COVİD-19 DÖNEMİNDE YAPILAN ONLİNE SINAVLARDA TEST BİTİRME SÜRESİ İLE TEST BAŞARISI ARASINDAKİ İLİŞKİNİN İNCELENMESİ
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Abstract
Bu araştırmanın amacı Covid-19 pandemi döneminde yapılan online sınavlar da öğrencilerin sınavı bitirme süresi ile başarılarını karşılaştırmak ve online sınavlar hakkındaki düşüncelerini araştırmak amacı ile yapılmıştır. İki ve daha fazla sayıdaki değişken arasında ilişki var mı veya derecesini belirlemeyi amaçlayan ilişkisel tarama modelleri içerisinde yer alan ilişkisel tarama (korelasyon) modeli kullanılarak araştırma yapılmıştır. Araştırma 2020-2021 eğitim-öğretim yılı güz döneminde öğretim ilke ve yöntemleri dersini alan toplam 125 öğrenci ile yürütülmüştür. Bu çalışma da kullanılan sorular Google classroom üzerine yerleştirilmiştir. Sınav sırasında sorular her öğrenciye farklı sırada gelmiştir ve her soru için şıkların yerleri sistem tarafından karıştırılmıştır. Öğrencilerin kalan süreyi her an ekranda görmeleri mümkündür. Öğrenciler sorulara farklı sürelerde yanıt vermişlerdir. Sınav sonucunda her bir öğrenciden elde edilen sınavı bitirme süresi ve sınavdan alınan puan verileri toplanmıştır. Öğretmen adaylarının online sınavlarda çoktan seçmeli testlerde harcadıkları süre ile sınavdan aldıkları puanlar arasında istatistiksel olarak anlamlı bir ilişkinin olup olmadığını incelenmiştir. Elde edilen sonuçlara göre sınavlarda harcanan süre ile alınan puanlar arasında yapılan “Pearson” korelasyon hesaplamalarında istatistiksel olarak anlamlı bir farklılık bulunamamıştır. Öğrencilerden testi erken bitirenin daha az puan veya testi geç bitirenin daha fazla puan alması ile ilişkisinin olmadığı sonucuna varılmıştır. Cinsiyet açısından da sınavlarda harcanan süre ile başarı arasında istatistiksel olarak anlamlı bir farklılık bulunamamıştır. Online olarak yapılan mülakattan öğrencilerin online sınavlar hakkındaki düşünceleri alınmıştır. Bulgulardan elde edilen veriler ışığında alanyazındaki sonuçlarla ilişkilendirilmiştir.
Keywords
Abstract
The purpose of this research was to compare the success of the students in the online exams during the Covid-19 pandemic period and to investigate their thoughts about online exams. The research was conducted using the relational screening (correlation) model, which is included in the relational screening models aiming to determine whether there is a relationship between two or more variables or its degree. The research was conducted with a total of 125 students who took the teaching principles and methods course in the fall semester of the 2020-2021 academic year. The questions used in this study were placed on the Google classroom. During the exam, the questions came to each student in a different order and the places of the choices for each question were mixed by the system. It is possible for students to see the remaining time on the screen at any time. Students answered the questions at different times. As a result of the exam, the time to finish the exam and the score data obtained from each student were collected. It was examined whether there is a statistically significant relationship between the time teacher candidates spend on multiple choice tests in online exams and the scores they get from the exam. According to the results obtained, no statistically significant difference was found in the “Pearson” correlation calculations made between the time spent in the exams and the scores obtained. It was concluded that there was no relationship between the students who completed the test early, getting less points, or those who completed the test late getting more points. In terms of gender, there was no statistically significant difference between the time spent in exams and success. The opinions of the students about the online exams were taken from the online interview. In the light of the data obtained from the findings, it has been associated with the results in the literature.
Keywords
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