TÜRKÇE DERSİNDE ÇOKLU ZEKÂ KURAMI’NIN KULLANILMASININ ORTAOKUL 7. VE 8. SINIF ÖĞRENCİLERİNİN BAŞARI DURUMLARINA ETKİSİ
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Abstract
Bu araştırma, dil bilgisi öğretiminde Çoklu Zekâ Kuramı’nın kullanılmasının, öğrencilerin başarı durumlarına etkisini belirlemek amacıyla yapılmıştır. Araştırma deneysel bir çalışma olup kontrol ve deneysel desenlidir. Her sınıf seviyesi için bir kontrol, bir de deney grubu oluşturulmuştur. Deney gruplarındaki dersler Çoklu Zekâ Kuramı destekli işlenirken, kontrol gruplarındaki dersler düz anlatım yöntemiyle işlenmiştir. Araştırma kapsamında ortaokul 7. sınıfta, “Zarflar” ve “Haber ve Dilek Kipleri”; 8. sınıfta, “Fiilimsiler” ve “Cümlenin Ögeleri” konuları seçilmiştir.Öğrencilerin baskın olan zekâ alanlarını belirleyebilmek amacıyla onlara “Öğrencilere Yönelik Çoklu Zekâ Alanları Belirleme Formu” uygulanmıştır. Öğrencilerin konular öncesindeki hazırbulunuşluk düzeylerini tespit etmek amacıyla başarı ön testleri, konular bittikten sonraki başarı durumlarını tespit etmek amacıyla başarı son testleri ve öğrenilen konuların kalıcılıklarını tespit etmek için de son testlerden 21 gün sonra kalıcılık testleri uygulanmıştır.Elde edilen veriler, çalışmanın amacına uygun olarak frekans (f), yüzde (%), aritmetik ortalama ( ), standart sapma (ss) ve t -testi kullanılarak analiz edilmiştir. Gruplar arasında anlamlı bir farkın olup olmadığı ?=.05 düzeyinde test edilmiştir. Araştırma sonucunda, Çoklu Zekâ Kuramı’nı Türkçe dersleri kapsamında anlatılan dil bilgisi konularında kullanmanın, öğrencilerin başarı durumlarında ve özellikle de öğrenilen bilgilerin kalıcılıkları üzerinde, düz anlatım yönteminin kullanıldığı kontrol grubu öğrencilerine göre son derece yüksek olduğu sonucuna ulaşılmıştır.
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Abstract
The present study was conducted for the purpose of determining the effect of the use of the Theory of Multiple Intelligences in grammar instruction on students’ academic standing. The study is experimental with a control and experimental group design. A control and an experimental group were formed for each grade level. The former was instructed with the support of the theory of multiple intelligences while the latter was taught with plain narration method. Within the scope of the study, “adverbs”, and “tenses and modals” were selected for 7th graders and “gerunds and infinitives” and “elements of sentence construction” were selected for 8th graders. In order to determine children’s dominant intelligence areas, “Students’ Areas of Multiple Intelligences Determination Form” was used. Achievement pre-tests were applied for the purpose of finding out students’ level of readiness prior to the instruction; achievement post-tests were applied to find out their academic standing after instructing all subjects and finally permanency tests were applied 21 days after post-tests in order to determine the permanency of the subjects learnt.Data obtained were analyzed by using frequency (f), percentage (%), arithmetic mean ( ), standard deviation (ss) and t-test appropriate to the purpose of the study. Whether there is a significant difference between groups was tested at ?=.05 reliability level. As a result of the study, it was concluded that the effect of the use of Multiple Intelligences Theory at the grammar lessons taught within the scope of Turkish courses on students’ academic standing and especially on the permanency of the knowledge acquired is quite high compared to the students in the control group where plain narration method was used.
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