Aile ile Birlikte Yazmanın İlkokul Öğrencilerinin Yazma Başarı ve Tutumlarına Etkisi

İsmail Sarikaya

doi:10.30703/cije.901755

Araştırma Makalesi

Aile ile Birlikte Yazmanın İlkokul Öğrencilerinin Yazma Başarı ve Tutumlarına Etkisi

Yıl 2021, Cilt: 10 Sayı: 4, 1696 - 1720, 30.12.2021

İsmail Sarikaya

https://doi.org/10.30703/cije.901755

Cited By: 6

Öz

Bu çalışmada aile ile birlikte yazmanın ilkokul 4. sınıf öğrencilerinin yazma başarısı ve yazma tutumları üzerinde nasıl bir etkisinin olduğunu tespit etmek amaçlanmıştır. Çalışma, yarı-deneysel desene uygun olarak tasarlanmıştır. Katılımcılar, küme örnekleme yoluyla belirlenmiştir. Araştırma, deney ve kontrol grubunda bulunan toplam 62 ilkokul dördüncü sınıf öğrencisi ve onların aileleri ile yürütülmüştür. Çalışmaya aile eğitimi ile başlanmış, her hafta ailelerle bilgilendirme ve istişare toplantıları yürütülmüştür. Ailelere, ilkokulda temel yazma becerileri, yazma görevi esnasında dönüt ve düzeltme, analitik yazma ve değerlendirme vb. konularda eğitim verilmiştir. Sürecin başında ve sonunda öğrencilerin yazma başarıları ile yazmaya yönelik tutumları ölçülmüştür. Aile ile birlikte yazma müdahalesinin bitimini izleyen 4. hafta içerisinde kalıcılık ölçümleri yapılmıştır. Uygulama, 10 hafta boyunca aralıksız olarak devam ettirilmiştir. Veri analizinde betimsel ve kestirimsel istatistikten yararlanılmıştır. Gruplara ait ölçümler hem kendi içerisinde hem de gruplar arasında karşılaştırılmıştır. Bulgular, yapılan müdahalenin öğrencilerin yazma başarıları ve yazma tutumları üzerinde anlamlı ve olumlu yönde bir değişime yol açtığını göstermiştir. Yazma başarı puanları ve tutumları açısından deney grubu kontrol grubuna göre daha avantajlı hale gelmiştir. Bu çalışma ile aile ile birlikte yazmanın yazma öğretimi sürecindeki etkisi açığa çıkarılmıştır. Bu doğrultuda, öğretmenlere ve alan uzmanlarına yazma öğretimi sürecinde aileleri aktif hale getirmeleri ve etkili bir iletişim kurmaları tavsiye edilmektedir.

Anahtar Kelimeler

Aile ile birlikte yazma, yazma başarısı, yazma tutumu, ilkokul öğrencileri, aile katılımı

Kaynakça

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The Effect of Writing with Family on Primary School Students' Writing Success and Attitudes

Yıl 2021, Cilt: 10 Sayı: 4, 1696 - 1720, 30.12.2021

İsmail Sarikaya

https://doi.org/10.30703/cije.901755

Cited By: 6

Öz

In this study, it was aimed to determine what effect writing with family has on the writing success and writing attitudes of primary school 4th graders. The study was designed in accordance with a quasi-experimental design. Cluster random sampling was used to determine the participants. The research was carried out with two groups of 4th graders (n=62) and their family, one of which is experimental and one is the control group. First of all, a training program was implemented for parents, and information and consultation meetings were held with parents every week. Families were trained in basic writing skills in primary school, feedback and corrections during the writing task, and analytic writing and evaluation, etc. Students' writing success and attitudes were measured at the beginning and end of the process. Permanence measurements were made within the 4th week following the end of the intervention of writing with families. The intervention was continued for 10 weeks. Descriptive and predictive statistics were used in data analysis. The data were compared both within and between groups. The findings show that the intervention caused a significant and positive change in the writing success and writing attitudes of the participants. In addition, the findings reveal that the experimental group has become more advantageous than the control group in terms of writing success scores and attitudes. With this study, it was aimed to reveal the effect of writing with families in teaching writing. In this direction, it can be recommended teachers and field experts to activate families and establish effective communication during teaching writing.

Anahtar Kelimeler

Writing with family, writing success, writing attitude, primary school students, parental involvement

Kaynakça

Akarsu, B. (2015). Hipotezlerin, değişkenlerin ve örneklemin belirlenmesi. M. Metin. (Ed.), Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri içinde (2. b., ss. 21-43). Ankara: Pegem Akademi.
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Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Bölüm	Araştırma Makalesi
Yazarlar	İsmail Sarikaya 0000-0002-4870-8345
Yayımlanma Tarihi	30 Aralık 2021
Yayımlandığı Sayı	Yıl 2021Cilt: 10 Sayı: 4

Kaynak Göster

APA	Sarikaya, İ. (2021). Aile ile Birlikte Yazmanın İlkokul Öğrencilerinin Yazma Başarı ve Tutumlarına Etkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 10(4), 1696-1720. https://doi.org/10.30703/cije.901755