Publication: Müzik eğitimi alan ve almayan 10. sınıf lise öğrencilerinin çoklu zekâ alanlarının incelenmesi
Abstract
Araştırmanın amacı farklı lise türlerinde eğitim almakta olan, seçmeli müzik dersi alan ve almayan 10. Sınıf lise öğrencilerinin çoklu zekâ alanlarının incelenmesidir. Bu çalışma tarama modelli bir araştırmadır. Akademik başarı, çoklu zekâ alanları, cinsiyet, okul türü arasındaki ilişkinin incelenecek olması açısından ise tarama modellerinden ilişkisel tarama modelli bir çalışmadır. Araştırmanın evrenini Türkiye’ deki 10. Sınıf lise öğrencileri oluşturmaktadır. Araştırmanın örneklemini Yalova ilinde bulunan Çiftlikköy Mustafa Kemal Anadolu Lisesi, Aksa Mesleki ve Teknik Anadolu Lisesi, Yalova Güzel Sanatlar Lisesi ve Yalova Necmettin Erbakan Sosyal Bilimler Lisesi’nde öğrenim görmekte olan 10. Sınıf lise öğrencileri oluşturmaktadır. Araştırmada 4 farklı lise türünde eğitim görmekte olan 175 öğrenciye “Çoklu Zekâ Envanteri” ve “Kişisel Bilgi Formu” uygulanmıştır. Araştırma verilerinin analizinde SPSS paket kullanılmıştır. 10. sınıf lise öğrencilerinin demografik özelliklerini betimlemek için frekans ve yüzde analizi yapılmış, çoklu zekâ türlerine göre dağılımını belirlemek için betimsel analiz yapılmıştır. Cinsiyete, akademik başarı derecesi ve müzik dersi alma durumuna göre farklılaşmayı belirlemek amacıyla bağımsız grup t-Testi, okul değişkenine göre farklılaşmayı belirlemek için Kruskall-Wallis H Testi uygulanmıştır. Zekâ türleri arasındaki ilişkiyi ortaya koymak amacıyla Pearson Çarpım Momentleri Korelasyonu testi uygulanmıştır.Çalışma sonucunda çoklu zekâ alanları ile cinsiyet değişkenleri arasında sosyal zekâ, müziksel zekâ, sözel zekâ, matematiksel zekâ açısından erkek öğrencilerin lehine, bedensel zekâ, içsel zekâ, görsel zekâ, doğa zekâsı açısından kız öğrencilerin lehine anlamlı bir farklılık olduğu sonucuna ulaşılmıştır. Okul türü değişkeni bakımından, sosyal bilimler lisesinde öğrenim gören öğrencilerin sosyal zekâ türünde anlamlı farklılık tespit edilmiştir. Müzik dersi alan ve almayan öğrencilerin aralarında analiz sonucuna göre istatistiksel açıdan anlamlı farklılık görülürken öğrencilerin akademik başarı düzeyleri ile çoklu zekâ alanları arasında anlamlı bir farklılık olduğu tespit edilmiştir.
The research aims to examine the multiple intelligence levels of 10th-grade high school students in Turkey, focusing on those studying in different types of high schools, taking elective music courses, and not working. This study employs a survey and a relationalscreening model to investigate the relationships between academic achievement, multiple intelligence areas, gender, and school type. The study population includes 10th-grade students from various high schools in Turkey, specifically those attending ÇiftlikköyMustafa Kemal Anatolian High School, Aksa Vocational and Technical Anatolian High School, Yalova Fine Arts High School and Yalova Necmettin Erbakan Social Sciences High School in Yalova province. The Multiple Intelligence Inventory and Personal InformationForm were administered to 175 students from these schools. The statistical data analysis was conducted using the IBM SPSS Statistics 22program. Frequency and percentage analyses were used to describe the demographic characteristics of the students, and descriptive analysis determined their distribution according to multiple intelligence types. An independent group t-test was performed toidentify differences based on gender, academic success, and music lessons. At the same time, the Kruskall-Wallis H test was used to determine differences according to school type. The Pearson correlation test was employed to reveal connections between different intelligence types. As a result of the study, it was concluded that there was a significant difference between multiple intelligence areas and gender variables in favor of male students in terms of social intelligence, musical intelligence, verbal intelligence, and mathematicalintelligence, and in favor of female students in terms of physical intelligence, intrapersonal intelligence, visual intelligence, and nature intelligence. In terms of the school type variable, a significant difference was detected in the social intelligence type of students studying atsocial sciences high schools. According to the analysis results, there was a statistically significant difference between the students who took music lessons and those who did not, while it was determined that there was a significant difference between the students academic success levels and multiple intelligence areas.
The research aims to examine the multiple intelligence levels of 10th-grade high school students in Turkey, focusing on those studying in different types of high schools, taking elective music courses, and not working. This study employs a survey and a relationalscreening model to investigate the relationships between academic achievement, multiple intelligence areas, gender, and school type. The study population includes 10th-grade students from various high schools in Turkey, specifically those attending ÇiftlikköyMustafa Kemal Anatolian High School, Aksa Vocational and Technical Anatolian High School, Yalova Fine Arts High School and Yalova Necmettin Erbakan Social Sciences High School in Yalova province. The Multiple Intelligence Inventory and Personal InformationForm were administered to 175 students from these schools. The statistical data analysis was conducted using the IBM SPSS Statistics 22program. Frequency and percentage analyses were used to describe the demographic characteristics of the students, and descriptive analysis determined their distribution according to multiple intelligence types. An independent group t-test was performed toidentify differences based on gender, academic success, and music lessons. At the same time, the Kruskall-Wallis H test was used to determine differences according to school type. The Pearson correlation test was employed to reveal connections between different intelligence types. As a result of the study, it was concluded that there was a significant difference between multiple intelligence areas and gender variables in favor of male students in terms of social intelligence, musical intelligence, verbal intelligence, and mathematicalintelligence, and in favor of female students in terms of physical intelligence, intrapersonal intelligence, visual intelligence, and nature intelligence. In terms of the school type variable, a significant difference was detected in the social intelligence type of students studying atsocial sciences high schools. According to the analysis results, there was a statistically significant difference between the students who took music lessons and those who did not, while it was determined that there was a significant difference between the students academic success levels and multiple intelligence areas.