Publication: Elektromekanik sistemler dersinin web destekli tasarımı, öğretimi ve değerlendirilmesi
Abstract
ELEKTROMEKANİK SİSTEMLER DERSİNİN WEB DESTEKLİ TASARIMI, ÖĞRETİMİ VE DEĞERLENDİRİLMESİ Deneysel türdeki bu araştırmanın amacı “Web Destekli Karma Öğretim Modeli”nin öğrencinin akademik başarısına etkisini incelemektir. Bu amaç doğrultusunda ÖSS (SAY-1) puanları, Elektrik Devreleri dersi başarı notları, Elektromekanik dersi öntest başarı durumları, Web Tabanlı Eğitim Tutum Ölçeği (WTE-TÖ) anketi ortalamaları ve cinsiyetleri eşleştirilmiş gruplarda “Web Destekli Karma Öğretim Modeli”nin akademik başarıya etkisi araştırılmıştır. Deneysel türde olan bu çalışma, Marmara Üniversitesi Teknik Eğitim Fakültesi Mekatronik Eğitimi Bölümü’nde toplam 34 öğrenci ile gerçekleştirilmiştir. Elektromekanik Sistemler Başarı Testi (ESBT)’nin geliştirilmesi için 95 farklı öğrencinin verileri kullanılmıştır. Verilerin toplanması amacıyla geçerlilik ve güvenirliliği test edilmiş Elektromekanik Sistemler Başarı Testi (ESBT), Web Tabanlı Eğitim Tutum Ölçeği (WTE-TÖ) ve Web Sitesi Değerlendirme Formu (WSDF) kullanılmıştır. Bu test, ölçek ve formlarla yapılan eşleştirmelerden sonra uygulama çalışmaları yapılmış ve Elektromekanik Sistemler Başarı Testi, sontest olarak tekrar uygulanmış ve hipotezler sınanmıştır. Ardından, uygulama çalışmalarının kalıcılığını test etmek amacıyla adı geçen test sekiz hafta sonra yeniden uygulanmış ve üç farklı zamanda elde edilen veriler birbirleriyle karşılaştırılmıştır. Bu araştırmada, uygulama çalışmaları öncesinde, web destekli öğretim ortamı ve laboratuvar ortamı hazırlanmış, veri toplama araçları temin edilmiş, çalışma grupların seçimi ve eşleştirilmesi yapılmıştır. Toplam altı hipotezin öne sürüldüğü çalışmada, hipotezlerin istatistiksel incelemeleri sonucunda iki hipotez reddedilmiş, dört hipotez ise kabul edilmiştir. Hipotez testleri sonucunda deneysel ortamın öğrencilerin akademik başarısına anlamlı ve kalıcı etkisinin olduğu sonucuna ulaşılmıştır. Anahtar Sözcükler: Web Destekli Öğretim, Web Destekli Karma Öğretim Modeli, Akademik Başarı.
WEB SUPPORTED DESIGN, TEACHING, AND EVALUATION OF THE ELECTROMECHANICAL SYSTEMS COURSE The purpose of this study is to investigate the effect of “Web Supported Mixed Instruction Model” on the academic achievement of the student. In line with this purpose, the effect of “Web Supported Mixed Instruction Model” on academic achievement was investigated in the groups matched in the terms of ÖSS (SAY-1) scores, final grades of the lesson of Electric Circuits, pre-test achievement conditions of the lesson of Electromechanic, averages of Web Supported Education Attitude Scale survey and gender. Being of an experimental nature, this study was realized with total of 34 students in the Department of Mechatronic Education in Marmara University Technical Education Faculty. The data obtained from 95 different students were utilized for developing the Electromechanic Systems Achievement Test. For the purpose of collecting the data, Electromechanic Systems Achievement Test, Web Supported Education Attitude Scale and Web-Site Evaluation Form, whose validity and reliability were tested, were used. Following the matching activities carried out with these tests, scales and forms, application activities were performed and Electromechanic Systems Achievement Test was re-applied as the post-test, and the hypothesizes were tested. After that, in order to test the permanency of application studies, the aforementioned test was re-applied eight weeks later and the data acquired in three different times were compared with each others. In this study, web supported instructional environment and laboratory environment had been prepared, data collection tools had been provided, sample groups had been selected and matched before the application stage. Two of the total six hypothesizes in the study were rejected and four were adopted as a result of their statistical investigation. As a result of the hypothesizes tests, it was concluded that experimental environment have significant and permanent effect on the academic achievement of the students. Key Words: Web Supported Instruction, Web Supported Mixed Instruction Model, Academic achievement.
WEB SUPPORTED DESIGN, TEACHING, AND EVALUATION OF THE ELECTROMECHANICAL SYSTEMS COURSE The purpose of this study is to investigate the effect of “Web Supported Mixed Instruction Model” on the academic achievement of the student. In line with this purpose, the effect of “Web Supported Mixed Instruction Model” on academic achievement was investigated in the groups matched in the terms of ÖSS (SAY-1) scores, final grades of the lesson of Electric Circuits, pre-test achievement conditions of the lesson of Electromechanic, averages of Web Supported Education Attitude Scale survey and gender. Being of an experimental nature, this study was realized with total of 34 students in the Department of Mechatronic Education in Marmara University Technical Education Faculty. The data obtained from 95 different students were utilized for developing the Electromechanic Systems Achievement Test. For the purpose of collecting the data, Electromechanic Systems Achievement Test, Web Supported Education Attitude Scale and Web-Site Evaluation Form, whose validity and reliability were tested, were used. Following the matching activities carried out with these tests, scales and forms, application activities were performed and Electromechanic Systems Achievement Test was re-applied as the post-test, and the hypothesizes were tested. After that, in order to test the permanency of application studies, the aforementioned test was re-applied eight weeks later and the data acquired in three different times were compared with each others. In this study, web supported instructional environment and laboratory environment had been prepared, data collection tools had been provided, sample groups had been selected and matched before the application stage. Two of the total six hypothesizes in the study were rejected and four were adopted as a result of their statistical investigation. As a result of the hypothesizes tests, it was concluded that experimental environment have significant and permanent effect on the academic achievement of the students. Key Words: Web Supported Instruction, Web Supported Mixed Instruction Model, Academic achievement.