamlı bilgilendirilen gruptaki öğrencilerin diğer çalışma gruplarındaki akranlarına göre, İngilizce derslerine yönelik olarak daha olumlu tutuma sahip olduklarını, daha az düzeyde can sıkıntısı hissettiklerini ve daha başarılı olduklarını da göstermiştir.

Kaynakça

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Ulusal Eğitim Bilimleri Kurultayı (6-9 Temmuz 2004), İnönü Üniversitesi, Malatya. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64(2), 287-309. Baş, G. ve Beyhan, Ö. (2012). İngilizce dersinde yansıtıcı düşünme etkinliklerinin öğrencilerin akademik başarılarına ve derse yönelik tutumlarına etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 128-142. Belton, T., & Priyadharshini, E. (2007). Boredom and schooling: a cross‐disciplinary exploration. Cambridge Journal of Education, 37(4), 579-595. Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. Broughton, G., Brumfit, C., Flavell, R., Hill,P ., & Pincas, A. (1997). Teaching english as a foreign language. Routledge, UK: University of London Institute of Education. Brown, H. D. (2000). Principles of language learning and teaching. 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THE EFFECTS OF INCREASING PERCEIVED INSTRUMENTALITY OF ENGLISH CLASSES ON COURSE ACHIEVEMENT, ATTITUDE, AND BOREDOM

Yıl 2020, Cilt: 33 Sayı: 3, 874 - 916, 07.12.2020
https://doi.org/10.19171/uefad.669567

Öz

This study aims to examine the effects of increasing ninth-grade students’ perceived instrumentality of the topics taught in English classes on their course achievement, attitude, and boredom. A pre-test, post-test quasi-experimental design with control group was used in the study. A total of 93 ninth-grade students conveniently sampled from the Anatolian High School of a small city located in the Western Black Sea Region. Students were randomly assigned to either experimental groups (i.e., comprehensively informed group, n = 30; superficially informed group, n = 30) or control group (n = 33). The data were obtained through the Perceived Instrumentality Scale, Boredom Scale, and Attitude towards English Scale. Additionally, an achievement test was developed to assess students’ graded performance regarding English classes. A series of univariate analyses of covariance and repeated measures analyses of covariance were conducted to analyze the data comprehensively. The results showed that students in the comprehensively informed group perceived the topics taught in English classes more important to attain their future goals than their counterparts in the superficially informed group and control group. The results also demonstrated that students in the comprehensively informed group held more positive attitudes, felt lower levels of boredom, and had higher achievement scores regarding English classes than their counterparts in other study groups.

Kaynakça

  • Afshari, M., Shirzadifard, M., & Jahromi, R. G. (2018). Future time perspective and academic achievement: Mediating role of long-term self-regulation and perceived task instrumentality. Developmental Psychology, 14(54), 121-134. Ajzen, I., & Fishbein, M. (2005). The influence of attitudes on behaviour. In D. Albarracin, B.T. Johnson, and M.P. Zanna, (Eds.), The Handbook of Attitudes (pp. 173-221), Mahwah, NJ: Erlbaum. Aksoy, O. (2018). Lise öğrencilerinin İngilizce ders başarılarını yordayan değişkenler: Boylamsal bir analiz. Doktora Tezi. Bolu Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü, Bolu. Allport, G.W. (1967). Attitudes. In M. Fishbein (Ed.), Readings in attitude theory and measurement (pp. 1-13). New York, NY: John Wiley & Sons. Altunay, U. (2004). Üniversite İngilizce hazırlık öğrencilerinin İngilizceye yönelik tutumlarıyla, sınavlar, okulun fiziksel koşulları ve ders programları ve uygulanışı ile İlgili görüşleri arasındaki ilişkiler. XIII. Ulusal Eğitim Bilimleri Kurultayı (6-9 Temmuz 2004), İnönü Üniversitesi, Malatya. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64(2), 287-309. Baş, G. ve Beyhan, Ö. (2012). İngilizce dersinde yansıtıcı düşünme etkinliklerinin öğrencilerin akademik başarılarına ve derse yönelik tutumlarına etkisi. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 128-142. Belton, T., & Priyadharshini, E. (2007). Boredom and schooling: a cross‐disciplinary exploration. Cambridge Journal of Education, 37(4), 579-595. Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. Broughton, G., Brumfit, C., Flavell, R., Hill,P ., & Pincas, A. (1997). Teaching english as a foreign language. Routledge, UK: University of London Institute of Education. Brown, H. D. (2000). Principles of language learning and teaching. 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The role of perceived instrumentality in student motivation. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.). Trends and prospects in motivation research. (pp. 37-45). Dordrecht, NL: Springer. Crystal, D. (1997). English as a global language. Cambridge, UK: Cambridge University Press. De Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21, 332-344. Demir Ayaz, A., Özkardaş, S. ve Özturan, T. (2019). Challenges of English language teaching in high schools in Turkey and possible suggestions to overcome them. Eurasian Journal of Applied Linguistics, 5, 41-55. Demirpolat, B. C. (2015). Türkiye’nin yabancı dil öğretimiyle imtihanı: Sorunlar ve çözüm önerileri. Ankara: Seta Vakfı Yayınları. Doğru, E. (2014). Hayal aktivitelerinin üniversite öğrencilerinin İngilizce derslerine yönelik başarı, ilgi ve tutumları üzerine etkisi. 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G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Psychology, 77(6), 1271-1288. Zhou, H., & Shi, G. (2019, August). A study of emotional practice in college English teaching. In 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019) (pp. 645-648). Paris: Atlantis Press.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gülnihal Aytekin Yüksel 0000-0002-2506-9528

Altay Eren 0000-0001-8964-2082

Yayımlanma Tarihi 7 Aralık 2020
Gönderilme Tarihi 2 Ocak 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 33 Sayı: 3

Kaynak Göster

APA Aytekin Yüksel, G., & Eren, A. (2020). İNGİLİZCE DERSLERİNE İLİŞKİN ALGILANAN ARAÇSALLIĞI ARTIRMANIN DERS BAŞARISI, TUTUM VE CAN SIKINTISINA ETKİLERİ. Journal of Uludag University Faculty of Education, 33(3), 874-916. https://doi.org/10.19171/uefad.669567