Akran-Liderliğinde Takım Öğrenmesi Modelinin Üniversite Öğrencilerinin Genel Kimya Sınav Başarısı Üzerindeki Etkisinin İncelenmesi

Year 2018, Volume: 7 Issue: 2, 636 - 664, 30.06.2018

Ece N. Eren-şişman , Ceyhan Ciğdemoğlu , Ömer Geban

https://doi.org/10.14686/buefad.412614

Cited By: 1

Abstract

Bu çalışmanın amacı,
mühendislik fakültesi birinci sınıf öğrencilerinin genel kimya ders başarısını
akran liderliğinde takım öğrenmesi modeli ve geleneksel öğretim modeli
kullanılan durumlarda karşılaştırmak ve yöntemin farklı başarı seviyelerindeki
öğrenciler üzerinde etkisini incelemektir. Çalışmaya aynı öğretim üyesinin
okuttuğu toplam 128 öğrenci katılmıştır. Her iki grupta da farklı mühendislik
dallarından öğrenciler vardır. Deney grubu bir dönem boyunca akran liderliğinde
takım öğrenmesi (ALTÖ) modeli ile ders yaparken kontrol grubunda geleneksel
öğretim uygulanmıştır. Daha önceden bu dersi başarı ile tamamlamış 14 takım
lideri dönem boyunca temel iletişim ve pedagoji konularında eğitilmiş,
takımlarına dönem boyunca problem çözme konusunda destek olmuştur. Deney ve
kontrol grubu ilgili bölümce hazırlanmış aynı ara sınavlara ve final sınavına
sınava girmiştir. Veriler iki yönlü varyans analizi  (two-way ANOVA)  ile incelenmiştir. Sonuçlar, düşük ve orta
düzey başarılı öğrencilerin ALTÖ modeliyle öğretim aldıklarında geleneksel
öğretim alan gruba göre genel kimya sınav başarı notlarının istatistiksel
olarak daha iyi olduğu, ancak yüksek başarılı öğrencilerin uygulanılan öğretim
yöntemlerine göre istatistiksel olarak anlamlı bir farklılığının olmadığını
ortaya koymuştur.

Keywords

Akran-Liderliğinde Takım Öğrenmesi, Genel kimya, Mühendislik öğrencileri.

Investigation of the Effect of Peer-Led Team Learning Model on University Students’ Exam Achievement in General Chemistry

Abstract

The purpose of this study
is to compare freshmen engineering students’ exam achievement in general
chemistry course using peer-led team learning model and traditional instruction
and to investigate the effect of the methods on different achieving level
students.  A total of 128 students who
were instructed by the same professor participated in the study.  Both in PLTL and traditional class consisted
of different engineering disciplines. Throughout the semester, PLTL model was
implemented in the experimental group while traditional instruction was used in
the control group. 14 peer leaders who have successfully completed general
chemistry course in previous semester have been trained on basic communication
and pedagogy issues and they have supported their teams in problem-solving
throughout the semester. Both experimental and control group students took the
same mid-terms and final exam which are constructed by the related department.
The data were analyzed by two-way analysis of variance (ANOVA). Results
indicated that low and medium achieving students’ general chemistry exam grades
are statistically higher in PLTL group than those of traditional group
students; however, there is no statistically significant mean difference in
high achieving students’ grades across the groups.

Keywords

Peer-led team learning, General chemistry, Engineering students.

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