Ödevlere sanal sınıf uygulamasıyla dönüt vermenin 3. sınıf öğrencilerinin toplama becerileri üzerindeki etkisi
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Dosyalar
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
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Yayıncı
Artvin Çoruh Üniversitesi, Lisansüstü Eğitim Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada sanal sınıf uygulamasıyla dönüt verme sürecinin 3. sınıf öğrencilerinin toplama işlemi becerileri üzerindeki etkisini ölçmek amaçlanmıştır. Çalışmada deneysel araştırma yöntemi kullanılmıştır. Çalışma grubu oluşturulurken 3. sınıf öğrencilerinden 23 öğrenci deney grubuna, 23 öğrenci de kontrol grubuna atanmıştır. Öğrencilerin toplama işlemi performansı bu çalışma kapsamında geliştirilen Toplama İşlemi Başarı Testi (TİBT) ile ölçülmüştür. Çalışma 5 hafta sürmüştür. Araştırmada kullanılan ölçme aracı, deneysel çalışmanın başlamasından bir hafta önce ön test olarak deney ve kontrol grubu öğrencilerine uygulanmıştır. Bu süreçte deney ve kontrol grubu öğrencilerine 2018 İlkokul 3. Sınıf Matematik Dersi Öğretim Programı kapsamında yer alan toplama işlemi kazanımları öğretilmiştir. Her kazanımdan sonra ev ödevi verilmiştir. Çalışmada sadece deney grubunda yer alan öğrencilere sanal sınıf oluşturulmuştur. Oluşturulan sanal sınıfta deney grubu öğrencilerine toplama işlemi ile ilgili verilen ev ödevlerine anında dönüt verilmiştir. Kontrol grubunda yer alan öğrencilere ise ev ödevleri ile ilgili dönüt ertesi gün sınıf ortamında verilmiştir. Deneysel sürecin sonunda deney ve kontrol grubu öğrencilerine ölçme aracı son test olarak uygulanmıştır. Veriler ANCOVA ile analiz edilmiştir. Elde edilen bulgulara göre sanal sınıf uygulamasıyla verilen anında dönütün deney grubunda yer alan öğrencilerin toplama işlemi performanslarını anlamlı derecede artırdığı görülmüştür. Elde edilen veriler, ilgili literatür doğrultusunda yorumlanarak öğretmenlere ve uygulayıcılara önerilerde bulunulmuştur.
The aim of this study is to measure the impact of the feedback process through virtual classroom applications on third-grade students' addition skills. In the study, the experimental research method was used. While creating the study group, 23 students from the third grade were assigned to the experimental group, and 23 students were assigned to the control group. Students' addition performance was measured by the Addition Achievement Test (AAT) developed within the scope of this study. The study lasted 5 weeks. The measurement tool used in the research was administered to the experimental and control group students as a pre-test one week before the start of the experimental study. In this process, objective included in the third grade elementary school mathematics curriculum were taught to the experimental and control group students. Homework was given after each gain. In the study, a virtual classroom was created only for the students in the experimental group. In the virtual classroom, immediate feedback was given to the experimental group students for the homework given on addition. The students in the control group were given feedback on their homework in the classroom the next day. At the end of the experimental process, the measurement tool was applied as a post-test to the experimental and control group students. The data were analyzed by ANCOVA and independent samples t-test. According to the findings, it was observed that the immediate feedback given by the virtual classroom application significantly increased the addition performance of the students in the experimental group. The obtained data were interpreted in line with the relevant literature and suggestions were made to teachers and practitioners.
The aim of this study is to measure the impact of the feedback process through virtual classroom applications on third-grade students' addition skills. In the study, the experimental research method was used. While creating the study group, 23 students from the third grade were assigned to the experimental group, and 23 students were assigned to the control group. Students' addition performance was measured by the Addition Achievement Test (AAT) developed within the scope of this study. The study lasted 5 weeks. The measurement tool used in the research was administered to the experimental and control group students as a pre-test one week before the start of the experimental study. In this process, objective included in the third grade elementary school mathematics curriculum were taught to the experimental and control group students. Homework was given after each gain. In the study, a virtual classroom was created only for the students in the experimental group. In the virtual classroom, immediate feedback was given to the experimental group students for the homework given on addition. The students in the control group were given feedback on their homework in the classroom the next day. At the end of the experimental process, the measurement tool was applied as a post-test to the experimental and control group students. The data were analyzed by ANCOVA and independent samples t-test. According to the findings, it was observed that the immediate feedback given by the virtual classroom application significantly increased the addition performance of the students in the experimental group. The obtained data were interpreted in line with the relevant literature and suggestions were made to teachers and practitioners.
Açıklama
Anahtar Kelimeler
İlkokul 3. sınıf öğrencileri, Toplama işlemi becerisi, Sanal sınıf uygulaması, Dönüt, Harmanlanmış öğrenme, Eğitim Bilişim Ağı (EBA), 3rd grade primary school students, Addition operation skill, Virtual classroom application, Feedback, Blended learning, Education Informatics Network (EBA)
