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Bu çalışmanın amacı, okul öncesi eğitimin ilk okuma ve yazma başarısına etkisinin belirlenmesidir. Araştırmanın uygulaması, Erzurum ilindeki devlet ilkokullarından kolay örnekleme tekniği ile seçilen ilkokullarda öğrenim gören 116 ilkokul birinci sınıf öğrencisi üzerinde yapılmıştır. Betimsel tarama modelinde yürütülen araştırmanın verileri “öğrenci bilgi formu”, “okuma ölçeği” ve “yazma ölçeği” kullanılarak elde edilmiştir. Verilerin analizinde Fark Testleri (ikili gruplarda bağımsız örneklem t-testi, üçlü ya da daha fazla gruplarda ise tek yönlü ANOVA testi) kullanılmıştır. Araştırmanın sonuçları şöyle özetlenebilir: Okul öncesi eğitimi alan ve okul öncesi eğitimi almayan ilkokul birinci sınıf öğrencilerinin ilk okuma ve yazma başarıları arasında anlamlı farklılıklar vardır. Okul öncesi eğitimi alan öğrenciler ilk okuma ve yazmada daha başarılıdır. İlkokul birinci sınıfta cinsiyetin, ilk okuma ve yazma başarısı üzerinde herhangi bir etkisi yoktur. İlkokul birinci sınıf öğrencilerinin sosyo-ekonomik düzeyleri, öğrencilerin ilk okuma ve yazma başarılarını etkilemektedir. Sosyo-ekonomik düzeyleri yüksek olan öğrenciler diğer öğrencilere göre ilk okuma ve yazmada daha başarılıdırlar. İlkokul birinci sınıf öğrencilerinin anne veya baba eğitim düzeyleriyle ilk okuma veya ilk yazma başarıları arasında anlamlı farklılıklar vardır. Öğrencilerin anne veya baba eğitim düzeyleri yükseldikçe ilk okuma veya ilk yazma başarıları da yükselmektedir.
The aim of the study is to determine the influence of pre-school education on the first reading and writing success. The application of the study was carried out on 116 primary school first grade students who are selected from state primary schools in Erzurum, by easy sampling technique. The data required for this research in the descriptive screening model were collected with the student information form, reading scale and writing scale. Difference Tests (independent sample t-test in two groups and one-way ANOVA test in three or more groups) were used for analysis of the data. The results of the study can be summarized as follows: In the first reading and writing, there are significant differences between primary school first grade students receiving pre-primary education and primary school first grade students not receiving pre-primary education. Students who receive pre-school education are more successful at first reading and writing. In primary school first grade, gender has no effect on initial reading and writing success. The socio-economic of level by primary school first grade students, affects the first reading and writing success of the students. Students with high levels of socio-economic are more successful in reading and writing than others. There is a significant difference between the level of education of the mother or father of the primary school first grade students with the first reading or first writing success. As the education levels of the father and mother increase, the first reading or writing successes also increase.
The aim of the study is to determine the influence of pre-school education on the first reading and writing success. The application of the study was carried out on 116 primary school first grade students who are selected from state primary schools in Erzurum, by easy sampling technique. The data required for this research in the descriptive screening model were collected with the student information form, reading scale and writing scale. Difference Tests (independent sample t-test in two groups and one-way ANOVA test in three or more groups) were used for analysis of the data. The results of the study can be summarized as following: In the first reading and writing, there are significant differences between primary school first grade students receiving pre-primary education and primary school first grade students not receiving pre-primary education. Students who receive pre-school education are more successful at first reading and writing. In primary school first grade, gender has no effect on initial reading and writing success. The socio-economic of level by primary school first grade students, affects the first reading and writing success of the students. Students with high levels of socio-economic are more successful in reading and writing than others. There is a significant difference between the level of education of the mother or father of the primary school first grade students with the first reading or first writing success. As the education levels of the father and mother increase, the first reading or writing successes also increase.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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