Harmanlanmış yöntemin ilkokul 3. sınıf öğrencilerinin konuşma becerilerine ve tutumlarına etkisi
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Tarih
2024
Yazarlar
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Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı, harmanlanmış yöntemin ilkokul 3. sınıf öğrencilerinin konuşma becerileri ve tutumları üzerine etkisini belirlemektir. Araştırmada, karma araştırma yöntemlerinden açıklayıcı ardışık desen kullanılmıştır. Çalışma 2023-2024 eğitim öğretim yılında Konya'nın Çumra ilçesinde bir ilkokulda öğrenim gören 48 öğrenciyle gerçekleştirilmiştir. Veriler konuşma becerisi tutum ölçeği, konuşma becerisi değerlendirme formu, öğrenci görüşmeleri ve araştırmacı günlükleri ile toplanmıştır. 3 haftalık pilot uygulama olmak üzere toplam 16 hafta süren uygulama, haftada 2 ders saati olacak şekilde gerçekleştirilmiştir. Öntestte ve sontestte alınan video kayıtları incelenerek konuşma becerisi değerlendirme formu doldurulmuş, puanlayıcı güvenirliğine bakıldıktan sonra analiz edilmiştir. Nicel verilerde SPSS ve AMOS istatistik paket programları, nitel verilerde, içerik analizi yöntemi kullanılmıştır. İstatistiksel analizler sonucunda elde edilen verilerin dağılımlarının normal olmasından dolayı parametrik testlerden bağımlı ve bağımsız örneklemler için t-Testi yapılmıştır. Öntestin, sontest üzerindeki etki durumunu kontrol altına almak için ANCOVA Testi yapılmıştır. Yapılan analizler sonucunda deney grubu öğrencilerinin öntest-sontest puanları arasında sontest lehine, deney ve kontrol grubu öğrencilerinin sontest puanları arasında deney grubu lehine, istatistiksel olarak anlamlı farklılıklar bulunmuştur. Kontrol grubunun öntest sontest puanları arasında, konuşma becerisine yönelik tutum düzeylerinde anlamlı farklılık bulunmazken, konuşma becerisi düzeylerinde önteste kıyasla eğitim öğretimin doğası gereği bir miktar artış olduğu sonucuna ulaşılmıştır. Öğrenci görüşmelerinin betimsel analiz sonuçları incelendiğinde öğrenciler, harmanlanmış yöntem kullanılarak işlenen dersin konuşma becerisi tutumlarına ve konuşma becerisi düzeylerine olumlu etki ettiğini ifade etmişlerdir. Araştırmanın son kısmında ulaşılan sonuçlar literatür ışığında tartışılmış ve çeşitli önerilerde bulunulmuştur. Anahtar Kelimeler: Konuşma Becerisi, Harmanlanmış Yöntem, Konuşma Becerisine Yönelik Tutum
The aim of the study is to determine the effect of blended method on the speaking skills and attitudes of 3rd grade primary school students. In the study, explanatory sequential design from mixed research methods was used. The study was conducted with 48 students studying in a primary school in Çumra district of Konya in the 2023-2024 academic year. The data were collected with speaking skill attitude scale, speaking skill evaluation form, student interviews and researcher diaries. The application, which lasted for 16 weeks in total, including a 3-week pilot application, was carried out for 2 class hours per week. The video recordings taken in the pretest and posttest were examined and the speaking skill evaluation form was filled out and analysed after checking the rater reliability. SPSS and AMOS statistical package programmes were used for quantitative data and content analysis method was used for qualitative data. Since the distribution of the data obtained as a result of statistical analyses was normal, t-Test was performed for dependent and independent samples from parametric tests. ANCOVA Test was used to control the effect of the pretest on the posttest. As a result of the analyses, statistically significant differences were found between the pretest-posttest scores of the experimental group students in favour of the posttest, and between the posttest scores of the experimental and control group students in favour of the experimental group. While there was no significant difference between the pretest-posttest scores of the control group in terms of attitudes towards speaking skills, it was concluded that there was some increase in speaking skill levels compared to the pretest due to the nature of education and training. When the results of the descriptive analysis of the student interviews were examined, the students stated that the course taught using the blended method had a positive effect on their speaking skill attitudes and speaking skill levels. In the last part of the study, the results were discussed in the light of the literature and various suggestions were made. Keywords: Speaking Skill, Blended Method, Attitude towards Speaking Skill
The aim of the study is to determine the effect of blended method on the speaking skills and attitudes of 3rd grade primary school students. In the study, explanatory sequential design from mixed research methods was used. The study was conducted with 48 students studying in a primary school in Çumra district of Konya in the 2023-2024 academic year. The data were collected with speaking skill attitude scale, speaking skill evaluation form, student interviews and researcher diaries. The application, which lasted for 16 weeks in total, including a 3-week pilot application, was carried out for 2 class hours per week. The video recordings taken in the pretest and posttest were examined and the speaking skill evaluation form was filled out and analysed after checking the rater reliability. SPSS and AMOS statistical package programmes were used for quantitative data and content analysis method was used for qualitative data. Since the distribution of the data obtained as a result of statistical analyses was normal, t-Test was performed for dependent and independent samples from parametric tests. ANCOVA Test was used to control the effect of the pretest on the posttest. As a result of the analyses, statistically significant differences were found between the pretest-posttest scores of the experimental group students in favour of the posttest, and between the posttest scores of the experimental and control group students in favour of the experimental group. While there was no significant difference between the pretest-posttest scores of the control group in terms of attitudes towards speaking skills, it was concluded that there was some increase in speaking skill levels compared to the pretest due to the nature of education and training. When the results of the descriptive analysis of the student interviews were examined, the students stated that the course taught using the blended method had a positive effect on their speaking skill attitudes and speaking skill levels. In the last part of the study, the results were discussed in the light of the literature and various suggestions were made. Keywords: Speaking Skill, Blended Method, Attitude towards Speaking Skill
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Öğretmenliği Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
