Publication: İlkokul 4. Sınıf öğrencilerinin konuşma ve yazma tutumları arasındaki ilişkinin incelenmesi
Abstract
Bu araştırmanın amacı ilkokul 4. sınıf öğrencilerinin konuşma ve yazma tutumları arasındaki ilişkiyi incelemektir. Bu genel amaca uygun şekilde, konuşma ve yazma tutumlarının farklı değişkenler (cinsiyet, anne ve babanın eğitim durumu, günlük ekran süresi, ayda okunan ortalama kitap sayısı, okul dışında herhangi bir kursa gidip gitmeme durumu, günlük tutma durumu ve sosyal duygusal öğrenme becerileri) açısından incelenmesi amaçlanmıştır. İlişkisel tarama modeli kullanılarak gerçekleştirilen araştırmanın örneklemini 2021-2022 eğitim öğretim yılında İstanbul Anadolu Yakasında bulunan üst, orta ve alt sosyo-ekonomik düzeye sahip devlet okullarından seçilen toplam 400 öğrenci oluşturmaktadır. Veri toplama aracı olarak araştırmacı tarafından geliştirilen “Kişisel Bilgi Formu”, Mermi (2021) tarafından geliştirilen “Konuşma Becerisi Tutum Ölçeği”, Erdoğan (2012) tarafından geliştirilen “Yazma Tutum Ölçeği” ve Esen-Aygün ve Şahin-Taşkın (2017) tarafından geliştirilen “Sosyal Duygusal Öğrenme Becerisi Ölçeği” kullanılmıştır. Araştırma sonucunda öğrencilerin konuşma tutumları ile yazma tutumları arasında orta düzeyde ve pozitif yönlü bir ilişki saptanmıştır. Öğrencilerin konuşma tutumları ile sosyal duygusal öğrenme becerileri arasında orta düzeyde ve pozitif yönde bir ilişki saptanmıştır. Öğrencilerin yazma tutumları ile sosyal duygusal öğrenme becerileri arasında orta düzeyde ve pozitif yönlü bir ilişki saptanmıştır. Ayrıca öğrencilerin konuşma tutumlarının anne ve babanın eğitim durumu ve okul dışında bir kursa gitme durumuna göre anlamlı farklılaştığı belirlenmiştir. Öğrencilerin yazma tutumlarının cinsiyet, günlük ekran süresi, aylık kitap okuma sayısı ve günlük tutma durumuna göre anlamlı farklılaştığı belirlenmiştir.
The aim of this research is to examine the relationship between the speaking and writing attitudes of primary school 4th grade students. In accordance with this general purpose, speaking and writing attitudes were evaluated in terms of different variables (gender, education level of parents, daily screen time, average number of books read per month, whether or not to go to any course outside of school, diary keeping and social-emotional learning skills). intended to be examined. The sample of the research, which was carried out using the relational scanning model, consists of 400 students selected from public schools with upper, middle and lower socio-economic levels in the Anatolian Side of Istanbul in the 2021-2022 academic year. “Personal Information Form” developed by the researcher as data collection tool, “Speaking Skill Attitude Scale” developed by Mermi (2021), “Attitude Scale for Writing” developed by Erdoğan (2012) and developed by Esen-Aygün and Şahin-Taşkın (2017). “Social Emotional Learning Skills Scale” was used. As a result of the research, a moderate and positive relationship was found between the students' speaking attitudes and their writing attitudes. A moderate and positive relationship was found between students' speaking attitudes and their social-emotional learning skills. A moderate and positive relationship was found between students' writing attitudes and their social-emotional learning skills. In addition, it was determined that the speaking attitudes of the students differed significantly according to the educational status of the parents and the status of going to a course outside of school. It was determined that students' writing attitudes differed significantly according to gender, daily screen time, number of monthly book readings and diary keeping.
The aim of this research is to examine the relationship between the speaking and writing attitudes of primary school 4th grade students. In accordance with this general purpose, speaking and writing attitudes were evaluated in terms of different variables (gender, education level of parents, daily screen time, average number of books read per month, whether or not to go to any course outside of school, diary keeping and social-emotional learning skills). intended to be examined. The sample of the research, which was carried out using the relational scanning model, consists of 400 students selected from public schools with upper, middle and lower socio-economic levels in the Anatolian Side of Istanbul in the 2021-2022 academic year. “Personal Information Form” developed by the researcher as data collection tool, “Speaking Skill Attitude Scale” developed by Mermi (2021), “Attitude Scale for Writing” developed by Erdoğan (2012) and developed by Esen-Aygün and Şahin-Taşkın (2017). “Social Emotional Learning Skills Scale” was used. As a result of the research, a moderate and positive relationship was found between the students' speaking attitudes and their writing attitudes. A moderate and positive relationship was found between students' speaking attitudes and their social-emotional learning skills. A moderate and positive relationship was found between students' writing attitudes and their social-emotional learning skills. In addition, it was determined that the speaking attitudes of the students differed significantly according to the educational status of the parents and the status of going to a course outside of school. It was determined that students' writing attitudes differed significantly according to gender, daily screen time, number of monthly book readings and diary keeping.