Sosyal Bilgiler Dersi Vatandaşlık Konularının Öğretiminde Bilgisayar Destekli Öğretimin Akademik Başarıya Etkisi

Abstract

Bu araştırmanın amacı, sosyal bilgiler dersi vatandaşlık konularının öğretiminde bilgisayar destekli öğretimin akademik başarıya etkisini belirlemektir. Araştırma, 2014 -2015 eğitim-öğretim yılında Sivas ili Şarkışla İlçesi’nde bulunan Şarkışla Mehmet Emin Tuna ortaokulunda öğrenim gören toplam 50 (25 deney, 25 kontrol) öğrenci üzerinde yürütülmüştür. Deneysel yöntemle yürütülen bu çalışmada öntest-sontest kontrol gruplu model kullanılmıştır. Deneyden önce gruplar yansız (seçkisiz) örnekleme yöntemlerinden basit yansız (seçkisiz – random) örnekleme şekilde atanmıştır. Uygulama için deney ve kontrol grupları belirlenirken sınıfların mevcudu, öğrencilerin hazır bulunuşluk düzeyleri ve öğrenim durumları dikkate alınmıştır. Deney ve kontrol gruplarının denkliğini sağlamak için her iki gruba da öntest verilmiştir. Grupların öntest puanları ortalamaları arasındaki fark “t” testi ile test edilmiştir. Araştırmada toplanan verilerin analizinde SPSS 18.0 paket programı kullanılmıştır. Elde edilen veriler tekrarlı ölçümler için “çift yönlü varyans analizi” ve “bağımsız örneklemler için t testi” aracılığıyla çözümlenmiş ve verilerin anlamlı olup olmadığı 0,05 anlamlılık düzeyinde değerlendirilmiştir. Dört hafta süren deney boyunca deney grubuna üniteye yönelik hazırlanan eğitim yazılımı ile bilgisayar destekli öğretim yöntemi uygulanırken, kontrol grubuna ise MEB tarafından sağlanan ders kitabı seti kullanılarak mevcut öğretim programına dayalı olarak ders işlenmiştir. Araştırma sonucunda elde edilen bulgulara göre bilgisayar destekli öğretimin öğrencilerin akademik başarılarına olumlu yönde katkı sağladığı belirlenmiştir.

Purpose: Along with the use of computers in education, “computer supported education” term has started to be used. Computer supported education term is seen as its usage in the educational institutions in counseling, measurement and evaluation services, researches and school management. Literature review about the topic showed that although there are numerous studies about the use of technology in social studies courses, there is hardly studies about the use of computers in civics education which can be regarded as one of the most important sub-topics of the social studies courses. The aim of this research is to define the effect of computer supported instruction on students’ achievements in civics topics of social studies lesson. Method: The research was conducted with 50 students (25 students for the experimental group, 25 students for the control group) in first semester of 2014-2015 educational year at Şarkışla Mehmet Emin Tuna secondary school in province of Sivas, Şarkışla district. As the data gathering tool, 25 itemed achievement test about “I learn my rights” unit, was used. In this experimentally research, pretest and posttest with control group model was used. Before the experimental process, experimental and control groups, were determined randomly with simple random sampling method. For the equalization of the groups, pretests were applied to the both groups. The difference between pretest scores of the groups was tested by t test. In analyzing data, SPSS 18.0 package program was used. For the repeated measurements gathered, “two way ANOVA” and “independent samples t test” analysis methods were used, and the significance level of the tests were determined as 0,05. During the experimental application for the four weeks, experimental group was subjected to computer supported education method, whereas the control group was subjected to the traditional education methods by using the textbooks kits which was supplied from the Ministry of National Education. Findings and Results: According to research results, computer supported instruction improves level of cognitive success of students in a positive way. As a first result, 5th grade students’ achievement test scores were examined and according to the analysis results experimental and control groups pre-test scores didn’t differ each other which means that there is no significant difference between them. As the second result, 5th graders pretest and posttest achievement scores were analyzed by ANOVA test, and it was concluded that experimental and control groups tests score about “I learn my rights” unit did differ, and that means computer supported education raised the achievement test scores of the students. Suggestions: According to the results of the study, some suggestions to the teachers and researchers are as following; • There should be researches about not only the achievement test of the students, but measuring the other aspects such as attitudes, skills etc. • The similar study should be done at the different grade levels of the secondary education. • The social studies teachers are recommended to use Adobe Captivate software to enhance their instruction in their lessons.