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Tarih Öğretiminde Bilgisayar Destekli Öğretimin Akademik
Başarıya, Öğrenilenlerin Kalıcılığına ve Bilgisayara Karşı Tutuma
Etkisi
mustafayagci06@gmail.com
Öz:
tuma etkisini
- -
Anahtar Sözcükler: bi
The Effect of Computer-Assisted Instruction on Achievement,
Retention and Attitudes toward Computer in History Teaching
Abstract: The purpose of this study was to examine the effects of computer supported history-
The sample of this study included 60 (28 experimental, 32 control) students in a private school in the
2015-2016 academic year. In this study, pretest-posttest quasi-experimental research design was used.
Among 10th grade students, two different sections were selected as experimental group ant other two
for the control group. The experimental group was exposed to computer supported history lessons for
10 weeks. In the control group, traditional teaching methods were used to teach the same content. To
collect data, an achievement test, a retention test that included open-ended questions, attitudes toward
computers scale were used. The results revealed that post test scores of students in the experimental
attitudes toward computers favoring the experimental group.
Key Words: computer assisted instruction, achievement, attitudes toward computer, retention,
history-teaching
Bartın Üniversitesi
Eğitim Fakültesi Dergisi
Cilt 6, Sayı 1, s. 102-113, Şubat 2017
BARTIN – TÜRKİYE
ISSN: 1308-7177
Bartin University
Journal of Faculty of Education
Volume 6, Issue 1, p. 102-113, February 2017
BARTIN – TURKEY
Doi: 10.14686/buefad.263571
Bartın Üniversitesi Eğitim Fakültesi Dergisi 6(1), s. 102–113, Şubat 2017
Bartin University Journal of Faculty of Education 6(1), p. 102–113, February 2017
103
1. GİRİŞ
-
-
konunu
,
-
-
Altun, 2005).
;
. Benzer
5)
Gerdan, (2016)
(WT
So
Tarih Öğretiminde Bilgisayar Destekli Öğretimin Akademik Başarıya, Öğrenilenlerin Kalıcılığına ve Bilgisayara Karşı
Tutuma Etkisi
Mustafa YAĞCI
104
Kocaman v
Baltac
ve bu k
kontrol grub akademik başarı
de
bilgisayara karşı tutum
a)
midir?
1.1. Araştırmanın Sınırlılıkları
Bartın Üniversitesi Eğitim Fakültesi Dergisi 6(1), s. 102–113, Şubat 2017
Bartin University Journal of Faculty of Education 6(1), p. 102–113, February 2017
105
2. YÖNTEM
2.1. Araştırmanın Modeli
-
-
2.2. Çalışma Grubu
-
Tablo 1
Çalışma Grubuna İlişkin Demografik Bilgiler
Cinsiyet
Deney Grubu
Kontrol Grubu
Kız
16
17
Erkek
12
15
Toplam Öğrenci Sayısı
28
32
Deney grubunda 28, kontrol
2.3. Uygulama
fazladan, ilgili
uy
2.4. Veri Toplama Araçları
Akademik Başarı Testi
Ha
k
Bilgisayara Karşı Tutum ölçeği
-
Tarih Öğretiminde Bilgisayar Destekli Öğretimin Akademik Başarıya, Öğrenilenlerin Kalıcılığına ve Bilgisayara Karşı
Tutuma Etkisi
Mustafa YAĞCI
106
Lis
r analizi hem de
"Kesinlikle kat
Kalıcılık Testi
2.5. Verilerin Çözümlenmesi ve Yorumlanması
- -Smirnov
-
ve standart
sapma -
"2- -Fikrim yok", "4- -
3.1. BULGULAR
3.1. Birinci Alt Probleme Ait Bulgular
akademik
başarı
Tablo 2
Akademik Başarı Öntest, Sontest ve Kalıcılık Testi Ortalama Puanları
Grup
Öntest
Sontest
Kalıcılık Testi
N
s
s
s
Deney Grubu
28
5,53
2,57
16,14
2,86
12,89
5,01
Kontrol Grubu
32
5,81
1,85
12,93
3,06
8,37
4,59
(
.
Bartın Üniversitesi Eğitim Fakültesi Dergisi 6(1), s. 102–113, Şubat 2017
Bartin University Journal of Faculty of Education 6(1), p. 102–113, February 2017
107
Tablo 3
Sontest Başarı Puanlarının Gruba Göre Betimsel İstatistikleri
N
Ortalama
Düzeltilmiş Ortalama
Deney Grubu
28
16,14
16,20
Kontrol Grubu
32
12,93
12,89
Tablo 4
Öntest Başarı Puanlarına Göre Düzeltilmiş Sontest Başarı Puanlarının Gruba Göre ANCOVA Sonuçları
Varyansın Kaynağı
Kareler
Toplamı
sd
Kareler
Ortalaması
F
p
37,46
1
37,46
4,48
,039
Grup
162,52
1
162,52
19,47
,000
Hata
475,84
57
8,34
Toplam
13166,00
59
.
