Araştırma Makalesi
BibTex RIS Kaynak Göster

Effect of Primary School Teachers’ Feedback on Students’ Extracurricular Mathematics Activities

Yıl 2015, Sayı: 36, 105 - 119, 31.12.2015

Öz

The aim of this study was to find out the effects of teacher feedbacks on students’ achievement and attitude. The study was implemented with 70 students in a public school in the district of Aydın. A quasi-experimental research design including experimental and control groups was applied in this research. In this study, fractions achievement test and mathematics attitude test were
applied to both experimental and control groups as a pretest and post-test. During the study, feedback regarding students’ extracurricular matmematics activities was given to the experimental group however it was not given to the control group. According to the results of the study, a significant difference between experimental and control groups regarding mathematical achievement and attitude test scores in favour of experimental group was found.

Kaynakça

  • Akpınar, B. (2010). Yapılandırmacı yaklaşımda öğretmenin öğrencinin ve velinin rolü. Eğitime Bakış Dergisi, 6(16), 16-20.
  • Aşkar, P. (1986). Matematik dersine yönelik tutumu ölçen likert tipi bir ölçeğin geliştirilmesi. Eğitim ve Bilim Dergisi, 11(62), 31-36.
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. (3. Baskı). Ankara: Harf Eğitim Yayıncılık.
  • Black, P. ve Wiliam, D. (1998). Assessment and classroom learning. Assessment in education: Principles. Policy and Practice Journal, 5 (l), 7-74.
  • Bloom, B. S., Hastings, J. T., ve Madaus, G. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
  • Broadfoot, P. M., Daugherty, R., Gardner, J., Harlen, W., James, M., ve Stobart, G. (2002). Assessment for learning: 10 principles. Cambridge, UK: University of Cambridge School of Education.
  • Brooks, M. G. ve Brooks, J. G. (1993). In search uf understanding: the case for constructivist classrooms, Revised Edition. Alexandria, Virginia: Association for Supervision and Curriculum Development Press.
  • Butler, D. L., ve Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
  • Cooper H. (2001). The battle over homework:Comman ground for administrators, teachers and parents . (3.baskı). Thousand Oaks, CA: Corwin Pres.
  • Crooks, J. (1988). The Impact of Classroom Evaluation Practices On Students. Review of Educational Research, 58( 4), 438-481.
  • Durmuş, S. ve Karakırık E. (2005).Virtual manipulatives in matehematics education:A theoretical applications. 5. International Educational Technologies Conference, Sakarya, 25-27.
  • Hattie, J. A. (1987) Identifying the salient facets of a model of student learning: A synthesis and meta- analysis, International Journal of Educational Research, 11, 187-212.
  • Hattie, J. A. ve Timperley, H. (2007). The power of feedback. Review of Educational Research. 77, 81-112.
  • Harlen, W., Gipps, C., Broadfoot, P. ve Nuttall, D. (1992). Assessment and the improvement of education. The Curriculum Journal 3(3), 215-230.
  • Hyland, F., ve Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185–212.
  • Köğce, D. ve Baki, A. (2012). İlköğretim Matematik Öğretmenlerinin Geribildirim Kavramına İlişkin İnanışları, X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 27-30 Haziran, Niğde.
  • Knight, N. (2003). Teacher feedback to students in numeracy lessons: Are students getting good value? Research Information for Teachers, 3, 40–45.
  • Li, L. ve Steckelberg, A., (November 19, 2004). Using peer feedback to enhance student meaningful learning. Proceedings of the Association For Educational Communications and Technology, 145(20) Retrieved November 23, 2004 2005 (de indirildi), from http://edres.org/eric/ED485111.htm
  • Lizzio A., ve Wilson K. (2008). Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33,263–275.
  • Rowe, A. D. ve Wood, L. N. (2008). Student perceptions and preferences for feedback. Asian Social Science Rewiev, 4(3), 78-88.
  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science Rewiev, 18(2), 119-144.
  • Sadler, D.R. (1998) Formative assessment: Revisiting the territory, Assessment in Education, 5(1), 77-84.
  • Savery J. R. ve Duffy, T. M. (1996). "Problem-based learning: An instructional model and its constructivist framework”. Brent G. Wilson. (Ed.), Case studies instructional design. New Jersey, Englewood Cliffs, Educational Technology Publications, ss. 135-148.
  • Schoen, H. L. ve Kreye, B. C. (1974) Five forms of written feedback to homework in a mathematics course for elementary teachers. Journal for Research in Mathematics Education, 5, 5-140.
  • Selley, N.(1999). The Art of Constructivist Teaching in The Primary School, London, David Fulton Publishers.
  • Taras, H. (2005). Physical activity and student performance at school, Journal of School Health, 6, 214-218.
  • Toptaş, V. (2011). Sınıf Öğretmenlerinin Matematik Dersinde Alternatif Ölçme ve Değerlendirme Yöntemlerinin Kullanımı ile İlgili Algıları, Education and Science, Vol. 36, No 159
  • Torrance, H. ve Pryor, J. (1998). Investigating teacher assessment in infant classrooms: Methodological problems and emerging issues. Policy and Practice. 2 (3), 305 -320.
  • Tunstall, P. ve Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal,22 (4), 389-404.
  • Uygun, M. (2008). Bilgisayar destekli bir öğretim yazılımının ilköğretim 4. Sınıf öğrencilerinin kesirler
  • konusundaki başarı ve matematiğe karşı tutumuna etkisinin incelenmesi, Sunulmamış Doktora Tezi,
  • Abant İzzet baysal Üniversitesi, Sosyal Bilimler Enstitüsü: Bolu.
  • Vollmeyer, R. ve Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction Review, 15(6), 589-602.
  • Weaver, M. R. (2006). Do students value feedback? Students perceptions of tutors' written responses. Assessment & Evaluation in Higher Education, 31(3), 379-394.
  • William, D.(1999). Formative assessment in mathematics part 2: Feedback. Mathematics and Special Educational Needs, 5(3), 8-11.
  • Wojtas, O. (1998, September). Feedback? No, just give us the answers. Times Higher Education Supplement’98, USA, 105-116.
  • Yaşar, Ş. (1998). Yapısalcı Kuram ve Öğrenme-Öğretme Süreci. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, Cilt 8, Sayı 1-2, Güz 1998. s.68-75.

