Multimedya Destekli Probleme Dayalı Öğrenme Yaklaşımının Fen Eğitiminde Akademik Başarıya ve Tutuma Etkisi

Bu araştırmanın amacı, "Multimedya Destekli Probleme Dayalı Öğrenme" yaklaşımının 8. sınıf öğrencilerinde Fen ve Teknoloji dersi akademik başarısı ve derse karşı tutum üzerindeki etkilerinin incelenmesidir. Araştırma ön test-son test kontrol gruplu yarı deneysel desen kullanılarak yürütülmüştür. Çalışmanın örneklemini, Amasya ilinde bulunan bir ortaokulda öğrenim gören 40 öğrenci oluşturmuştur. "Basınç" konusu, kontrol grubunda (N=20) öğretim programındaki mevcut yaklaşım ile deney grubunda (N=20) ise "Multimedya Destekli PDÖ" yaklaşımı ile işlenmiştir. "Basınç Konusu Akademik Başarı Testi" ve "Fen ve Teknoloji Dersine Karşı Tutum Ölçeği" ön test ve son test olarak uygulanmıştır. Verilerin analizinde Shapiro-Wilks Testi, İlişkili Örneklemler t Testi, İlişkisiz Örneklemler t Testi, Wilcoxon Testi ve Kovaryans Analizi kullanılmıştır. Sonuçlar, PDÖ' nün akademik başarıyı arttırmada öğretim programındaki mevcut yaklaşımdan daha başarılı olduğunu göstermektedir. Ayrıca deney grubu öğrencilerinin derse karşı tutumları anlamlı bir şekilde artış gösterirken, kontrol grubu öğrencilerinin derse karşı tutum ön test ve son test puanları arasında anlamlı bir farklılık bulunmamıştır

The Effects of the Multimedia Supported Problem Based Learning on Academic Success and Attitude in Science Education

Introduction Through the dramatic improvements, since the last quarter of 20th century, a great augmentation of information has taken place in the world. The information produced in the last quarter of this century is more than all the information gathered in the previous periods (Gedikoglu, 2005). It is not sufficient and possible to transpose the available information to the students in its true colors in this information era in which there is a wide mass of information and in which new information is gradually being produced. Under these circumstances, countries try to adapt themselves to the era by applying reforms and modifications in many areas chiefly in education. In this context, approaches, in which the students are active and teachers are directors and guides, are required to be in use. Problem-based learning has come into prominence among the other approaches and methods. PBL is described by Barrow who is known as the pioneer of this approach as an educational method that aims to provide the individuals with effective skills in the problem solving process and to enable the individuals produce the information in hand in glove while directing themselves (Ulger and Imer, 2013). On the other hand, methods in which the students are active, research and question like PBL are required to entegrated with technology in order to increase the quality of education in such an era in which the technology has been going through a rapid development. Through this study the effects of the use of “multimedia support PBL” to the academic success and to the attitude towards the lesson are studied. Method The study group consists of 40 students who were in the 8th grade at a secondary school. “The Subject of Pressure” has been studied in control group (N=20) through the approach to the curriculum and in the experimental group (N=20) through the “Multimedia Supported PBL” approach. The lessons have been conducted for ten hours by the researcher. The data were collected with “The Test of Academic Success on the Subject of Pressure” and “The Scale of the Attitude Towards Science and Technology Lesson”. The collected data has been analyzed by SPSS. In the process of data analysis the arithmetic mean and standard deviation have been taken advantage of beside “Shapiro-Wilks Test”, “Paired Samples t Test”, “Indepented Samples t Test”, “ANCOVA” and “Mann Whitney U Test”. Findings It is clearly seen that there is not a significant difference between the experiment and control groups. It appears that there is a significant difference in favour of post test points between the controlgroup’s academic success pre-test and post-test results. Likewise, there is a significant difference in favour of post test points between the experiment group’s pre and post test points. In addition to this, it has been realized there is a significant difference in favuor of the experiment group between the experiment and control group’s academic success post-test points. It is found out that there is not a significant difference between the control and experiment group from the pre-test of the students’ attitudes towards the science lesson. Yet there is a significant difference in favour of post test points between the experiment group’s attitude towards science lesson pre-test and post-test points. As a reflection of these results, there is a significant difference in favour of experiment group between the control and experiment groups’ attitude towards science and technology lesson pre-test and post-test points. Conclusion and Discussion Through this study, it is concluded that “Multimedia Supported PBL” approach and traditional approach increase the academic success to a certain extend in Science and Technology lesson. Furthermore, it is found out that “Multimedia Supported PBL” approach is significantly more successful than traditional approach in relation to the academic success. Similar to this result, in the literature, it is very frequent to encounter studies in which there is a significant difference in favour of the experiment group for which the PBL is applied in terms of the academic achievement post-test scores of the experiment and control groups (Cerezo, 2004; Demirel and Arslan Turan, 2010). There may be several reasons why the PBL approach is more effective than the traditional approach in the augmentation of academic success. That the PBL approach has provided active participation in the classroom and the possibility having a high rate of students’ interests in the subject due to the multimedia support can be counted among these reasons. It was also found that traditional approach does not have a significant effect on the attitude towards science and technology lesson or attitude towards the problem solving. On the other hand, “Multimedia Supported PBL” approach has significant effect on students’ attitude towards science and technology lesson and the attitude towards problem solving. There are studies, in this context, that show similarity to the resulting outcome. (Aydogdu, 2012; Goodwin, 2006; Katwibun, 2004). In the lessons, in which the PBL approach is applied, the fact, that the students have participated well during the lesson may increase the students’ motivation. There are some studies that have reach the conclusion that the students’ attitudes towards the lesson has changed positively by using various approaches in which the students are active during the class (Gazioglu, 2006; Unal and Ergin, 2006). In the enlightment of these results, Multimedia Supported PBL should be taken advantage of and applied instead of the traditional approach as much as possible. Furthermore, some of the activities may consist of problem scenarios after giving some information PBL in students’ book. A separate booklet of problem scenarios may be prepared for each class level, including all of the topics found in the curriculum.

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