İş Birlikli Öğrenme Yaklaşımının Türkiye’deki Öğrencilerin Türkçe Derslerindeki Akademik Başarılarına Etkisi: Bir Meta-Analiz Çalışması

The educational concept of 21th century, during which great social, economic and technological developments are experienced, confers the responsibilities of determining the most relevant teaching approach and implementing this approach voluminously in the classrooms to the educators for the purpose of planning a qualified teaching process and performing the target acquisitions at the end of this process. It can be said that collaborative learning approach is qualified enough to fulfil this need in terms of its contribution to academic achievement and social skills of individuals. The fact that the studies done in different fields and different sample groups in the literature revealed positive effect of collaborative learning approach on academic achievement has created the need of meta-analysis of these researches. Within this frame, it was aimed to determine the effect of collaborative learning approach on academic achievement of students in Turkish courses in Turkey with this study. Within this scope, the related literature was scanned in order to reach the researches included in the study. As a result of this scanning, totally 32 researches examining the effect of collaborative learning approach on the academic achievement in Turkish courses of students studying in Turkey and providing the criteria determined for the study were included in meta-analysis.  Effect size values and combined effect sizes of each study were calculated by using Comprehensive Meta-Analysis (CMA) while normal distribution plot of effect sizes was calculated by using MetaWin software in the study carried on. As a consequence of meta-analysis, it was found out that collaborative learning approach has positive effect on academic achievement of the students in Turkish courses in comparison with traditional methods. In the end of the analysis done in terms of random effect models, the average effect value was calculated as 1,034 with 0,110 errors. The lower bound of effect size was determined as 0,818 while the upper bound was 1,251 within 95 % confidence interval. When the findings attained are interpreted according to Cohen, Manion, and Morrison (2011), it can be stated that collaborative learning approach has large effect in terms of enhancing academic achievement in Turkish courses.Sosyal, ekonomik ve teknolojik olarak büyük gelişmelerin yaşandığı 21. yüzyılın eğitim anlayışı, nitelikli bir öğretim sürecinin planlanması ve bu süreç sonunda hedeflenen kazanımların gerçekleşebilmesi amacıyla eğitimcilere en uygun öğretim yaklaşımını belirleme ve bu öğretim yaklaşımını sınıflarda verimli bir şekilde uygulama sorumluluğunu yüklemiştir. İş birlikli öğrenme yaklaşımının bireyin akademik başarısına ve sosyal becerilerine sağladığı katkılar açısından bu ihtiyaca cevap verebilecek nitelikte olduğu söylenebilir. Alan yazında farklı alanlarda ve farklı örneklem gruplarında gerçekleştirilmiş olan araştırmalar da iş birlikli öğrenme yaklaşımının akademik başarı üzerindeki olumlu etkisini ortaya koymuş olması ise bu araştırmaların meta-analizinin yapılması ihtiyacını doğurmuştur. Bu çerçevede bu araştırmada iş birlikli öğrenme yaklaşımının Türkiye’deki öğrencilerin Türkçe derslerindeki akademik başarılarına etkisinin belirlenmesi amaçlanmıştır. Bu kapsamda çalışmada yer alacak araştırmalara ulaşılabilmesi amacıyla ilgili alan yazın taraması yapılmıştır. Bu taramalar sonucunda iş birlikli öğrenme yaklaşımının Türkiye’de öğrenim görmekte olan öğrencilerin Türkçe derslerindeki akademik başarılarına etkisini inceleyen ve çalışmada belirlenen ölçütleri sağlayan toplam 32 araştırma meta-analize dâhil edilmiştir. Gerçekleştirilen çalışmada, meta-analize dâhil edilen her bir araştırmanın etki büyüklüğü değerleri ve birleştirilmiş etki büyüklüğü Comprehensive Meta Analysis (CMA), etki büyüklüklerine ilişkin normal dağılımın grafiği ise MetaWin yazılımı kullanılarak hesaplanmıştır. Meta-analiz sonucunda iş birlikli öğrenme yaklaşımının geleneksel öğretim yöntemlerine kıyasla öğrencilerin Türkçe derslerindeki akademik başarıları üzerinde pozitif etkisi olduğu belirlenmiştir. Rastgele etkiler modeline göre gerçekleştirilen analiz sonucunda ortalama etki büyüklüğü değeri 0,110 hata ile 1,034 olarak hesaplanmıştır. Etki büyüklüğünün %95 güven aralığında alt sınırı 0,818, üst sınırı 1,251 olarak belirlenmiştir.  Elde edilen bulgular, Cohen, Manion ve Morrison’a (2011) göre yorumlandığında, iş birlikli öğrenme yaklaşımının Türkçe dersi akademik başarısını arttırma açısından güçlü düzeyde bir etkiye sahip olduğu söylenebilir

Children’s sense of being a writer: identity construction in second grade writers workshop

Literacy activities in which children invest in and understand literacy creates spaces for them to construct their identity as readers/writers and build their personal theories of literacy. This study presents the identity construction of second grade students who identified as successful, average or struggling in their first time engagement with writing workshops. Writing as a process approach in which students practiced drafting, sharing, editing and publishing their pieces of writing were implemented during a year. 27 second grade students were interviewed at the end of the school year. Analysis of the data revealed that students conceptualized identity under four dimensions: (1) purposes of writing, (2) assumptions/views about writers/writing, (3) the process of writing, and (4) competence in writing. Involvement in the writing workshops influenced students’ identity as writers. Children’s perceptions of themselves also played a role in their engagement in literacy learning especially writing and identity construction

