AI Summary & Key Takeaways
AI InsightAlso as a result of the study, it was understood that the experiment group which had strategy training (comprehension and problem solving strategies) is more successful than the control group; and it is stated that the total variance of the strategy training given to students is 32,27 percent in the management of problem solving.
📌 3 Key Takeaways
Abstract
The main objective of this research is determining the effects of comprehension and problem solving strategy training program on non-routine problem solving success. In the study, a training of 22-hour comprehension strategies and 18-hour problem solving strategies which were developed to remove the errors made by elementary 5th grade students in solving problems was given. The model of pre-test and end-test control group was used in the study, and the sample of the research is 35 students who had strategy training (experiment group) along with 34 students who had comprehension and problem solving training (control group) within a MEB based program. The results of the covariance analysis (ANCOVA) from the study is that the experiment group which had comprehension strategies training is more successful than the control group which had comprehension training within MEB based program. Also as a result of the study, it was understood that the experiment group which had strategy training (comprehension and problem solving strategies) is more successful than the control group; and it is stated that the total variance of the strategy training given to students is 32,27 percent in the management of problem solving.
Özet
Bu araştırmanın amacı ilköğretim 5. sınıf öğrencilerine verilen okuduğunu anlama ve problem çözme stratejileri eğitiminin öğrencilerin problem çözme başarısına etkisini incelemektir. Çalışmada İlköğretim 5. sınıf öğrencilerinin rutin olmayan problemlerde yaptıkları hataları gidermeye ve öğrencilerin problem çözme başarısını artırmaya yönelik geliştirilen 22 saatlik okuduğunu anlama stratejileri ve 18 saatlik problem çözme stratejileri eğitimi verilmiştir. Çalışmada öntest sontest kontrol gruplu model kullanılmış olup, araştırmanın örneklemini strateji eğitimi alan 35 (deney grubu), Milli Eğitim Bakanlığı (MEB) tabanlı program dâhilinde okuduğunu anlama ve problem çözme eğitimi alan 34 (kontrol grubu) öğrenci oluşturmaktadır. Çalışma sonucunda elde edilen kovaryans analizi (ANCOVA) sonucunda okuduğunu anlama ve problem çözme stratejileri eğitimi alan deney grubunun MEB tabanlı program dâhilinde anlama ve problem çözme eğitimi alan kontrol grubundan daha başarılı olduğu gözlenmiştir. Ayrıca çalışma sonucunda verilen strateji eğitiminin problem çözme başarısındaki toplam varyansın %32,27'sini açıkladığı görülmüştür.