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- Title
Farklılaştırılmış Öğretim Yöntemlerinin Derin ve Yüzeysel Öğrenen Öğrencilerin Kalıcılık Puanları Üzerindeki Etkisi.
- Authors
DEMİR, Serkan; GÜROL, Mehmet
- Abstract
This study aims to determine the effect of tiered instruction and station techniques of differentiated instruction on students' achievements, learning approaches and learning retainment which are important in terms of learning-teaching process. Learning approaches which was one of the variables of the research is categorized as surface and deep according to information processing preferences of students. So the effect of the differentiated instruction on students' preferences was determined to be the aim of the study. The research was applied on the 5th grade students of two elementary school using pre, post and delayed test model. Both the experiment and the control group composed of 66 students. Differentiated instructions were prepared for the course model titled "Let's Learn the World of the Living" of Science and Technology course. An academic achievement test which was prepared by the researcher and other professionals, was tested in terms of validity and reliability. The test was applied before, after and four weeks later than the instruction. To determine the students' approaches, Learning Approaches Inventory was applied. In terms of achievement pre-test, significant difference is detected in favor of deep learner group. According to these findings, hypothesis is proven. In terms of achievement delayedtest, significant difference is detected in favor of deep leaner group. According to these findings, hypothesis is proven.
- Publication
Pegem Journal of Education & Instruction / Pegem Egitim ve Ögretim, 2015, Vol 5, Issue 2, p187
- ISSN
2146-0655
- Publication type
Article
- DOI
10.14527/pegegog.2015.010