6. sınıf İngilizce dersi öğretim programının aydınlatıcı program değerlendirme modeli ile değerlendirilmesi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı altıncı sınıf İngilizce Dersi Öğretim Programını Aydınlatıcı Program Değerlendirme Modeli ile değerlendirmektir. Karma yöntem araştırmalarından eşzamanlı dönüşümsel desene sahip çalışmada, Aydınlatıcı Program Değerlendirme Modeli'ne uygun olarak programın öğretim sistemi ve öğrenme ortamı boyutları değerlendirilmiştir. Programın öğretim sistemine ilişkin veriler doküman incelemesi ve araştırmacı tarafından geliştirilen "Okul/Sınıf Donanım ve Fiziki Yapısı Gözlem Formu" aracılığıyla toplanmıştır. Öğrenme ortamına ilişkin veriler ise araştırmacı tarafından geliştirilen "Ders Gözlem Formu", "Öğretmen Görüşme Formu", "Öğrenci Görüşme Formu", "Öğretmen Anketi" ve Aydoğmuş ve Kurnaz (2017) tarafından geliştirilen "İngilizce Dersi Tutum Ölçeği" ile elde edilmiştir. Çalışma kapsamında İngilizce dersi öğretim programı uygulayıcılara öneriler açısından analiz edilmiştir. Siirt ilindeki sosyo-ekonomik bakımdan birbirinden farklı 2 devlet ortaokulunun donanım/fiziki yapısına yönelik gözlem ve bu okulların altıncı sınıflarında İngilizce dersi veren 2 öğretmenin derslerinde 6 hafta gözlem gerçekleştirilmiştir. Gözlem yapılan okullardaki 7 İngilizce öğretmeniyle de görüşmeler gerçekleştirilmiştir. Gözlem yapılan sınıflardaki 54 öğrenciye tutum ölçeği uygulanmış ve bu sınıflardaki 40 öğrenciyle görüşmeler gerçekleştirilmiştir. Ayrıca Siirt ili ve ilçelerinde görev yapan 175 İngilizce öğretmenine de anket uygulanmıştır. Çalışmada öğretim programının incelenmesinde doküman analizi, donanım/fiziki yapıya yönelik gözlemlerde içerik analizi, ders içi gözlemlerde ortalama hesaplamaları ve betimsel analiz, öğretmen ve öğrenci görüşmelerinde içerik analizi, tutum ölçeğinde Wilcoxon İşaretli Sıralar Testi, anketlerin analizinde ise aritmetik ortalama ve yüzde hesaplamaları yöntemleri ile veriler analiz edilmiştir. Programın öğretim sisteminin değerlendirilmesine ilişkin bulgulara göre öğretim programında uygulayıcılara yönelik 32 adet öneriye ulaşılmış olup bu önerilerin iletişimsel odaklı yaklaşımla örtüştüğü belirlenmiştir. Merkezi Okul ve Çevre Okulun donanım/fiziki yapısı çoğunlukla benzerlik göstermekle birlikte Çevre Okulun derslerinde ek kaynak kitap kullanılmadığı bilgisine ulaşılmıştır. Programın öğrenme ortamının değerlendirilmesine ilişkin bulgulara göre ise Merkezi Okul öğrencilerinin İngilizce dersine yönelik tutumları üzerinde olumsuz yönde etkiye sahip olduğu sonucuna ulaşılmışken Çevre Okulu öğrencilerinin İngilizce dersine yönelik tutumları üzerinde anlamlı bir etkiye sahip olmadığı sonucuna ulaşılmıştır. Sınıf içi gözlem sonuçlarından elde edilen bulgulara göre Merkezi Okulda ve Çevre Okulunda ders yürüten 2 İngilizce öğretmeninin de gözlem formundan aldıkları ortalama puanın düşük düzeyde kaldığı sonucuna ulaşılmıştır. Merkezi Okulda ve Çevre Okulda öğrenim gören öğrencilerle yapılan görüşmeler sonucunda Çevre Okulunda öğrenim gören öğrencilerin sosyo-ekonomik bakımdan daha dezavantajlı konumda olduğu bilgisine ulaşılmıştır. Bunun yanında Merkezi Okul ve Çevre Okulu öğrencilerinin görüşleri benzerlik göstermekle birlikte bazı konularda öğrenci görüşlerinin okul, çevre, aile, kültür ve sosyo-ekonomik durum gibi bir dizi faktörden kaynaklı farklılık gösterdiği belirlenmiştir. Öğretmenlere uygulanan anketlerden elde edilen bulgulardan ise öğretmenlerin programın etkili bir şekilde uygulanmasına yönelik aldıkları ortalama puanın iyi düzeyde olduğu sonucuna ulaşılmıştır. Son olarak, çalışmanın bulgularına ve sonuçlarına dayalı olarak program uygulayıcılarına, araştırmacılara, ders kitabı yazarları ve tasarımcılarına ve program geliştirme uzmanlarına yönelik çeşitli öneriler sunulmuştur.
