Genel Ortaöğretim Kurumlarının 10. Sınıf Matematik Programının Değerlendirilmesi

Bu çalışmanın amacı Genel Ortaöğretim Kurumlarının 10. sınıf matematik programını öğretmen-öğrenci görüşlerine ve sınıf gözlemlerine dayalı olarak değerlendirmektir. Çalışmada, Malcolm Provus’un Farklar Yaklaşımı ile Program Değerlendirme Modeli kullanılmıştır. Veriler anket, yarı yapılandırılmış görüşme ve gözlem formları ile toplanmıştır. Çalışmaya dahil edilen 136 öğrenci ve 8 matematik öğretmeni uygun örnekleme yöntemi ile seçilmiştir. Nicel veriler SPSS 22.0 programı kullanılarak analiz edilirken nitel veriler içerik analizi yoluyla incelenmiştir. Araştırma sonuçlarına göre, matematik programının öğrenen merkezli olarak planlanmasına rağmen uygulama sürecinde öğretmenlerin geleneksel rollerini sürdürdükleri ve öğretmen merkezli yöntemler kullanmaya devam ettikleri belirlenmiştir. Sonuç olarak, planlanan programla uygulamadaki program arasında farklar olduğu ortaya çıkmıştır. Programın daha etkili uygulanabilmesi için öğretmenlere farklı öğretim ve değerlendirme yöntemleri ile ilgili hizmet- içi eğitim verilmesi; öğretmen, veli ve okul işbirliğinin sağlanması ve son olarak da gerekli araç- gereç ve materyal sağlanması önerilmektedir.

Evaluation of 10 th Grade Mathematics Curriculum of General Secondary Education Institutions

The purpose of this study was to evaluate the 10 th grade mathematics curriculum ofGeneral Secondary Education Institutions through the perceptions of mathematicsteachers, students, and classroom observations. In this study, mixed method designand Malcolm Provus’ Discrepancy Evaluation Model was utilized. Data were col-lected through questionnaire, semi-structured interview schedule and observationform. Participants of this study were 136 students and 8 mathematics teachers cho-sen through convenient sampling strategy. The quantitative data were analyzed byusing SPSS 22.0 and qualitative data were analyzed through content analysis. Theresults indicated that although the existing program was planned as learner centered,the implementation process revealed that teachers maintained their traditional rolesand teacher-centered methods. There was a discrepancy between the curriculum andimplementation process. In order to improve the implementation stage of the curric-ulum, it can be suggested that in-service training programs about different teachinglearning and assessment strategies can be provided, the cooperation between teach-ers, parents and schools can be strengthened, and finally, teachers can be providedwith necessary teaching materials.

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