Publication: İlköğretim 4.sınıf öğrencilerine yapılan iletişim grup çalışma programının öğrencilerin iletişim becerilerine etkisinin incelenmesi
Abstract
Bu araştırmanın genel amacı iletişim grup çalışmalarının ilköğretim 4.sınıf öğrencilerinin iletişim becerilerine olan etkisini incelemektir. Bu amaçla, bir deney ve bir kontrol grubundan oluşan iki farklı etkileşim grubu çalışması geliştirilmiştir. Deneysel tarama modeline dayanan bu araştırmaya Fatih Emin Ali Yaşin İlk Öğretim Okulu ve Fatih Uzun Yusuf İlköğretim Okulu 2013-2014 eğitim-öğretim yılında eğitim gören 24 (12 kız, 12 erkek) 4. Sınıf öğrencisi katılmıştır. Bu grup için araştırmacı tarafından hazırlanmış olan 8’er oturumluk grup çalışması planlanmış ve uygulanmıştır. Kontrol grubunda üyelerin, verilen duygu ifadesiyle ilgili yaşantılarını grupla paylaşmaları ve geribildirim yoluyla empati kurmaları sağlanmıştır. Her iki grup çalışmasına başlamadan önce, grup çalışmaları ortasında ve grup çalışmalarının tamamlanmasını takip eden hafta olmak üzere üç kez üyelere, Sosyal Duygusal Öğrenme Becerileri Ölçeği (SDÖBÖ) ve araştırmacı tarafından araştırmanın amacına uygun olarak hazırlanan kişisel bilgi formu uygulanmıştır. Araştırmada öntest-sontest kontrol gruplu desen kullanılmıştır. Verilen analizinde Mann Whitney-U Testi ve Wilcoxon Test’inden yararlanmıştır. Araştırma sonucunda elde edilen bulgulara göre, deney ve kontrol gruplarına uygulanan programının iletişim becerileri gelişim düzeylerinde bir farklılık yaratmamıştır. Araştırmanın bağımsız değişkenlerinden yaş ve cinsiyet, iletişim beceri gelişmesinde bir rol oynamamıştır. letişim, iletişim becerisi, ilköğretim, iletişim grubu
The purpose of this study is to research the influence of group work on the 4th grade elementrary students’communication skills. For this purpose, a study of two different encounter groups-a treatment and a control group- was built up. 24 4th-grade-students consisting of 12 girls and 12 boys attending to Fatih Emin Ali Yaşin Elementary School and Fatih Uzun Yusuf elementary school during the 2013-2014 Educational Year took part in this split-plot design study. The subjects were divided into two groups and two different creative group studies of ten sessions each for per group were arranged and executed by the researcher himself. The subjects in the control group were made to share their own private experiences related to the given emotional statement with the group and then empathize on track of the feedbacks. The Scale of Social Emotional Learning Skills and a personal data form which had been prepared by the researcher compatible with the purpose of the study were applied to the group members three times- one in the week before introducing the study, two middle of the week and three in the week following the completion of the study. The research is pretest- posttest with controlled group, split-plot design. In the analysis of data, Mann Whitney U Test, and Wilcoxon Test were exploited. According to the findings got as a result of this research, the program given to the treatment and control groups didn’t make any kind of difference in the Communication Development Levels of the group members. Age and sex, the independent variables of the research, don’t have an active part in empatic skills development. KEY WORDS: Communication, communication skills, primary education, encounter group
The purpose of this study is to research the influence of group work on the 4th grade elementrary students’communication skills. For this purpose, a study of two different encounter groups-a treatment and a control group- was built up. 24 4th-grade-students consisting of 12 girls and 12 boys attending to Fatih Emin Ali Yaşin Elementary School and Fatih Uzun Yusuf elementary school during the 2013-2014 Educational Year took part in this split-plot design study. The subjects were divided into two groups and two different creative group studies of ten sessions each for per group were arranged and executed by the researcher himself. The subjects in the control group were made to share their own private experiences related to the given emotional statement with the group and then empathize on track of the feedbacks. The Scale of Social Emotional Learning Skills and a personal data form which had been prepared by the researcher compatible with the purpose of the study were applied to the group members three times- one in the week before introducing the study, two middle of the week and three in the week following the completion of the study. The research is pretest- posttest with controlled group, split-plot design. In the analysis of data, Mann Whitney U Test, and Wilcoxon Test were exploited. According to the findings got as a result of this research, the program given to the treatment and control groups didn’t make any kind of difference in the Communication Development Levels of the group members. Age and sex, the independent variables of the research, don’t have an active part in empatic skills development. KEY WORDS: Communication, communication skills, primary education, encounter group