Publication: 5. sınıf öğrencilerinin akademik başarılarının ve benlik saygılarının okul sonrası kültürel-sportif etkinliklere katılmalarına ve diğer bazı değişkenlere göre incelenmesi
Abstract
5. SINIF ÖĞRENCİLERİNİN AKADEMİK BAŞARILARININ VE BENLİK SAYGILARININ OKUL SONRASI KÜLTÜREL – SPORTİF TKİNLİKLERE KATILMALARINA VE DİĞER BAZI DEĞİŞKENLERE GÖRE İNCELENMESİ Bu araştırmada, 5. sınıf öğrencilerinin akademik başarı ve benlik saygısı düzeyleri, okul sonrası kültürel-sportif etkinliklere katılmalarına ve diğer bazı değişkenlere göre incelenmiştir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini, 2008–2009 yılında İstanbul’daki ilköğretim okullarında eğitim gören 5. sınıf öğrencileri; örneklemini ise orta ekonomik düzey olarak kabul edilen Kadıköy ve Beşiktaş ilçelerinde, tesadüfî örnekleme tekniğiyle belirlenen toplam 10 ilköğretim okulundaki 300 öğrenci oluşturmuştur. Bu sayı belirlenirken öğrencilerin 150’sinin erkek, 150’sinin kız ve aynı zamanda 150’sinin özel okul, 150’sinin ise devlet okulu öğrencisi olmalarına dikkat edilmiştir. Araştırmada öğrencilerin 2008–2009 eğitim-öğretim yılı birinci dönem genel not ortalamaları, “Akademik Başarı Puanı” olarak kabul edilmiştir. Öğrencilerin benlik saygılarını ölçmek amacıyla “Coopersmith Benlik Saygısı Envanteri” ve “Kişisel Bilgi Formu” kullanılmıştır. Elde edilen veriler, SPSS paket mlemeye tabi tutulmuştur. İstatistiklerin anlamlılık düzeyi .05 ve .01 olarak kabul edilmiştir. Çözümlemelerde öğrencilerin kişisel özelliklerine ilişkin değişkenler (okul türü, cinsiyet, anne ve babanın eğitim durumları ile yaşları, kendisi dâhil kardeş sayısı ve okul sonrası kültürel-sportif etkinliklere katılma durumları) bağımsız değişken; akademik başarı ve benlik saygısı durumları ise bağımlı değişken olarak kabul edilmiştir. Araştırma sonuçlarına göre okul sonrası kültürel–sportif etkinliklere katılan 5. sınıf öğrencilerinin; Akademik başarı ve benlik saygısı düzeyleri, etkinliklere katılmayanlara göre daha yüksektir. Akademik başarı düzeyleri, okul sonrası kültürel-sportif etkinliklere katılma ve cinsiyet etkileşimine göre farklılaşmazken; tek başına okul türüne göre akademik başarı düzeyi farklılaşmaktadır. Buna göre özel okulda öğrenim gören 5. sınıf öğrencilerinin akademik başarı düzeyleri, devlet okulunda öğrenim gören öğrencilere göre daha yüksektir. Cinsiyete göre de akademik başarı ve benlik saygısı düzeyi farklılaşmamaktadır. Kız ve erkek 5. sınıf öğrencilerinin akademik başarı ve benlik saygısı düzeyleri birbirine yakındır. Akademik başarı ve benlik saygısı düzeyleri, okul sonrası kültürel-sportif etkinliklere katılma ve anne-babanın eğitim durumunun etkileşimine göre farklılaşmazken; tek başına anne ya da babanın eğitim durumuna göre ise, akademik başarı düzeyleri ve benlik saygı düzeyleri farklılaşmaktadır. Akademik başarı ve benlik saygısı düzeyleri, okul sonrası kültürel-sportif etkinliklere katılma ve anne-babanın yaşının etkileşimine göre farklılaşmamaktadır. Tek başına babanın yaşına göre, akademik başarı düzeyi ve benlik saygı düzeyleri farklılaşmazken; annenin yaşına göre akademik başarı düzeyi farklılaşmakta benlik saygı düzeyi ise farklılaşmamaktadır. Benlik saygısı düzeyleri ile okul sonrası kültürel-sportif etkinliklere katılma ve okul türünün ortak etkisinde farklılık bulunmamaktadır. 5. sınıf öğrencilerinin benlik saygısı düzeyleri, okul sonrası kültürel-sportif etkinliklere katılma ve kardeş sayısının ortak etkisine göre farklılaşmazken; tek başına kardeş sayısına göre ve akademik başarı düzeylerine göre farklılaşmaktadır. 5. sınıf öğrencilerinin akademik başarı düzeyleri ile benlik saygısı düzeyleri arasında ise pozitif yönde anlamlı bir ilişki vardır. Buna göre; benlik saygı düzeyleri yüksek öğrencilerin, akademik başarı düzeyleri de yüksektir veya akademik başarı düzeyleri düşük olan öğrencilerin benlik saygı düzeyleri de düşüktür. sınıf öğrencileri, akademik başarı, benlik, benlik saygısı, okul sonrası kültürel - sportif etkinlikler.
