Publication: Lise Matematik dersinde kullanılan eğitsel yazılım içeriklerinin öğrenme başarısı yönünden karşılaştırılması
Abstract
Lise Matematik Dersinde Kullanılan Eğitsel Yazılım İçeriklerinin Öğrenme Başarısı Yönünden Karşılaştırılması ÖZET Bu çalışmada; piyasada yer alan Lise 1 Matematik dersinde kullanılmak üzere hazırlanmış kümeler konusu içeren eğitsel yazılımların öğretimsel içerikleri incelenmiştir. Eğitsel yazılımların öğretimsel içerikleri, öğretim tasarımı değerlendirme formu aracılığı ile değerlendirilmiştir. Öğretim Tasarımı değerlendirme formu Likert tipi bir ölçek olup 8 farklı kategori altında toplam 56 maddeden oluşmaktadır. Bu ölçekte her bir madde Katılıyorum(3.0), Kararsızım(2.0) ve Katılmıyorum(1.0) olarak puanlandırılmıştır. Bu değerlendirme sonucunda tüm maddelerin aritmetik ortalaması 2.0 puanın üstünde ve altında puan alan iki farklı eğitsel yazılım uygulamada kullanılmak amacıyla seçilmiştir. Bu eğitsel yazılımların ve çoklu zeka teorisine dayalı öğretim yönteminin öğrenme başarısına olan etkileri araştırıldı. Ön Test sonucunda eşleştirilmiş 3 farklı grup üzerinde bu üç farklı öğretim yöntemi uygulandı. Uygulama bitiminde Son Test sonuçları istatistiksel analizler sonucunda karşılaştırıldı. Buna göre öğretimsel tasarım değerlendirme formundan 2.0 üzerinde puan alan yazılım ile çoklu zeka teorisine dayalı öğretim yöntemi arasında anlamlı bir farklılık bulunamadı. Bunun yanı sıra öğretimsel tasarım değerlendirme formundan 2.0 üzerinde puan alan yazılım ve çoklu zeka teorisine dayalı öğretim yönteminin , öğretimsel tasarım değerlendirme formundan 2.0 altında puan alan eğitsel yazılım arasında anlamlı farklılık tespit edildi. Bu çalışmada öğretimsel tasarım değerlendirme formundan 2.0 üzerinde puan alan bir eğitsel yazılımının etkin bir eğitim öğretim yöntemi kadar başarılı olacağı da tespit edildi. Comparing The Content of Educational Software Used for Teaching Maths at High School According to Its Success in Learning
An educational software designed by taking in consideration properties of maths said before will both have successful consequences and increase student’s interests and fondness. Within this work, the contents of an educational software, which is found wide spread in market, about the subject of sets taught at high school first year maths has been evaluated using educational design evaluation form. Educational design evaluation form is a Likert type measurement and consists of 56 items under 8 different categories. In this measurement, each item has been marked as Agree(3.0), Hesitate(2.0) and Disagree(1.0). Consequently to this evaluation two different educational software gained points over and below 2.0 have been chosen to be used for the implementation. Then the effects of these educational software and educational methods based on multiple intelligence theory on learning have been researched. In the way of the pre-implementation test these three different educational methods have been implemented on three equivalent different groups. At the end of the implementation the results of the last test have been compared with each other after statistical analyses. According to this, there wasn’t any notified difference, between the educational method based on multiple intelligence and the software that had a point over 2.0 in educational design evaluation form. In addition a great difference has been identified between the educational software that had a point below 2.0 in educational design evaluation form and the one got a point over 2.0 and the educational method based on multiple intelligence. Also it has been determined that an educational software that gained a point over 2.0 in educational design evaluation form within this work can be as successful as an effective educational method.
An educational software designed by taking in consideration properties of maths said before will both have successful consequences and increase student’s interests and fondness. Within this work, the contents of an educational software, which is found wide spread in market, about the subject of sets taught at high school first year maths has been evaluated using educational design evaluation form. Educational design evaluation form is a Likert type measurement and consists of 56 items under 8 different categories. In this measurement, each item has been marked as Agree(3.0), Hesitate(2.0) and Disagree(1.0). Consequently to this evaluation two different educational software gained points over and below 2.0 have been chosen to be used for the implementation. Then the effects of these educational software and educational methods based on multiple intelligence theory on learning have been researched. In the way of the pre-implementation test these three different educational methods have been implemented on three equivalent different groups. At the end of the implementation the results of the last test have been compared with each other after statistical analyses. According to this, there wasn’t any notified difference, between the educational method based on multiple intelligence and the software that had a point over 2.0 in educational design evaluation form. In addition a great difference has been identified between the educational software that had a point below 2.0 in educational design evaluation form and the one got a point over 2.0 and the educational method based on multiple intelligence. Also it has been determined that an educational software that gained a point over 2.0 in educational design evaluation form within this work can be as successful as an effective educational method.