8.sınıf öğrencilerinin eleştirel dinleme becerilerinin incelenmesi
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Dosyalar
Tarih
2022
Yazarlar
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Yayıncı
Hatay Mustafa Kemal Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, 8. sınıf öğrencilerin eleştirel dinleme becerilerini incelemektir. Bu amaç doğrultusunda çalışmada tarama modeli kullanılmıştır. Araştırmanın çalışma grubu 2020-2021 eğitim öğretim yılında Hatay ili Antakya ilçesinde bulunan 101 tane 8. sınıf öğrencisinden oluşmaktadır. Araştırmanın verileri için araştırmacı tarafından geliştirilen Eleştirel Dinleme Becerisi Ölçme Aracı ve Kişisel Bilgi Formu kullanılmıştır. Elde edilen veriler ilişkisiz örneklem t testi ve tek yönlü varyans analizi (ANOVA) ile çözümlenmiştir. Araştırmada ulaşılan sonuçlara göre 8. sınıf öğrencilerinin eleştirel dinleme becerilerinin annenin öğrenim durumu üniversite mezunu olan öğrencilerin lehine; yıllık okudukları kitap sayısına göre yılda 15 kitaptan fazla kitap okuyanların; Türkçe ders notuna göre Türkçe notu 5 olanların; televizyon, bilgisayar veya tablet karşısında gün içinde 1-2 saat vakit geçirenlerin lehine anlamlı bir farklılık belirlenmiştir. Bununla birlikte cinsiyete göre, babanın öğrenim durumuna göre ve öğrencilerin kendilerine ait odalarının olup olmamasına göre eleştirel dinleme becerisi arasında anlamlı bir ilişki bulunamamıştır.ANAHTAR KELİMELER Türkçe Programı, Dinleme Türleri, Dinleme, Eleştirel Dinleme, Eleştiri
The purpose of this research is to examine the level of the 8th grade students' critical listening skills . For this purpose , descriptive survey model was used research method in the study . The study group of the research consists of 101 8th grade students attending Hüseyin Özbuday Secondary School, Antakya Secondary School and Çekmece Secondary School in Antakya district of Hatay province in the 2020-2021 academic year . Simple random sampling method was used to determine the sample of the study. The Critical Listening Skills Assessment Tool and Personal Information Form developed by the researcher were used for the data of the study . The obtained data were analyzed by unrelated sample t-test and one-way analysis of variance (ANOVA). According to the resuts of the research, the critical listening skills of 8th grade students were in favor of those who have a university degree according to the education level of the mother ; According to the number of books read annually , those who read more than 15 books per year; According to the Turkish course grade, those who have a Turkish grade of 5; According to the time spent in front of television, computer or tablet, a significant difference was determined in favor of those who spend 1-2 hours a day. However, no significant relationship was found between critical listening skills according to the educational status of the father and whether the students have their own rooms.KEYWORDS Turkish Program, Types of Listening, Listening, Critical Listening, Criticisim
The purpose of this research is to examine the level of the 8th grade students' critical listening skills . For this purpose , descriptive survey model was used research method in the study . The study group of the research consists of 101 8th grade students attending Hüseyin Özbuday Secondary School, Antakya Secondary School and Çekmece Secondary School in Antakya district of Hatay province in the 2020-2021 academic year . Simple random sampling method was used to determine the sample of the study. The Critical Listening Skills Assessment Tool and Personal Information Form developed by the researcher were used for the data of the study . The obtained data were analyzed by unrelated sample t-test and one-way analysis of variance (ANOVA). According to the resuts of the research, the critical listening skills of 8th grade students were in favor of those who have a university degree according to the education level of the mother ; According to the number of books read annually , those who read more than 15 books per year; According to the Turkish course grade, those who have a Turkish grade of 5; According to the time spent in front of television, computer or tablet, a significant difference was determined in favor of those who spend 1-2 hours a day. However, no significant relationship was found between critical listening skills according to the educational status of the father and whether the students have their own rooms.KEYWORDS Turkish Program, Types of Listening, Listening, Critical Listening, Criticisim
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
