Publication: Çember ve daı̇re konularının öğretı̇mı̇nde proje desteklı̇ öğretı̇m yöntemı̇nı̇n kullanılmasının öğrencı̇ başarısına etkisi
Abstract
Proje destekli öğretim, belli bir dersin konusuyla sınırlı kalmak şartıyla dersin proje ile desteklenerek öğretmen rehberliğinde, gerektiğinde disiplinler arası ilişki de kurulabilmesiyle gerçekleştirilen bir öğretim yöntemidir. Bu araştırmanın amacı, 7. Sınıf öğrencilerine çember ve daire konularının öğretiminde proje destekli öğretim yönteminin uygulanmasının, öğrenci başarısına etkisini incelemektir. Bu çalışmada uygulama, araştırmacı tarafından gerçekleştirilmiş, ön test-son test gruplu deneysel desen kullanılmıştır. Çember ve daire konularının 12 kazanımının gerçekleştirilmesine yönelik 4 haftalık süreçte, deney grubundaki 30 öğrencinin dersleri proje destekli öğretim yöntemi ile kontrol grubundaki 33 öğrencinin dersleri ise geleneksel öğretim yöntemi ile işlenmiştir. Veri toplama aracı olarak, çember ve daire konularının kazanımları doğrultusunda hazırlanan, araştırmacı tarafından geliştirilip, geçerliliği ve güvenirliği sağlanan çoktan seçmeli matematik başarı testi kullanılmıştır. Matematik başarı testinin uygulama öncesinde ve sonrasında örneklemdeki öğrencilere verilmesiyle elde edilen veriler analiz edildiğinde, her iki öğretim yönteminin de başarıyı artırdığı, ancak iki grubun son test başarı ortalamaları arasında anlamlı bir fark olmadığı elde edilmiştir. Proje destekli öğretim yönteminin geleneksel öğretim yöntemine göre üstünlüğü saptanmamıştır.
Project assisted teaching is a teaching method which is supported by a project and be limited on a subject of one specifi c lesson with the guidance of a teacher. Also this teaching method can be implemented through bringing into connection with other disciplines (interdisciplinary) when it is necessary. The purpose of this study is to investigate the effect of project assisted teaching method used teaching of circle and disk onto achievement of 7th grade students. In this study, the experiment has been implemented by investigator and pre test-post test control group experimental study design was used. In the process of four weeks which is planned to get 12 acquisitions of subjects of circle and disk, lessons of 30 students in the experimental group were instructed by using Project assisted teaching method and lessons of 33 students in the control group were instructed by using traditional methods. As an instrument for collecting data, the multiple choice mathematical achievement test which is prepared in accordance with the acquisition of subjects of circle and disk and provided validity and reliability by investigator, is used. When data, which has been collected by implementation of the mathematical achievement test in before and after the experiment, are analysed, the result is that both of teaching methods are increased the achievement of students. However, there is no signifi cant difference between average test score of students in both groups.
Project assisted teaching is a teaching method which is supported by a project and be limited on a subject of one specifi c lesson with the guidance of a teacher. Also this teaching method can be implemented through bringing into connection with other disciplines (interdisciplinary) when it is necessary. The purpose of this study is to investigate the effect of project assisted teaching method used teaching of circle and disk onto achievement of 7th grade students. In this study, the experiment has been implemented by investigator and pre test-post test control group experimental study design was used. In the process of four weeks which is planned to get 12 acquisitions of subjects of circle and disk, lessons of 30 students in the experimental group were instructed by using Project assisted teaching method and lessons of 33 students in the control group were instructed by using traditional methods. As an instrument for collecting data, the multiple choice mathematical achievement test which is prepared in accordance with the acquisition of subjects of circle and disk and provided validity and reliability by investigator, is used. When data, which has been collected by implementation of the mathematical achievement test in before and after the experiment, are analysed, the result is that both of teaching methods are increased the achievement of students. However, there is no signifi cant difference between average test score of students in both groups.