Orig. title: Bilgisayar Destekli Öğretimin (BDÖ) Altı Yaş Çocuklarına Zaman ve Mekân Kavramlarını Kazandırmaya Etkisi
Engl. transl.: Gaininig The Effect of Time and Space Concepts to SIx- Year-Old Children in Computer Assisted Instruction
Keywords
Preschool Education
Computer Assisted Instruction
Concept Acquisition
The Concept of Time and Space
Publication details
| Year: | 2016 |
| Issued: | 2015 |
| Language: | Turkish |
| Volume: | 24 |
| Issue: | 4 |
| Start Page: | 1803 |
| End Page: | 1820 |
| Editors: | |
| Authors: | Çeliköz N.; Kol S. |
| Type: | Journal article |
| Journal: | Kastamonu Eğitim Dergisi |
| Topics: | Learning |
| Sample: | The study group consists of 60 children who are attending to kindergarten six-year-age group in Sakarya province Adapazarı district one elementary school. |
| Implications For Parents About: | Parenting guidance / support |
| Implications For Educators About: | School innovation |
| Implications For Stakeholders About: | Researchers |
Abstract
Achievement Test (TSCAT), which was developed by Kol (2010), is used. The research took a total of 17 weeks. The arithmetic average and standart deviation calculations were made, and the data is analyzed at 0,05 significance level with independent and dependent t-test. The general result obtained with the overall result achieved; it is observed that the computer assisted instruction supports the children’s time and space concepts in a meaningful way. (Çeliköz & Kol, 2016, p.1813) (translated by the coder)
Outcome
The results obtained in the research can be summarized as follows; There is no significant difference between the experimental and control group children according to the pre-test results, there is a significant difference in favor of the experimental group in terms of time and space concepts according to the post-test results between the experimental and control group children, there is a significant difference in the achievement levels of the experimental group children. Computer-assisted instruction contributes positively to the achievement levels of the experimental group children, there is a significant difference in the achievement levels of the control group children, and the control group children have learned at a significant level at the end of the traditional education.