The Effect of the Discussion Part of the Peer Instruction on the Students' Learning Levels of Turkish as a Second Language (Kazakhstan Sample)

DOGAN yucel; Burcu Kaymak

doi:10.34099/jrtl.422

Journal of Research in Turkic Languages

The Effect of the Discussion Part of the Peer Instruction on the Students' Learning Levels of Turkish as a Second Language (Kazakhstan Sample)

AKRAN ÖĞRETİMİ TARTIŞMA BÖLÜMÜNÜN ÖĞRENCİLERİN YABANCI DİL TÜRKÇE ÖĞRENME DÜZEYLERİ ÜZERİNDEKİ ETKİSİ (KAZAKİSTAN ÖRNEĞİ)

DOGAN yucel ¹ ^* ,

Burcu Kaymak ¹

¹ International Burch University^* Corresponding Author

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Journal of Research in Turkic Languages, Volume 4, Issue 2, November 2022, pp. 31-39
OPEN ACCESS VIEWS: 410 DOWNLOADS: 295 Publication date: 15 Nov 2022

ABSTRACT (English)

The peer instruction method has become an effective learning strategy at all educational levels. The peer instruction method developed by Mazur can be defined as a method in which participants actively participate in the educational process by discussing and helping each other in a peer group during the lesson. In the research, the subjects named “Communication and Media, Technological Developments” in the Harmoni 2 textbook were discussed. In this study, the effect of discussion on the answers of 24 8th-grade students in peer instruction techniques during the lesson was investigated. The application was carried out in Astana City Girls High School (BIL) in Kazakhstan in five weeks with 24 students who took Turkish lessons from Kazakh cognate students whose mother tongue was not Turkish. The data of 50 multiple choice concept test questions asked to the students in the course were analyzed. Data were analyzed using the independent t-test (p=.000) in the SPSS 21.0 program. Considering the results, it was observed that the discussion had an important effect on the transformation of the wrong answers given by the students to the concept test questions into correct answers.

ABSTRACT (Turkish)

Akran öğretimi öğretim yöntemi, tüm eğitim kademelerinde etkili bir öğrenme stratejisi haline gelmiştir. Mazur tarafından geliştirilen akran öğretimi yöntemi, katılımcıların ders sırasında bir akran grubu içinde tartışarak ve grup içinde birbirlerine yardım ederek eğitim sürecine aktif olarak katıldıkları bir metod olarak tanımlanabilir. Araştırmada Harmoni 2 ders kitabındaki “İletişim ve Medya, Teknolojik Gelişmeler” adlı konular ele alınmıştır. 8. sınıfta öğrenim gören 24 öğrencinin ders sırasındaki akran öğretimi tekniklerinde tartışmanın öğrencilerin cevapları üzerindeki etkisi bu çalışmada araştırılmıştır. Uygulama, Kazakistan'daki Astana şehri Kız Lisesinde (BİL) Anadili Türkçe olmayan Kazakistanlı soydaş öğrencilere Türkçe dersinde yer alan 24 öğrenci ile beş haftada gerçekleştirilmiştir. Derste öğrencilere sorulan 50 çoktan seçmeli kavram testi sorularının verileri analiz edilmiştir. Veriler SPSS 21.0 programında bağımsız t-testi (p=.000) kullanarak analiz edilmiştir. Sonuçlara bakıldığında öğrencilerin kavram testi sorularına verdikleri yanlış cevapların doğru cevaplara dönüşmesinde tartışmanın önemli bir etkiye sahip olduğu gözlemlenmiştir.

KEYWORDS (English)

Peer instruction, active learning method, discussion.

