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Bir Karma Yöntem Araştırması: Neden Bazı Öğretmen Adayları Uzaktan Eğitim ile Alınan Derslerde Daha Başarılı?

Year 2020, Volume: 6 Issue: 1, 57 - 78, 30.06.2020

Ali Özdemir Elif Esmer

https://doi.org/10.32570/ijofe.684609
Cited By: 2

Abstract

Bu çalışmada, sınıf öğretmeni adaylarının uzaktan eğitim yoluyla aldıkları derslerdeki akademik başarılarını yordamada öğrenme stilleri, kişilik özellikleri ve akademik motivasyonun gücü incelenmiş ve uzaktan eğitim derslerindeki akademik başarıya ilişkin aday öğretmenlerin görüşleri ortaya konmuştur. Çalışmaya 2017-2018 öğretim yılında öğrenim görmekte olan Marmara Üniversitesi Eğitim Fakültesi’nin sınıf öğretmenliği programından 108 öğrenci katılmıştır. Çalışmada, karma araştırma yöntemi kullanılmıştır. Araştırmada veri toplamak amacıyla öğrenme stilleri ölçeği, kişilik ölçeği ve akademik motivasyon ölçeği ile araştırmacılar tarafından hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışmadan elde edilen bulgulara göre sınıf öğretmeni adaylarının uzaktan aldıkları eğitim tarihi dersindeki akademik başarıya yönelik öğrenme stilleri ve kişilik özellikleri ile ilişkili bulunmamıştır ve yordamadığı tespit edilmiştir. Fakat Motivasyon ile akademik başarı arasında anlamlı bir farklılık olduğu görülmüştür. Vatandaşlık dersindeki akademik başarıya yönelik ise; öğrenme stilleri ve motivasyon ile ilişkili bulunmamıştır ve yordamadığı tespit edilmiştir. Kişilik özellikleri ile akademik başarı arasında ise anlamlı bir farklılık olduğu görülmüştür.

Keywords

Uzaktan Eğitim Sınıf öğretmeni Motivasyon Kişilik Özellikleri Öğrenme Sitilleri

References

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  • Alşan, E. U. (2009). Temel kimya laboratuarı dersinde öğretmen adaylarının başarılarına öğrenme stili tercihlerinin etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3 (1), 117-133.
  • Bartolic-Zlomislic, S. ve Bates, A. (1999). Investing in On-line Learning: Potential Benefits and Limitations. Canadian Journal of Communication, 24 (3).
  • Bidjerano, T. ve Yun Dai, D. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17, 69-81.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı, istatistik, araştırma deseni SPSS uygulamaları ve yorum (24.Baskı). Ankara: Pegem Akademi.
  • Chamorro-Premuzic, T. ve Furnham, A., (2003a). Personality predicts academic performance: evidence from two longitudinal samples. Journal of Research in Personality. 37, 319-338
  • Costa, P.T. ve McCrae, R. R. (1995). Domains and facets: Hierarchical personality assessment using the revised neo personality inventory. Journal of Personality Assessment, 64 (1), 21-50.
  • Creswell, J. H. (2017). Karma yöntem araştırmalarına giriş. (Mustafa Sözbilir, Çev.). Ankara: Pegem Akademi. (2014).
  • Diseth, A. (2003). Approaches to learning, cognitive style and academic achievement. Educational Research, 45, 381-394
  • Ekici, G. (2003). Uzaktan eğitim ortamlarının öğrencilerin öğrenme stillerine önemi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24. (48- 55).
  • Fortier, M. S., Vallerand, R. J. ve Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
  • Gray, E. K. ve Watson, D. (2002). General and specific traits of personality and their relation to sleep and academic performance. Journal of Personality, 70 (2), 177-206
  • Grisham., D. L. (2001, Nisan 10). Technology and media literacy: what do teachers need to know? (2005, Ağustos1). http://www.readingonline.org/editorial/edit_index.asp?HREF =april2001/index. html
  • Huang, H. M., Rauch, U. ve Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments:Based on a contructivist approach. Computer & Education, 55, 1171-1182.
  • Kaya, Z. (2002). Uzaktan eğitim. Ankara: Pegem A Yayıncılık.
