Mobil Uygulama ile Desteklenmiş Ters-Yüz Öğretim Ortamını Kullanan Öğrencilerin Akademik Başarılarının ve İşbirlikli Öğrenmeye Yönelik Görüşlerinin İncelenmesi

Araştırmamızda mobil uygulama ile desteklenmiş ters-yüz öğrenme ortamı hazırlanmış ve öğrencilerin akademik başarısına etkisiyle birlikte işbirlikli öğrenmeye ilişkin görüşleri değerlendirilmiştir. Araştırmada karma araştırma yöntemi kullanılmıştır. Bu araştırmanın nicel araştırma bölümünde akademik başarı değişkeni için “Ön Test – Son Test Kontrol Gruplu Yarı Deneysel Desen Modeli” kullanılmıştır. Veri toplama aracı olarak nitel verilerin toplanması için yarı yapılandırılmış görüşme formundan ve video görüntülerinden yararlanılmıştır. Araştırmacılar tarafından geliştirilen başarı testi ve yarı yapılandırılmış görüşme formu 4 alan ve 2 dil uzmanı görüşleri alınarak gerekli düzeltmeler yapıldıktan sonra kullanılmıştır. Araştırmanın evrenini Konya ili Selçuklu ilçesindeki Milli Eğitim Müdürlüğüne bağlı Sancak Ortaokulu’ndan rastgele seçilmiş 48 deney ve 48 kontrol grubu öğrencileri oluşturmaktadır. Harmanlanmış eğitim modeli 2 hafta süresince 48 deney grubu öğrencisine uygulanmıştır. Fakat süreç boyunca gerek devamsızlık gerekse öğrencilerin süreçten çıkmak istemelerinden kaynaklı 42 Deney Grubu, 46 Kontrol Grubu öğrenci sürece tam olarak bitirebilmiştir. Yapılan araştırma ve bulgulara göre, mobil uygulama ile desteklenmiş ters-yüz öğrenme ortamının işbirlikli öğrenmeyle yapan öğrencilerin, geleneksel öğretim ortamı ile ders gören öğrencilere oranla akademik başarısının arttığı görülmüş ve istatiksel olarak anlamlı bulunmuştur. Ayrıca, mobil destekli TYÖO (Ters-yüz Öğretim Ortamı) sayesinde öğrencilerin matematik dersine olan ön yargısının kalktığı, süreçte eğlendikleri, dersi sevdikleri ve aktif rol aldıkları gözlemlenmiştir.

Determining the Academic Achievement of Students Who Use Flipped Classroom Method Supported by a Mobile Application and Their Views on Collaborative Learning

In our study, a flipped classroom method supported by a mobile application wasprepared, and students' opinions about collaborative learning were evaluated along withits effect on their academic achievement. In the quantitative research section of thisresearch, a semi - experimental pattern model with pre-test and post-test control groupwas used for the academic success variable. The population of the study consisted of 48randomly selected and 48 control group students from the Sancak Secondary Schoolaffiliated to the National Education Directorate in the Selcuklu district of Konyaprovince. According to the results of the research, it is that the academic success of thestudents who utilized the flipped classroom method supported by the mobile applicationincreased, compared with the students who took the traditional -learning method, andthis was found statistically significant. In addition, it has been observed that the students'prejudice to mathematics has been removed; they had fun in the process; they liked thelesson and they took an active role thanks to the mobile-supported FCM (FlippedClassroom Method). It is also seen that blending FCM and Collaborative Learningmethod increased the students' interest, motivation, participation in the class and theirsympathy.

Keywords:

Mobile Learning, Flipped Classroom, Blended Learning , Collaborative learning,

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