introduction - Journals of Qafqaz University

introduction - Journals of Qafqaz University

AN ANALYSIS OF CONCEPTUAL DEVELOPMENT OF SIX-YEAR
OLD CHILDREN WHO RECEIVED COMPUTER ASSISTED
INSTRUCTION AND WHO DID NOT*
BİLGİSAYAR DESTEKLİ ÖĞRETİM PROGRAMI UYGULANAN VE
UYGULANMAYAN ALTI YAŞ GRUBUNDAKİ ÇOCUKLARIN
KAVRAM GELİŞİMLERİNİN İNCELENMESİ
Prof. Dr. Neriman ARAL
Ankara Üniversitesi Ev Ekonomisi Yüksek Okulu
Çocuk Gelişimi ve Eğitimi Bölümü Aydıklıkevler/Ankara
[email protected]
Dr. Aynur BÜTÜN AYHAN
Ankara Üniversitesi Ev Ekonomisi Yüksek Okulu
Çocuk Gelişimi ve Eğitimi Bölümü Aydıklıkevler/Ankara
[email protected]
ÖZET
Bu araştırma anaokuluna devam eden altı yaş grubundaki çocukların kavram
gelişiminde bilgisayar destekli öğretimin etkisini incelemek amacıyla yapılmıştır. Araştırmaya
anaokuluna devam eden altı yaş grubundaki çocuklardan 50 deney 50 kontrol grubunda olmak
üzere 100 çocuk dahil edilmiştir. Deney grubundaki çocuklara on beş hafta süreyle haftada bir
kez kavram gelişimini destekleyici bilgisayar destekli öğretim programı uygulanmıştır.
Araştırmada Bracken (1998) tarafından geliştirilen Bracken Temel Kavram Ölçeği-Gözden
Geçirilmiş Formu ile araştırmacılar tarafından hazırlanan Genel Bilgi Formu kullanılmıştır.
Araştırma sonucunda deney ve kontrol grubundaki çocukların kavram gelişimi puanları arasında
anlamlı bir farklılık olduğu (p<.05) belirlenmiştir.
Anahtar Kelimeler: Okul öncesi eğitim, bilgisayar destekli öğretim, kavram gelişimi.
ABSTRACT
This study was carried out to investigate the effects of a computer-assisted instruction
(CAI) program on concept development of six-years-old children attending to a kindergarten. A
total of 100 children of which half of them are in the experimental group and the rest is in the
control group was included in the study. Computer assisted instruction supporting concept
development of the children in the experimental group was applied during 15 weeks and once a
week. Two data collection instruments were used to obtain data for this research: “Bracken Basic
Concept Scale-Revised” developed by Bracken (1998) and “General Information Form” prepared
by the researcher. At the end of the study, a meaningful difference (p<.05) was found between
experimental and control group in terms of conceptual development.
Key Words: Preschool education, computer assisted instruction, concept development.
INTRODUCTION
Children’s developmental stage and their learning of concepts are
closely related. Children learn some concepts more easily at certain
developmental stages and they may have more difficulty in learning other
concepts at the same developmental stage. Children begin to acquire concepts
they interact with people and things around them around one or two years after
their birth (Recchia, 1997). However in order to learn the concepts, it is
necessary to organize the knowledge in the mind. Beginning with the age of
four children’s ability to construct concepts improves (Üstün&Akman, 2003).
Some children learn basic concepts such as space, amount and time
(Zhou&Boehm 2001) which are significant for classroom performance, social
interaction (Bradley-Johson, 1999) and cognitive ability (Zhou&Boehm, 2001)
*
This study was supported by Ankara University, Directorate of Scientific Research
Projects.
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after formal education (Bracken, 1998; Wilson, 2004). Acquiring the concepts
on time is very important for children’s educational experiences. Therefore, it is
needed to evaluate the concept development of children and support them in the
concept development before they enter the formal education period.
Several materials facilitade the children’s learning of concepts. In the
pre-school period, it is not possible to learn everything in a concrete manner.