  • Kennedy-Clark, S. (2011). Pre-service teachers’ perspectives on using scenario based virtual worlds in science education. Computers & Education, 57, 2224-2235
  • Komarraju, M., Karau, S. J. ve Shemeck, R. R. (2009). Role of the big five personality traits in predicting college students’ academic motivation and achievement. Learning and Individual Differences, 19, 47-52.
  • Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P., ve Croiset, G. (2013). How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, 18 (1), 57-69.
  • Levin, M. E. ve Levin, J. R. (1991). A critical examination of academic retention programs for at-risk minority students. Journal of College Student Development, 3, 323-332.
  • Liem, A.A., Lau, S. ve Nie, Y. (2007). The role of self efficacy, task value, and achievement goalsin predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, in press.
  • McKenzie, J. (1989). Neuroticism and academic achievement: The furneaux factor. Personality and Individual Differences, 10, 509-515.
  • McKenzie, K. ve Gow, K. (2004). Exploring the first yearacademic achievement of school Leavers and mature-age students through structural equation modeling. Learning and Individual Differences, 14, 107-123.
  • Moore, M. G. ve Kearsley, G. (2011) Distance education: A systems view of online learning. 3rd edn. United States: Wadsworth Cengage Learning.
  • Newby,T. J., Stepich, D. A., Lehman, J. D. ve Russell, J. D. (2006). Educational technology for teaching and learning. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
  • Peker, M. (2003). Öğrenme stilleri ve 4 MAT yönteminin öğrencilerin matematik tutum ve başarılarına etkisi. Yayınlanmamış Doktora Tezi, Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Matematik Eğitimi Bilim Dalı.
  • Peklaj, C. ve Levpušček, M. P. (2006). Student motivation and academic success in relation to the quality of individual and collaborative work during a course in educational psychology. 31. Association of Teacher Education in Europe ATTE.
  • Pintrich, P. R. ve De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 52 (1), 33-40.
  • Poropat, E. A. (2009). Meta-analysis of the five-factor model of personality and academic Performance. Psychological Bulletin, 135 (2), 322-338.
  • Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S. ve Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99 (4), 734746.
  • Rigby, C. S., Deci, E. I., Patrick, B. C. ve Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16 (3), 165-185.
  • Robbins, S. ve Judge, T., (2007). Organizational behavior, New Jersey:Pearson Prentice Hall.
  • Ryan, R. M. ve Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Schlosser, C. A. ve Anderson, M. L. (1994). Distance education: Review of the literature. AECT Publication Sales, 1025 Vermont Ave., NW, Ste. 820, Washington, DC 20005-3547.
  • Shih, C. ve Gamon, J. (2001). Web-based learning: Relationships among student motivation, attitude, learning styles, and achievement. Journal of Agricultural Education, 42 (4), 12-20.
  • Siraj, S. F., Ali, N. M., Mahadi, W. N. L., Soin, N. ve Daval, S. Z. (2007). A proposed motivation programme for underachieving students at the faculty of engineering, University of Malaya. AEESEAP - Journal of Engineering Education, 31 (2), 47-54.
  • Şimşek A. (2004). Öğrenme biçimi. Yıldız Kuzgun ve Deniz Deryakulu (Ed.). Eğitimde Bireysel Farklılıklar içinde, Ankara: Nobel Yayınevi.
  • Trapmann, S., Hell, B., Hirn, J.-O. W. ve Schuler, H. (2007). Meta-analysis of the relationship between the Big Five and academic success at university. Zeitschrift für Psychologie/Journal of Psychology, 215 (2), 132-151.
  • Vallerand, R. J. ve Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60 (3), 599-620.
  • Wentzel, K. R. ve Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10 (2), 155-175.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.

