Metinden öğrenme ilkelerine göre hazırlanan ders kitabının öğrenci erişisine etkisi
Başlık çevirisi mevcut değil.
- Tez No: 30722
- Danışmanlar: PROF. DR. ÖZCAN DEMİREL
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Ders kitapları, Metinden öğrenme, Öğrenciler, Öğrenme düzeyi, Textbooks, Text learning, Students, Learning level
- Yıl: 1994
- Dil: Türkçe
- Üniversite: Hacettepe Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Eğitim Programları ve Öğretim Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
SUMMARY The aim of this research is to evaluate the effect of the textbook written according to the principles of prose learning on the student achievement. With this aim in mind, the textbook written according to the principles of prose learning, and perception units of the textbook called“effect psychology”, was devised and supported with and without questions. The evaluation was made on the criterion of whether there is a significant difference between the achievement of the students who read these books and those of the students who read the traditional textbooks. In the formation of research design, the control group with pretest and posttest was administrated. The research was concentrated on three groups of students in the second grade of Atatürk Vocational High School of Health, Cebeci, Ankara. These groups were equal in terms of their pretest point and varieties of reading comprehension. The research was carried out on three groups, each group consisting of 38 students, that is, a total of 1 14 students between the dates April 4 and July 15, 1992. One of the groups read a textbook written within the principles of prose learning but containing no questions except for a follow up test, the other read a textbook written within the principles of prose learning but supported with questions in every sub-unit. However, the control group read a traditional textbook. The“achievement tests”developed out of behavioral objectives of students while they were reading the units“motivation”and“perception”between the stated dates were taken from the“psychology book”of secondary education. They were administrated for three times before and after the experimentation and with regard to the emergence of retention in students. The experimental, study was done as it belonged to first“motivation”unit and then to“perception”unit. The data coming from the two books prepared respectively with and without questions for the two units were collected. The information related to the opinions of teachers and students about written text was gained by means öf an objective scale. The data were analyzed through a“one-way variance analysis”and with regard to a“t”test as there were differences among the groups. The findings coming from the hypotheses of this research can be summarized as follows: When we consider the groups who read the textbook written for prose learning purpose, the textbook written for the same purpose but supported with questions and the traditional textbook, it can be said that: - There was a significant difference between their achievement levels of knowledge and those of comprehension. - There was a significant difference between their knowledge Lewels of application and their total intelligence levels in terms of intended permanent behaviors. - There was a significant difference in favor of the group who read the textbook supported with questions and this difference was resulted both from the questions prepared in harmony with the levels of knowledge, comprehension, application of the cognitive domain and from the principles of prose learning. In the light of these findings, it was understood that the textbooks written for prose learning purposes and supported with questions are more effective than the traditional textbooks in secondary education curricula and some suggestions to increase the impact of these textbooks on students' achievement were made. VI
Özet (Çeviri)
SUMMARY The aim of this research is to evaluate the effect of the textbook written according to the principles of prose learning on the student achievement. With this aim in mind, the textbook written according to the principles of prose learning, and perception units of the textbook called“effect psychology”, was devised and supported with and without questions. The evaluation was made on the criterion of whether there is a significant difference between the achievement of the students who read these books and those of the students who read the traditional textbooks. In the formation of research design, the control group with pretest and posttest was administrated. The research was concentrated on three groups of students in the second grade of Atatürk Vocational High School of Health, Cebeci, Ankara. These groups were equal in terms of their pretest point and varieties of reading comprehension. The research was carried out on three groups, each group consisting of 38 students, that is, a total of 1 14 students between the dates April 4 and July 15, 1992. One of the groups read a textbook written within the principles of prose learning but containing no questions except for a follow up test, the other read a textbook written within the principles of prose learning but supported with questions in every sub-unit. However, the control group read a traditional textbook. The“achievement tests”developed out of behavioral objectives of students while they were reading the units“motivation”and“perception”between the stated dates were taken from the“psychology book”of secondary education. They were administrated for three times before and after the experimentation and with regard to the emergence of retention in students. The experimental, study was done as it belonged to first“motivation”unit and then to“perception”unit. The data coming from the two books prepared respectively with and without questions for the two units were collected. The information related to the opinions of teachers and students about written text was gained by means öf an objective scale. The data were analyzed through a“one-way variance analysis”and with regard to a“t”test as there were differences among the groups. The findings coming from the hypotheses of this research can be summarized as follows: When we consider the groups who read the textbook written for prose learning purpose, the textbook written for the same purpose but supported with questions and the traditional textbook, it can be said that: - There was a significant difference between their achievement levels of knowledge and those of comprehension. - There was a significant difference between their knowledge Lewels of application and their total intelligence levels in terms of intended permanent behaviors. - There was a significant difference in favor of the group who read the textbook supported with questions and this difference was resulted both from the questions prepared in harmony with the levels of knowledge, comprehension, application of the cognitive domain and from the principles of prose learning. In the light of these findings, it was understood that the textbooks written for prose learning purposes and supported with questions are more effective than the traditional textbooks in secondary education curricula and some suggestions to increase the impact of these textbooks on students' achievement were made. VI
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