Sosyal bilgiler dersinde infografik temelli öğrenme etkinliklerinin ortaokul öğrencilerinin akademik başarısına motivasyona ve kalıcılığa etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı ortaokul 7. sınıf Sosyal Bilgiler dersi "Zaman İçinde Bilim" ünitesinin infografiklerle işlenmesinin öğrencilerin akademik başarısına, kalıcılık ve motivasyona etkisinin incelenmesidir. Bu çalışmada nicel araştırma yöntemlerinden biri olan ön test-son test, kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın örneklemini, 2022-2023 eğitim öğretim yılının ikinci döneminde Bayburt ili Demirözü ilçesi Gökçedere İmam Hatip ortaokulunda 7/A ve 7/B sınıflarında eğitime devam eden toplam 24 öğrenci oluşturmaktadır. Deney grubunu temsil eden 7/A şubesinde "Zaman İçinde Bilim" ünitesi infografikler kullanılarak işlenmiştir. Kontrol grubunu temsil eden 7/B şubesinde aynı ünite öğretim programı kazanımları doğrultusunda ve ders kitabı kullanılarak işlenmiştir. Yapılan araştırmada veri toplamak için Zaman İçinde Bilim Başarı Testi ve Sosyal Bilgiler Dersi Motivasyon Ölçeği kullanılmıştır. Her iki grup için de uygulamaya başlanmadan önce Zaman İçinde Bilim Başarı Testi ve Sosyal Bilgiler Dersi Motivasyon Ölçeği ön test olarak uygulanmıştır. Ünitenin işlenmesi haftada üç saat olarak dört hafta sürmüştür. Ünitenin bitiminde deney ve kontrol grubuna başarı testi ve motivasyon ölçeği son test olarak uygulanmıştır. İnfografiklerin akademik başarıdaki kalıcılığının test edilebilmesi için son testten dört hafta sonra Zaman İçinde Bilim Başarı Testi kalıcılık testi olarak uygulanmıştır. Elde edilen veriler SPSS 21 programında analiz edilerek değerlendirilmiştir. Elde edilen veriler ışığında hipotezlerin kabul edilip edilmediğini test edebilmek için ön testler için bağımsız t- testi yapılmış ve ön testler için öne sürülen hipotezlerin hem başarı hem de motivasyon ölçeği için kabul edildiği anlaşılmıştır. Başarı testi için yapılan son test ve kalıcılık testi için yapılan bağımsız t-testi sonucunda son test ve kalıcılık testi için belirlenen hipotezlerin kabul edildiği görülmüştür. Motivasyon için yapılan son test sonucuna göre ise hipotezin kabul edilmediği gözlemlenmiştir. Sonuç olarak infografiklerin kullanıldığı deney grubunda son test ve kalıcılık testinde kontrol grubuna göre akademik başarıda anlamlı bir fark olduğu tespit edilmiştir. Uygulanan motivasyon ölçeğine göre ise infografiklerle işlenen dersin öğrencilerde motivasyonu artırmadığı gözlemlenmiştir. Anahtar Kelimeler: İnfografik, akademik başarı, zaman içinde bilim, motivasyon.
The purpose of this research is to examine the effect of teaching the "Science in Time" unit of the 7th grade secondary school Social Studies course with infographics on students' academic success, permanence and motivation. In this study, a pretest-posttest quasi-experimental design with a control group, which is one of the quantitative research methods, was used. The sample of the research consists of a total of 24 students who continue their education in 7/A and 7/B classes at Gökçedere Imam Hatip secondary school in Demirözü district of Bayburt province in the second semester of the 2022-2023 academic year. In branch 7/A, which represents the experimental group, the "Science Over Time" unit was taught using infographics. In branch 7/B, which represents the control group, the same unit was taught using traditional methods without any intervention in the teaching process. Science Achievement Test Over Time and Social Studies Lesson Motivation Scale were used to collect data in the study. Before starting the application for both groups, Science Achievement Test over Time and Social Studies Lesson Motivation Scale were applied as pre-tests. The unit took four weeks to process, three hours per week. At the end of the unit, the achievement test and motivation scale were applied to the experimental and control groups as posttests. In order to test the permanence of infographics in academic success, the Science Achievement Test Over Time was applied as a permanence test four weeks after the last test. The data obtained was analyzed and evaluated in the SPSS 21 program. In order to test whether the hypotheses were accepted in the light of the data obtained, an independent t-test was conducted for the pre-tests and it was understood that the hypotheses put forward for the pre-tests were accepted for both the success and motivation scale. As a result of the post-test for the achievement test and the independent t-test for the permanence test, it was seen that the hypotheses determined for the post-test and permanence test were accepted. According to the results of the post-test for motivation, it was observed that the hypothesis was not accepted. As a result, it was determined that there was a significant difference in academic success in the experimental group in which infographics were used compared to the control group in the post-test and permanence test. According to the applied motivation scale, it was observed that the lesson taught with infographics did not increase the motivation of the students. Keywords: Infographic, academic achievement, science over time, motivation.
The purpose of this research is to examine the effect of teaching the "Science in Time" unit of the 7th grade secondary school Social Studies course with infographics on students' academic success, permanence and motivation. In this study, a pretest-posttest quasi-experimental design with a control group, which is one of the quantitative research methods, was used. The sample of the research consists of a total of 24 students who continue their education in 7/A and 7/B classes at Gökçedere Imam Hatip secondary school in Demirözü district of Bayburt province in the second semester of the 2022-2023 academic year. In branch 7/A, which represents the experimental group, the "Science Over Time" unit was taught using infographics. In branch 7/B, which represents the control group, the same unit was taught using traditional methods without any intervention in the teaching process. Science Achievement Test Over Time and Social Studies Lesson Motivation Scale were used to collect data in the study. Before starting the application for both groups, Science Achievement Test over Time and Social Studies Lesson Motivation Scale were applied as pre-tests. The unit took four weeks to process, three hours per week. At the end of the unit, the achievement test and motivation scale were applied to the experimental and control groups as posttests. In order to test the permanence of infographics in academic success, the Science Achievement Test Over Time was applied as a permanence test four weeks after the last test. The data obtained was analyzed and evaluated in the SPSS 21 program. In order to test whether the hypotheses were accepted in the light of the data obtained, an independent t-test was conducted for the pre-tests and it was understood that the hypotheses put forward for the pre-tests were accepted for both the success and motivation scale. As a result of the post-test for the achievement test and the independent t-test for the permanence test, it was seen that the hypotheses determined for the post-test and permanence test were accepted. According to the results of the post-test for motivation, it was observed that the hypothesis was not accepted. As a result, it was determined that there was a significant difference in academic success in the experimental group in which infographics were used compared to the control group in the post-test and permanence test. According to the applied motivation scale, it was observed that the lesson taught with infographics did not increase the motivation of the students. Keywords: Infographic, academic achievement, science over time, motivation.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
