Web Ortamlı Probleme Dayalı Öğrenmede Bilişsel Esneklik Düzeyinin Öğrenci Başarısı ve Tutumları Üzerindeki Etkisi

Bu araştırmada web ortamında gerçekleştirilen öğrenci yönlendirmeli probleme dayalı öğrenmede bilişsel esneklik düzeyinin öğrencilerin başarıları, tutumları ve öğrenmenin kalıcılığı üzerindeki etkisi incelenmiştir. Araştırma, Ankara Fen Lisesi birinci sınıfına devam eden toplam 30 öğrenci (14-16 yaşlan arasında) üzerinde yürütülmüştür. Öğrencilerin konuya ilişkin ön bilgi düzeylerini ölçmek amacıyla bir öntest ve bilişsel esneklik düzeylerini saptamak üzere renk-kelime testi uygulanmıştır. Bu iki ölçekten elde edilen veriler öğrencilerin deneysel gruplara yansız olarak atanmasında kullanılmıştır. WebCT (Web Course Tools) ortamında geliştirilen probleme dayalı öğrenme uygulaması sonunda sontest ve 3 hafta sonra kalıcılık testi uygulanmıştır. Ayrıca web ortamlı probleme dayalı öğrenmeye yönelik tutumu belirlemek üzere geliştirilen tutum ölçeği, öğrencilerin süreç içindeki davranışlarını değerlendirmek üzere geliştirilen grup arkadaşım değerlendirme formu ve problem hakkındaki nitel veriler için bir form uygulanmıştır. Elde edilen verilerin istatistiksel çözümlemelerinde aritmetik ortalama, standart sapma, tek faktörlü varyans analizi, karışık desenler için iki faktörlü varyans analizi (ANOVA) ve çok değişkenli varyans analizi (MANOVA) kullanılmıştır. Yapılan analizler sonucunda web ortamlı probleme dayalı öğrenme uygulaması sonucunda öğrencilerin öntest-sontest ve öntest-kalıcılık testi puanları arasında anlamlı bir farklılaşma olduğu, diğer bir ifadeyle deneysel işlemin öğrenci başarısını ve öğrenmenin kalıcılığını anlamlı bir şekilde artırdığını ortaya koymuştur. Öte yandan, bilişsel esneklik değişkeninin öğrenci başarısı, tutumları ve öğrenmenin kalıcılığı bakımından anlamlı bir farklılaşma bulunmamıştır.

The Effect of Cognitive Flexibility on Students' Achievement and Attitudes in Web Mediated Problem Based Learning

In this study, the effect of cognitive flexibility on achievement, retention and attitudes of students in web mediated problem based learning is studied. The study is carried out with three groups of 30 students (aged 14-15 years) selected among ninth grade level of Ankara Science High school. In order to obtain the groups' level of prior knowledge and cognitive flexibility, pre-test and stroop color word test were administered. The data obtained from these scales are used to assign groups objectively. Post-test is administered at the end of the application of the problem based learning (PBL) instructional material developed on WebCT tool and after three weeks a retention test is administered. In order to identify the attitudes of students toward web mediated problem based learning, an attitude scale is administered. Moreover, a peer evaluation from is developed to evaluate the behavior of students within PBL application process and the form used to obtain qualitative data of students view on related problems. In the analysis of data, mean, standard deviation, one way variance analysis, two way variance analysis for factorial design and multivariate variance analysis (MANOVA) are utilized. After the analyses of data, significant differences between students' pre-test- post test and post test-retention test means were found which means that the treatment affected students' achievement and retention of learning positively. On the other hand, it was observed that cognitive flexibility didn't produce any significant differences in terms of students' achievement, retention of learning and attitudes in web mediated problem based learning.

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