4+1 Planlı Yazma ve Değerlendirme Modeli’nin 8. Sınıf Öğrencilerinin Ev Ödevlerini Hazırlamaya Etkisi
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Tarih
2017
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Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada, süreç temelli yazma modellerinden biri olan 4+1 Planlı Yazma ve Değerlendirme Modeli'nin ortaokul 8. sınıf öğrencilerinin performans görevlerini yapmaya etkisi incelenmiştir. Araştırmada ön-son test kontrol gruplu deneysel modelin yanında nitel araştırma yöntemlerinden görüşme kullanılmıştır. Araştırmanın örneklemini Ankara'da bulunan HBV Ortaokulunda öğrenim gören 164 8. sınıf öğrencisi oluşturmuştur. Araştırmada deney grubu öğrencilerinin yazma çalışmaları 4+1 PYDM'ye göre haftada iki saat olarak düzenlenmiş, kontrol grubu öğrencilerine ise Türkçe derslerinde geleneksel yazma çalışmaları yapılmıştır. 4+1 PYDM uygulama etkinlikleri 12 hafta sürmüştür. Araştırmada veri elde etmek için 4+1 PYDM Değerlendirme Ölçeği ile Yazılı Anlatım Tutum Ölçeğinin yanı sıra araştırmanın nitel bölümünde kullanılan tek soruluk görüşme formu kullanılmıştır. Araştırma sonucunda; deney grubu öğrencilerinin ön test-son test planlı yazma becerileri arasında anlamlı bir farkın olduğu belirlenmiştir. Deney ve kontrol grubu öğrencilerinin son test planlı yazma becerileri arasında anlamlı bir farkın olmadığı ancak yazma sürecinin planlama aşamasına ilişkin deney grubunun lehine anlamlı bir farkın olduğu belirlenmiştir. Kontrol grubu öğrencilerinin ön test-son test planlı yazma becerileri arasında anlamlı bir farkın olmadığı belirlenmiştir. Deney ve kontrol grubu öğrencilerinin ön test-son test yazılı anlatım tutumları arasında anlamlı bir farkın olmadığı belirlenmiştir. Deney grubu öğrencilerinin 4+1 PYDM uygulamaları sonunda gerçekleştirilen bu yazma modeli ve yazılı anlatım ile ilgili görüşmeye göre; %76,8'inin çalışmayı kendisi için faydalı bulduğu, %12,1'inin çalışmayı kendisi için faydalı bulmadığı ve %10,9'unun kararsız kaldığı tespit edilmiştir
In this study, impact of the 4+1 Planned Writing and Evaluation Model, which is one of the process based writing models, on 8th class student’s way of making their performance works was assessed. In the research, in addition to the pretest-posttest control group design, interview is used as a qualitative research method. Sample of the research is 164 8th class students from HBV Secondary School located in Ankara. Lectures of the experimental group were arranged as 2 hours per week in accordance with the 4+1 PWEM, whereas writing studies of the control group were designed in line with the general writing expression applications of Turkish lesson. Experimental applications of 4+1 PWEM lasted 12 weeks. In the research, the 4+1 PWEM and the Writing Expression Attitude Scales, as well as a single consultation question of the qualitative part of the test were used in order to obtain data. As a result of the study; it was identified that pretest-posttest planned writing skills of experimental group students have a meaningful difference. It was also identified that there was not a meaningful difference between posttest writing skills of the experimental and the control group students, whereas there was a meaningful difference in favor of the experimental group students regarding to planning stage of the writing process. It was found out that there was not a meaningful difference pretest-posttest planned writing skills of the control group students, there was not a significant difference between pretestposttest written expression attitude scores of the experimental group students, there was not a significant difference between pretest-posttest written expression attitude scores of the control group students. It was determined that there was not a meaningful difference between pretest-posttest written expression attitudes of the experimental and the control group students. From the opinions of the experimental group students on the applied writing model and writing expressions after the completion of the 4+1 PWEM applications, it was observed that 76,8% of the students found the study helpful for her/himself, 12,1% of the students did not found the study helpful for her/himself, and 10,9% of the students stayed indecisive
In this study, impact of the 4+1 Planned Writing and Evaluation Model, which is one of the process based writing models, on 8th class student’s way of making their performance works was assessed. In the research, in addition to the pretest-posttest control group design, interview is used as a qualitative research method. Sample of the research is 164 8th class students from HBV Secondary School located in Ankara. Lectures of the experimental group were arranged as 2 hours per week in accordance with the 4+1 PWEM, whereas writing studies of the control group were designed in line with the general writing expression applications of Turkish lesson. Experimental applications of 4+1 PWEM lasted 12 weeks. In the research, the 4+1 PWEM and the Writing Expression Attitude Scales, as well as a single consultation question of the qualitative part of the test were used in order to obtain data. As a result of the study; it was identified that pretest-posttest planned writing skills of experimental group students have a meaningful difference. It was also identified that there was not a meaningful difference between posttest writing skills of the experimental and the control group students, whereas there was a meaningful difference in favor of the experimental group students regarding to planning stage of the writing process. It was found out that there was not a meaningful difference pretest-posttest planned writing skills of the control group students, there was not a significant difference between pretestposttest written expression attitude scores of the experimental group students, there was not a significant difference between pretest-posttest written expression attitude scores of the control group students. It was determined that there was not a meaningful difference between pretest-posttest written expression attitudes of the experimental and the control group students. From the opinions of the experimental group students on the applied writing model and writing expressions after the completion of the 4+1 PWEM applications, it was observed that 76,8% of the students found the study helpful for her/himself, 12,1% of the students did not found the study helpful for her/himself, and 10,9% of the students stayed indecisive
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları, Eğitim, Özel, Psikoloji
Kaynak
Ana Dili Eğitimi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
5
Sayı
2
