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PROBLEM ÇÖZME VE İŞBİRLİKÇİ ÖĞRENME STRATEJİLERİNİN İLKÖĞRETİM SON SINIF ÖĞRENCİLERİNİN FİZİK BAŞARISI ÜZERİNE ETKİLERİ

EFFECTS OF PROBLEM-SOLVING AND COOPERATIVE LEARNING STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN PHYSICS

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The study investigated the effects of problem-solving and cooperative learning strategies on senior secondary two (SS.II) students' achievement in physics. The study employed a quasi-experimental research design represented by 3x2 factorial designs in a pretest, posttest control group setting. A multi-stage sampling technique was employed to select 141 physics students comprising of 78 males and 63 females. A validated Physics Achievement Test (PAT) instrument with reliability coefficient of 0.75 was administered. Also, three validated instructional materials namely: Instructional Packages on Problem-Solving Strategy (IPPS), Cooperative Learning Strategy (1PCLS) and Convention/traditional Method (IPCM) with reliability values of 0.82, 0.79 and 0.76 respectively were used. The experimental groups I and II were exposed to Problem-Solving Strategy (PS) and Cooperative Learning Strategy (CLS) while the Conventional/traditional method (CM) was used for the control group. The study which lasted for five weeks had the training of the participatory teachers and research assistants taken one week while treatment session took four weeks. Data collected were analysed using ANCOVA. Answers were provided to 3 research questions generated for the study. The results showed that there is a significant effect of treatment on achievement in physics among SS.II students with cooperative learning strategy (CLS) resulted in higher achievement followed by problem-solving strategy (PS). The study also reveals significant gender effect in favour of male and significant interaction effect of treatment and gender on physics achievement. The investigation concludes that CLS is an effective learning strategy, which physics teachers should be encouraged to use in their teaching/learning process. Based on this finding, it was recommended that practicing physics teachers at senior secondary level of education should use CLS and should as well be implemented in all teacher education programmes in Nigeria.
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Abstract (Original Language): 
Bu çalışma, problem çözme ve işbirlikçi öğrenme stratejilerinin ilköğretim ikinci kademe son sınıf (İİSS) öğrencilerinin Fizik'teki başarısına etkilerini araştırmaktadır. Çalışma, ön-test, son-test ve kontrol grubundaki 3x2 faktöriyel deseniyle temsil edilen yarı deneysel bir araştırma desenini kullanmıştır. 78 erkek ve 63 bayandan oluşan 141 Fizik öğrencisini seçmek için çok aşamalı bir örneklem tekniği kullanıldı. 0.75 güvenilirlik katsayısı olan geçerli bir Fizik Başarı Testi (FBT) uygulanmıştır. Ayrıca, sırasıyla 0.82, 0.79 ve 0.76 güvenilirlik değerlerine sahip Problem-çözme Stratejisiyle ilgili Yönergesel Paketler (PSYP), İşbirlikçi Öğrenme Stratejisi (İÖS) ve Geleneksel Yöntem (GY) adında üç geçerli yönerge materyali kullanılmıştır. Deney grubu I ve II üzerinde PS ve İÖS uygulanırken, kontrol grubunda GY kullanılmıştır. Beş haftalık çalışmanın bir haftasında araştırma görevlilerinin ve katılımcı öğretmenlerin eğitimi sürerken, diğer dört haftada da iyileştirme toplantısı yapıldı. Toplanan veriler ANCOVA kullanılarak analiz edildi. Çalışma için üretilen üç araştırma sorusuna cevaplar bulundu. Sonuçlara göre başarı sıralamasında Problem çözme Stratejisinin (PS) uygulandığı öğrencilerin takip ettiği İşbirlikçi öğrenme stratejisinin uygulandığı öğrencilerde daha yüksek başarının görülmesi ilköğretim ikinci kademe son sınıf öğrencileri (İİSS) arasında Fizik başarısı açısından önemli bir tedavi etkisinin olduğunu ortaya koymaktadır. Çalışma erkeklerin lehine bir cinsiyet faktörünün ve tedaviyle cinsiyet arasındaki etkileşimin fizik başarısına önemli etkisinin olduğunu da göstermektedir. Araştırma İşbirlikçi Öğrenme Stratejisinin (İÖS) öğretme/öğrenme sürecinde Fizik öğretmenleri tarafından kullanılmaya teşvik edilmesi gerektiği sonucuna varmıştır. Bu sonuca bağlı olarak, son sınıf ilköğretim seviyesindeki uygulama yapan Fizik öğretmenlerinin İÖS'yi kullanmaları tavsiye edilmiştir.
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