Enneagram tipolojisine göre düzenlenmiş ders etkinliklerinin ortaokul öğrencilerinin yabancı dil (İngilizce) başarısına etkisi
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada Enneagram tipolojisine göre düzenlenmiş ders etkinliklerinin ortaokul öğrencilerinin İngilizce dersi akademik başarısına etkisini belirlemek amacıyla nicel araştırma yöntemlerinden yarı deneysel desen tercih edilmiştir. Araştırma ön test-son test eşleştirilmiş kontrol gruplu desen olarak gerçekleştirilmiştir. Araştırmanın örneklemini Batman ili Kozluk ilçesinde resmi bir ortaokulun 5, 6, 7. sınıflarında öğrenim gören 200 öğrenci oluşturmaktadır. Araştırmanın verileri Enneagram Kişilik Testi, İngilizce Konuşma Rubriği ve araştırmacı tarafından geliştirilen İngilizce Başarı Testi yoluyla elde edilmiştir. Araştırma sürecinin ilk aşamasında deney ve kontrol grupları belirlenmiş ve Enneagram Kişilik Testi uygulanarak öğrencilerin kişilikleri belirlenmiştir. Deney ve kontrol grubu öğrencilerine İngilizce Başarı Testi ve Konuşma Rubriği ön test olarak uygulanmıştır. Ön test uygulamasından sonra kontrol grubuna mevcut ders programının ön gördüğü şekliyle ders etkinlikleri uygulanmıştır. Deney grubu öğrencilerine ise Enneagram tipolojisinde üç merkez kabul edilen zihin, duygu ve beden alanlarına hitap edecek şekilde düzenlenen ders etkinlikleri iki farklı İngilizce öğretmeni tarafından uygulanmıştır. Süreç sonunda aynı başarı testleri ve konuşma rubriği son test olarak uygulanmıştır. Elde edilen veriler bilgisayar paket programıyla analiz edilmiştir. Deney grubu öğrencileri ile kontrol grubu öğrencilerinin İngilizce başarı testi ve konuşma rubriği ön test-son test puanları arasında anlamlı bir fark olup olmadığını ortaya çıkarmak amacıyla bağımlı örneklemler t-testi; deney ve kontrol gruplarının İngilizce başarı testi ve konuşma rubriği son test puanları arasında anlamlı bir farklılık olup olmadığını bulmak için bağımsız örneklemler t-testi kullanılmıştır. Araştırma sonucunda Enneagram tipolojisine uygun olarak düzenlenen ders etkinliklerinin uygulandığı 5, 6, 7. sınıf deney grubu öğrencilerinin İngilizce dersi başarı testi ön test-son test puanları arasında son test lehine anlamlı bir farklılık bulunmuştur. Mevcut programın uygulandığı kontrol grubu öğrencilerinin İngilizce dersi başarı testi ön test-son test puanları arasında 6. ve 7. sınıf öğrencilerinin son test puanları lehine anlamlı artış olduğu belirlenmiştir. Deney grubu öğrencileri ile kontrol grubu öğrencilerinin İngilizce dersi başarı testi son test puanları arasında ise sadece 5. sınıf deney grubunun lehine anlamlı bir farklılık belirlenmiştir. Deney grubu öğrencileri ile kontrol grubu öğrencilerinin İngilizce konuşma becerisi ön test- son test puanları arasında tüm sınıflarda son test puanları lehine anlamlı bir artış olduğu belirlenirken son test puanları arasında sadece 5. sınıf deney grubu lehine anlamlı artış olduğu belirlenmiştir. Anahtar Kelimeler: İngilizce Başarısı, Enneagram, Mizaç, Kişilik, Ders Etkinlikleri
In this research, quasi-experimental design, one of the quantitative research methods, is preferred in order to determine the effect of lesson activities designed according to the Enneagram typology on the academic success of secondary school students in English lessons. The research is carried out as a pretest-posttest paired control group design. The sample of the research consists of 200 students from 5th, 6th and 7th graders studying at an official secondary school in Kozluk district of Batman province. The data of the research were obtained through 'The Enneagram Personality Test, English Speaking Rubric and English Achievement Test'. At the beginning of the research process, the experimental and control groups were determined and personalities of the students were determined by applying the Enneagram personality test. The English achievement test and the speaking rubric were applied as a pre-test to the experimental and control group students. After the pre-test application, lesson activities were applied to the control groups in accordance with the current curriculum. The lesson activities designed to appeal to the head (the thinking center), heart (the feeling center), and body (the instinctive center) which are accepted as three Enneagram centers. These lesson activities were applied to the experimental group students by two English teachers. At the end of the process, the same achievement test and speaking rubric were applied as a post-test. The data were analyzed with a computer package program. The dependent samples t-test was used