Tablo5
Kalıcık ve Önteste Göre Düzeltilmiş Kalıcılık Testi Ortalama Puanları
N
Ortalama
Düzeltilmiş Ortalama
Deney Grubu
28
12,89
12,89
Kontrol Grubu
32
8,37
8,38
Tarih Öğretiminde Bilgisayar Destekli Öğretimin Akademik Başarıya, Öğrenilenlerin Kalıcılığına ve Bilgisayara Karşı
Tutuma Etkisi
Mustafa YAĞCI
108
Tablo 6
Öntest Başarı Puanlarına Göre Düzeltilmiş Kalıcılık Başarı Testi Puanlarının Gruba Göre ANCOVA
Sonuçları
Varyansın Kaynağı
Kareler
Toplamı
sd
Kareler
Ortalaması
F
p
,178
1
,178
,008
,931
Grup
302,66
1
302,66
12,95
,001
Hata
1332,00
57
23,36
Toplam
8231,00
59
.
3.2. İkinci Alt Probleme Ait Bulgular
Tablo 7
Bilgisayara Karşı Tutum Öntest ve Sontest Ortalama Puanları
Grup
Sontest
N
s
s
Deney Grubu
28
62,6429
10,63960
61,5000
10,50749
Kontrol Grubu
32
58,7187
12,75130
58,7813
11,29583
),
Tablo 8
BYT Sontest ve Önteste Göre Düzeltilmiş Sontest Ortalama Puanları
N
Ortalama
Düzeltilmiş Ortalama
Deney Grubu
28
61,50
61,38
Kontrol Grubu
32
58,78
58,88
ortalama
Bartın Üniversitesi Eğitim Fakültesi Dergisi 6(1), s. 102–113, Şubat 2017
Bartin University Journal of Faculty of Education 6(1), p. 102–113, February 2017
109
Tablo 9
BYT Öntest Puanlarına Göre Düzeltilmiş Sontest Puanlarının Gruba Göre ANCOVA Sonuçları
Varyansın Kaynağı
Kareler
Toplamı
sd
Kareler
Ortalaması
F
p
25,57
1
25,57
,21
,648
Grup
90,62
1
90,62
,75
,391
Hata
6910,89
57
121,24
Toplam
223407,00
59
.
4. SONUÇ ve TARTIŞMA
sontest pua
Serin, 2011; Yen, Tuan ve Liao, 2010).
(2013)
tur
Tarih Öğretiminde Bilgisayar Destekli Öğretimin Akademik Başarıya, Öğrenilenlerin Kalıcılığına ve Bilgisayara Karşı
Tutuma Etkisi
Mustafa YAĞCI
110
etkilem
rilmesi
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SUMMARY
Scientific and technological developments have influenced education as well as industry.
Accordingly, information technology has been integrated with education systems. The great pace in
developments experienced with information technologies required education institutions to new
technologies. Hence, studies on education-teaching activities are oriented on applications which ensure
learners to gain skills for persistent and high level of learning achievement. Computer Adided Teaching
curiosity, motivating them, concretization of abstract concepts difficult to comprehend or remember
through relevant models and simulation, developing learning experience to make fun and entertaining
through multimedia methods.
It could be seen in the relevant literature that there are numbers of studies focused on the
effect of the CAT on different variables such as academic success, motivation and individual differences.
However, limited study was found on its effect on persistency of learning and history teaching. In this
sense, the objective of the present study is to determine the effect of instruction of history course to
10th graders by means of the CAT on their academic success levels, persistency of learning and their
attitude towards computer.
In this study, semi-empirical research pattern with pre- and post-test and control groups was
utilized. The study was conducted on totally 60 students receiving history course at the 10th grade in a
private secondary school in Yenimahalle County of Ankara City in the academic period of 2015-2016.
Whereas the control group used regular course book and teaching method and technique
employed by teacher, the experiment group utilized the CAT method studied the history course by
means of video, animation, slides and computer based test covering the relevant curriculum. In order to
determine whether experiment and control groups were equivalent in terms of study variables and
preliminary information, both groups were applied academic success and computer attitude scale. As a
result of the study, students were applied academic success test previously applied and attitude scale
once again as a post-test.
Finally, a significant difference was determined between post-test academic success scores of
the experiment group and the control group in the favor of the experiment group. Additionally, an
increase was observed with the post test academic success scores of the experiment group at the end of
levels.
Another finding was the significant difference between the mean scores of the experiment and
control groups in persistence tests in the favor of the experiment group. Accordingly, it is possible to
conclude that CAT has positive contribution into persistence of learning.
Additionally, no significant difference was determined between experiment and control groups
in terms of their attitude towards computer. The fact that this method was applied for the first time and
it was applied for a brief of time period like 10 weeks could be result of missing relationship between
the control and experiment groups. Moreover, personal characteristics such as attitude and behavior
are difficult to change.
In sum, this study determined that CAT has positive influence on academic success and
Conclusively, it is suggested that the CAT method could be harnessed in instruction of courses with
appropriate content. To that end, it is suggested that it is necessary to provide training to prospect
teachers concerning the tools which allow them to develop their course content for computer
environment. In the meantime, it is considered that necessary multimedia learning materials need to be
developed and previously developed materials must be made available and easily accessible for
educators. Furthermore, an application which could cover at least one semester would make positive
puter.
