Effects of reading-writing-application and learning together techniques on 6th grade students’ academic achievements on the subject of “Matter and Temperature”

Gürbüz, Fatih; Aksoy, Gökhan; Töman, Ufuk

doi:10.13054/mije.13.45.3.2

Cited by 6 publications

(5 citation statements)

References 17 publications

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“…Then according to the Department for Education and Child Development (2013) states that learning activities carried out together (Learning Together) can provide changes in ability to children, which includes increasing knowledge, skills, and confidence in children. This statement is strengthened by (Gürbüz, 2013), showing that learning from LT can improve student learning achievement. Based on these three statements, it shows that LT can be used in the learning process of mathematics, with the aim that students can interact with each other, share information with their friends about the various knowledge they have to solve problems related to mathematics, and can help improve the ability of attitude, knowledge, and student skills.…”

Section: Introductionmentioning

confidence: 94%

Learning together assisted with of 7-in-1 box: Creating Effectiveness of Mathematic Learning outcomes of Elementary School

Irawati¹,

Mustadi²

2019

International Journal of Educational Research Review

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The implementation of learning model along with the manipulative tools is a key of achievement of mathematic learning. The combination of learning together model and manipulative tool of 7 in 1 box is one of options for teac her in teac hing mathematic in elementary school, because it has great effect of learning outcomes. This study aims to find out the effectiveness of learning together model assisted with 7 in 1 box toward the result of mathematic learning on 4rth grade students of S DN Gugus Bisma. This is a quasi experimental study using nonequivalent pretest-posttest c ontrol group design. The population of 4th grade students of S DN Gugus Bisma was 135. Meanwhile, the sampling was conduc ted by using cluster sampling and it was obtained that 4th grade students of S DN 1 S okawera as many as 30 students as experiment c lass and 4th grade of S DN 3 S okawera as 25 students as c ontrol class. Data analysis by using z-test, gain and N-gain test, t-test. From the result of z-test it was obtained that z-table =1,64, on experiment c lass (z-score = 3,16) and control (z-sc ore = 2.89). the result of analysis of gain test shows that the gain value of experiment class=22 and control class=15, meanwhile N-gain test shows that N-gain of experiment class= 0.58 and control class =0.40. both c lass show the increase of learning outcome of medium categ ory. From T-test it was obtaine tscore (4.41) > t-table (1.705), thus Ho was rejected. The conclusion shows that the implementation of learning together assisted with 7 in 1 box effective in increasing the study result of mathematic on 4th grade students of S DN Gugus Bisma.

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Section: Introductionmentioning

confidence: 94%

Learning together assisted with of 7-in-1 box: Creating Effectiveness of Mathematic Learning outcomes of Elementary School

Irawati¹,

Mustadi²

2019

International Journal of Educational Research Review

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“…Bu sonuçlara bakarak hem jigsaw yönteminin hem de OYU yönteminin öğrencilerin akademik başarılarını arttırmada önemli bir etkisinin olduğu yorumu yapılabilir. Bu sonuç OYU yönteminin akademik başarı açısından etkili bir yöntem olduğunu ortaya koyan araştırmalarla (Aksoy & Doymuş, 2012;Aksoy & Gürbüz, 2013;Şahin, 2013;Şimşek, Yılar & Küçük, 2013) benzerlik göstermektedir.…”

Section: Sonuç Ve Tartışmaunclassified

“…Bunun yanı sıra sınıftaki uygulama adımları farklılıklar gösterse bile genel olarak her iki yöntemin de öğretim etkinlikleri sırasında öğrencilerin aktif olmalarını, grup başarısı için yüksek motivasyon taşımalarını gerektirmesi ayrıca daha fazla araştırma ve daha çok kaynaktan yararlanmalarını sağlaması gibi benzer özellikler göstermelerinden kaynaklanmış olabilir (Koç, 2014;Meral & Şimşek, 2014). Bu sonuç akademik başarı açısından işbirlikli öğretim yöntemler arasında anlamlı fark bulamayan bazı araştırmalarla (Akkuş, 2013;Dellalbaşı & Soylu, 2012;Gürbüz, Aksoy & Töman, 2013;Meral & Şimşek, 2014;Şimşek, 2012a, 2012b paralellik göstermektedir. Benzer şekilde Yılar'ın (2015) ortaokul sosyal bilgiler dersinde yaptığı araştırmada da akademik başarı açısından jigsaw ve OYU grupları arasında anlamlı fark bulunamamış ancak grup araştırması yöntemiyle OYU arasında anlamlı farklılık tespit edilmiştir.…”