Thus, some materials that make abstract events and concepts concrete are
needed. Computers are among such materials. When used in a proper way
computers provide the children with a joyful learning environment (Güven &
Şahin 1998; Zembat 1998; Gürcan Namlu 2004; Yaşar 2004). Swick (1989)
argues that computers are not an integrated part of the program but
supplementary tools that make the program interesting and enrich the learning
environment. Developmentally appropriate software can improve children’s
thinking ability, problem-solving skills, concept development and mathematical
skills. Furthermore computer-assisted instruction in preschool education
encourages children’s motor development (Haughland, 2000; Trepanier-Street
et al., 2001), mathematical concept development (Clements, 1998; Haugland,
2000; Clements&Saramo, 2002). It also supports their recognition of
geometrical shapes, of distinctions and learning several concepts (Tan, 1985;
Williams & Shuard, 1997; Yawkey, 1990; Grubb, 2000; Scoter, et al. 2001). It
is found that children receiving computer assisted instruction have more
advanced problem solving skills and concept development in relation to those
who do not receive such education (Grubb, 2000; Bütün Ayhan & Aral, 2005;
Scoter et al.,2001).
Computers provide an innovative learning environment integrating
sound, colour, movement (Güven & Şahin 1998; Zembat 1998; Gürcan Namlu
2004). Thus, computers can provide both joyful and informative learning
environments for preschool children. Concept education which is significant in
the preschool period can also be given via computers. Concept education seems
to contribute the children’s subsequent development. In this study the level of
concept development in children of six-year age is examined. The aim of the
study is to identify the effects of computer assisted instruction on the
children’s concept development.
METHOD
Participants
The study is concerned with the six-year old children. In the study there
is an experiment group and a control group. The sample of the study were 100
children (52 girls and 48 boys) who are attending a kindergarten. Parents of the
children were verbally informed about the study and they expressed their
concent for their children`s participation to the study. The subjects were
assigned to two groups (experimental and control groups). Each group included
the same number of the subjects (each 50 children).
Data Collection
The data of the study were collected using two tools. The first one,
developed by the authors, includes items about children and their families. It is
“General Information Form” the other one is developed by Bracken (1998),
“Bracken Basic Concept Scale – Revised Form”. The BBCS-R which was
standardized 1100 children, with a total test internal consistency of .98 and the
indivudal subtests also are reliable ( r=.78 to .88) for this population (Bracken,
1998).
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The Bracken Basic Concept Scale–Revised (BBCS-R), a revision of
the Bracken Basic Concept Scale, was used to assess the basic concept
development of children in the age range of 2 years 6 months through 7 years
11 months. The BBCS-R was employed to measure comprehension of 308
foundational and functionally relevant educational concepts in 11 subtest or
concept categories: Colors, letters, numbers/counting, sizes, comparisons,
shapes, direction/position, self-social awareness, texture/material, quantity, and
time/sequence. Of eleven subtests on the BBCS-R, the first six deal with the
School Readiness Composite (SRC). It is concerned with the concepts taught by
preschool educators and families to children.
After administering all subtests, scores are composed to have the
concept score. It indicates the children’s knowledge on the related concepts.
Scale is administered individually. Depending on the child’s developmental
stage, its administration lasts for 30 or 35 minutes.
Validity and reliability analyses of the scale were carried out on 100
preschool children. It is found that the Kuder Richardson 20 coefficient for
subtests is .54 - .91. Cronbach Alpha coefficient is found to be between .56 and
.97. Correlations of test – retest are found to be .84 for school readiness
composite score and .87 for total concept score. For validity, teachers’
judgement was used. And it is found that scores of children and teachers’
judgement were in parallel. As a result of these analyses, the inventory was
regarded as a valid and reliable tool
Procedure
Bracken Basic Concept Scale – Revised Form was administered to both
groups as pretest. After this administration, children in the experiment group
received an individual 30 minute session per week of the computer-assisted
instruction for fifteen weeks.
Training
In the computer assisted education CDs were used by the researchers
about the following topics: “Bilgisayar Öğreniyorum” (learning About
Computers) “İlkadım Kavramlar” (First Step concepts), “Bilim ve
Doğa”(Science and Nature), “Bambam Matematik Dünyası 1-2”(Bambam
Mathematics World), “Multikid Set”, “Mine’nin Matematik Evi” (Millie’s
Math House), “ Düşünen Şeyler 1”(Thinking Things I) “Bilmiş’in Bilim Evi
(Sammy’s Science House)”. During the instruction, the order of using
computers was changed. For those who could not attend the instruction, extra
training was provided. ”. Computer – assisted education lasted for fifteen
weeks. The control group did not receive computer assisted education. They
received their own educational program. After the implementation of computer
– assisted education, Bracken Basic Concept Scale – Revised Form was
administered to the sample as post – test.
