İlköğretim Beşinci Sınıf Matematik Dersinde Üstbiliş Stratejileri Kullanımının Öğrencilerin Başarı Ve Tutumlarına Etkisi
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Tarih
2012
Yazarlar
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Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, ilköğretim 5. sınıf Matematik dersi problem çözme sürecinde uygulanan üstbiliş stratejilerinin, öğrencilerin başarılarına, yürütücü biliş becerilerine ve tutumlarına etkisini incelemektir. Araştırmanın pilot çalışması, 2011-2012 eğitim-öğretim yılının birinci yarıyılında Erzurum-Horasan İnkılâp İlköğretim Okulunda toplam 56 öğrenci ve birbirine denk iki sınıf ile yürütülmüştür. Bu sınıflar; matematik dersi problem çözme sürecinde üstbiliş stratejilerin uygulandığı deney grubu ve matematik dersi problem çözme sürecinde normal programın uygulandığı kontrol grubu olarak atanmıştır. Araştırmada öğrencilere, başarı testi, yürütücü biliş becerileri ölçeği ve matematik dersine yönelik tutum ölçeği uygulanmıştır. Bu ölçekler öğrencilere çalışmadan önce ön-test, çalışmadan sonra da son-test olarak uygulanmıştır. Araştırmadan elde edilen verilerin çözümlenmesinde bağımlı bağımsız t testi kullanılmıştır. Bu şekilde ölçeklerin geçerlik ve güvenirlik çalışması yapıldıktan sonra 2011- 2012 eğitim-öğretim yılının ikinci yarıyılında Kayseride Şehit Levent Çetinkaya İlköğretim Okulunda toplam 75 öğrenci üzerinde aynı ölçeklerle esas uygulamaya geçilmiştir. Araştırmadan elde edilen bulgulara göre ulaşılan sonuçlar aşağıdaki gibi sıralanabilir: Üstbiliş stratejilerinin uygulandığı deney grubu ile normal programın uygulandığı kontrol grubu arasında öğrencilerin başarılarını ölçmek için yapılan başarı ön testinden elde edilen puanlara göre iki grup arasında uygulama öncesi anlamlı bir fark bulunamamıştır. Başarı testi son testinden elde edilen bulgulara göre öğrencilerin erişilerinde deney grubu lehine anlamlı bir fark elde edilmiştir. Üstbiliş stratejilerinin uygulandığı deney grubu ile normal programın uygulandığı kontrol grubunun ön test ve son test sonuçlarına göre yapılan analizlerde öğrencilerin yürütücü biliş becerileri ve matematik dersine karşı tutumları arasında deney grubu lehine anlamlı bir fark elde edilmiştir Öğrenci görüşleriyle ilgili kompozisyonlar incelendiğinde ise deney grubu öğrencilerinin geometriye ve matematik dersine karşı tutumlarında olumlu yönde bir artış olduğu tespit edilmiştir. Bu artışın temel nedeninin öğrencilerin kendilerine olan öz güvenlerinin artmasından kaynaklandığı söylenebilir. Ayrıca bu öğrencilerin; problem çözmenin önemini anlama, problemi anlama, plânlı çalışma,problem çözme sürecini kontrol etme ve farkında olma becerilerini de kazandıkları gözlemlenmiştir.
