Öğrencilerin verimlilik puanları ile biliş üstü beceri puanları arasında anlamlı bir ilişki olup olmadığını belirlemek için basit korelasyon yapılmıştır. Bu amaçla öncelikle hesaplanan üç ayrı verimlilik puanının ortalaması alınarak her bir öğrenci için genel verimlilik puanı hesaplanmıştır. Yapılan basit korelasyon sonucuna göre öğrencilerin verimlilik puanları ile biliş üstü beceri puanları arasında anlamlı bir ilişki bulunmadığı görülmektedir (r=0.062, p>.05).
Aslında literatürde biliş üstünün öğrenme verimliliği artırdığı bulgusu mevcuttur (Daniels, 2002) ve bu çalışmada benzer bir sonuca ulaşılması beklenirken anlamlı bir ilişki tespit edilmemesi bu sonucu şaşırtıcı kılmaktadır.
SONUÇ VE ÖNERİLER
Bu bölümde araştırmanın bulgularına dayanarak ulaşılan sonuçlar ve bu sonuçlar ışığında uygulamaya ve ileriki araştırmalara yönelik önerilere yer verilmiştir.
1. Araştırma sonucunda öğrencilerin GÖSÖ ölçeğinden aldıkları öntest puanları kontrol altına alındığında, biliş üstü beceri puanlarında çalıştıkları web temelli öğretim ortamına göre anlamlı bir farklılık olduğu tespit edilmiştir. Bu farklılık yansıtıcı soruların bulunduğu ortamla çalışılan grup lehinedir.
2. Öğrencilerin genel akademik başarı puanlarının, çalıştıkları web temelli öğretim ortamında yansıtıcı soruların bulunma durumuna göre farklılaşmadığı belirlenmiştir.
3. Dört farklı görev için ortamda yansıtıcı soruların yer alma durumuna göre öğrencilerin akademik başarı puanları ve görevi tamamlama süreleri ile hesaplanan verimlilik puanları, öğrencilerin akademik başarı puanları ve ziyaret ettikleri düğümlerin görevle ilgililik oranları ile hesaplanan verimlilik puanları ve öğrencilerin ziyaret ettikleri düğümlerin görevle ilgililik oranları ve görevi tamamlama süreleri ile hesaplanan verimlilik puanları arasında anlamlı bir fark bulunmadığı belirlenmiştir.
4. Her iki ortamda çalışan öğrencilerin uygulama öncesi biliş üstü beceri puanları kontrol altına alındığında, genel akademik başarı puanları arasında anlamlı bir fark bulunmadığı tespit edilmiştir.
5. Öğrencilerin genel akademik başarı puanları ile biliş üstü beceri puanları arasında düşük düzeyde, pozitif ve anlamlı bir ilişki bulunduğu belirlenmiştir.
6. Öğrencilerin genel akademik başarı puanları ile ziyaret ettikleri düğümlerin görevle ilgililik oranları ve görevi tamamlama sürelerine göre hesaplanan verimlilik puanları arasında orta düzeyde, pozitif ve anlamlı bir ilişki olduğu belirlenmiştir.
7. Öğrencilerin genel verimlilik puanları ile biliş üstü beceri puanları arasında anlamlı bir ilişki bulunmadığı görülmüştür.
Uygulamaya Yönelik Öneriler
1. Web temelli öğrenme ortamlarının görev temelli tasarlanarak, planlamaya ve değerlendirmeye yönelik yansıtıcı sorular içermesi ve öğrencilerin bu sorulara ve bu sorulara verdikleri cevaplara istedikleri zaman erişebilmeleri, biliş üstü becerilerin geliştirilmesi için faydalı olabilir.
2. İleride geliştirilecek web temelli eğitim ortamlarının, öğrencilere yansıtıcı soruların etkili bir şekilde nasıl cevaplanacağını anlatan bir uzman modeli içermesi, öğrencilerin öğrenme deneyimlerini daha derinlemesine düşünmelerini ve değerlendirmelerini sağlayabilir.
3. Bu çalışma, her hafta 2 saatlik oturumlardan oluşan 4 haftalık bir deneysel işlem süresince yürütülmüştür. Bu iki saatlik sürede bazı öğrencilerin görevi tamamlamak için yeterince vakitlerinin olmadığını düşünerek, yansıtıcı soruları dikkatli bir şekilde cevaplamak için yeterli zamanı harcamadıkları gözlenmiştir. Bu nedenle, öğrencilerin süre ile ilgili bu kaygısını ortadan kaldırmaya yönelik önlem alınan bir uygulamanın yapılması ve sonuçlarının incelenmesi faydalı olabilir.
İleriki Araştırmalara Yönelik Öneriler
1. Farklı zorluk düzeyindeki konuların yansıtıcı sorular ile ortak etkileşiminin, öğrencilerin biliş üstü becerilerine, akademik başarılarına ve verimliliklerine etkisinin incelenmesi katkı sağlayacaktır.
2. Öğrencilerin kaygıları ve bilişsel aşırı yüklenmeleri gibi değişkenlerin yansıtıcı sorular ile ortak etkileşiminin öğrencilerin biliş üstü becerileri, akademik başarıları ve verimlilikleri üzerindeki etkisinin incelenmesi faydalı olacaktır. 3. Farklı yansıtıcı soru türlerinin öğrencilerin biliş üstü becerileri, akademik
başarıları ve verimliliklerine etkisinin incelenmesi önemlidir.
4. Öğrencilerin yansıtıcı sorulara verdikleri cevaplarlarla ilgili geri bildirimlerin verildiği web temelli ortamların tasarlanması faydalı olabilir.
5. Öğrencilerin yansıtıcı sorulara verdikleri cevapları otomatik olarak analiz eden öğrenme ortamlarının (zeki sistemler) tasarlanarak, öğrencilere bu analizler sonucunda dönüt verilmesinin, öğrencilerin biliş üstü becerilerine, akademik başarılarına ve verimliliklerine etkisini inceleyen araştırmalar faydalı olacaktır.
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