The purpose of this study is to evaluate the sixth grade English Curriculum through the Illuminative Program Evaluation Model. The concurrent transformative design, which is one of the mixed methods, was applied in the research and the instructional system and learning milieu dimensions of the program were evaluated in accordance with the Illuminative Program Evaluation Model. Data related to the instructional system of the program were collected through document review and the "School/Classroom Equipment and Physical Setting Observation Form" developed by the researcher. Data regarding the learning milieu were obtained through the "Lesson Observation Form", "Teacher Interview Form", "Student Interview Form", "Teacher Survey" developed by the researcher and the "Attitude Scale Towards English" developed by Aydoğmuş and Kurnaz (2017). The English curriculum was analyzed in terms of recommendations for teachers as part of the study. Observations were made on the equipment/physical setting of two socio-economically different public secondary schools in Siirt province and six-week observations were made in the lessons of 2 teachers teaching English in the sixth grades of these schools. Interviews were also held with 7 English teachers in the schools where observations were made. The attitude scale was applied to 54 students in which observations were took place, and interviews were held with 40 students studying these classes. Besides, a survey was applied to 175 English teachers teaching English in public secondary schools in Siirt province and its districts. In the study, curriculum was analyzed with document analysis technique. Content analysis was used to analyze teacher and student interviews and observations regarding equipment/physical setting. Mean calculations and descriptive analysis techniques were used in lesson observations. Wilcoxon Signed Rank Test was used to analyze the attitude scale, and arithmetic mean and percentage calculations were used to analyze the surveys. According to the findings related to the evaluation of the instructional system of the curriculum, 32 suggestions for teachers were found in the curriculum and it was determined that these suggestions match up with the principles of the communicative approach. In the findings obtained regarding the equipment/physical setting, the Central School, and the Neighborhood School, which are different from each other in terms of socio-economic terms, were compared. Although the equipment/physical setting of the Central School and the Neighborhood School are mostly similar, it was found that no additional reference books are used in the lessons of the Neighborhood School. According to the findings related to the evaluation of the learning milieu of the program, it was revealed that the program had a negative effect on the Central School students' attitudes towards English course, whereas it did not have a significant effect on the Neighborhood School students' attitudes towards English course. According to the findings obtained from lesson observation results, it was concluded that the average score of the observation form of the 2 English teachers teaching English in the Central School and the Neighborhood School was at a low level. As a result of the interviews with students from the Central School and the Neighborhood School, it was found that students studying at the Neighborhood School were more disadvantaged in terms of socio-economic status. Additionally, although the opinions of Central School and Neighborhood School students were similar, it was determined that student views differed at some points due to a number of factors such as school, environment, family, culture, and socio-economic status. The findings from the surveys applied to the teachers showed that the average score of the teachers for the effective implementation of the curriculum was at a good level. Finally, various suggestions are presented for teachers, researchers, course book authors and designers, and curriculum developers based on the findings and results of the study.
The purpose of this study is to evaluate the sixth grade English Curriculum through the Illuminative Program Evaluation Model. The concurrent transformative design, which is one of the mixed methods, was applied in the research and the instructional system and learning milieu dimensions of the program were evaluated in accordance with the Illuminative Program Evaluation Model. Data related to the instructional system of the program were collected through document review and the "School/Classroom Equipment and Physical Setting Observation Form" developed by the researcher. Data regarding the learning milieu were obtained through the "Lesson Observation Form", "Teacher Interview Form", "Student Interview Form", "Teacher Survey" developed by the researcher and the "Attitude Scale Towards English" developed by Aydoğmuş and Kurnaz (2017). The English curriculum was analyzed in terms of recommendations for teachers as part of the study. Observations were made on the equipment/physical setting of two socio-economically different public secondary schools in Siirt province and six-week observations were made in the lessons of 2 teachers teaching English in the sixth grades of these schools. Interviews were also held with 7 English teachers in the schools where observations were made. The attitude scale was applied to 54 students in which observations were took place, and interviews were held with 40 students studying these classes. Besides, a survey was applied to 175 English teachers teaching English in public secondary schools in Siirt province and its districts. In the study, curriculum was analyzed with document analysis technique. Content analysis was used to analyze teacher and student interviews and observations regarding equipment/physical setting. Mean calculations and descriptive analysis techniques were used in lesson observations. Wilcoxon Signed Rank Test was used to analyze the attitude scale, and arithmetic mean and percentage calculations were used to analyze the surveys. According to the findings related to the evaluation of the instructional system of the curriculum, 32 suggestions for teachers were found in the curriculum and it was determined that these suggestions match up with the principles of the communicative approach. In the findings obtained regarding the equipment/physical setting, the Central School, and the Neighborhood School, which are different from each other in terms of socio-economic terms, were compared. Although the equipment/physical setting of the Central School and the Neighborhood School are mostly similar, it was found that no additional reference books are used in the lessons of the Neighborhood School. According to the findings related to the evaluation of the learning milieu of the program, it was revealed that the program had a negative effect on the Central School students' attitudes towards English course, whereas it did not have a significant effect on the Neighborhood School students' attitudes towards English course. According to the findings obtained from lesson observation results, it was concluded that the average score of the observation form of the 2 English teachers teaching English in the Central School and the Neighborhood School was at a low level. As a result of the interviews with students from the Central School and the Neighborhood School, it was found that students studying at the Neighborhood School were more disadvantaged in terms of socio-economic status. Additionally, although the opinions of Central School and Neighborhood School students were similar, it was determined that student views differed at some points due to a number of factors such as school, environment, family, culture, and socio-economic status. The findings from the surveys applied to the teachers showed that the average score of the teachers for the effective implementation of the curriculum was at a good level. Finally, various suggestions are presented for teachers, researchers, course book authors and designers, and curriculum developers based on the findings and results of the study.
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
