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İLKÖĞRETİM ÖĞRENCİLERİNE ve AİLELERİNE YÖNELİK “BİLGİSAYAR DESTEKLİ DERS ÇALIŞMA ve ÖĞRENME STRATEJİLERİ EĞİTİMİ”NİN BAŞARIYA ETKİSİ

The Effects of “Computer Supported Study Skills and Learning Strategies Training” Involving Primary School Students and Their Parents on Success

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Abstract (2. Language): 
The main purpose of this study is to identify the effect of “Computer Supported Studying and Learning Strategies Training”, which are offered to 8th grade students and their families, to students’ studying, their learning skills and their academic successes. In this experimental study, 8-D class students of DSİ Baraj Primary School were determined to be the Experimental, and 8-C class students were determined to be the Control Group. At the end of the implementation, Covariance Analysis (ANCOVA) was used to explore whether there were any differences between the school grades of these groups. Besides, the experimental group students were applied “Effective Studying and Learning Skills Questionnaire (ESLSQ)” that was developed by the researcher, and paired-groups t-test analysis was conducted to determine if there was any difference between the students’ ideas before and after the application.As a result, there has been a significant difference at (.05) level between grades of the students that were trained in the related topic and the control group students (p=.028). Also, according to paired-groups t-test, the ideas of experimental group students about “Studying and Learning Skills” have been found to be significantly different after the application.
Abstract (Original Language): 
Bu araştırmanın temel amacı, ilköğretim 8. sınıf öğrencilerine ve ailelerine verilen “Bilgisayar Destekli Ders Çalışma ve Öğrenme Stratejileri Eğitiminin” öğrencilerin ders çalışma ve öğrenme becerileri ile akademik başarılarına etkisini belirlemektir. Deneysel türde yapılan bu araştırmada, Adana ili merkezinde bulunan DSİ Baraj İlköğretim Okulu’nun 8-D sınıfı Deney, 8-C sınıfı ise Kontrol grubu olarak belirlenmiş ve uygulama sonunda okul başarı puanları arasında farklılık olup-olmadığı Kovaryans Analizi (ANCOVA) ile araştırılmıştır. Ayrıca araştırmada deney grubundaki öğrencilere araştırmacı tarafından geliştirilen 30 maddelik “Etkili Ders Çalışma ve Öğrenme Becerileri Anketi (EDÇÖBA)” de uygulanarak öğrencilerin araştırma öncesi ve sonrası ders çalışma ve öğrenme konusundaki düşüncelerinin değişip-değişmediği eşli gruplar t-testi analizi ile belirlenmeye çalışılmıştır. Araştırma sonucunda, ilgili konuda eğitim alan Deney Grubu öğrencilerinin Kontrol Grubundaki öğrencilere göre başarı puanlarında (.05) düzeyinde anlamlı bir farklılık olduğu (p= .028) ayrıca eşli gruplar t-testi analiz sonuçlarına göre de, uygulama sonunda Deney Grubundaki öğrencilerin “Ders Çalışma ve Öğrenme Becerileri” konusundaki düşüncelerinin anlamlı düzeyde değiştiği gözlenmiştir.

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