The Effect of Universal Design for Learning on Metacognitive Awareness and Self –Efficacy Beliefs in English

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Year-Number: 2021-Volume 13, Issue 1
Yayımlanma Tarihi: 2021-01-30 20:19:56.0
Language : English
Konu : Universal Design for Learning,English Language Teaching,English curriculum
Number of pages: 271-289
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Abstract

Bu çalışmanın genel amacı evrensel tasarıma dayalı öğretimin ortaokul sekizinci sınıf öğrencilerinin bilişötesi farkındalıklarına ve İngilizce öz yeterlik inançlarına etkisini araştırmaktır. Araştırmada hem nicel hem de nitel verilerin birlikte kullanıldığı karma yöntem kullanılmış ve deneysel desen olarak öntest- sontest kontrol gruplu yarı deneysel model tercih edilmiştir. Araştırmada çalışma grubunu, 2017- 2018 eğitim-öğretim yılında Kahramanmaraş iline bağlı bir ilçedeki ortaokul sekizinci sınıf öğrencileri oluşturmaktadır. Araştırma, deney ve kontrol grubu olmak üzere iki şubede yürütülmüştür. Araştırma kapsamında, deney grubunda 26, kontrol grubunda ise 26 sekizinci sınıf öğrencisi bulunmaktadır. Deney grubunda dersler evrensel tasarıma dayalı öğretime göre işlenirken, kontrol grubunda dersler İngilizce dersi öğretim programı ünitelerine karşılık gelen ve programın öngördüğü yöntemlere dayalı olarak işlenmiştir. Araştırma sonunda, evrensel tasarıma dayalı öğretimin uygulandığı deney grubu öğrencilerinin grup içinde ve gruplar arasında bilişötesi farkındalıklarının ve İngilizce öz yeterlik inançlarının olumlu yönde arttığı tespit edilmiştir.

Keywords

Abstract

The main aim of this study is to investigate the effectiveness of universal design for learning on students’ metacognitive awareness andbeliefs of self-efficacy in Englishof eighth grade secondary school students. In the research the mixed method, in which both quantitative and qualitative data are used, was preferred and semi experimental design with pre-test/post-test design was applied. In the study, eighth grade students of Elbistan Secondary School in Elbistan/Kahramanmaraş during the 2017-2018 educational years constitute the study group. The research was applied in two groups, one of which is experimental group and the other one is control group. The experimental group consists of 26 8th grade students and the control group consists of 26 8h grade students. While lessons are taught based on universal design for learning in experimental group, in control group, lessons are taught according to the suggested methods of English lesson curriculum. At the end of the study, it was concluded that metacognitive awareness and self-efficacy beliefs in English of the experimental group students, who were applied universal design for learning, increased within groups and between groups.

Keywords

Kaynakça

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