Author :
Abstract
Bu çalışmada ortaokul öğrencilerine ilgi ve yetenekleri doğrultusunda kendi projelerini yapabilme ve tanıtabilme imkânı sağlayarak onlara sunulan bu imkânın akademik öz-yeterlikleri ve akademik motivasyonları üzerine etkisini belirlemek amaçlanmıştır. Bu araştırma, TÜBİTAK tarafından desteklenen 114K755 nolu “Kafkasın Mucitleri Bilimle Buluşuyor” başlıklı araştırma projesinin ikinci döneminden elde edilen sonuçların değerlendirilmesini ve projenin birinci döneminden elde edilen sonuçlarla karşılaştırılması sürecini içermektedir. Araştırmanın çalışma grubunu Kars il merkezinde bulunan ortaokul öğrencilerinden çalışmaya gönüllü olarak katılmak isteyen 7. sınıf öğrencilerinden 39 kişi oluşturmaktadır. Veri toplama aracı olarak, “Akademik Öz-Yeterlik Ölçeği” ve “Akademik Motivasyon Ölçeği” kullanılmıştır. Tek grup ön test-son test deneysel desenin kullanıldığı bu çalışmada akademik öz-yeterlik ve akademik motivasyon ölçekleri ön test ve son test olarak uygulanmıştır. Araştırmanın sonucunda öğrencilerin kendi yeteneklerine ve bulundukları okul ortamlarına ilişkin güvenlerinde bir değişme meydana gelmediği belirlenmiştir. Öğrencilerin Akademik Motivasyon düzeyleri değerlendirildiğinde de sadece içe yansıtılmış dışsal motivasyon düzeylerinde bir farklılık meydana geldiği belirlenmiştir
Keywords
Abstract
Aiming to identify academic self-efficacy and academic motivations to middle school students by providing them opportunities to conduct and present their own projects in accordance with their interests and skills, this study covers the consequence assessment obtained from the second term of the TÜBİTAK-supported research project ‘‘Kafkasın Mucitleri Bilimle Buluşuyor (Caucasian Inventors Meet with Science)’’ numbered 114K755, and the comparison of this assessment with the results attained from the first term of the project. The study group consists of 39 middle school students from 7th grade who volunteered to participate in the study in Kars province center. As data collection tool, the "Academic Self-Efficacy Scale" and "Academic Motivation Scale" were used. In this research where the one group pre-test-post-test design was used, academic self-efficacy and academic motivation scales were implemented as pre-test and post-test. As a result of the research, it has been determined that there was no change in confidence of the students regarding their own skills or the school environment they were present. When the Academic Motivation levels of the students were evaluated, it has been determined that there was only a change in their introjected external motivation levels.
Keywords
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