İngilizce öğretiminde işbirlikli öğrenme yönteminin ilköğretim 6. sınıf öğrencilerinin akademik başarılarına etkisi
Küçük Resim Yok
Tarih
2008
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, İngilizce'nin yabancı dil olarak öğretildiği ilköğretim okullarında yabancı dil öğretimi üzerinde işbirlikli öğrenme yöntemi ile geleneksel yöntemin etkilerini karşılaştırılmıştır.2006?2007 eğitim-öğretim yılında gerçekleştirilen araştırmanın deneklerini; Niğde ili Bor İlçesi Mehmet Akif Ersoy İlköğretim Okulu'na devam eden 6. sınıf öğrencileri oluşturmuştur. 27'şer kişiden oluşan deney ve kontrol gruplarının oluşturulmasında, öğrencilerin 1. kademe ders notu ortalamaları ile ön-test puanları temel alınmıştır. Araştırma, ön-test ? son-test kontrol gruplu deneysel desene göre gerçekleştirilirken, deney grubuna işbirlikli öğrenme, kontrol grubuna geleneksel yöntem uygulanmıştır. Ölçme aracı olarak 50 soruluk İngilizce dilbilgisi testi ön-test, son-test ve kalıcılık testi olarak kullanılmıştır.Yapılan araştırma sonucunda şu sonuçlara ulaşılmıştır:?Deney grubu öğrencilerinin ön-test ve son-test başarı puanları arasında, son-test lehine anlamlı bir fark görülmektedir.?Kontrol grubunun ön-test ve son-test puanları arasında anlamlı bir fark görülmektedir.?Deney ve kontrol grubu öğrencilerinin ön-test puanları arasında anlamlı fark yoktur.?Deney ve kontrol gruplarının son-test puanları arasında p< 0.05 düzeyinde anlamlı bir fark olduğu görülmektedir.?Deney ve kontrol gruplarına uygulanan kalıcılık testinden alınan puanlar arasında p< 0.05 düzeyinde anlamlı bir fark vardır.Araştırma sonucunda elde edilen bulgulardan yola çıkılarak şu öneriler ileri sürülmüştür:?Yabancı dil derslerini veren öğretmenler, işbirlikli öğrenme yöntemi konusunda bilgilendirilmeli ve bu yöntemin uygulanması konusunda teşvik edilmelidirler. Dört temel dil becerisinin geliştirilmesinde işbirlikli öğrenme yönteminin uygulanması için yıllık çalışma planlarına işbirlikli öğretim yöntem ve tekniklerini mutlaka dâhil etmelidirler.?Yabancı dil öğretmenlerine hizmet öncesi eğitimde işbirlikli öğrenme yöntemini etkili bir biçimde kullanmalarını sağlayacak programlar geliştirmelidir.?Eğitim fakültelerinde öğretmen adaylarına işbirlikli öğrenme yöntemlerini doğrudan anlatım yerine dersleri işbirlikli öğrenme ile işlemek bu yöntemi içselleştirmek açısından etkili olacaktır.?Öğrenciler işbirliği yaptıkları sürece daha başarılı olacakları konusunda bilgilendirilmeli ve akrandan öğrenmenin etkililiği konusunda motive edilmelidirler.?Bir okulun iki farklı sınıfı ile yürütülen çalışma daha geniş bir çalışma grubu ile yürütülebilir.?Sadece İngilizce derslerinde bir ünite ile sınırlı tutulan bu çalışma daha fazla konu ile veya farklı branşlarda gerçekleştirilebilir.?Yabancı dil öğrenmede işbirlikli öğrenmenin etkililiği konusunda çalışmalar yapılmasına rağmen, düşük ve yüksek seviyedeki öğrencilerin bu yöntemden aynı derecede faydalanıp faydalanamadığı konusunda araştırmalar sınırlı sayıda olduğundan bu yönde çalışmalar yapılmalıdır.?Farklı konularda işbirlikli öğrenmenin nasıl kolayca adapte edilebileceği konusunda çalışmalar yapılabilir. Buna ilaveten işbirlikli öğrenmeyle bire bir uyuşan konularda bu yöntem müfredatla ilişkilendirilmeli ve hazırlanan programlar öğretmenlere verilmelidir.