Analysis
In the analysis of the data, t-test was employed to determine whether or
not the pretest scores of the children in both groups were similar. Two – way
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ANOVA was used to determine the effects of computer – assisted education on
the concept development of the children.
FINDINGS AND DISCUSSION
Findings obtained in the study are given in the tables below. Table 1
includes the results of t-test indicating the differences in the pretest scores of
both groups.
Table 1. T-test results for the pretest mean scores of the experiment and control
subjects in the Bracken Basic Concept Scale- Revised
Subtest
Group
N
X
SD
df
t
p
Total
Concept
Score
Experiment
50
174.60
46.76
98
1.96
.052
Control
50
157.22
41.38
Table 1 clearly indicates that there is no statistically significant
difference between pretest scores of both groups (p>05). Thus, both groups
have the same level of concept development before the implementation.
Table 2. Pretest and Posttest mean scores and standard deviations of both
groups on total concept scores.
GROUP
PRETEST
POSTTEST
N
X
SD
N
X
SD
Experiment
50
174.60
46.76
50
216.84
39.12
Control
50
157.04
41.63
50
181.06
36.05
Table 2 shows that in pretest, total concept mean score of the
experiment group is X =174.60. In posttest, it is found to be X =216.84
(attainment score = 42.24). Total concept mean score of the control group is
X =157.04 in pretest. It is X =181.06 (attainment score = 24.02) in posttest.
Attainment scores of both groups indicate that computer assisted instruction
improved the children’s conceptual skills. However, scores of the control group
were also increased. It may be a result of the fact that activities carried out in
the control group also contributed to the children’s conceptual development.
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Table 3. ANOVA results of total concept mean scores of both groups in pretest
and posttest.
Sum of
Squares
df
Mean
Squares
F
p
Inter groups
332470.85
99
Group (Experiment
/Control)
35564.445
1
35564.445
11.739
.001
Error
296906.410
98
3029.657
9290.25
100
Measurement (pretestposttest)
54879.845
1
54879.845
158.776 .000
Group*Measurement
4149.605
1
4149.605
12.005
Error
33873.050
98
345.643
Total
341761.1
199
Source of Variance
Intragroups
.001
As seen in Table 3, pretest and posttest scores of both groups are
significantly different [F(1, 98)= 11.739, p<.05]. Furtermore, scores of pretest and
posttest are significantly different without regarding groups [F(1, 98)= 158.776,
p<001]. Therefore, it is clearly seen that children’s scores significantly change
from pretest to posttest. Posttest scores of both groups are significantly different
in constrast to pretest scores [F(1, 98)= 12.005, p<.05]. This indicates that
computer assisted instruction has significant effects on the conceptual
development of children. Computers have these effects because of providing
concrete experiences and concept instruction through games. Thus, using
concrete experiences and supplementary devices are useful ways for conceptual
instruction. Gürcan Namlu (2004) states that experiences can be enriched
through educational technologies. Given that children’s experience in their
environment positively affects their conceptual development, rich experiences
should be provided in preschool period. Therefore, activities to encourage the
children’s conceptual development are important. Grubb (2000) finds that
conceptual development of children receiving computer assisted instruction is
higher than those receiving traditional preschool education. Xiaoming and
Atkins (2004) state that computer use in preschool period supports the
children’s conceptual and cognitive development. Hitchcock ve Noanan (2000)
argue that computer assisted instruction improves the academical ability of
preschool children. Haugland (2000) indicates that computer
assisted
instruction improves the children’s problem – solving skills and conceptual
abilities. Thus, it can be argued that in preschool period, if properly used,
computers are useful supplementary tools to learn concepts in a joyful context.
CONCLUSION
The aim of the study is to determine the effects of computer assisted
instruction on the conceptual development of six – year old children attending
preschool education. It is found that the difference between conceptual
development scores of experiment and control subjects is statistically significant
(p<.05). It is also found that conceptual development of the children in the
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experiment group is higher than that of those in the control group. These
findings clearly indicate the significance of computer use in preschool period. It
is evident that learning concepts in the preschool period is very hard. Since
concepts are abstract entities, using concrete examples to teach concepts is very
useful. The findings of the study suggest that the use of computers to teach
concepts in preschool period may lead to positive outcomes. Thus, the use of
computer as an alternative educational tool can be recommended to parents,
educators and educational institutions for preschool children
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