Year 2020, Volume: 6 Issue: 1, 57 - 78, 30.06.2020

Ali Özdemir Elif Esmer

https://doi.org/10.32570/ijofe.684609
Cited By: 2

Abstract

References

  • Ajayi, K. O., Lawani, A. O. ve Salomi, M. O. (2012). The influences of selfconcept and academic motivation on students’ attitude to mathematics in selected secondary schools in Ogun State, Nigeria. European Journal of Scientific Research, 67 (3), 444-455.
  • Alşan, E. U. (2009). Temel kimya laboratuarı dersinde öğretmen adaylarının başarılarına öğrenme stili tercihlerinin etkisi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3 (1), 117-133.
  • Bartolic-Zlomislic, S. ve Bates, A. (1999). Investing in On-line Learning: Potential Benefits and Limitations. Canadian Journal of Communication, 24 (3).
  • Bidjerano, T. ve Yun Dai, D. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17, 69-81.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı, istatistik, araştırma deseni SPSS uygulamaları ve yorum (24.Baskı). Ankara: Pegem Akademi.
  • Chamorro-Premuzic, T. ve Furnham, A., (2003a). Personality predicts academic performance: evidence from two longitudinal samples. Journal of Research in Personality. 37, 319-338
  • Costa, P.T. ve McCrae, R. R. (1995). Domains and facets: Hierarchical personality assessment using the revised neo personality inventory. Journal of Personality Assessment, 64 (1), 21-50.
  • Creswell, J. H. (2017). Karma yöntem araştırmalarına giriş. (Mustafa Sözbilir, Çev.). Ankara: Pegem Akademi. (2014).
  • Diseth, A. (2003). Approaches to learning, cognitive style and academic achievement. Educational Research, 45, 381-394
  • Ekici, G. (2003). Uzaktan eğitim ortamlarının öğrencilerin öğrenme stillerine önemi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24. (48- 55).
  • Fortier, M. S., Vallerand, R. J. ve Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
  • Gray, E. K. ve Watson, D. (2002). General and specific traits of personality and their relation to sleep and academic performance. Journal of Personality, 70 (2), 177-206
  • Grisham., D. L. (2001, Nisan 10). Technology and media literacy: what do teachers need to know? (2005, Ağustos1). http://www.readingonline.org/editorial/edit_index.asp?HREF =april2001/index. html
  • Huang, H. M., Rauch, U. ve Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments:Based on a contructivist approach. Computer & Education, 55, 1171-1182.
  • Kaya, Z. (2002). Uzaktan eğitim. Ankara: Pegem A Yayıncılık.
  • Kennedy-Clark, S. (2011). Pre-service teachers’ perspectives on using scenario based virtual worlds in science education. Computers & Education, 57, 2224-2235
  • Komarraju, M., Karau, S. J. ve Shemeck, R. R. (2009). Role of the big five personality traits in predicting college students’ academic motivation and achievement. Learning and Individual Differences, 19, 47-52.
  • Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P., ve Croiset, G. (2013). How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, 18 (1), 57-69.
  • Levin, M. E. ve Levin, J. R. (1991). A critical examination of academic retention programs for at-risk minority students. Journal of College Student Development, 3, 323-332.
  • Liem, A.A., Lau, S. ve Nie, Y. (2007). The role of self efficacy, task value, and achievement goalsin predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, in press.
  • McKenzie, J. (1989). Neuroticism and academic achievement: The furneaux factor. Personality and Individual Differences, 10, 509-515.
  • McKenzie, K. ve Gow, K. (2004). Exploring the first yearacademic achievement of school Leavers and mature-age students through structural equation modeling. Learning and Individual Differences, 14, 107-123.
  • Moore, M. G. ve Kearsley, G. (2011) Distance education: A systems view of online learning. 3rd edn. United States: Wadsworth Cengage Learning.
  • Newby,T. J., Stepich, D. A., Lehman, J. D. ve Russell, J. D. (2006). Educational technology for teaching and learning. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.
  • Peker, M. (2003). Öğrenme stilleri ve 4 MAT yönteminin öğrencilerin matematik tutum ve başarılarına etkisi. Yayınlanmamış Doktora Tezi, Ankara: Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Matematik Eğitimi Bilim Dalı.
  • Peklaj, C. ve Levpušček, M. P. (2006). Student motivation and academic success in relation to the quality of individual and collaborative work during a course in educational psychology. 31. Association of Teacher Education in Europe ATTE.
  • Pintrich, P. R. ve De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 52 (1), 33-40.
  • Poropat, E. A. (2009). Meta-analysis of the five-factor model of personality and academic Performance. Psychological Bulletin, 135 (2), 322-338.
  • Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S. ve Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99 (4), 734746.
  • Rigby, C. S., Deci, E. I., Patrick, B. C. ve Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16 (3), 165-185.
  • Robbins, S. ve Judge, T., (2007). Organizational behavior, New Jersey:Pearson Prentice Hall.
  • Ryan, R. M. ve Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
  • Schlosser, C. A. ve Anderson, M. L. (1994). Distance education: Review of the literature. AECT Publication Sales, 1025 Vermont Ave., NW, Ste. 820, Washington, DC 20005-3547.
  • Shih, C. ve Gamon, J. (2001). Web-based learning: Relationships among student motivation, attitude, learning styles, and achievement. Journal of Agricultural Education, 42 (4), 12-20.
  • Siraj, S. F., Ali, N. M., Mahadi, W. N. L., Soin, N. ve Daval, S. Z. (2007). A proposed motivation programme for underachieving students at the faculty of engineering, University of Malaya. AEESEAP - Journal of Engineering Education, 31 (2), 47-54.
  • Şimşek A. (2004). Öğrenme biçimi. Yıldız Kuzgun ve Deniz Deryakulu (Ed.). Eğitimde Bireysel Farklılıklar içinde, Ankara: Nobel Yayınevi.
  • Trapmann, S., Hell, B., Hirn, J.-O. W. ve Schuler, H. (2007). Meta-analysis of the relationship between the Big Five and academic success at university. Zeitschrift für Psychologie/Journal of Psychology, 215 (2), 132-151.
  • Vallerand, R. J. ve Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60 (3), 599-620.
  • Wentzel, K. R. ve Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10 (2), 155-175.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.
There are 40 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ali Özdemir

Elif Esmer This is me

Publication Date June 30, 2020
Published in Issue Year 2020 Volume: 6 Issue: 1

Cite

APA Özdemir, A., & Esmer, E. (2020). Bir Karma Yöntem Araştırması: Neden Bazı Öğretmen Adayları Uzaktan Eğitim ile Alınan Derslerde Daha Başarılı?. International Journal of Field Education, 6(1), 57-78. https://doi.org/10.32570/ijofe.684609

Cited By

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Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi
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The Investigation of Relationship Among Students’ Online Learning Readiness, Satisfaction and Academic Achievement Levels
Uluslararası Bilim ve Eğitim Dergisi
https://doi.org/10.47477/ubed.1129155

       

                         International Journal of Field Educatİon (IJOFE)

                                                      ISSN: 2149-3030