İş birlikli öğrenme yönteminin sınıf öğretmeni adaylarının yazılı anlatım becerilerine etkisi
Yükleniyor...
Dosyalar
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mehmet Dursun Erdem
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study is to determine the effects of cooperative learning on written expression skills of prospective classroom teachers.
In order to specify the effect of cooperative learning on written expression skills of prospective teachers, pre-test, post-test measuring control group experimental pattern was used. The working group of the study consists of 74 prospective classroom teachers; experimental group (n=38) and control group (n=36). Students were asked to write a composition on “The main qualifications that a successful classroom teacher should possess and ideal teaching” as a pre-test and a progress test. Server’s (2010) composition assessment scale was examined by Turkish Language Education experts and decided to be used in the same way for evaluating the data. While analyzing data acquired as a result of Written Expression Assessment Scale and pre-test, post-test applications, Dependent samples t test was used; for the measurement of experimental and control group Independent Samples t test was used.
Cooperative Learning has been found to be more effective than traditional method as regards to improving teacher candidate’s written expression skills and permanency of these skills. In the pre-test data, there weren’t any important differences found in the written expression skills of experimental group and control group (t= 1,944; p> ,05), however, in post (t= 6,663; p< ,05) and progress tests (t= 8,834; p< ,05), where cooperative learning was applied, there was a significant difference in behalf of experimental group.
The aim of this study is to determine the effects of cooperative learning on written expression skills of prospective classroom teachers. In order to specify the effect of cooperative learning on written expression skills of prospective teachers, pre-test, post-test measuring control group experimental pattern was used. The working group of the study consists of 74 prospective classroom teachers; experimental group (n=38) and control group (n=36). Students were asked to write a composition on “The main qualifications that a successful classroom teacher should possess and ideal teaching” as a pre-test and a progress test. Server’s (2010) composition assessment scale was examined by Turkish Language Education experts and decided to be used in the same way for evaluating the data. While analyzing data acquired as a result of Written Expression Assessment Scale and pre-test, post-test applications, Dependent samples t test was used; for the measurement of experimental and control group Independent Samples t test was used. Cooperative Learning has been found to be more effective than traditional method as regards to improving teacher candidate’s written expression skills and permanency of these skills. In the pre-test data, there weren’t any important differences found in the written expression skills of experimental group and control group (t= 1,944; p> ,05), however, in post (t= 6,663; p< ,05) and progress tests (t= 8,834; p< ,05), where cooperative learning was applied, there was a significant difference in behalf of experimental group.
The aim of this study is to determine the effects of cooperative learning on written expression skills of prospective classroom teachers. In order to specify the effect of cooperative learning on written expression skills of prospective teachers, pre-test, post-test measuring control group experimental pattern was used. The working group of the study consists of 74 prospective classroom teachers; experimental group (n=38) and control group (n=36). Students were asked to write a composition on “The main qualifications that a successful classroom teacher should possess and ideal teaching” as a pre-test and a progress test. Server’s (2010) composition assessment scale was examined by Turkish Language Education experts and decided to be used in the same way for evaluating the data. While analyzing data acquired as a result of Written Expression Assessment Scale and pre-test, post-test applications, Dependent samples t test was used; for the measurement of experimental and control group Independent Samples t test was used. Cooperative Learning has been found to be more effective than traditional method as regards to improving teacher candidate’s written expression skills and permanency of these skills. In the pre-test data, there weren’t any important differences found in the written expression skills of experimental group and control group (t= 1,944; p> ,05), however, in post (t= 6,663; p< ,05) and progress tests (t= 8,834; p< ,05), where cooperative learning was applied, there was a significant difference in behalf of experimental group.
Açıklama
Anahtar Kelimeler
İş birlikli öğrenme, Birlikte öğrenme, Yazılı anlatım becerisi, Cooperative learning, Learning together, Written expression skills
Kaynak
Turkish Studies (Elektronik)
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
9
