Publication: Çoklu zekâ kuramı uygulamasının öğrencilerin ilkokuma yazma öğrenimindeki başarısına ve çoklu zekâ alanlarının gelişimine etkisi
Abstract
Bu araştırmada Çoklu Zekâ Kuramı uygulamasının birinci sınıf öğrencilerinin ilkokuma ve yazma öğretimindeki başarılarına ve çoklu zeka alanlarının gelişimine etkisinin incelenmesi amaçlanmaktadır. Son test kontrol gruplu deneme modeline uygun olarak düzenlenen araştırmada aşağıdaki sorulara cevap aranmıştır:•İlkokuma yazma öğretiminde Çoklu Zekâ Kuramı uygulamasının öğrenci başarısına etkisi nedir?•Çoklu Zekâ Kuramı uygulaması ile ilkokuma yazma öğrenen deney grubu öğrencileri ile geleneksel yöntemle ilkokuma yazma öğrenen kontrol grubu öğrencilerinin çoklu zeka alanlarının gelişiminde farkılık var mıdır?Araştırmanın çalışma grubu, oransız küme örnekleme yöntemiyle belirlenmiştir. Araştırmanın çalışma grubunu, deney grubu olarak 744 öğrenci ve 23 öğretmen, kontrol grubu olarak 462 öğrenci ve 15 öğretmen oluşturmaktadır. Araştırmada deney-kontrol gruplarında kullanılan ölçme aracı iki bölümden oluşan bir anket uygulamasıdır. İlk bölümde öğretmenlere yönelik “Kişisel Bilgiler Formu”, ikinci bölümde “Etkinlik Değerlendirme Formu” yer almaktadır. Deney grubu öğretmenleri Çoklu Zekâ Kuramı’na dayalı olarak hazırlanan ilkokuma yazma etkinliklerini uygulamış, her harf grubundan sonra öğrenci başarısına katkısı açısından araştırmacı tarafından hazırlanan değerlendirme çalışması ile değerlendirmişlerdir. Değerlendirme etkinliklerini kontrol grubu öğretmenlerinin de uygulaması sağlanmıştır. Uygulamanın sonunda deney ve kontrol grubu öğretmenlerine, öğrencilerinin çoklu zeka alanlarındaki gelişimi belirlemek üzere “İşaretleme Listesi ve Dereceleme Ölçekleri” uygulatılmıştır.Çalışmada deney ve kontrol grubu öğrencilerinin başarı durumu ve çoklu zekâ bileşenleri açısından istatistik farklılık analizleri ele alınmıştır. Araştırmadan elde edilen sonuçta;•İlkokuma yazma öğretiminde Çoklu Zekâ Kuramı uygulamasının öğrenci başarısına olumlu etkisi olduğu ve•Çoklu Zekâ Kuramı uygulaması ile ilkokuma yazma öğrenen deney grubu öğrencileri ile geleneksel yöntemle ilkokuma yazma öğrenen kontrol grubu öğrencilerinin çoklu zeka alanlarının gelişiminde deney grubu lehine anlamlı farklılık olduğu saptanmıştır.
In this study, it is aimed to examine the effect of Multiple Intelligence Theory on the success of first grade students in the teaching of reading and writing and the development of multiple intelligence fields. In the study, which was arranged in accordance with the post-test control group trial model, the following questions were sought:•What is the effect of Multiple Intelligence Theory on student achievement in primary reading and writing teaching?•Is there a difference in the development of multiple intelligence areas between the experimental group students who learn to read and write with Multiple Intelligence Theory and the control group students who learn to read and write with traditional method?The study group of the study was determined by disproportionate cluster sampling method. The study group consists of 744 students and 23 teachers as the experimental group and 462 students and 15 teachers as the control group.The measurement tool used in the experiment-control groups in the research is a questionnaire application consisting of two parts. In the first part, Bilgiler Personal Information Form yönelik for teachers and in the second part, “Activity Evaluation Form”. Experimental group teachers applied the primary reading and writing activities based on Multiple Intelligence Theory, and evaluated each letter group with the evaluation study prepared by the researcher in terms of their contribution to student success. The control group teachers were also able to apply the evaluation activities. At the end of the application, “Marking List and Rating Scales” were applied to experimental and control group teachers in order to determine the development of students in multiple intelligence areas.In this study, statistical difference analysis in terms of achievement status and multiple intelligence components of experimental and control group students were discussed.As a result of the research;•The application of Multiple Intelligence Theory in teaching primary reading and writing has a positive effect on student achievement and•With the application of Multiple Intelligence Theory, it was found that there was a significant difference in the development of multiple intelligence areas in the development of multiple intelligence fields in the experimental group students who learned to read and write with the traditional method.
In this study, it is aimed to examine the effect of Multiple Intelligence Theory on the success of first grade students in the teaching of reading and writing and the development of multiple intelligence fields. In the study, which was arranged in accordance with the post-test control group trial model, the following questions were sought:•What is the effect of Multiple Intelligence Theory on student achievement in primary reading and writing teaching?•Is there a difference in the development of multiple intelligence areas between the experimental group students who learn to read and write with Multiple Intelligence Theory and the control group students who learn to read and write with traditional method?The study group of the study was determined by disproportionate cluster sampling method. The study group consists of 744 students and 23 teachers as the experimental group and 462 students and 15 teachers as the control group.The measurement tool used in the experiment-control groups in the research is a questionnaire application consisting of two parts. In the first part, Bilgiler Personal Information Form yönelik for teachers and in the second part, “Activity Evaluation Form”. Experimental group teachers applied the primary reading and writing activities based on Multiple Intelligence Theory, and evaluated each letter group with the evaluation study prepared by the researcher in terms of their contribution to student success. The control group teachers were also able to apply the evaluation activities. At the end of the application, “Marking List and Rating Scales” were applied to experimental and control group teachers in order to determine the development of students in multiple intelligence areas.In this study, statistical difference analysis in terms of achievement status and multiple intelligence components of experimental and control group students were discussed.As a result of the research;•The application of Multiple Intelligence Theory in teaching primary reading and writing has a positive effect on student achievement and•With the application of Multiple Intelligence Theory, it was found that there was a significant difference in the development of multiple intelligence areas in the development of multiple intelligence fields in the experimental group students who learned to read and write with the traditional method.