Öğretim İlke ve Yöntemleri Dersinde Öğrencilerin Akademik Başarılarının Yordanması



ZET Bu çalışmanın temel amacı öğrencilerin ÖİY (Öğretim İlke ve Yöntemleri) dersinin final sınavındaki akademik başarılarının yordanmasıdır. Final sınavındaki başarıyı yordamada kullanılan yordayıcı değişkenlerin Müzik, Türkçe, İngilizce Öğretmenliği ve RPD (Rehberlik ve Psikolojik Danışmanlık) programları için elde edilen aritmetik ortalamalar karşılaştırılmıştır. Çalışmada, hem programlara göre hem de tüm programlar için final sınavındaki başarının yordanmasına yönelik elde edilen regresyon eşitlikleri rapor edilmiş ve yorumlanmıştır. Sonuç olarak ÖİY dersindeki başarı bölümler bazında yordandığında, üç değişken yordayıcı olarak önemli bulunmuştur: Uygulama puanı, üniversite birinci sınıf not ortalaması ve ders sorumluluklarını yerine getirme. "Uygulama puanı" değişkeni tüm bölümlerde, "üniversite birinci sınıf not ortalaması" değişkeni RPD, Türkçe ve İngilizce Öğretmenliği programlarında ve "ders sorumluluklarını yerine getirme" değişkeni de Müzik ve İngilizce öğretmenliği bölümlerinde yordayıcı olarak anlamlı çıkmıştır. Tüm programlar için ÖİY dersindeki başarı yordandığında, bölümler bazında anlamlı çıkan değişkenlere ek olarak "ÖSS giriş puanı" değişkeni de yordayıcı olarak anlamlı bulunmuştur.

Download full-text


Available from: Şeref Tan, Oct 14, 2015
295 Reads
  • [Show abstract] [Hide abstract]
    ABSTRACT: WANTED: Predictors of academic success. There is a need to know the degree of relationship between certain factors and "the academic success of students in the theological seminary." No single predictor has been found to be always reliable. The best predictors examined in this study were: undergraduate grade point average, GRE composite scores, and undergraduate major. No significant difference was discovered between the academic success of full-time and part-time students. Evidence points toward the need for further study and for continuation of multiple criteria for admissions committees with emphasis upon undergraduate grade point averages as predictors of academic success.
    Review of Religious Research 14(2):110. DOI:10.2307/3509779 · 0.46 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study investigated the extent that cooperative group members' levels of hopefulness, operationalized as a combination of pathways to meet desired goals and the agentic thinking that motivates an individual to use those pathways, predict (a) group performance, namely, the quality of an article critique assignment and research proposal assignment, and (b) the degree that heterogeneity (i.e., variability of pathways and agency levels) is related to this outcome variable. Participants were 86 graduate students enrolled in a research methodology course. Groups (n = 28) formed the unit of analysis. A multiple regression analysis revealed that groups attaining the lowest scores on the article critique and research proposal assignments combined tended to report the lowest levels of hope, as measured by agentic thinking, and the greatest variation with respect to pathways to meet desired goals. These variables explained 20.5% of the variance in performance. This finding is placed within the context of other studies in which the predictability of group characteristics and dynamics has been examined. Cooperative learning is an instructional method that provides opportunities for students to maximize their own learning and the learning of their group members (D.. This instructional method is not only used widely in primary and secondary education settings, but also has become popularized in college settings, including graduate-level classrooms (Collins, Onwuegbuzie, & Jiao, in press). However, according to Collins, Onwuegbuzie, and DaRos-Voseles (2004), "although cooperative learning techniques are utilized at the college level in graduate-level courses, evaluative studies have not been conducted at this level to the same degree that evaluation has occurred at the primary and secondary levels" (p. 147). Thus, research can play an important role in helping instructors of graduate students determine the maximum conditions under which cooperative learning groups perform. The degree that group members' personality characteristics impact group achievement within cooperative settings represents a research area with much potential (Collins et al., in press; D. W. Johnson & F. P. Johnson, 2002). The goal of the present investigation was to examine the personality variable, hope, as a predictor of performance of groups engaged in cooperative learning in the context of a graduate-level research methodology course. Hope has been related empirically to academic achievement, graduation rates, and sport achievement in college and to psychological variables such as life satisfaction and adaptive coping (Bailey, Eng, Frisch, & Snyder, 2007; Curry, Snyder, Cook, Ruby, & Rehm, 1997; Onwuegbuzie & Snyder, 2000; Snyder, 2002; Snyder, Shorey, Cheavens, Pulvers, & Adams, 2002). However, as related to college students, studies only have focused on the effect of hope on the educational outcomes of individual students. However, to date, no researcher has investigated the role of hope on educational outcomes among graduate students working in cooperative learning groups. As such, the present investigation, which examined the role of hope in predicting the performance of graduate-level groups in research methodology courses, was unique.
  • Teachers College record 01/1963; 64(8):723-733. · 0.74 Impact Factor