İlkokul İngilizce öğretiminde proje tabanlı öğrenme ve oyunlaştırma yaklaşımlarının akademik başarıya, kalıcılığa ve yabancı dil öğretiminin duyuşsal hedeflerine etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, proje tabanlı öğrenme ve oyunlaştırma yaklaşımları temel alınarak hazırlanan etkinliklerin ilkokul 4. sınıf öğrencilerinin İngilizce dersindeki akademik başarılarına, edinilen bilgilerin kalıcılığına ve derse yönelik duyuşsal hedeflerine etkisini araştırmaktır. Bu çalışmada, nicel araştırma yöntemleri kullanılarak veriler toplanmıştır. Nicel verileri desteklemek amacıyla da nitel araştırma yöntemi kullanılmıştır. Araştırma kapsamında veri toplama aracı olarak Kişisel bilgi formu, Akademik Başarı Testi, Duyuşsal Hedef Ölçeği ve açık uçlu sorulardan oluşan form kullanılmıştır. Mevcut araştırma 2022-2023 öğretim yılı güz döneminde, Niğde ili merkez ilçede bulunan bir ilkokulda yürütülmüştür. Araştırmada rastgele atama yoluyla deney ve kontrol grupları belirlenmiş; Deney 1 sınıfında oyunlaştırma öğretim etkinlikleri, Deney 2 sınıfında proje tabanlı öğretim etkinlikleri 5 hafta süreyle İngilizce derslerinde uygulanmıştır. Kontrol grubu sınıfında dersler Milli Eğitim Müfredatına uygun kılavuz kitaplardaki etkinliklerle işlenmiştir. Araştırmaya toplam 66 (29 Kız; 37 Erkek) öğrenci katılmıştır. Deney ve kontrol grubu ile yürütülen bu araştırmada, deney ve kontrol grubuna ön test, son test ve kalıcılık testi olarak Akademik Başarı Testi, ön test ve son test olarak Çocuklara Yabancı Dil Öğretiminin Duyuşsal Hedefleri Ölçeği uygulanmıştır. Nicel veriler SPSS programı ile analiz edilmiştir. Açık uçlu sorulardan oluşan formdan elde edilen veriler ise betimsel analize tabi tutulmuştur. Analizler incelendiğinde, DHÖ son test puanları gruplar arasında istatistiksel olarak anlamlı farklılık bulunmuş ancak ABT son test puanları gruplar arasında istatistiksel olarak anlamlı farklılık bulunamamıştır. DHÖ son test puanları arasındaki farkın hangi gruplar arasında olduğunun anlaşılması için ileri testler yapılmış ve sonuçta oyunlaştırma yaklaşımının, proje grubu ve kontrol grubu arasında belirgin farklar ortaya koyduğu gözlemlenmiştir. Elde edilen bulgular, ilkokul düzeyinde İngilizce öğretiminde oyunlaştırma ve proje tabanlı yöntemlerin etkisini değerlendirerek, öğretmenlere öğrenci odaklı ve etkili öğretim stratejileri sunma konusunda rehberlik edebilir. İleriki araştırmalar, farklı öğretim yaklaşımlarının uzun vadeli etkilerini anlamak ve çocukların dil öğrenme sürecindeki en etkili yöntemleri belirlemek adına bu alandaki bilgiyi artırabilir.
This study aims to to investigate how Project-based learning and gamification can impact the academic achievement, knowledge retention and affective goals of fourth-grade students in their English course. In this study, data were collected using quantitative methods. Qualitative methods were also used to support the quantitative data. In line with the research aims, quantitative data were collected from a sample of 66 participants. To gain deeper understandings of the quantitaive data, interviews were conducted with 18 students. Demographic information form, Academic Achievement Test, Affective Goal Scale and an open-ended question form for participants to freely express their thoughts and feedback were used as data collection tools. The current study was conducted during the autumn term of the 2022-2023 academic year in a primary school located in the central disctict of Niğde. Experimental and control groups were assigned randomly; gamification teaching activities in Experiment 1 class and project-based teaching activities in Experiment 2 class were applied in English lessons for five weeks. In the control group class, the students were taught using the activities from the guidebooks that follow the National Education Curriculum. A total of 66 students (29 female; 37 male) participated in the study. In this study conducted with the experimental and control groups, the Academic Achievement Test was applied to the experimental and control groups as pre-test, post-test and retention test, and the Affective Goals of Teaching Foreign Languages to Children Scale was applied to the experimental and control groups as pre-test and post-test. Quantitative data were analysed using SPSS software. On the qualitative side, the data obtained from the open-ended questionnaire were analysed using descriptive analysis. When the analyses were examined, a statistically significant difference was found between the groups in Affective Goals Scale posttest scores but no statistically significant difference was found between the groups in Academic Achievement Test posttest scores. Further tests were carried out to understand between which groups the difference between the Affective Goals Scale post-test scores was between, and as a result, it was observed that the gamification approach revealed significant differences. By evaluating the effects of gamification and project-based methods in English language teaching at primary school level, the findings can guide teachers in providing effective and student-focused teaching strategies. Future research can increase knowledge in this area to understand the long-term effects of different teaching approaches and to identify the most effective methods in children's language learning process.
This study aims to to investigate how Project-based learning and gamification can impact the academic achievement, knowledge retention and affective goals of fourth-grade students in their English course. In this study, data were collected using quantitative methods. Qualitative methods were also used to support the quantitative data. In line with the research aims, quantitative data were collected from a sample of 66 participants. To gain deeper understandings of the quantitaive data, interviews were conducted with 18 students. Demographic information form, Academic Achievement Test, Affective Goal Scale and an open-ended question form for participants to freely express their thoughts and feedback were used as data collection tools. The current study was conducted during the autumn term of the 2022-2023 academic year in a primary school located in the central disctict of Niğde. Experimental and control groups were assigned randomly; gamification teaching activities in Experiment 1 class and project-based teaching activities in Experiment 2 class were applied in English lessons for five weeks. In the control group class, the students were taught using the activities from the guidebooks that follow the National Education Curriculum. A total of 66 students (29 female; 37 male) participated in the study. In this study conducted with the experimental and control groups, the Academic Achievement Test was applied to the experimental and control groups as pre-test, post-test and retention test, and the Affective Goals of Teaching Foreign Languages to Children Scale was applied to the experimental and control groups as pre-test and post-test. Quantitative data were analysed using SPSS software. On the qualitative side, the data obtained from the open-ended questionnaire were analysed using descriptive analysis. When the analyses were examined, a statistically significant difference was found between the groups in Affective Goals Scale posttest scores but no statistically significant difference was found between the groups in Academic Achievement Test posttest scores. Further tests were carried out to understand between which groups the difference between the Affective Goals Scale post-test scores was between, and as a result, it was observed that the gamification approach revealed significant differences. By evaluating the effects of gamification and project-based methods in English language teaching at primary school level, the findings can guide teachers in providing effective and student-focused teaching strategies. Future research can increase knowledge in this area to understand the long-term effects of different teaching approaches and to identify the most effective methods in children's language learning process.
Açıklama
Eğitim Bilimleri Enstitüsü, Bilgisayar ve Öğretim Teknolojileri Eğitimi Ana Bilim Dalı, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
