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İŞBİRLİKLİ ÖĞRENME SÜRECİNDE KULLANILAN PORTFOLYO DEĞERLENDİRMESİNİN ÖĞRENCİ BAŞARISI ÜZERİNE ETKİSİ)

INFLUENCE OF PORTFOLIO EVALUATION IN COOPERATIVE LEARNING ON STUDENT SUCCESS

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2009

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The effect of portfolio evaluation, which was implemented along with cooperative learning, was investigated in this research. Two experiment groups in addition to a control group were formed out of the 88 second year students of classroom teaching in the Faculty of Education. The course of “Planning and Evaluation in Teaching” was chosen as the course of practising teaching activities. This activity lasted 10 weeks. A 75-item multiple choice test was developed for the purpose of data collection. For the reliability of the scale, KR-20 (Kuder Richardson-20) reliability analysis was performed, and KR-20 reliability coefficient was found to be 0.78. The academic achievement test which was used to obtain research data was grouped in three dimensions (namely, programme and planning teaching strategies, methods and techniques, and measurement and evaluation) and the answers given to those were analysed separately, and conclusions were drawn. Independent groups t-test and onedirectional variance analysis (ANOVA) techniques were employed in order to determine whether or not there were any significant differences between the experiment and the control groups’ academic achievement tests. The issue of which groups had significant differences in variance analyses was identified through Bonferroni test. Research results showed that the group on which portfolio evaluation along with cooperative learning was applied was more successful than the other groups. In addition, the relationship between gender and achievement scores was examined for the experiment and the control groups, and no significant statistical differences were found.
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Abstract (Original Language): 
&sbirlikli Ögrenme Yöntemi ile birlikte uygulaması yapılan portfolyo degerlendirmesinin etkilerinin arastırıldıgı bu arastırmada, Egitim Fakültesi Sınıf Ögretmenligi Anabilim Dalı 2. sınıfta ögrenim gören 88 ögrenciden 2 deney 1 kontrol grubu olusturulmustur. Ögretim etkinliklerinin gerçeklestirilecegi ders olarak, Ögretimde Planlama ve Degerlendirme dersi seçilmis ve uygulama 10 haftalık bir süreyi kapsamıstır. Verilerin toplanması amacıyla, çoktan seçmeli 75 sorudan olusan bir test gelistirilmistir. Ölçegin güvenirligi için, KR-20 (Kuder Richardson-20) güvenirlik analizi yapılmıs, analiz sonucunda testin KR-20 güvenirlik katsayısı 0.78 olarak bulunmustur. Arastırma verilerini toplamak için kullanılan akademik basarı testi üç boyutta (Program ve Planlama, Ögretim Strateji, Yöntem ve Teknikleri, Ölçme ve Degerlendirme) gruplandırılmıs ve bu boyutlara verilen cevaplar ayrı ayrı incelenerek analiz sonuçlarına varılmıstır. Deney ve Kontrol gruplarının akademik basarı testleri arasında anlamlı bir farkın olup olmadıgını belirlemek için bagımsız gruplar t-Testi ve Tek Yönlü Varyans Analizi (ANOVA) teknikleri kullanılmıstır. Varyans analizlerinde anlamlı farkın hangi gruplar arsında oldugu Bonferroni testi ile belirlenmistir. Arastırma sonucunda, &sbirlikli ögrenme yöntemi ile birlikte kullanılan Portfolyo degerlendirmesinin uygulandıgı gruptaki basarının diger gruplara göre daha yüksek düzeyde oldugu görülmüstür. Ayrıca deney ve kontrol gruplarında cinsiyet ile toplam basarı puanları arasındaki iliski incelenmis, istatistiksel olarak anlamlı farklılıgın olmadıgı görülmüstür.
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