Sınıf Öğretmenlerinin Öğrencilerin Ders Dışı Matematik Etkinliklerine İlişkin Uyguladıkları Geribildirimlerin Etkisi

Yıl 2015, Sayı: 36, 105 - 119, 31.12.2015

Öz

Bu çalışmanın amacı; sınıf öğretmenlerinin, öğrencilerin ders dışı matematik etkinliklerine verdikleri geribildirimlerin belirlenmesi ve verilen geribildirimlerin öğrencilerin matematik başarı ve tutumlarına etkisinin incelenmesidir. Araştırmanın çalışma grubu Aydın il merkezinde bir devlet ilkokulunun 4. sınıfında öğrenim gören 70 öğrenciden oluşmaktadır. Çalışma deney ve kontrol gruplu yarı deneysel desen şeklinde modellenmiştir. Çalışma kapsam olarak kesirler konu alanıyla sınırlı tutulmuştur. Çalışma kapsamında kesirlere yönelik başarı testi ve matematik tutum testi ön test ve son test olarak her iki gruba da uygulanmıştır. Çalışma sonucunda; ders dışı matematik etkinliklerine geribildirim verilen deney grubu öğrencileri ile geribildirim verilmeyen kontrol grubu öğrencilerinin başarı ve tutum puanlarında deney grubu lehine anlamlı farklar bulunmuştur.