Examining the researches on the use of graphic organizers in Turkısh education: a thematic review

Grafik örgütleyiciler, öğretim süreçlerinde öğrencilere sunulması hedeflenen yeni bilgilerin çeşitli görsel sınıflama ve tanımlama metotlarıyla desteklenmesini içeren önemli öğretim materyallerinden biridir. Bu nedenle öğrenmeyi, kavramayı ve hatırlamayı kolaylaştırması sebebiyle öğrencilerin dil becerilerinin gelişimi sürecinde de sıkça kullanılmaktadır. Bu araştırmada tematik analiz yöntemi işe koşularak grafik örgütleyicilerin Türkçe eğitiminde kullanımına yönelik çalışmaların incelenmesi ve bu çalışmaların bulguları ışığında genel durumun ortaya konması amaçlanmıştır. Araştırma sonuçlarına göre, grafik örgütleyicilerin özellikle okuma ve yazma becerilerinin gelişiminde etkili olduğu sonucuna ulaşılmıştır. Bununla birlikte konuşma ve dinleme alanlarında grafik örgütleyicilerin temel alındığı çalışmaların az sayıda gerçekleştirilmiş olması, üzerinde düşünülmesi gereken bir bulgu olarak dikkat çekmiştir. Grafik örgütleyicilerin Türkçe eğitiminde kullanımına yönelik gerçekleştirilecek araştırmalarda öğrencilerin grafik örgütleyicilerle ilgili deneyimlerini ele alan ve bu konudaki duyuşsal yaşantıları/özellikleri konu edinen çalışmalara ihtiyaç duyulduğu ifade edilmiştir. Ayrıca grafik örgütleyicilerin Türkçe eğitiminde kullanımına ilişkin derinlemesine incelemeler yapılabilmesi amacıyla karma yöntem araştırmaları ile birlikte nitel çalışmalara da ağırlık verilmesinin gerektiği vurgulanmıştır.Graphic organizers are an important teaching material and include supporting the new information aimed with various visual classification and identification methods during teaching. Thus, they are frequently used in the development of students' language skills as they facilitate learning, understanding and remembering. The current study aims to review the research on the use of graphic organizers in Turkish language education, and to describe the state of the art in the light of the findings. Data were analyzed using the thematic analysis method. Results show that graphic organizers are beneficial for students especially in reading and writing skills. However, more research is needed in the areas of speaking and listening. For future research on the use of graphic organizers in Turkish education, studies are needed that examine students' experiences about graphic organizers and that are related to their affective experience on this subject. The findings suggest that qualitative studies and mixed-method studies will enable the use of graphic organizers in Turkish education to evaluate their effects more holistically

Elementary school students’ views on process-based writing modular program intervention and writer identity: Elementary school students’ views on process-based writing

This research aimed to examine the effects of process-based writing modular program on writer identity. Process-based writing modular program has been developed by considering process-based writing approach. In this study, quasi-experimental design with a pretest-posttest was used. The research was carried out with six second grade students. The data was collected through semi-structured interview questions and content analysis method was used in the analysis of the data. The results showed that process-based writing modular program supported the students to think more about the writing subject. In addition, it was found out that the students were more positive about the editing and sharing of the writings they wrote. After the program, it was seen that the students gained sensitivity not only in terms of content but also in terms of formatting. In this process, it was determined that students diversified their writing content and subjects and became willing to write in different text types. In addition, it was found in the post-interview that the discourse about the importance of writing to the students increased

The effect of a PBWMIP on writing success and attitude toward writing

The aim of this study is to determine the effects of a Process-Based Writing Modular Instructional Program (PBWMIP), supported with graphic organizers and formative assessment, on second-grade primary school students' writing compositions and attitudes toward writing. This quasi-experimental research design study was conducted with 40 second graders who were chosen for either the experimental group or the control group. Data was gathered through written texts and attitude scales related to writing. Pretest and posttest scores of the experimental and control group were analyzed with a two-factor ANOVA test. The results indicate that while there was a statistically significant difference between the groups in terms of the quality of writing compositions in favor of experimental group, there was not a significant difference between the groups in terms of the students' attitudes toward writing

An evaluation of primary school students' views about noise levels in school

Effective education and teaching requires keeping classroom noise levels within specific limits. The purpose of this study is to evaluate students’ views about the noise level in school, its effects, and control of it at two primary schools (one public school and one private school) located in a district of Bursa - within the scope of the TÜBİTAK 1001 project numbered 114K738. The research sample consists of 432 third and fourth graders, 223 of whom are from the public school and 209 of whom are from the private school. To collect data, a 20-question survey was administered to the students, and noise measurements were carried out in the schools. According to the findings obtained from the analysis of the answers from the student questionnaire, the students think that the noise level is high especially during break times. In parallel with the student views, the average noise level at break time during recess was found to be 74.56 dBA at the private primary school and 82.18 dBA at the public primary school. These values are much higher than the limits prescribed in the Regulation on Assessment and Management of Environmental Noise in Turkey (RAMEN) European Union Harmonization Laws. The research findings show that this important problem must be dealt with urgently, and substantive efforts and activities must be launched to reduce high noise levels in schools