2011 YÜksek lisans tez özetleri

The Effect Of Problem-Based Mobile Learning On Students’ Academical Achievement

This study aims at finding out the effect of the mobile and face to face Problem Based Learning (PBL) approaches on student’s academic achievements. The study was conducted at Rüştü Akın Vocational High School in Beşiktaş district of İstanbul, Turkey. The subjects were 32 eleventh grade students attending to this department at the autumn term of 2009-2010 academic year. In this study these students were put into two groups as mobile and face-to-face problem-based learning which were formed using random sampling technique benefit from the SPSS program. Mobile group consisted of five male and eleven female students. Through this program, each group split into 8 sub-groups, in both mobile problem-based leaning and face-to-face learning groups.

Mobile and face-to-face problem-based learning application took four weeks. In this process, students ended their education with making steps which were problem identification, known and unknown information about the problem, sharing the responsibility, data collection, data analysis, generalizing the solutions, cooperation in solution, reporting, feedback, presenting the solution. In this learning process which is going round an unwell structured problem, the lesson takes place in a classroom environment with face to face group, on the other hand, with the mobile group, Blackboard learning management system, Facebook social networks, instant communication program (Msn) and short message services develop these learning environments.

In this research a data collection tool was used. It is the rubric for the students’ performance to evaluate their problem-based skills. The data analysis was conducted through the sub-research questions identified. The statistical techniques used are ranked mean and Mann-Whitney U test. Statistical analyses were performed by using SPSS (Statistical Package for Social Sciences for Windows, Version 15.0) program. For all the statistical analysis .05 was defined as the level of the significance. For all the statistical analysis .05 was defined as the level of the significance.

According to the results, the ranked mean scores (12.19) of achievement level of the students at the mobile PBL group have higher than the students in the face-to-face problem-based learning group (4.81), which was also statistically significant (U = 2,500, p < 0,05). In the process of mobile and face-to-face problem-based learning application, the students of mobile learning environment groups, the ranked mean scores of the achievement level for the problem identification, known and unknown information about the problem, sharing the responsibility, data analysis, generalizing the solutions, cooperation in solution, reporting, feedback, presenting the solution were higher than the ones in the face-to-face problem based learning group. This result is statistically significant.