Matematik Başarısı Düşük Bir Öğrenciye Temel Çarpma İşlemlerine Akıcılık Kazandırmaya Keşfet-Kopyala-Karşılatır Tekniğinin Etkisi

Year 2019, Volume: 48 Issue: 2, 960 - 993, 30.10.2019

Serpil Alptekin

Abstract

Bu araştırmanın amacı, Keşfet-Kopyala-Karşılaştır (KKK)
ile yapılan öğretim uygulamalarının matematik başarısı düşük bir öğrencinin temel çarpma işlemlerinde
akıcılık düzeyini artırmaya olan etkisini, öğrencinin ulaşmış olduğu akıcılık
düzeyini aradan belli bir süre geçtikten sonra da sürdürüp sürdürmediğini ve
elde edilen sonuçların sosyal açıdan önemini belirlemektir. Araştırmada
tek denekli desenlerden beceriler (setler) arası çoklu yoklama modeli
kullanılmıştır. Katılımcı, 9 yaşında, genel eğitimde ikinci sınıfa
devam eden (ikinci dönemin son iki ayında) bir kız öğrencidir. Aynı zamanda bir
devlet üniversitesinde gelişimsel yetersizliği olan öğrenciler için özel eğitim
hizmeti veren bir araştırma merkezinde haftada dört saat bireysel özel eğitim
hizmeti almaktadır. Araştırma bulguları, KKK tekniği ile yapılan öğretimlerin
tüm setlerde öğrencinin temel çarpma işlemlerindeki akıcılık düzeyini artırmada
etkili olduğunu, öğrencinin ulaşmış olduğu akıcılık performansını aradan belli
bir süre geçtikten sonra da sürdürdüğünü göstermektedir. Araştırmanın sosyal
geçerliğe yönelik öznel değerlendirme bulguları, araştırmaya katılan öğrenci ve
uygulamacının KKK tekniği ve elde edilen sonuçların öğrenci üzerindeki
etkilerine yönelik olumlu görüşlere sahip olduğu yönündedir. Araştırmanın
sosyal geçerliğe yönelik sosyal karşılaştırma bulguları ise, öğrencinin çarpma
işlemlerindeki akıcılık düzeyinin akranlarının seviyesine ulaştığını
göstermektedir. Elde edilen bu bulgular diğer araştırmaların bulguları ile
birlikte tartışılmıştır.

Keywords

Keşfet kopyala karşılaştır, Kapat kopyala karşılaştır, Matematikte akıcılık, Matematik başarısı düşük öğrenciler, Temel matematik becerileri, Özel eğitim

The Effect of Cover-Copy-Compare Interventions to Enhance Fluency in Basic Multiplication Facts of a Student with Low Performance in Math

Abstract

The aim of this study
is to determine the effect of Cover-Copy-Compare (CCC) interventions to
increase the level of fluency in basic multiplication facts of a student having
low performance in math, whether the student can maintain the level of fluency
that she attained after a period of time and the social significance of the
obtained data. A multiple-probes-across tasks (sets) design was employed in
this study. The participant is a 9-year-old female student who is attending the
second grade in general education (in the last two months of the second
semester).  Besides, she receives four
hours of individual special education per week in a research center providing
special education services for students with developmental disabilities at a
state university. The findings of the study indicate that the education done
with the CCC technique is effective in increasing the level of fluency of the
student in basic multiplication operations in all sets, and she maintains the
fluency performance after a certain period of time. The subjective evaluation
findings of the study on social validity suggest that the student and the
implementer who participated in the study had positive opinions about the
effects and the obtained results of the CCC technique on the student. In
addition, the social comparison findings of the study regarding social validity
show that the student's level of fluency in multiplication facts reached the
level of her peers. These findings were discussed together with the findings of
other studies.

Keywords

Cover copy compare, Math fluency, Low performance students in math, Basic math skills, Special education

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