to reveal the significant difference between the English achievement test and speaking rubric pretest-posttest scores of the experimental group students and the control group students. Independent samples t-test was used to reveal the significant difference between the English achievement test and speaking rubric post-test scores of the experimental and control groups. It is concluded that there is a significant difference in favor of the post-test between the English achievement test pre-test and post-test scores of the 5th, 6th and 7th grade experimental group students. It is determined that there is a significant increase in the English achievement test pretest-posttest scores of the control group students in favor of the posttest scores of the 6th and 7th grade students. A significant difference is determined between the English achievement test posttest scores of the experimental group students and the control group students only in favor of the 5th grade experimental group. While it is determined that there is a significant increase in English speaking skill pretest-posttest scores of the experimental group students and control group students in favor of the posttest scores in all grades, it is determined that there is a significant increase in the posttest scores only in favor of the 5th grade experimental group. Keywords: English Success, Enneagram, Temperament, Personality, Class Activities
In this research, quasi-experimental design, one of the quantitative research methods, is preferred in order to determine the effect of lesson activities designed according to the Enneagram typology on the academic success of secondary school students in English lessons. The research is carried out as a pretest-posttest paired control group design. The sample of the research consists of 200 students from 5th, 6th and 7th graders studying at an official secondary school in Kozluk district of Batman province. The data of the research were obtained through 'The Enneagram Personality Test, English Speaking Rubric and English Achievement Test'. At the beginning of the research process, the experimental and control groups were determined and personalities of the students were determined by applying the Enneagram personality test. The English achievement test and the speaking rubric were applied as a pre-test to the experimental and control group students. After the pre-test application, lesson activities were applied to the control groups in accordance with the current curriculum. The lesson activities designed to appeal to the head (the thinking center), heart (the feeling center), and body (the instinctive center) which are accepted as three Enneagram centers. These lesson activities were applied to the experimental group students by two English teachers. At the end of the process, the same achievement test and speaking rubric were applied as a post-test. The data were analyzed with a computer package program. The dependent samples t-test was used to reveal the significant difference between the English achievement test and speaking rubric pretest-posttest scores of the experimental group students and the control group students. Independent samples t-test was used to reveal the significant difference between the English achievement test and speaking rubric post-test scores of the experimental and control groups. It is concluded that there is a significant difference in favor of the post-test between the English achievement test pre-test and post-test scores of the 5th, 6th and 7th grade experimental group students. It is determined that there is a significant increase in the English achievement test pretest-posttest scores of the control group students in favor of the posttest scores of the 6th and 7th grade students. A significant difference is determined between the English achievement test posttest scores of the experimental group students and the control group students only in favor of the 5th grade experimental group. While it is determined that there is a significant increase in English speaking skill pretest-posttest scores of the experimental group students and control group students in favor of the posttest scores in all grades, it is determined that there is a significant increase in the posttest scores only in favor of the 5th grade experimental group. Keywords: English Success, Enneagram, Temperament, Personality, Class Activities
Açıklama
Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Ana Bilim Dalı, Eğitim Programları ve Öğretim Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