KEYWORDS (Turkish)

Akran öğretimi, aktif öğrenme yöntemi, tartışma

CITATION (APA)

yucel, D., & Kaymak, B. (2022). The Effect of the Discussion Part of the Peer Instruction on the Students' Learning Levels of Turkish as a Second Language (Kazakhstan Sample). Journal of Research in Turkic Languages, 4(2), 31-39. https://doi.org/10.34099/jrtl.422

REFERENCES

Akay, G. (2011). The effect of peer instruction method on the 8th-grade students' mathematics achievement in transformation geometry and attitudes towards mathematics. (Unpublished Master's thesis), Graduate School of Social Sciences, Middle East Technical University.
Brooks, B. J. & Koretsky, M. D. (2011). The influence of group discussion on students’ responses and confidence during peer instruction. Journal of Chemistry Education, 88, 1477-1484, https://doi.org/10.1021/ed101066x
Bruck, A. D. & Towns, M. H. (2009). Analysis of classroom response system questions via four lenses in a general chemistry course. Chemistry Education Research and Practice, 10(4), 291-295, https://doi.org/10.1039/b920834h
Chou, C. Y. & Lin, P. H. (2015). Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms. British Journal of Educational Technology, 46(4), 839-847, https://doi.org/10.1111/bjet.12178
Crouch, C. H. & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977. DOI: https://doi.org/10.1119/1.1374249
Demircan, Ö. (1990). Yabancı dil öğretim yöntemleri. Ekin Eğitim
Giuliodori, M. J., Lujan, H. L. & Di Carlo, S. E. (2006). Peer instruction enhanced student performance on qualitative problem-solving questions. Advances in Physiology Education, 30, 168–173, https://doi.org/10.1152/advan.00013.2006
Gok, T. (2012). The effects of peer instruction on students' conceptual learning and motivation. Asia-Pacific Forum on Science Learning and Teaching the Education, 13(1), 1-17.
Kaymak, S. (2020, June). Does Discussion have an Effect on Students’ responses? In: Proceedings of International Young Scholars Workshop (Vol. 9).
Lasry, N., Charles, E., Whittaker, C. & Lautman, M. (2009, November). When talking is better than staying quiet. In AIP conference proceedings (Vol. 1179, No. 1, pp. 181-184). American Institute of Physics., https://doi.org/10.1063/1.3266709
Mazur, E. (1997). Peer Instruction: A User’s Manual. Englewood Cliffs, Prentice-Hall.
Morgan, J. T. & Wakefield, C. (2012). Who benefits from peer conversation? Examining correlations of clicker question correctness and course performance. Journal of College Science Teaching, 41(5), 51-56.
Podolner, A. S. (2000). Eradicating physics misconceptions using the conceptual change method (Doctoral dissertation).
Porter, L., Bailey-Lee, C. & Simon, B. (2013). Halving fail rates using peer instruction: A study of four computer science courses. In: SIGCSE ‘13: Proceedings of the 44th ACM technical symposium on computer science education, (pp. 177–182). ACM Press, https://doi.org/10.1145/2445196.2445250
Rao, S. P. & Di Carlo, S. E. (2000). Peer instruction improves performance on quizzes. Advances in physiology education, 24(1), 51-55, https://doi.org/10.1152/advances.2000.24.1.51
Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T.T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122-124, https://doi.org/10.1126/science.1165919
Straw, A. M., Wicker, E. & Harper, N. G. (2021). Effect of peer instruction pedagogy on concept mastery in a first professional year pharmacy self-care course. Currents in Pharmacy Teaching and Learning, 13(3), 273-278, https://doi.org/10.1016/j.cptl.2020.10.002
Tullis, J. G. & Goldstone, R. L. (2020). Why does peer instruction benefit student learning?, Cognitive Research: Principles and Implications, 5, 1-12, https://doi.org/10.1186/s41235-020-00218-5
Willoughby, M., Kupersmidt, J., Voegler-Lee, M. & Bryant, D. (2011). Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement. Developmental neuropsychology, 36(2), 162-180, https://doi.org/10.1080/87565641.2010.549980
Yilmaz, F. & Arslan, S. B. (2014). Çomü Tömer'de Türkçe Öğrenen Yabancı Öğrencilerin Motivasyon Kaynakları Ve Sorunları [Sources of Motivation and Problems of Foreign Students Learning Turkish at Çomü Tömer]. Electronic Turkish Studies, 9(6), 1181-1196.

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This work is licensed under a Creative Commons Attribution 4.0 International License.

