Yatılı-gündüzlü işitme engelli ilköğretim öğrencilerinin benlik kavramları ve akademik başarıları arasındaki ilişkinin incelenmesi
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Date
2001
Authors
Kartal, Hülya
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Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu araştırma ile yatılı-gündüzlü işitme engelli ilköğretim öğrencilerinin benlik kavramları ile akademik başarıları arasındaki ilişki incelenmiştir. Yatılı-gündüzlü işitme engelli ilköğretim öğrencilerinin benlik-kavramı düzeylerini ölçmek için Piers-Harris (1964) tarafından geliştirilip Öner (1994) tarafından Türkçe'ye uyarlanan "Piers-Harris'in Çocuklarda Öz-Kavramı Ölçeği" ve akademik basanlarını belirlemek için öğrenci ders notlarına ait bilgiler kullanılmıştır. Araştırma, 2000-2001 öğretim yılında Bursa İl merkezindeki Gündüzlü Duyum Engelliler İlköğretim Okulu ile Kemalpaşa İlçesinde bulunan Yatılı İbn-i Sina İşitme Engelliler İlköğretim Okulunun 4,5,6,7 ve 8. sınıflarına devam eden 130 öğrenci üzerinde yapılmıştır. Araştırma verilerinin analizinde ortalama, standart sapma, korelasyon, «t-testi», tek yönlü ve çok yönlü varyans analizi yapılmıştır. Bu amaçla tüm verilerin analizi; Sosyal Bilimler için İstatistiksel Paket (SPSS 8.0 for Windows) programı ile yapılmıştır. Manidarlık düzeyi,05 olarak alınmıştır. Araştırma bulguları, yatılı okuyan 4 ve 7. sımf ile gündüzlü okuyan 6 ve 7. sınıf öğrencilerinin benlik kavramı ile akademik başarıları arasında anlamlı bir ilişki olduğunu ve işitme engelli ilköğretim öğrencilerinin sınıf düzeylerine göre benlik kavramı puanlarının ortalamaları ile akademik başarılarının cinsiyete göre farklılığa yol açtığını göstermiştir.
This study investigated the relationship between self-concepts of pupils attending boarding-daily school for the hearing handicapped and their academic achievement.. In order to explore these pupils self-concept levels, the researcher used "Piers- Harris1 Self-Concept Questionnaire" developed by Piers-Harris (1964). The questionnaire was translated into Turkish by Öner (1994). Learner grades were used to determine their academic achievement. The study was conducted in 2000-2001 academic year. 130 pupils participated in the study. The pupils were attending Primary Daily School for the hearing handicapped in Bursa and Primary Boarding School for the hearing handicapped in Kemalpaşa. They were 4th, 5th, 6th, 7th and 8th grade learners. The data was subjected to the analyses of means, standard deviations, correlation, «t-test», one way analyses of variance and multiple analyses of variance. SPSS (8.0 for Windows) was used for the whole data analysis. The degree of significance was taken as.05. The findings revealed that were was a significant relationship between self- concepts of the 4th and 7th grade learners in boarding school and 6th and 7th grade learners in daily school and their academic achievement. Also, it was found that the self-concept scores of the pupils with hearing handicap show differences according to their grade levels and their academic achievement in terms of gender.
This study investigated the relationship between self-concepts of pupils attending boarding-daily school for the hearing handicapped and their academic achievement.. In order to explore these pupils self-concept levels, the researcher used "Piers- Harris1 Self-Concept Questionnaire" developed by Piers-Harris (1964). The questionnaire was translated into Turkish by Öner (1994). Learner grades were used to determine their academic achievement. The study was conducted in 2000-2001 academic year. 130 pupils participated in the study. The pupils were attending Primary Daily School for the hearing handicapped in Bursa and Primary Boarding School for the hearing handicapped in Kemalpaşa. They were 4th, 5th, 6th, 7th and 8th grade learners. The data was subjected to the analyses of means, standard deviations, correlation, «t-test», one way analyses of variance and multiple analyses of variance. SPSS (8.0 for Windows) was used for the whole data analysis. The degree of significance was taken as.05. The findings revealed that were was a significant relationship between self- concepts of the 4th and 7th grade learners in boarding school and 6th and 7th grade learners in daily school and their academic achievement. Also, it was found that the self-concept scores of the pupils with hearing handicap show differences according to their grade levels and their academic achievement in terms of gender.
Description
Keywords
Akademik başarı, Hearing impaired children, Academic achievement, Benlik kavramı, Self concept, Engelli çocuklar, Boarders, Yatılı öğrenciler, İlköğretim öğrencileri, Primary education students, İşitme engelli çocuklar
Citation
Kartal, H. (2001). Yatılı-gündüzlü işitme engelli ilköğretim öğrencilerinin benlik kavramları ve akademik başarıları arasındaki ilişkinin incelenmesi. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.