The purpose of this study is to examine the effect of metacognitive strategies which is implementing in the problem solving process to students? achievement, students? metacognitive abilities and the attitude of the students for mathematical studies in fifth class at primary school. This study has been conducted with totaly 54 students in two classes equivalent to each other in the first term of 2011-2012 academic year in ?nkılap Primary School. Their equality is determined by the teachers? views and the students? points, taken from the examinations at the end of the ninth unit for mathematical study course. These classes are divided into two groups: experimental group which students implement the metacogntive strategies in mathematical problem solving process, and control group which students implement tradational method in mathematical problem solving process. Student achievement test, metacognitive ability test and the scale of the attitude of the students for teaching mathematical studies are applied to the students during the study. Scales are applied to the students before the practice as a pre test and after the practice as a post test. Foranalyzing the data, t test has been used. After the validity and reliability of the scales in this way in the second semester of 2011-2012 academic year ?ehit Levent Çetinkaya Primary Schooll in Kayseri on a totol of 75 students started the application based on the same scales. At the end of the study following findings are obtained; 1. According to the points obtained from pre-achievement test which is applied in order to measure achievements of the students, to whom metacognitive strategies is applied and to whom traditional approach is applied, there isn?t a significiant difference between these two groups before the practice. Acording the findings of the student achievement post-test, there is a significiant difference in srudents? achievement in favor of the experimental group. 2. According to the pre-test and post-test results of control group, to whom traditional approach is applied and experimental group, to whom metacognitive strategies is applied, there is a significant difference in students? metacognitive abilities in favor of the experimental group. 3. According the pre-test and post-test results of control group, to whom traditional approach is applied and experimental group, to whom metacognitive strategies is applied, there is a significiant difference in students? attitudes to the mathematical studies course in favor of the experimental group. 4. When the compositions about the students? views were examined, a positive increase has been found in the attitudes of students in the experimental group toward geometry and mathematics. It?s likely to claim that this increase mainly results from the increase in tudents? self confidence. In addition, it is observed that the students have acquired the abilities of understanding the importance of problem solving, understanding the problem, planned study, controlling the problem and awareness. Key Words:Metacognition,mathematics,problem-solving,achievement,attitude …
The purpose of this study is to examine the effect of metacognitive strategies which is implementing in the problem solving process to students? achievement, students? metacognitive abilities and the attitude of the students for mathematical studies in fifth class at primary school. This study has been conducted with totaly 54 students in two classes equivalent to each other in the first term of 2011-2012 academic year in ?nkılap Primary School. Their equality is determined by the teachers? views and the students? points, taken from the examinations at the end of the ninth unit for mathematical study course. These classes are divided into two groups: experimental group which students implement the metacogntive strategies in mathematical problem solving process, and control group which students implement tradational method in mathematical problem solving process. Student achievement test, metacognitive ability test and the scale of the attitude of the students for teaching mathematical studies are applied to the students during the study. Scales are applied to the students before the practice as a pre test and after the practice as a post test. Foranalyzing the data, t test has been used. After the validity and reliability of the scales in this way in the second semester of 2011-2012 academic year ?ehit Levent Çetinkaya Primary Schooll in Kayseri on a totol of 75 students started the application based on the same scales. At the end of the study following findings are obtained; 1. According to the points obtained from pre-achievement test which is applied in order to measure achievements of the students, to whom metacognitive strategies is applied and to whom traditional approach is applied, there isn?t a significiant difference between these two groups before the practice. Acording the findings of the student achievement post-test, there is a significiant difference in srudents? achievement in favor of the experimental group. 2. According to the pre-test and post-test results of control group, to whom traditional approach is applied and experimental group, to whom metacognitive strategies is applied, there is a significant difference in students? metacognitive abilities in favor of the experimental group. 3. According the pre-test and post-test results of control group, to whom traditional approach is applied and experimental group, to whom metacognitive strategies is applied, there is a significiant difference in students? attitudes to the mathematical studies course in favor of the experimental group. 4. When the compositions about the students? views were examined, a positive increase has been found in the attitudes of students in the experimental group toward geometry and mathematics. It?s likely to claim that this increase mainly results from the increase in tudents? self confidence. In addition, it is observed that the students have acquired the abilities of understanding the importance of problem solving, understanding the problem, planned study, controlling the problem and awareness. Key Words:Metacognition,mathematics,problem-solving,achievement,attitude …
Açıklama
Anahtar Kelimeler
Matematik, Üstbiliş, Problem Çözme, Başarı
