Beden eğitimi dersi cimnastik ünitesinde işbirliğine dayalı öğrenmenin öğrencilerin erişi düzeylerine etkisi
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Dosyalar
Tarih
2010
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, beden eğitimi dersi cimnastik ünitesinde kullanılan işbirli öğrenme yönteminin, öğrencilerin erişi düylerine etkisini belirlemektir. Araştırmada deneysel modellerden deney kontrol gruplu ön test – son test modeli kullanılmıştır. İşbirlikli deney grubu 10 kız 10 erkek olmak üzere toplam 20 kişi, geleneksel kontrol grubu 10 kız ve 10 erkek olmak üzere toplam 20 kişi, eğitim almayan kontrol grubu ise 9 kız 10 erkek olmak üzere toplam 19 kişiden oluşmaktadır. Araştırmada işbirlikli deney grubu ve geleneksel kontrol grubunun her ikisinin de bilişsel ve psikomotor alanda kendi içinde anlamlı düzeyde gelişim göstermiş (p<0.05), 2.kontrol grubu ise hiçbir alanda gelişim göstermemiştir (p>0.05). İşbirlikli deney grubu ve geleneksel kontrol grubunun bilişsel, duyuşsal ve psikomotor alan erişi düzeyleri karşılaştırıldığında ise sadece bilişsel alanda işbirlikli deney grubu lehine istatistiksel açıdan anlamlı (p<0.05) bir fark elde edilmiştir. İstatistiksel sonuçlar psikomotor ve duyuşsal alanlarda işbirlikli deney grubu ile geleneksel kontrol grubu arasında anlamlı bir fark olmadığını göstermiştir (p>0.05).
The aim of the study is to determine the effects of cooperative method utilized for gymnastics unit of physical education courses on the formative achievement level of the students.A pretest and a post test with a control group from experimental models was applied for the study. Cooperative experimental group was made up of 20, 10 males and 10 females. Traditional control group was made up of 20, 10 males and 10 females. Non-educated control group was made up of 19, 9 females and 10 males. The results showed that there was a significant improvement in both cooperative experimental group and traditional control group in cognitive and psychomotor domains (p<0.05), while there was no difference in both three domains of noneducated Control Group 2 (p>0.05). When the cognitive, affective and psychomotor scores of cooperative experimental group and traditional control group were compared, a significant difference in cognitive domain was found in agreement with the cooperative experimental group (p<0.05). The statistical results showed there was no significant difference in psychomotor and affective domains between cooperative experimental group and traditional control group (p>0.05).
The aim of the study is to determine the effects of cooperative method utilized for gymnastics unit of physical education courses on the formative achievement level of the students.A pretest and a post test with a control group from experimental models was applied for the study. Cooperative experimental group was made up of 20, 10 males and 10 females. Traditional control group was made up of 20, 10 males and 10 females. Non-educated control group was made up of 19, 9 females and 10 males. The results showed that there was a significant improvement in both cooperative experimental group and traditional control group in cognitive and psychomotor domains (p<0.05), while there was no difference in both three domains of noneducated Control Group 2 (p>0.05). When the cognitive, affective and psychomotor scores of cooperative experimental group and traditional control group were compared, a significant difference in cognitive domain was found in agreement with the cooperative experimental group (p<0.05). The statistical results showed there was no significant difference in psychomotor and affective domains between cooperative experimental group and traditional control group (p>0.05).
Açıklama
Anahtar Kelimeler
Beden Eğitimi, Cimnastik, Yöntem, İşbirliğine Dayalı Öğrenme, Physical Education, Gymnastics, Cooperative Learning, Formative Achievement
Kaynak
Hacettepe Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
2010
Sayı
39
