Uzaktan Eği̇ti̇m Süreci̇nde Scratch Programi Destekli̇ Öğreti̇mi̇n Akademi̇k Başari İle Öğrenmedeki̇ Eri̇şi̇ Ve Kalicilik Düzeyleri̇ne Etki̇si̇

Abstract

The purpose of this study is to reveal the effect of robotic coding-based Scratch programme supported teaching employed in the distance education process on students' academic achievement, attainment, and retention of learning levels. The study used "pretest-posttest control group design", a quasi-experimental design under experimental research method. The study group consists of 7th grade students attending Ali Elmacı Middle School in Yahyalı district of Kayseri province (Turkey) in the 2020-2021 academic year. The study group is made up of 56 students in total, 28 being in the experimental group and 28 in the control group. Knowledge of the "Simple Past Tense" subject of the "Biographies" unit contained in the 7th grade English curriculum of the Turkish Ministry of National Education (MEB) was taught to the experimental group through the robotic coding-based Scratch programme while the control group was exposed to the activities covered in a structured classroom environment within the framework of the current curriculum. The experiment conducted through distance education took a total of 8 class hours in 4 weeks. The achievement test prepared by the researcher as a data collection tool, with its validity and reliability ensured, was administered to determine the experimental and control group students' achievement, attainment, and retention levels. The study used dependent and independent samples t-tests in order to compare the mean achievement, attainment, and retention test scores of the experimental and control groups. The study found that the mean posttest achievement score of the experimental group students experiencing the robotic coding-based Scratch programme was significantly higher than their mean pretest achievement score, and the mean posttest achievement score of the control group students exposed to the activities in the textbook in a structured classroom environment was also significantly higher than their mean pretest achievement score. However, the increase in the control group was lower than that in the experimental group. Further, the experimental group was determined to have significantly higher mean attainment and retention scores than the students in the control group. The results are interpreted based on the literature.

Use of Technology-Supported Educational Tools in General Music Education and Its Contribution to the Process of Music Education

“…Furthermore, it was also found that the lessons were more comprehensible and contributed to the student's active participation. In support of the results of the study, Şahbaz and Arseven (2022) found in their study that Scratch program-supported teaching had a positive effect on the academic success and learning levels of the students. Dikkartin Övez and Sezginsoy Şeker (2022), on the other hand, established in their study that students' motivation towards materials prepared with augmented reality technology and their attitudes towards these applications were at a very high level.…”

Eğitim Ortamlarında Akıllı Tahta Kullanımı Üzerine Araştırmaların Bibliyometrik Analizi

“…Bu durum ise eğitim alanında bilgi kaynaklarının, fikirlerin ve ürünlerin dolaşımını hızlandırarak uluslar arasında küresel bir eğitim ağının temellerinin atılmasına öncülük etmiştir. Öte yandan eğitim alanındaki gelişmeler yalnızca kaynakların ve fikirlerin dolaşımı noktasında olmamış; geleneksel eğitim metotlarından (Şahbaz ve Arseven, 2022), öğretmen-öğrenci ilişkisine, ölçme ve değerlendirme yöntemlerinden (Bahar, 2014), ders araç ve gereçlerine, eğitimin felsefi temellerinden, eğitim kuramlarına kadar pek çok alanda köklü değişiklikler meydana getirmiştir. Bu noktada teknolojik gelişmelerle beraber eğitimde köklü dönüşümün yaşandığı konulardan biri de şüphesiz geleneksel öğretim materyallerinin yerini daha modern teknolojik araç-gereçlere bırakmasıdır.…”