Özet:

This study was conducted with a total of 150 adults aged 20-35 to investigate the role of gender and educational level during the maximum phonation period. Participants formed three groups as primary, secondary, and university graduates according to their educational levels, each educational level group included 25 women and 25 men. For the assessment of the fonation time /a/, /s/ and /z/ fonation times and s/z ratio were used. The statistical assessment was made using two-way variance analysis. The results showed that education and gender in the time of /a/ funding have a fundamental effect; education and gender in the time of /s/ and /z/ funding have a fundamental effect, as well as a level of education and gender interaction. There were no similar results for the s/z ratio. The Role of Gender and Education Level on Maximum Phonation Time in Healthy Adults Present study is designed to investigate the effects of gender and education level on maximum phonation time. A total of 150 healthy adults aged between 20-35 years, and grouped in three levels of education (primary school, high school and university graduates) were served as participants. Maximum phonation time was measured by sustained vowel /a/ production. Sustained /s/ and /z/ production, and s/z ratio were used for measuring phonatoy and respiratory efficiency. A two way ANOVA was used for statistical analysis. Significant main effects were found for gender and education level for sustained vowel/a/ production. Significant main and interaction effects for gender and education level were found for sustained /s/ and /z/ productions. However no significant main effects nor interaction effects were found for s/z ratio.