Section: Sonuç Ve Tartışmaunclassified

“…Benzer şekilde Yılar'ın (2015) ortaokul sosyal bilgiler dersinde yaptığı araştırmada da akademik başarı açısından jigsaw ve OYU grupları arasında anlamlı fark bulunamamış ancak grup araştırması yöntemiyle OYU arasında anlamlı farklılık tespit edilmiştir. Ayrıca bu araştırma literatürde işbirlikli öğrenme yöntemleri arasında akademik başarı açısından anlamlı farklılık bulan bazı çalışmaların (Aksoy & Gürbüz, 2013;Koç, 2014;Akçay & Doymuş, 2014;Şimşek, Yılar & Küçük, 2013) Gürbüz, F. (2013). The effects of reading-writing-application technique and learning together technique on increasing 6th grade students' academic achievement and students' opinions about these techniques.…”

Section: Sonuç Ve Tartışmaunclassified

“…Günümüzde işbirlikli öğrenme modelinin yanı sıra probleme dayalı öğrenme, proje tabanlı öğrenme, beyin temelli öğrenme, örnek olay incelemesi, mikro öğretim, drama, beyin fırtınası, altı şapkalı düşünme ve istasyon gibi öğrenci merkezli yaklaşım, strateji, yöntem ve teknikler de kullanılmaktadır. Fakat bunlar içinde araştırmalara daha fazla konu olması ve giderek daha fazla yaygınlık kazanması yönüyle işbirlikli öğrenmenin ön plana çıktığı görülmektedir (Gürbüz, Aksoy & Töman, 2013).…”

Section: Introductionunclassified

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İşbirlikli Öğrenme Yöntemlerinin Sosyal Bilgiler Öğretmenliği Lisans Öğrencilerinin Akademik Başarılarına Etkileri

Yilar¹,

Şimşek²,

Topkaya³

et al. 2015

Sosyal Bilimler Dergisi

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The aim of this study is to determine the effect of Jigsaw and Reading-Writing-Presenting (RWP) methods used in the application of cooperative learning model on the academic success of 2nd grade social studies undergraduate students. Work group of the study that experimental research design, including pre-test and post-test without control group, was used, consisted of 85 2nd grade social studies undergraduate students taking Principles and Methods of Instructions Course in two different classes in the department of Social Studies Teacher Education at Atatürk University between 2014-2015 academic year. The study was conducted with only two experimental groups. Instruction of methods, which are involved in the Principles and Methods of Instructions Course, such as case study, narrative expression,discussion, problem solving, and demonstration and practice, was carried out via application of related cooperative methods in research groups for five weeks. In this study that Academic Success Test (AST) was used as data collection tool, the pre-test and post test scores of experimental groups were analyzed by using dependent and independent t-test, descriptive statistics and ANOVA. According to the results of statistical analyses obtained from this study, it is found out that both cooperative methods have effect on students' academic achievements, but there was no significant difference between pre-test and post-test scores of students of Jigsaw and Reading-Writing-Presenting (RWP) groups while they compare.

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Technical Translation for PhD Programs within an English Course in Russian Technical Universities

Sidorenko

Deeva

Ardashkin

2016

Procedia - Social and Behavioral Sciences

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Effects of reading-writing-application and learning together techniques on 6th grade students’ academic achievements on the subject of “Matter and Temperature”

Cited by 6 publications

References 17 publications

Learning together assisted with of 7-in-1 box: Creating Effectiveness of Mathematic Learning outcomes of Elementary School

Learning together assisted with of 7-in-1 box: Creating Effectiveness of Mathematic Learning outcomes of Elementary School

İşbirlikli Öğrenme Yöntemlerinin Sosyal Bilgiler Öğretmenliği Lisans Öğrencilerinin Akademik Başarılarına Etkileri

Technical Translation for PhD Programs within an English Course in Russian Technical Universities

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