Bilgisayar destekli asenkron işbirlikli öğrenme yönteminin sınıf yönetimi dersinde öğrenci başarısına etkisi (F.Ü. Teknik Eğitim Fakültesi örneği)

Abstract

Ill ÖZET Bu araştırmanın amacı, sınıf yönetimi dersinde bilgisayar destekli asenkron işbirlikli öğrenme yöntemi ile geleneksel öğretim yönteminin öğrenci başarısı üzerine etkisi açısından karşılaştırılmasıdır. Araştırmaya 1998-1999 eğitim-öğretim yılı bahar döneminde) Fırat Üniversitesi Teknik Eğitim Fakültesi üçüncü sınıf programında bulunan 'Sınıf Yönetimi' dersini alan öğrenciler katılmıştır. Araştırma, öntest-sontest kontrol gruplu deneysel desene göre planlanmış ve yürütülmüştür. Kendisine ait bilgisayar ve internet bağlantısı olan 32 öğrenci deney grubunu, 42 öğrenci ise kontrol grubunu oluşturmuştur Deney grubuna bilgisayar destekli asenkron işbirlikli öğrenme yöntemi, kontrol grubuna ise geleneksel yöntem uygulanmıştır. Bütün gruplarda sınıf yönetimi dersinin kapsamında yer alan üç ünite işlenmiştir. Bunlar

II ABSTRACT, fi- i». ^^ - The aim of this study is to compare the efficiency of computer supported asynchronous cooperative learning method and traditional instruction on student achievement in classrooom management lesson. The third year students who followed classroom management lesson at the Faculty of Technical Education at Firat University, during 1998-1999 Spring term participated the research. The pre-test and post-test control group research design was used in the study. The study included two groups. One was experimental group which consisted of 32 students who have their own computer and internet connection, the other was control group which consisted of 42 students. While computer supported asynchronous cooperative learning method was tried out in experimental group, traditional instruction was used in control group. In all groups, three units of Classroom Management course were taught. These were: (a) the order of the classroom, (b) prevention of undesired behaviours, (c) changing of undesired behaviours. Two major instruments were developed to collect data for this study. One of the instrument was 'Achievement Test' which was used as pre-test and post-test. And the other is questionnaire which was used to determine test subjects' opinions about computer supported asynchronous cooperative learning method. The results from the research indicate that:. Both of the methods used in control and experimental groups were efficient regarding the points from pre-test and post-test.. The students in experimental group were found more successful considering the average of the points of post-test. From the results of this study, the following can be recommended:'. The number of the research in CSCL (Computer Supported Cooperative Learning) should be increased by expanding the experimental studies.. The effectiveness of CSCL should be improved by doing more researches on CMC (Computer Mediated Communication) field.. Without providing institutional support, CSCL should not be applied in teaching and learning process.