The effect of individual teaching application on unlearned students in second class [İlkö?reti?m i?ki?nci? siniftaki? okuma-yazma bi?lmeyen ö?renci?lere yöneli?k bi?reyselleşti?ri?lmi?ş ö?reti?m uygulamasinin ö?renci? eri?şi?si?ne etki?si?]
Küçük Resim Yok
Tarih
2008
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The purpose of this research is to bring up any meaningful difference between the achievement average of group educated by personalized education method and the achievement average of group educated by traditional education method, in the literacy education given to students who cannot learn literacy in the second year of primary school.In this research, pre-test and past-test measures were used with a control group. The research was performed among the second year students in Halil Özkan primary school, Ilgin, Konya. The following findings are arrived at: A meaningful difference is found, between the reading achievement of group educated by personalized education method and the reading achievement of group educated by traditional education method, on the side of first group. A meaningful difference is found, between the writing achievement of group educated by personalized education method and the writing achievement of group educated by traditional education method, on the side of first group.
Açıklama
Anahtar Kelimeler
Individualized teaching, Literacy teaching
Kaynak
Milli Egitim
WoS Q Değeri
Scopus Q Değeri
Q3
Cilt
Sayı
180
