Çoklu Zekâ Kuramı Destekli Kubaşık Öğrenme Yönteminin Türkçe Dersine İlişkin Tutuma ve Okuduğunu Anlama Başarısına Etkisi

KAYIRAN, Bilge Kuşdemir; İFLAZOĞLU, Ayten
October 2007
Eurasian Journal of Educational Research (EJER);Oct2007, Issue 29, p129
Academic Journal
Problem Statement: In deciding on a particular method to utilize for his/her students, a teacher needs to keep abrest of scientific and technological developments, follow a student- centered approach in teaching activities and consider individual differences among students. In this respect, focusing on Multiple Intelligences Theory (MIT) and cooperative learning considering Turkish Language Course could provide easiness in application and prove effective in developing the reading skill. The literature review conducted suggests that there have been studies supporting the view that cooperative learning method has positive effects on reading comprehension achievement and some studies assessing the academic achievement of MIT on various fields of study and its efficiency on the other auditory skills exist. However, no studies have been recorded regarding the assessment of MIT on the efficiency of the success in reading comprehension. In brief, a need for conducting the present study has emerged based on the reasons mentioned above. Purpose: The primary purpose of the study was to find out whether there are significant differences the in terms of reading comprehension achievement and the attitudes towards the Turkish language course between the experimental group in which the cooperative learning method supported by MIT applied in the forth grade Turkish language course in elementary education was administered and the control group in which "the traditional method based on the teaching of whole class instruction" was administered. Methods: The study was designed on the experimental group with pre-test and post-test control groups. The application was carried out on 117 fourth-grade students attending 3 classes in a state school for seven weeks. "Reading Comprehension Achievement Test" and "Turkish Language Course Attitude Scale" were administered as pre-test and post-test to both the groups. "Teele Inventory for Multiple Intelligences (TIMI)" was administered to find out the students' personal intelligence preferences related to the multiple intelligence areas. Covariance and Kruskal-Wallis analysis were utilized as the statistical technique in the evaluation of the data obtained. Findings and Results: The results obtained at the end of the study indicated that while there was a significant difference in favour of the experimental group in terms of the post-test scores on the achievement test, no significant different was observed between the control groups. Regarding the findings obtained from the "Turkish Language Course Attitude Scale", no significant difference was observed in terms of positive attitude among the groups, whereas a significant difference was in favour of the experimental group and the second control group was detected. Recommendations: Taking the findings of the study into consideration, the cooperative learning method supported by MIT could be administered to improve the academic achievement of the students in regarding comprehension. However, long-term studies should be conducted to test its effect on the attitudes of the students towards the course.


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