Publication: İlköğretim birinci sınıf öğrencilerinin ilk okuma yazma becerileri ile sosyal duygusal uyum ve zekâ düzeyleri arasındaki ilişkinin incelenmesi
Abstract
İLKÖĞRETİM BİRİNCİ SINIF ÖĞRENCİLERİNİN İLK OKUMA YAZMA BECERİLERİ İLE SOSYAL DUYGUSAL UYUM VE ZEKÂ DÜZEYLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ Bu araştırmanın genel amacı, ilköğretim birinci sınıf öğrencilerinin ilk okuma yazma becerileri ile sosyal duygusal uyum ve zekâ düzeyleri arasındaki ilişkileri incelemektir. Araştırmanın kuramsal ve kavramsal çerçeveleri, sosyal kapital kuramı ve ekolojik bakış açılarından alınmıştır. Araştırma, tarama modelinde yapılmıştır. Verilerin toplanmasında, öğrencilerin okuma yazma becerilerini ölçmek amacıyla araştırmacı tarafından geliştirilen; Dinleme Becerisi, Konuşma Becerisi, Okuma Becerisi, Dikte ve Yazma Becerisi, Okuduğunu Anlama (Ses), Okuduğunu Anlama (Hece), Okuduğunu Anlama (Kelime), Okuduğunu Anlama (Cümle), Okuduğunu Anlama (Metin-Paragraf), Yazım Kuralları ve Görsel Okuma ölçekleri kullanılmıştır. Öğrencilerin sosyal duygusal uyum düzeylerini ölçmek amacıyla Marmara Sosyal Duygusal Uyum Ölçeği (MASDU), öğrencilerin zekâlarını ölçmek amacıyla Raven Standart Progressive Matris (RSPM) Testi, öğrencilerin kendileri ve aileleri ile ilgili bilgileri öğrenmek amacıyla Öğrenci-Aile Anketi kullanılmıştır. Araştırmada veriler, 2007-2008 eğitim-öğretim yılında İstanbul ilinde Kadıköy'de 1, Ümraniye'de 2 olmak üzere toplam 3 resmî ilköğretim okulunda öğrenim gören 304 birinci sınıf öğrencisinden toplanmıştır. Verilerin çözümlenmesinde; frekans ve yüzde hesaplamaları, aritmetik ortalama ve standart sapma hesaplamaları, Kruskal Wallis H testi, bağımsız gruplar t testi, Mann Whitney U testi, tek yönlü varyans analizi (ANOVA), Pearson Çarpım Momentler Korelasyon Katsayısı istatistiksel teknikleri kullanılmış ve bu analizlerde en az .05 anlamlılık düzeyi esas alınmıştır. Araştırmanın belli başlı sonuçları aşağıda verilmiştir: 1)Öğrencilerin, okuma yazma becerisi ölçeklerinden aldıkları puanlar, cinsiyete göre kız öğrencilerin lehine anlamlı bir farklılık göstermektedir. 2)Öğrencilerin, okuma yazma becerisi ölçeklerinden aldıkları puanlar, okul öncesi eğitim alan öğrencilerin lehine anlamlı bir farklılık göstermektedir. 3)Öğrencilerin, anne eğitim düzeyi yükseldikçe okuma yazma becerisi ölçeklerinden aldıkları puanlar da yükselmektedir. 4)Öğrencilerin, baba eğitim düzeyi yükseldikçe okuma yazma becerisi ölçeklerinden aldıkları puanlar da yükselmektedir. 5)Öğrencilerin, okuma yazma becerisi ölçeklerinden aldıkları puanlar, evlerinde Türkçe konuşulan öğrenciler lehine anlamlı bir farklılık göstermektedir. 6)Öğrencilerin, ailelerinin ekonomik durumu yükseldikçe, okuma yazma becerisi ölçeklerinden aldıkları puanlar da yükselmektedir. 7)Öğrencilerin, okullarının bulunduğu sosyo- kültürel çevre iyileştikçe okuma yazma becerisi ölçeklerinden aldıkları puanlar da yükselmektedir. 8)Öğrencilerin, sosyal duygusal uyum düzeyleri yükseldikçe okuma yazma becerisi ölçeklerinden aldıkları puanlar da yükselmektedir. 9)Öğrencilerin, zekâ düzeyleri yükseldikçe okuma yazma becerisi ölçeklerinden aldıkları puanlar da yükselmektedir. 10)Öğrencilerin okuma yazma becerileri ile sosyal duygusal uyum ve zekâ düzeyleri arasında pozitif yönde anlamlı bir ilişki bulunmuştur. Araştırmadan elde edilen sonuçlar, kuramsal yapı ve yapılan araştırmalar çerçevesinde tartışılarak çeşitli öneriler geliştirilmiştir. Bu önerilerden bazıları şunlardır: Okula uyum zorluğu yaşayan öğrencilerin erken tespit edilmesi ve bu öğrencilerin okula uyumunu kolaylaştırıcı etkinliklerin planlanması; ilk okuma yazma eğitiminin amacına sağlıklı bir şekilde ulaşabilmesi için okul öncesi eğitimin ülkemiz genelinde yaygınlaştırılması; ailenin ilk okuma yazma sürecine dâhil edilmesi, özellikle annelerin bu süreçte çocuklarına nasıl destek olmaları gerektiği konusunda eğitilmesi; ev, okul ve çevrenin çocuğun ilk okuma yazma sürecini destekleyici şekilde iş birliği içinde olması. Anahtar Sözcükler: Birinci sınıf, ilk okuma yazma, sosyal duygusal uyum, zekâ.
AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN THE INITIAL LITERACY SKILLS AND SOCIAL EMOTIONAL ADAPTATION, AND IQ LEVELS OF FIRST GRADE STUDENTS The general aim of this study is to investigate the relationships between the initial literacy skills and social emotional adaptation, and IQ levels of first grade students. Theoretical and conceptual frameworks of the study have been adopted from social capital theory and ecological perspectives. The study was conducted with a survey design. For data collection, following literacy skill scales which were developed by the researcher were used, namely, listening skill, reading skill, dictation and writing skills, comprehension (vocal), comprehension (syllable), comprehension (word), comprehension (sentence), comprehension (text-paragraph), punctuation and spelling and visual reading. To measure the social emotional adaptation levels of students Marmara Social Emotional Adaptation Scale (MASDU) and to measure the intelligence quotients of students Raven Standard Progressive Matrices (RSPM) were used. A student-family questionnaire was used also used to collect background information about students and their families. The data were collected from 304 first graders from three public elementary schools in İstanbul (1 in Kadıköy and 2 in Ümraniye) during the 2007-2008 Academic year. Frequency and quartile calculations, arithmetical mean and standard deviation calculations, Kruskal-Wallis H test, independent samples t-test, Mann-Whitney U test, One-Way analysis of variance (ANOVA), Pearson correlations coefficient techniques were used to analyse the data as p<0.05 was the significance level for all of the analyses. Notable results of the study are as follows: 1)Literacy skill scale scores of girls were significantly higher than those of boys. 2)Literacy skill scale scores of those who have a pre-school education were significantly higher than those of the students without a pre-school education. 3)The higher the mother's education the higher were the literacy skill scale scores of the students. 4)The higher the father's education the higher were the literacy skill scale scores of the students. 5)The literacy skill scale scores were significantly higher for the students who live in Turkish-spoken house-holds. 6)The higher the economical level, the higher were the literacy skill scale scores of the students. 7)The better the socio-cultural environment of the students’ school gets, the higher their literacy skill scale scores get. 8)The higher the social emotional adaptation levels of the students get, the higher their literacy skill scale scores get. 9)The higher the IQ scores of the students get, the higher their literacy skill scale scores get. 10)There is a positive relationship between the literacy skills and social emotional adaptation and IQ levels of the students. The results of the study were discussed within the framework of theoretical structure and previous research and various suggestions were developed. Some of these suggestions are: the students who experience difficulties in adapting to school should be identified early and activities to help them adapt to school should be planned; in order to accomplish the goals of initial literacy education pre-school education should be accessible to all children in the country; the family should be included in the initial literacy process and especially mothers should be trained on how to be more helpful to their children throughout this process; home, school and environment should cooperate during the initial literacy learning process in a supportive way. Key Words: First grade, initial literacy, social emotional adaptation, intelligence.
AN INVESTIGATION OF THE RELATIONSHIPS BETWEEN THE INITIAL LITERACY SKILLS AND SOCIAL EMOTIONAL ADAPTATION, AND IQ LEVELS OF FIRST GRADE STUDENTS The general aim of this study is to investigate the relationships between the initial literacy skills and social emotional adaptation, and IQ levels of first grade students. Theoretical and conceptual frameworks of the study have been adopted from social capital theory and ecological perspectives. The study was conducted with a survey design. For data collection, following literacy skill scales which were developed by the researcher were used, namely, listening skill, reading skill, dictation and writing skills, comprehension (vocal), comprehension (syllable), comprehension (word), comprehension (sentence), comprehension (text-paragraph), punctuation and spelling and visual reading. To measure the social emotional adaptation levels of students Marmara Social Emotional Adaptation Scale (MASDU) and to measure the intelligence quotients of students Raven Standard Progressive Matrices (RSPM) were used. A student-family questionnaire was used also used to collect background information about students and their families. The data were collected from 304 first graders from three public elementary schools in İstanbul (1 in Kadıköy and 2 in Ümraniye) during the 2007-2008 Academic year. Frequency and quartile calculations, arithmetical mean and standard deviation calculations, Kruskal-Wallis H test, independent samples t-test, Mann-Whitney U test, One-Way analysis of variance (ANOVA), Pearson correlations coefficient techniques were used to analyse the data as p<0.05 was the significance level for all of the analyses. Notable results of the study are as follows: 1)Literacy skill scale scores of girls were significantly higher than those of boys. 2)Literacy skill scale scores of those who have a pre-school education were significantly higher than those of the students without a pre-school education. 3)The higher the mother's education the higher were the literacy skill scale scores of the students. 4)The higher the father's education the higher were the literacy skill scale scores of the students. 5)The literacy skill scale scores were significantly higher for the students who live in Turkish-spoken house-holds. 6)The higher the economical level, the higher were the literacy skill scale scores of the students. 7)The better the socio-cultural environment of the students’ school gets, the higher their literacy skill scale scores get. 8)The higher the social emotional adaptation levels of the students get, the higher their literacy skill scale scores get. 9)The higher the IQ scores of the students get, the higher their literacy skill scale scores get. 10)There is a positive relationship between the literacy skills and social emotional adaptation and IQ levels of the students. The results of the study were discussed within the framework of theoretical structure and previous research and various suggestions were developed. Some of these suggestions are: the students who experience difficulties in adapting to school should be identified early and activities to help them adapt to school should be planned; in order to accomplish the goals of initial literacy education pre-school education should be accessible to all children in the country; the family should be included in the initial literacy process and especially mothers should be trained on how to be more helpful to their children throughout this process; home, school and environment should cooperate during the initial literacy learning process in a supportive way. Key Words: First grade, initial literacy, social emotional adaptation, intelligence.