Kaynakça

  • Akpınar, B. (2010). Yapılandırmacı yaklaşımda öğretmenin öğrencinin ve velinin rolü. Eğitime Bakış Dergisi, 6(16), 16-20.
  • Aşkar, P. (1986). Matematik dersine yönelik tutumu ölçen likert tipi bir ölçeğin geliştirilmesi. Eğitim ve Bilim Dergisi, 11(62), 31-36.
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. (3. Baskı). Ankara: Harf Eğitim Yayıncılık.
  • Black, P. ve Wiliam, D. (1998). Assessment and classroom learning. Assessment in education: Principles. Policy and Practice Journal, 5 (l), 7-74.
  • Bloom, B. S., Hastings, J. T., ve Madaus, G. (1971). Handbook on formative and summative evaluation of student learning. New York: McGraw-Hill.
  • Broadfoot, P. M., Daugherty, R., Gardner, J., Harlen, W., James, M., ve Stobart, G. (2002). Assessment for learning: 10 principles. Cambridge, UK: University of Cambridge School of Education.
  • Brooks, M. G. ve Brooks, J. G. (1993). In search uf understanding: the case for constructivist classrooms, Revised Edition. Alexandria, Virginia: Association for Supervision and Curriculum Development Press.
  • Butler, D. L., ve Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
  • Cooper H. (2001). The battle over homework:Comman ground for administrators, teachers and parents . (3.baskı). Thousand Oaks, CA: Corwin Pres.
  • Crooks, J. (1988). The Impact of Classroom Evaluation Practices On Students. Review of Educational Research, 58( 4), 438-481.
  • Durmuş, S. ve Karakırık E. (2005).Virtual manipulatives in matehematics education:A theoretical applications. 5. International Educational Technologies Conference, Sakarya, 25-27.
  • Hattie, J. A. (1987) Identifying the salient facets of a model of student learning: A synthesis and meta- analysis, International Journal of Educational Research, 11, 187-212.
  • Hattie, J. A. ve Timperley, H. (2007). The power of feedback. Review of Educational Research. 77, 81-112.
  • Harlen, W., Gipps, C., Broadfoot, P. ve Nuttall, D. (1992). Assessment and the improvement of education. The Curriculum Journal 3(3), 215-230.
  • Hyland, F., ve Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185–212.
  • Köğce, D. ve Baki, A. (2012). İlköğretim Matematik Öğretmenlerinin Geribildirim Kavramına İlişkin İnanışları, X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 27-30 Haziran, Niğde.
  • Knight, N. (2003). Teacher feedback to students in numeracy lessons: Are students getting good value? Research Information for Teachers, 3, 40–45.
  • Li, L. ve Steckelberg, A., (November 19, 2004). Using peer feedback to enhance student meaningful learning. Proceedings of the Association For Educational Communications and Technology, 145(20) Retrieved November 23, 2004 2005 (de indirildi), from http://edres.org/eric/ED485111.htm
  • Lizzio A., ve Wilson K. (2008). Feedback on assessment: students’ perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33,263–275.
  • Rowe, A. D. ve Wood, L. N. (2008). Student perceptions and preferences for feedback. Asian Social Science Rewiev, 4(3), 78-88.
  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science Rewiev, 18(2), 119-144.
  • Sadler, D.R. (1998) Formative assessment: Revisiting the territory, Assessment in Education, 5(1), 77-84.
  • Savery J. R. ve Duffy, T. M. (1996). "Problem-based learning: An instructional model and its constructivist framework”. Brent G. Wilson. (Ed.), Case studies instructional design. New Jersey, Englewood Cliffs, Educational Technology Publications, ss. 135-148.
  • Schoen, H. L. ve Kreye, B. C. (1974) Five forms of written feedback to homework in a mathematics course for elementary teachers. Journal for Research in Mathematics Education, 5, 5-140.
  • Selley, N.(1999). The Art of Constructivist Teaching in The Primary School, London, David Fulton Publishers.
  • Taras, H. (2005). Physical activity and student performance at school, Journal of School Health, 6, 214-218.
  • Toptaş, V. (2011). Sınıf Öğretmenlerinin Matematik Dersinde Alternatif Ölçme ve Değerlendirme Yöntemlerinin Kullanımı ile İlgili Algıları, Education and Science, Vol. 36, No 159
  • Torrance, H. ve Pryor, J. (1998). Investigating teacher assessment in infant classrooms: Methodological problems and emerging issues. Policy and Practice. 2 (3), 305 -320.
  • Tunstall, P. ve Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal,22 (4), 389-404.
  • Uygun, M. (2008). Bilgisayar destekli bir öğretim yazılımının ilköğretim 4. Sınıf öğrencilerinin kesirler
  • konusundaki başarı ve matematiğe karşı tutumuna etkisinin incelenmesi, Sunulmamış Doktora Tezi,
  • Abant İzzet baysal Üniversitesi, Sosyal Bilimler Enstitüsü: Bolu.
  • Vollmeyer, R. ve Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction Review, 15(6), 589-602.
  • Weaver, M. R. (2006). Do students value feedback? Students perceptions of tutors' written responses. Assessment & Evaluation in Higher Education, 31(3), 379-394.
  • William, D.(1999). Formative assessment in mathematics part 2: Feedback. Mathematics and Special Educational Needs, 5(3), 8-11.
  • Wojtas, O. (1998, September). Feedback? No, just give us the answers. Times Higher Education Supplement’98, USA, 105-116.
  • Yaşar, Ş. (1998). Yapısalcı Kuram ve Öğrenme-Öğretme Süreci. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, Cilt 8, Sayı 1-2, Güz 1998. s.68-75.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gülçin Eraz Bu kişi benim

Cumali Öksüz

Yayımlanma Tarihi 31 Aralık 2015
Gönderilme Tarihi 12 Kasım 2015
Yayımlandığı Sayı Yıl 2015 Sayı: 36

Kaynak Göster

APA Eraz, G., & Öksüz, C. (2015). Sınıf Öğretmenlerinin Öğrencilerin Ders Dışı Matematik Etkinliklerine İlişkin Uyguladıkları Geribildirimlerin Etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(36), 105-119.