Examination of volleyball lessons performed by different forms in terms of learning outcomes<p>Farklı öğretim biçimleri ile gerçekleştirilen voleybol derslerinin öğrenme çıktıları açısından incelenmesi
Keywords:
Physical Education, Sports Education Model, Play Practice Approach, Teacher Centered Teaching, Volleyball, Beden eğitimi, Spor Eğitimi Modeli, Oyun Uygulamaları Yaklaşımı, Öğretmen Merkezli Öğretim, VoleybolAbstract
The aim of the research is to examine the volleyball lessons performed with Sport Education Model (SEM), Play Practice Approach (PPA) and Teacher Centered Teaching (TCT) in terms of learning outcomes. The research employed pre-test post-test control group design. The study group consisted of first-year university students (n = 60). Independent variables are SEM, PPA and TCT volleyball teaching programs; dependent variables are cognitive learning levels and volleyball skills of the students. "Volleyball Knowledge Test" for the cognitive domain; "Volleyball Skill Test" developed by Bartlett et al. (1991) for the psychomotor domain was used before and after 9 weeks of implementation. Two-way ANCOVA and one-way ANOVA test techniques were used in data analysis. Although improvement is observed between all groups pretest and posttest performance scores, in the psychomotor domain PPA; in the cognitive domain PPA and SEM groups have the highest test scores. Based on the findings of this research, it is envisaged that the use of different teaching approaches in terms of meeting the different needs of students will be beneficial for teachers.
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Özet
Araştırmanın amacı, Spor Eğitimi Modeli (SEM), Oyun Uygulamaları Yaklaşımı (OUY) ve Öğretmen Merkezli Öğretim (ÖMÖ) ile gerçekleştirilen voleybol derslerinin öğrenme çıktıları açısından incelenmesidir. Araştırma ön test-son test kontrol gruplu deneysel desendedir. Çalışma grubunu üniversite birinci sınıf öğrencileri (n=60) oluşturmaktadır. Bağımsız değişkenler SEM, OUY ve ÖMÖ voleybol eğitim programları; bağımlı değişkenler ise öğrencilerin bilişsel öğrenme düzeyleri ve voleybol becerileridir. Bilişsel boyut için “Voleybol Bilgi Testi”; psikomotor boyut için ise Bartlett ve ark. (1991) tarafından geliştirilen “Voleybol Beceri Testi”, 9 haftalık uygulama öncesi ve sonrasında kullanılmıştır. Veri analizinde deneysel işlemin etkisini test etmek için iki yönlü ANCOVA ve tek yönlü ANOVA test teknikleri kullanılmıştır. Sonuçlar incelendiğinde, uygulamalar sonucunda tüm gruplarda ilerleme kat edilmesine karşın, psikomotor boyutta OUY, bilişsel boyutta ise OUY ve SEM gruplarının en yüksek skorları elde ettiği görülmektedir. Bulgulara dayalı olarak öğrencilerin farklı ihtiyaçlarını karşılama açısından öğretmenlerin farklı öğretim yaklaşımlarını kullanmalarının faydalı olacağı öngörülmektedir.
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