Sınıf içi demokratik öğretimin öğrenci erişisi ve akademik benlik kavramına etkisi
The effect of the inter class democratic instruction to the student achievement and academic self concept
Yazar: ESED YAĞCI
Danışman: PROF. DR. ÖZCAN DEMİREL
Hacettepe Üniversitesi / Sosyal Bilimler Enstitüsü / Eğitim Bilimleri Ana Bilim Dalı / Eğitim Programları ve Öğretim Bilim Dalı
Derece: Doktora, 1997
Konu: Eğitim ve Öğretim = Education and Training
Dizin: Akademik benlik = Academic self ; Benlik kavramı = Self concept ; Demokratik öğretim = Democratic instruction ; Öğrenci başarısı = Student achievement ; Öğrenci başarısı = Student achievement ; Öğretim yöntemleri = Teaching methods

Özet:
Deney ve kontrol gruplarının uygulama düzeyi ön test puanlarının ortalamaları arasındaki fark anlamlı çıkmıştır. İki grubun son test puanları ortalamaları arasındaki anlamlı birfark bulunmamıştır. 4- Deney ve kontrol gruplarının toplam düzeyi ön test puanlarının ortalamaları arasındaki fark anlamlı çıkmıştır. İki grubun son test puanları ortalamaları arasında birinci grup lehine anlamlı fark bulunmuştur. 5- Deney ve kontrol gruplarının ön akademik benlik kavramları puanlarının ortalamaları arasındaki fark anlamlı çıkmamıştır. İki grubun son akademik benlik kavramı puanlan ortalamaları arasındaki fark birinci grup lehine anlamlı bulunmuştur. Araştırma bulgularına göre, demokratik öğretimin deney grubu bilgi, kavrama ve toplam erişi düzeylerinde etkili olduğu, akademik benlik kavramında öğrencilerin öğrenme düzeyine bağlı olarak artış gösterdiği ve deney grubunda ortalamaların daha yüksek olduğu sonucuna varılmıştır.

Abstract:
The objective of this research is to identify the effects of the inter class democratic instruction to the student achievement and academic self concept. The research was carried out by the Hacettepe University Education Faculty, Educational Sciences Department over two groups of Chemistry and Biology teachers studying General instructional Metods Course for the Teachers Certificate Program during 1994-95 academic year spring semester. The student achievement of the democratic instruction, and its effects to the academic self concept, throughout one semester was tested over the two groups. While the experimental group employed the democratic instruction, in the control group the democratic instruction was not employed throughout the courses. During the research, control group, test-re-test design was utilized. The data for the research pertaining to the four units included in the General Education Metods were collected through a multiple choice testing which controls knowledge, comprehension and application level behaviors and with Academic Self Concept scale. The "tM test was administered to determine whether the experimental and control groups were equal from the stand point of pre-testing points. The results of the "t" two test have shown that the application and total levels of each group were not equal from the stand point of pre-learning. Based upon this, in order to determine the variables effects cleared off the pre-learning, a covariance analysis was administered. The findings pertaining to the research hypothesis based upon objective levels are given as fallows : 1- A significant difference in pre-learning was not detected between the experimental group where democratic instruction was applied and the control group where the democratic instruction was not applied. A meaningful difference was detected in favor the first group in the knowledge level final points averages between the experimental and control groups.2- A significant difference in comprehension was not detected between the experimental and the control group. A significant difference was detected in favor of the first group in the final test points averages between the experimental and control groups. 3- A significant difference in application level in the pre-test point average was detected between the experimental group and the control group. A significant difference was not detected in the final test point averages of both groups. 4- A significant difference in total level pre-test point averages was detected between the experimental group and the control group. A significant difference was detected in favor of the first group in the final test points averages. 5- A significant difference in pre-academic self concept point averages was not detected between the experimental group and the control group. A significant difference was detected in favor of first group in the academic self concept points average. Based upon the research findings, the experimental group in the democratic instruction have been found to be effective in knowledge, comprehension and total achievement levels, in conjunction with the learning levels of the students, and it was concluded that the overal averages for the experimental group were higher.