The present research aims at comparing the effects of cooperative learning method and traditional instruction on students? achievement in foreign language courses at primary education schools in which English is taught as a foreign language.In the research, done in 2006?2007 educational year, the subjects are identified from the sixth grade students in Bor Mehmet Akif Ersoy Primary Education School. Both experimental group and control group consist of 27 students chosen depending on the same criteria as the final grades of first five years and the scores of the pre-test. The research is determined with ?the pre-test and post-test control group experimental research design?. Whereas cooperative learning method is applied to experimental group traditional instruction is practiced with control group. An English grammar test consisting 50 test items is applied to both groups as pre-test, post-test and permanence test.The results of the research showed that:?There was a significant difference between the points of pre-test and post-test of experimental group to whom cooperative learning methods applied in favor of post-test points.?There was a significant difference between the points of pre-test and post-test of control group to whom traditional presenting methods applied?There was a significant difference between the pre-test points of experimental group and that of control group.?There was a significant difference between the post-test points of the experimental group to whom cooperative learning method was applied and the control group to whom the traditional learning method was applied.?There was a significant difference between the permanency-test points of the experimental group to whom cooperative learning method was applied and the control group to whom the traditional learning method was applied in the favor of experimental group.In the light of the findings, following suggestions have been given for tackling the problem and further studies:?Foreign language teachers should be educated on cooperative learning techniques and should be motivated to use them. They ought to be given information about the use of those methods for improving four main foreign language skills. These methods should be included in annual plans of foreign language courses.?Educational programs enabling foreign language teachers to use cooperative learning techniques efficiently should be improved and introduced to the teachers through in-service training.?So as to internalize the cooperative learning methods, they should be taught with its own inter discipline in stead of whole-class instruction method.?Students should be persuaded about the efficiency of cooperative learning methods. Moreover, they ought to be motivated to share their learning situation with their peers.?As the present research is limited to two classes of the same school, a wider range of working group can be preferred.?Although cooperative learning methods were applied while studying the subject-matter limited to one unite of the course book, it is highly recommended that different topics or different courses should be studied deeply in a long-term.?Although research about the effect of cooperative learning method is available, research on its effects on students from different levels should be done.?Research on how to adapt cooperative learning method to different topics can be conducted. The method can be involved in the curriculum.
The present research aims at comparing the effects of cooperative learning method and traditional instruction on students? achievement in foreign language courses at primary education schools in which English is taught as a foreign language.In the research, done in 2006?2007 educational year, the subjects are identified from the sixth grade students in Bor Mehmet Akif Ersoy Primary Education School. Both experimental group and control group consist of 27 students chosen depending on the same criteria as the final grades of first five years and the scores of the pre-test. The research is determined with ?the pre-test and post-test control group experimental research design?. Whereas cooperative learning method is applied to experimental group traditional instruction is practiced with control group. An English grammar test consisting 50 test items is applied to both groups as pre-test, post-test and permanence test.The results of the research showed that:?There was a significant difference between the points of pre-test and post-test of experimental group to whom cooperative learning methods applied in favor of post-test points.?There was a significant difference between the points of pre-test and post-test of control group to whom traditional presenting methods applied?There was a significant difference between the pre-test points of experimental group and that of control group.?There was a significant difference between the post-test points of the experimental group to whom cooperative learning method was applied and the control group to whom the traditional learning method was applied.?There was a significant difference between the permanency-test points of the experimental group to whom cooperative learning method was applied and the control group to whom the traditional learning method was applied in the favor of experimental group.In the light of the findings, following suggestions have been given for tackling the problem and further studies:?Foreign language teachers should be educated on cooperative learning techniques and should be motivated to use them. They ought to be given information about the use of those methods for improving four main foreign language skills. These methods should be included in annual plans of foreign language courses.?Educational programs enabling foreign language teachers to use cooperative learning techniques efficiently should be improved and introduced to the teachers through in-service training.?So as to internalize the cooperative learning methods, they should be taught with its own inter discipline in stead of whole-class instruction method.?Students should be persuaded about the efficiency of cooperative learning methods. Moreover, they ought to be motivated to share their learning situation with their peers.?As the present research is limited to two classes of the same school, a wider range of working group can be preferred.?Although cooperative learning methods were applied while studying the subject-matter limited to one unite of the course book, it is highly recommended that different topics or different courses should be studied deeply in a long-term.?Although research about the effect of cooperative learning method is available, research on its effects on students from different levels should be done.?Research on how to adapt cooperative learning method to different topics can be conducted. The method can be involved in the curriculum.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Bölümü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
