İlköğretimde İngilizce öğretiminde oyun tekniğinin erişiye etkisi
Küçük Resim Yok
Tarih
2003
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
ÖZET Bu çalışmada "İlköğretimde İngilizce Öğretiminde Oyun Tekmğinin Erişiye etkisf'nin belirlenmesi amaçlanmıştır. Araştırmanın örneklemini Niğde ili İnli kasabası Şehit Ahmet Saltık İlköğretim Okulu 4. sınıfında okuyan 12 erkek, 14 kız toplam 26 öğrenci ve İnli kasabası 70. Yıl İlköğretim Okulu 4. sınıfında okuyan 15 erkek, 9 kız toplam 24 öğrenci olmak üzere toplam 50 öğrenciden oluşmaktadır. Araştırmada yöntem olarak, deneysel yöntemin kontrol gruplu öntest-sontest deseni kullanılmıştır. Araştırma sonucunda aşağıdaki bulgular elde edilmiştir; İlköğretim 4. sınıf İngilizce dersinin "renkler, sayılar, telefon numaralan ve saatler" konularının öğretiminde oyun tekniği uygulanan grup ile geleneksel yöntem uygulanan grubun; 1. Toplam erişileri karşılaştınidığmda, oyun tekniği ağırlıklı yöntemin kullanıldığı grup lehine fark bulunmuştur. 2. Bilgi basamağı erişi düzeyleri karşılaştırıldığında, oyun tekniği uygulanan grup lehine fark olduğu bulunmuştur. 3. Kavrama basamağı erişi düzeyleri karşılaştırıldığında, oyun tekniği uygulanan grup lehine fark olduğu bulunmuştur. 4. Uygulama basamağı erişi düzeyleri karşılaştınidığmda, oyun tekniği uygulanan grup lehine fark olduğu bulunmuştur. 5. Bilgi, kavrama ve uygulama basamağı erişileri cinsiyet değişkeni açısından karşılaştınidığmda, kız ve erkek öğrenciler arasında fark olmadığı bulunmuştur. 6. Bilgi, kavrama ve uygulama basamağı erişileri kalıcılık değişkeni açısından karşılaştırıldığında, oyun tekniği uygulanan grup lehine fark olduğu bulunmuştur. 7. Bilgi, kavrama ve uygulama basamağı erişilerinin kalıcılığa etkisi cinsiyet değişkeni açısından karşılaştınidığmda, kız ve erkek öğrenciler arasında fark olmadığı bulunmuştur. Anahtar Kelimeler: Oyun, Oyun tekniği, Erişi, Dil Öğretimi, İngilizce Öğretimi.
II SUMMARY The aim of this study is to investigate the effects of game techniques on achievement in English teaching at the primary school level. The survey was conducted in Şehit Ahmet Saltık Primary School and 70. Yıl Primary School, both in İnli town in province of the city of Niğde. The samples were drawn from 4th grade students. A total of 50 students participated the study (12 boys and 14 girls from Şehit Ahmet Saltık Primary School; and 15 boys and 9 girls from 70. Yıl Primary School). An experimental research design with control and treatment groups in a pre-test/post-test format was used in the study. The "colors, numbers, telephone numbers and clock" topic of the 4th grade primary school English curriculum was taught to the control group utilizing the traditional methods and to the treatment group utilizing the game techniques. The findings of the study are presented below. 1. The two groups were compared in terms of the total achievement levels and a statistically significant difference was found with the treatment group achieving better than the control group. 2. The two groups were compared in terms of their knowledge-level achievements and a statistically significant difference was found with the treatment group achieving better than the control group. 3. The two groups were compared in terms of their comprehension-level achievements and a statistically significant difference was found with the treatment group achieving better than the control group. 4. The two groups were compared in terms of their application-level achievements and a statistically significant difference was found with the treatment group achieving better than the control group. 5. Boys and girls in both groups were compared in terms of their knowledge- comprehension- and application-level achievements and no statistically significant gender difference was observed. 6. The control and treatment groups were compared in terms of the permanency of their knowledge- comprehension- and application-level achievements and ain statistically significant difference was found with the treatment group achieving better than the control group. 7. Boys and girls in both groups were compared in terms of the permanency of their knowledge- comprehension- and application-level achievements and no statistically significant gender difference was observed. Key Words: Game, Game Techniques, Achievement, Language Teaching, English Teaching.
II SUMMARY The aim of this study is to investigate the effects of game techniques on achievement in English teaching at the primary school level. The survey was conducted in Şehit Ahmet Saltık Primary School and 70. Yıl Primary School, both in İnli town in province of the city of Niğde. The samples were drawn from 4th grade students. A total of 50 students participated the study (12 boys and 14 girls from Şehit Ahmet Saltık Primary School; and 15 boys and 9 girls from 70. Yıl Primary School). An experimental research design with control and treatment groups in a pre-test/post-test format was used in the study. The "colors, numbers, telephone numbers and clock" topic of the 4th grade primary school English curriculum was taught to the control group utilizing the traditional methods and to the treatment group utilizing the game techniques. The findings of the study are presented below. 1. The two groups were compared in terms of the total achievement levels and a statistically significant difference was found with the treatment group achieving better than the control group. 2. The two groups were compared in terms of their knowledge-level achievements and a statistically significant difference was found with the treatment group achieving better than the control group. 3. The two groups were compared in terms of their comprehension-level achievements and a statistically significant difference was found with the treatment group achieving better than the control group. 4. The two groups were compared in terms of their application-level achievements and a statistically significant difference was found with the treatment group achieving better than the control group. 5. Boys and girls in both groups were compared in terms of their knowledge- comprehension- and application-level achievements and no statistically significant gender difference was observed. 6. The control and treatment groups were compared in terms of the permanency of their knowledge- comprehension- and application-level achievements and ain statistically significant difference was found with the treatment group achieving better than the control group. 7. Boys and girls in both groups were compared in terms of the permanency of their knowledge- comprehension- and application-level achievements and no statistically significant gender difference was observed. Key Words: Game, Game Techniques, Achievement, Language Teaching, English Teaching.
Açıklama
Bu tezin, veri tabanı üzerinden yayınlanma izni bulunmamaktadır. Yayınlanma izni olmayan tezlerin basılı kopyalarına Üniversite kütüphaneniz aracılığıyla (TÜBESS üzerinden) erişebilirsiniz.
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, İngiliz Dili ve Edebiyatı
