Web Tabanlı Öğrenmede Web Pedagojik İçerik Bilgisinin ve Öğrenme Stillerinin Akademik Başarıya Etkisi
Bu çalışmanın amacı, web tabanlı öğrenmede web pedagojik içerik bilgisinin (WPİB) ve öğrenme stillerinin öğrencilerin akademik başarıları üzerindeki etkisini incelemektir. Araştırma 2014-2015 eğitim-öğretim yılı güz döneminde, Kırşehir Ahi Evran Üniversitesi BÖTE Bölümü’nde öğrenim gören toplam 49 öğrenci (25 deney grubu, 24 kontrol grubu) ile yürütülmüştür. Araştırmada öntest sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Deney grubundaki öğrenciler dersi web tabanlı ortamda işlerken, kontrol grubundaki öğrenciler geleneksel yöntem (düz anlatım, gösterip yaptırma, soru-cevap) ile işlemişlerdir. Uygulama 12 hafta sürmüştür. Verilerin toplanmasında akademik başarı testi, öğrenme stilleri ölçeği ve WPİB ölçeği kullanılmıştır. Araştırmadan elde edilen bulgulara göre; deney grubu ile kontrol grubu öğrencilerinin sontest akademik başarı puanları arasında anlamlı farklılık olmadığı bulunmuştur. Ayrıca, öğrencilerin tercih ettiği öğrenme stillerinin sontest akademik başarı puanlarında anlamlı bir farklılık oluşturmadığı gözlenmiştir. Bir diğer sonuç ise deney grubu öğrencilerinin WPİB ile sontest akademik başarı puanları arasında anlamlı bir ilişki olmadığıdır.
The Effect of Web Pedagogical Content Knowledge and Study Approach on Academic Achievement in Web-Based Learning
The aim of this study is to examine the effect of web pedagogical content knowledge (WPCK) and learning styles on the academic achievement of students in web-based learning. The research was conducted with 49 students (25 for the experimental group and 24 for the control group) who were studying in the department of Computer Education and Instructional Technology in Ahi Evran University in the 2014-2015 academic year's fall term. A quasi-experimental design with a pretest-posttest and control group was used in the research. While students included in the experimental group took a lesson in a web-based environment, students included in the control group used traditional methods. In the collection of the data, the study approaches scale; WPCK and academic success test were used. According to the findings obtained in the research, study approaches preferred by the students did not lead to a significant difference in the post-test academic success scores. It was also detected that there were no significant differences among the post-test academic success scores of the students in the experimental group and control group. Another finding was the lack of a significant relationship among the WPCK and post-test academic success scores of the students in the experimental group.
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