A RESEARCH ON 5th GRADERS’ ACADEMIC SUCCESS AND SELF ESTEAM LEVEL DEPENDING ON THEIR INVOLVEMENT IN AFTER SCHOOL CULTURAL- SPORTIVE AND OTHER VARIABLES In this research, 5th graders’ academic success and self esteam level is analysed according to their involvement in after-school cultural- sportive activities and other variables. In this research relational scanning method is used. The total field principal survey is 5th grade students living in İstanbul between years 2008–2009. The sample of the survey is three hundred students from ten different secondary schools who live in Kadıköy and Besiktas area which are accepted as medium economy level. While deciding on this number, it has been set that a hundred and fifty of them were girls and a hundred and fifty of them were boys and at the same time a hundred and fifty of them were from state schools at the same time while a hundred and fifty of them were from public schools. In this research, students’ grade points average of the first term of 2008–2009 is accepted as “Academic success points”. In order to measure the self-esteam of the students, “Coopersmith Self Esteam Inventory” and “Personal Information Form” were used. The optioned data has been analysed with the help of SPSS packet program. The significance level of the statistics is accepted as 0.05 and .001. In the analysis the variables related to personal features of the students (school type, gender, the education level and ages of mother and father, the number of the siblings including the student himself, and their attendance to the cultural-sportive activities after school) are accepted as independent variables; Their academic success and self-esteam level are accepted as dependent variables. According to the results, the fifth grade students who attend cultural-sportive activities after school prove to have greater academic success and self-esteam levels comparing to the ones who don’t. While academic success levels don’t diverge according to the attendance to the cultural-sportive activities or their gender, they differ according to the type of their school. Considering this, the academic success level of the 5th grade students in public schools is greater than the ones who study in state schools. Academic success level and self-esteam levels also differ according to the gender as well. Both 5th grade female and male students’ academic success levels are close to each other. While their academic success and self-esteam levels don’t differ according to their attendance to the cultural-sportive activities and the education status of the parents; the academic success differs according to the education status of the mother rather than the father. Whereas the self-esteam level and the attendance to the cultural-sportive activities after school don’t differ according to age of the mother; the self-esteam level according to the age of the mother differs. While self-esteam levels don’t differ according to the attendance to the cultural-sportive activities after school and the school type; the self-esteam levels differ according to the school types. Even as the self esteam level of the 5th grade students don’t vary according to their attendance to the cultural-sportive activities after school and the number of their siblings; the self – esteam levels differ according to the number of their siblings. Self-esteam levels differ according to the attendance to the cultural-sportive activities and their academic success levels. There’s a positive relation between the 5th grade students’ academic success level and their self-esteam levels. Considering this relation, the academic success levels of the students are high when their self-esteam levels are high too or their academic success level is high when their self-esteam levels are high too. Key Words: 5th grade students, academic success, self, self-esteam, cultural-sportive activities after school.
A RESEARCH ON 5th GRADERS’ ACADEMIC SUCCESS AND SELF ESTEAM LEVEL DEPENDING ON THEIR INVOLVEMENT IN AFTER SCHOOL CULTURAL- SPORTIVE AND OTHER VARIABLES In this research, 5th graders’ academic success and self esteam level is analysed according to their involvement in after-school cultural- sportive activities and other variables. In this research relational scanning method is used. The total field principal survey is 5th grade students living in İstanbul between years 2008–2009. The sample of the survey is three hundred students from ten different secondary schools who live in Kadıköy and Besiktas area which are accepted as medium economy level. While deciding on this number, it has been set that a hundred and fifty of them were girls and a hundred and fifty of them were boys and at the same time a hundred and fifty of them were from state schools at the same time while a hundred and fifty of them were from public schools. In this research, students’ grade points average of the first term of 2008–2009 is accepted as “Academic success points”. In order to measure the self-esteam of the students, “Coopersmith Self Esteam Inventory” and “Personal Information Form” were used. The optioned data has been analysed with the help of SPSS packet program. The significance level of the statistics is accepted as 0.05 and .001. In the analysis the variables related to personal features of the students (school type, gender, the education level and ages of mother and father, the number of the siblings including the student himself, and their attendance to the cultural-sportive activities after school) are accepted as independent variables; Their academic success and self-esteam level are accepted as dependent variables. According to the results, the fifth grade students who attend cultural-sportive activities after school prove to have greater academic success and self-esteam levels comparing to the ones who don’t. While academic success levels don’t diverge according to the attendance to the cultural-sportive activities or their gender, they differ according to the type of their school. Considering this, the academic success level of the 5th grade students in public schools is greater than the ones who study in state schools. Academic success level and self-esteam levels also differ according to the gender as well. Both 5th grade female and male students’ academic success levels are close to each other. While their academic success and self-esteam levels don’t differ according to their attendance to the cultural-sportive activities and the education status of the parents; the academic success differs according to the education status of the mother rather than the father. Whereas the self-esteam level and the attendance to the cultural-sportive activities after school don’t differ according to age of the mother; the self-esteam level according to the age of the mother differs. While self-esteam levels don’t differ according to the attendance to the cultural-sportive activities after school and the school type; the self-esteam levels differ according to the school types. Even as the self esteam level of the 5th grade students don’t vary according to their attendance to the cultural-sportive activities after school and the number of their siblings; the self – esteam levels differ according to the number of their siblings. Self-esteam levels differ according to the attendance to the cultural-sportive activities and their academic success levels. There’s a positive relation between the 5th grade students’ academic success level and their self-esteam levels. Considering this relation, the academic success levels of the students are high when their self-esteam levels are high too or their academic success level is high when their self-esteam levels are high too. Key Words: 5th grade students, academic success, self, self-esteam, cultural-sportive activities after school.