Publication: İlköğretim 5. sınıf öğrencilerinin kompozisyon yazma becerileri üzerine bir araştırma
Abstract
Bu araştırma, ilköğretim beşinci sınıf öğrencilerinin yazılı anlatım becerilerini belirlemek amacıyla yapılmıştır. Bu amaçla öğrencilerin yaşı, cinsiyeti, sosyo-ekonomik düzeyi, anne-babanın eğitim düzeyi, kitap okuma sayısı, okul öncesi eğitim alıp almama durumunun, öğrencilerin yazılı anlatım becerisi üzerindeki etkisi ve Türkçe dersine yönelik tutumun öğrencilerin yazılı anlatım becerilerini yordama düzeyi incelenmiştir. Araştırma 2005-2006 eğitim-öğretim yılında Edirne ilindeki ilköğretim okullarında 156 ilköğretim beşinci sınıf öğrencisiyle gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak “Kişisel Bilgi Formu”, “Türkçe Dersine Yönelik Tutum Ölçeği”, “Altı Adet Kompozisyon Konusu” kullanılmıştır. Araştırmada elde edilen verilerin analizinde “Bağımsız Gruplar T Testi”, “Tek Yönlü ANOVA” ve “Regresyon Analizi” teknikleri kullanılmıştır. Araştırmadan elde edilen bazı bulgular aşağıda sunulmuştur: 1.Öğrencilerin yazılı anlatım becerileri cinsiyetlerine göre anlamlı bir farklılık göstermemektedir. 2.Okulöncesi eğitim alan ve almayan öğrencilerin yazılı anlatım beceri düzeyleri arasında okulöncesi eğitim alan öğrenciler lehine anlamlı düzeyde farklılık vardır. 3.Öğrencilerin yazılı anlatım becerileri kitap okuma sayılarına göre anlamlı bir farklılık göstermektedir. 4.Öğrencilerin yazılı anlatım becerileri annelerinin eğitim düzeyine göre anlamlı bir farklılık göstermektedir. 5.Öğrencilerin yazılı anlatım becerileri sosyo-ekonomik düzeylerine göre üst sosyo- ekonomik düzey lehine anlamlı bir farklılık göstermektedir. 6.Öğrencilerin cinsiyetlerine göre Türkçe dersine yönelik tutumları kız öğrenciler lehine anlamlı bir farklılık göstermektedir. 7.Öğrencilerin Türkçe dersine yönelik tutumları anne-babanın bitirdiği okul durumuna göre anlamlı bir farklılık göstermemektedir. 8.Öğrencilerin Türkçe dersine yönelik tutumları sosyo ekonomik düzeylerine göre anlamlı bir farklılık göstermemektedir. 9.Öğrencilerin Türkçe dersine yönelik tutumları, yazılı anlatım becerilerinin .02 (R2) düzeyinde yordayıcısıdır.
This study has been carried out to determine the writing skills of the fifth grade pupils of elementary schools. For this aim, effect of age, gender, socio-economic status, education level of parents, number of the books read, attending to kindergarden or not on writing skills and predictivity level of the attitude towards Turkish course on writing skills of pupils have been searched. The Study has been realized with 156 fifth grade pupils in Elementary Schools in Edirne in 2005-2006 academic year. “Personal Data Form”, “Attitude Scale Towards Turkish Course”, “Six Writing Theme” were used to gather the data. Independent Samples T test, One Way ANOVA and Regression Analysis techniques were used to analyze the data that were gathered through the study. Some findings of the study are as follows: 1.There is not a significant difference between writing skills of the students according to their genders. 2.There is a significant difference between writing skills in favor of those who attended to the kindergarden schools compared with those who didn’t attended. 3.There is a significant difference between writing skills of the students according to book reading numbers in favor of those who read more. 4.There is a significant difference between writing skills of the students according to their mothers’ education level. 5.There is a significant difference between writing skills according to socio-economic status in favor of those who are in upper socio-economic status compared with those who are in lower socio-economic status. 6.There is a significant difference between male and female students’ Turkish course attitude scores in favor of female students. 7.There is not a significant difference between Turkish course attitude scores of the students according to their parents’ education level. 8.There is not a significant difference between Turkish course attitude scores of the students according to their socio-economic status. 9.Attitude towards Turkish course predicts the writing skills of the students at 2 % (R2) level.
This study has been carried out to determine the writing skills of the fifth grade pupils of elementary schools. For this aim, effect of age, gender, socio-economic status, education level of parents, number of the books read, attending to kindergarden or not on writing skills and predictivity level of the attitude towards Turkish course on writing skills of pupils have been searched. The Study has been realized with 156 fifth grade pupils in Elementary Schools in Edirne in 2005-2006 academic year. “Personal Data Form”, “Attitude Scale Towards Turkish Course”, “Six Writing Theme” were used to gather the data. Independent Samples T test, One Way ANOVA and Regression Analysis techniques were used to analyze the data that were gathered through the study. Some findings of the study are as follows: 1.There is not a significant difference between writing skills of the students according to their genders. 2.There is a significant difference between writing skills in favor of those who attended to the kindergarden schools compared with those who didn’t attended. 3.There is a significant difference between writing skills of the students according to book reading numbers in favor of those who read more. 4.There is a significant difference between writing skills of the students according to their mothers’ education level. 5.There is a significant difference between writing skills according to socio-economic status in favor of those who are in upper socio-economic status compared with those who are in lower socio-economic status. 6.There is a significant difference between male and female students’ Turkish course attitude scores in favor of female students. 7.There is not a significant difference between Turkish course attitude scores of the students according to their parents’ education level. 8.There is not a significant difference between Turkish course attitude scores of the students according to their socio-economic status. 9.Attitude towards Turkish course predicts the writing skills of the students at 2 % (R2) level.