[1] Akay, G. (2011). The effect of peer instruction method on the 8th-grade students' mathematics achievement in transformation geometry and attitudes towards mathematics. (Unpublished Master's thesis), Graduate School of Social Sciences, Middle East Technical University.

[2] Brooks, B. J. & Koretsky, M. D. (2011). The influence of group discussion on students’ responses and confidence during peer instruction. Journal of Chemistry Education, 88, 1477-1484, https://doi.org/10.1021/ed101066x

[3] Bruck, A. D. & Towns, M. H. (2009). Analysis of classroom response system questions via four lenses in a general chemistry course. Chemistry Education Research and Practice, 10(4), 291-295, https://doi.org/10.1039/b920834h

[4] Chou, C. Y. & Lin, P. H. (2015). Promoting discussion in peer instruction: Discussion partner assignment and accountability scoring mechanisms. British Journal of Educational Technology, 46(4), 839-847, https://doi.org/10.1111/bjet.12178

[5] Crouch, C. H. & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977. DOI: https://doi.org/10.1119/1.1374249

[6] Demircan, Ö. (1990). Yabancı dil öğretim yöntemleri. Ekin Eğitim

[7] Giuliodori, M. J., Lujan, H. L. & Di Carlo, S. E. (2006). Peer instruction enhanced student performance on qualitative problem-solving questions. Advances in Physiology Education, 30, 168–173, https://doi.org/10.1152/advan.00013.2006

[8] Gok, T. (2012). The effects of peer instruction on students' conceptual learning and motivation. Asia-Pacific Forum on Science Learning and Teaching the Education, 13(1), 1-17.

[9] Kaymak, S. (2020, June). Does Discussion have an Effect on Students’ responses? In: Proceedings of International Young Scholars Workshop (Vol. 9).

[10] Lasry, N., Charles, E., Whittaker, C. & Lautman, M. (2009, November). When talking is better than staying quiet. In AIP conference proceedings (Vol. 1179, No. 1, pp. 181-184). American Institute of Physics., https://doi.org/10.1063/1.3266709

[11] Mazur, E. (1997). Peer Instruction: A User’s Manual. Englewood Cliffs, Prentice-Hall.

[12] Morgan, J. T. & Wakefield, C. (2012). Who benefits from peer conversation? Examining correlations of clicker question correctness and course performance. Journal of College Science Teaching, 41(5), 51-56.

[13] Podolner, A. S. (2000). Eradicating physics misconceptions using the conceptual change method (Doctoral dissertation).

[14] Porter, L., Bailey-Lee, C. & Simon, B. (2013). Halving fail rates using peer instruction: A study of four computer science courses. In: SIGCSE ‘13: Proceedings of the 44th ACM technical symposium on computer science education, (pp. 177–182). ACM Press, https://doi.org/10.1145/2445196.2445250

[15] Rao, S. P. & Di Carlo, S. E. (2000). Peer instruction improves performance on quizzes. Advances in physiology education, 24(1), 51-55, https://doi.org/10.1152/advances.2000.24.1.51

[16] Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T.T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122-124, https://doi.org/10.1126/science.1165919

[17] Straw, A. M., Wicker, E. & Harper, N. G. (2021). Effect of peer instruction pedagogy on concept mastery in a first professional year pharmacy self-care course. Currents in Pharmacy Teaching and Learning, 13(3), 273-278, https://doi.org/10.1016/j.cptl.2020.10.002

[18] Tullis, J. G. & Goldstone, R. L. (2020). Why does peer instruction benefit student learning?, Cognitive Research: Principles and Implications, 5, 1-12, https://doi.org/10.1186/s41235-020-00218-5

[19] Willoughby, M., Kupersmidt, J., Voegler-Lee, M. & Bryant, D. (2011). Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement. Developmental neuropsychology, 36(2), 162-180, https://doi.org/10.1080/87565641.2010.549980

[20] Yilmaz, F. & Arslan, S. B. (2014). Çomü Tömer'de Türkçe Öğrenen Yabancı Öğrencilerin Motivasyon Kaynakları Ve Sorunları [Sources of Motivation and Problems of Foreign Students Learning Turkish at Çomü Tömer]. Electronic Turkish Studies, 9(6), 1181-1196.