Ortaokul 5. sınıf matematik dersinde uzunluk ölçme, dörtgenler, çevre ve alan ünitesinin aktif öğrenme yaklaşımına uygun olarak öğretiminin öğrenci başarısına ve tutumuna etkisi
Abstract
Bu araştırma; ortaokul 5. sınıf matematik dersi uzunluk ölçme, dörtgenler, çevre ve alan ünitesinin öğretiminde aktif öğrenme yaklaşımına uygun olarak öğretiminin öğrenci başarısına ve tutumuna etkisi incelemek amacıyla yapılmıştır. Çalışma, 2013–2014 eğitim-öğretim yılında, İstanbul İli Bahçelievler İlçesi'nde bulunan bir ortaokulda öğrenim gören toplam 42 öğrenci ile gerçekleştirilmiştir. Araştırmada, ön test – son test kontrol gruplu deneysel araştırma modeli kullanılmıştır. İlköğretim okullarındaki 5. sınıflardan biri deney grubu, diğeri ise kontrol grubu olarak belirlenmiştir. Deney grubunda 22, kontrol grubunda 20 öğrenci bulunmaktadır. Deney grubunda dersler aktif öğrenme yaklaşımı ile kontrol grubunda ise geleneksel öğretim yöntemi ile yürütülmüştür. Araştırmada veri toplama aracı olarak, Matematik Başarı Testi ve Matematik Tutum Ölçeği kullanılmıştır. Başarı testi araştırmacı tarafından hazırlanmış, tutum ölçeği ise hazır olarak kullanılmıştır. Başarı testi ve tutum ölçeği deney öncesinde ve sonrasında olmak üzere iki kez uygulanmıştır. Elde edilen veriler SPSS istatistik programı ile analiz edilmiştir. Araştırma sonucunda; aktif öğrenme yaklaşımının öğrencilerin matematik başarısını artırmada geleneksel öğretim yöntemine göre daha etkili olduğu görülmüştür. Ayrıca aktif öğrenme yaklaşımı, öğrencilerin matematik dersine karşı olan tutumlarını olumlu yönde artırmıştır. Geleneksel öğretim yöntemi ise, öğrencilerin matematik dersine karşı tutumlarında herhangi bir değişiklik meydana getirmemiştir. Anahtar Kelimeler: Matematik, Matematik Öğretimi, Aktif Öğrenme Yaklaşımı, Geleneksel Öğretim Yöntemi, Başarı, Tutum.
This study was conducted in order to research the effect of teaching length measurement, quadrangles, environment and spatial topics unit of the 5th grades' mathematics lesson by the help of active learning approach onto the achievement and attitude of the students. The study took place in 2013-2014 academic (educational) years on 42 students studying at a middle school located in İstanbul Bahçelievler. In the study, pretest – posttest control group experimental research model was used. One of the 5th grades was determined as experimental group; the other one was decided as control group. There were 22 students in experimental group and 20 students in control group. The lessons were carried out with active learning approach on control group and with traditional teaching method on experimental group. In the study, Mathematics Achievement Test and Mathematics Attitude Scale were used as data collection device. Achievement test was developed by the researcher, attitude scale was available. Achievement test and attitude scale were applied two times before and after tests. The data analyzed by the SPSS statistic program. At the end of the study, it is indicated that active learning approach is more effective than the traditional teaching method. Furthermore, active learning approach increased the attitudes of students towards mathematics positively. Traditional teaching method, on the other hand, didn't change their attitudes towards mathematics. Key Words: Mathematics, Mathematics Education, Active Learning Approach, Traditional Teaching Method, Achievement, Attitude.
This study was conducted in order to research the effect of teaching length measurement, quadrangles, environment and spatial topics unit of the 5th grades' mathematics lesson by the help of active learning approach onto the achievement and attitude of the students. The study took place in 2013-2014 academic (educational) years on 42 students studying at a middle school located in İstanbul Bahçelievler. In the study, pretest – posttest control group experimental research model was used. One of the 5th grades was determined as experimental group; the other one was decided as control group. There were 22 students in experimental group and 20 students in control group. The lessons were carried out with active learning approach on control group and with traditional teaching method on experimental group. In the study, Mathematics Achievement Test and Mathematics Attitude Scale were used as data collection device. Achievement test was developed by the researcher, attitude scale was available. Achievement test and attitude scale were applied two times before and after tests. The data analyzed by the SPSS statistic program. At the end of the study, it is indicated that active learning approach is more effective than the traditional teaching method. Furthermore, active learning approach increased the attitudes of students towards mathematics positively. Traditional teaching method, on the other hand, didn't change their attitudes towards mathematics. Key Words: Mathematics, Mathematics Education, Active Learning Approach, Traditional Teaching Method, Achievement, Attitude.
Description
Keywords
Eğitim ve Öğretim, Aktif öğrenme, Matematik başarısı, Matematik dersi, Education and Training, Matematik öğretimi, Active learning, Mathematics achievement, Ortaokul öğrencileri, Mathematics lesson, Mathematics teaching, Ortaokullar, Secondary school students, Öğrenci başarısı, Secondary schools, Student achievement, Öğrenci tutumu, Student attitude