Uyarlanabilir Eğitsel Web Ortamlarının Öğrencilerin Akademik Başarılarına ve Motivasyonlarına Etkisi

Bu çalışmanın amacı uyarlanabilir olan, uyarlanabilir olmayan ve yüz yüze öğrenme etkinlikleri ile desteklenmiş uyarlanabilir web temelli öğrenme ortamlarının, öğrencilerin başarıları ve motivasyonları üzerindeki etkilerinin farklı olup olmadığını belirlemektir. Araştırmada iki faktörlü 3x2’lik faktöriyel desen kullanılmıştır. Araştırma deseninin birinci faktörü deneysel işlemleri içeren öğrenme ortamı (uyarlamaların bulunduğu web temelli öğrenme ortamı, uyarlamaların bulunmadığı web temelli öğrenme ortamı ve yüzyüze öğrenme etkinlikleri ile desteklenmiş uyarlamaların olduğu web temelli ortamı), ikinci faktörü ise öntest ve sontest ölçümlerini içeren ve başarının değişimini ortaya koyan tekrarlı ölçümlerdir. Araştırmanın bağımlı değişkenleri başarı ve motivasyondur. Araştırma 2013-2014 öğretim yılı bahar döneminde Sakarya Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği, İlköğretim Matematik Öğretmenliği ve Fen Bilgisi Öğretmenliği bölümlerinin 2. sınıfında öğrenim görmekte olan ve Temel Bilgi Teknolojisi Kullanımı dersini alan 72 öğrenci ile yürütülmüştür. Elde edilen bulgulara göre yüzyüze öğrenme etkinlikleri ile desteklenmiş uyarlamaların olduğu web temelli ortamdaki başarı anlamlı olarak daha yüksektir. Farklı öğrenme ortamlarındaki öğrencilerin ürünlerinin incelenmesi sonucunda kullanılan ortam türlerinin öğrencilerin rubrik başarı puanlarını etkilemediği ortaya konmuştur. Ayrıca kullanılan öğrenme ortamlarına göre öğrencilerin motivasyonları arasında farklılık olmadığı tespit edilmiştir.

Anahtar Kelimeler:

uyarlanabilir öğrenme, web temelli öğrenme, başarı, motivasyon

The Effects of Adaptive Educational Web Environment on Students’ Academic Achievement and Motivation

The aim of this research is to determine whether the effects of adaptive web-based learning(WBL) environment, non-adaptive WBL environment and adaptive WBL environment supported by face-to-face learning activities on the students’ achievement and motivation are different. A 3x2 factorial design was used in this study. The first factor of the research design is learning environment including experimental procedures (adaptive WBL environment, non-adaptive WBL environment and adaptive WBL environment supported by face-to-face learning activities) The second factor is repeated measures, which revealed the change of achievement including pre and post measurements. The dependent variables of the study are academic achievement and motivation. The research was conducted in 2013-2014 spring semester with 72 second-year students, who took the course of Basic Information Technology at Sakarya University, Education Faculty, Department of Primary Education, Primary Math Education and Science Education. In such a way that each group of 24 students, learning environments were formed as peer groups based on pretest. According to the findings, academic achievement in the adaptive WBL environment supplemented with face-to-face learning was significantly determined to be higher. As a result of the examination of the students’ products in different learning environments, it was shown that environment type did not influence students’ rubrics grade points. Moreover, there was no significant difference among students’ motivation according to their learning environment used.

Keywords:

adaptive learning, web-based learning (WBL), achievement, motivation,

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