Okul öncesi dönem çocuklarının 21. yüzyıl becerilerinin farklı değişkenler açısından incelenmesi
Date
2023-09-22
Authors
Çelik, Gülay
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırma, 5-6 yaş grubu okul öncesi eğitimi alan çocukların 21. yüzyıl becerilerinin çeşitli değişkenler açısından incelenmesini amaçlamaktadır. Bu kapsamda araştırma, Bursa ili Osmangazi ilçesinde bulunan resmi ve bağımsız anaokullarına devam eden 5-6 yaş grubu 750 çocuk ile gerçekleştirilmiştir. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. "Demografik Bilgi Formu" ve "5-6 Yaş Çocukları için 21.Yüzyıl Becerileri Ölçeği" araştırmada veri toplama araçları olarak kullanılmıştır. Verilerin analizi SPSS 23.00 programı ile yapılmıştır. Demografik verilerin analizinde aritmetik ortalama, frekans, yüzde ve standart sapma kullanılmıştır. Ölçekten elde edilen verilerin normal dağılım göstermesi nedeniyle değişkenler arası ilişkilerin analizleri için bağımsız gruplar t testi, tek yönlü varyans analizi (ANOVA), post-hoc testleri (Scheffe) uygulanmıştır. Anlamlı farklılığın etki büyüklüğünü belirlemek için bağımsız örneklemler t-testi için Cohen d değeri, tek yönlü varyans analizi için eta kare (η2) değeri hesaplanmıştır. Yapılan istatistiksel analiz sonuçlarına göre çocukların 21. yüzyıl becerileri cinsiyet açısından incelendiğinde kızlar yönünde, kardeş sayısına göre incelendiğinde az kardeşe sahip olan çocuklar yönünde anlamlı bir ilişkinin olduğu belirlenmiştir. Araştırmanın diğer sonuçlarına göre çocukların 21. yüzyıl becerilerine sahip olma durumlarının; anne ve baba eğitim durumu, baba çalışma durumu, ailenin gelir düzeyi, çocukların ev ortamında ayrı bir odaya sahip olma durumu, internete erişme imkânı, ailesi tarafından kitap okuma sıklığı, en çok vakit geçirdikleri teknolojik cihaz türü, teknolojik cihazlar ile geçirdikleri süre ve teknolojik cihazları kullanım amaçları değişkenlerine göre anlamlı farklılık gösterdiği belirlenmiştir. Buna karşılık çocukların 21. yüzyıl becerilerinin anne ve baba yaşı, anne çalışma durumu değişkenlerine göre anlamlı bir farklılık göstermediği sonucuna ulaşılmıştır. Çalışma kapsamında araştırmanın amaçları ve bulguları doğrultusunda gelecekte yapılacak olan diğer araştırmalara yönelik önerilerde bulunulmuştur.
This study aims to examine the 21st century skills of 5–6-year-old preschool children in terms of various variables. In this context, the study was conducted with 750 children aged 5-6 years attending official and independent preschools in Osmangazi district of Bursa province. Relational survey model, one of the quantitative research methods, was used in the study. "Demographic Information Form" and "21st Century Skills Scale for 5–6-Year-Old Children" were used as data collection tools in the study. The data were analyzed with SPSS 23.00 program. Arithmetic mean, frequency, percentage and standard deviation were used to analyze demographic data. Since the data obtained from the scale showed normal distribution, parametric tests such as independent groups t test, one-way analysis of variance (ANOVA), post-hoc tests (Scheffe) were used to analyze the relationships between variables. To determine the effect size of the significant difference, Cohen's d value for independent samples t test and eta squared (η2) value was calculated for one-way analysis of variance. According to the results of the statistical analysis, when the 21st century skills of children were analyzed in terms of gender, it was determined that there was a significant relationship in the direction of girls, and when analyzed according to the number of siblings, it was determined that there was a significant relationship in the direction of children with fewer siblings. According to the other results of the study, it was determined that children's 21st century skills differed significantly according to the variables of mother and father's education level, father's employment status, family income level, children's having a separate room in the home environment, access to the internet, frequency of reading books by the family, the type of technological device they spend the most time with, the time they spend with technological devices and the purpose of using technological devices. On the other hand, it was concluded that children's 21st century skills did not differ significantly according to the variables of mother and father's age and mother's employment status. Within the scope of the study, suggestions were made for future research in line with the aims and findings of the study.
This study aims to examine the 21st century skills of 5–6-year-old preschool children in terms of various variables. In this context, the study was conducted with 750 children aged 5-6 years attending official and independent preschools in Osmangazi district of Bursa province. Relational survey model, one of the quantitative research methods, was used in the study. "Demographic Information Form" and "21st Century Skills Scale for 5–6-Year-Old Children" were used as data collection tools in the study. The data were analyzed with SPSS 23.00 program. Arithmetic mean, frequency, percentage and standard deviation were used to analyze demographic data. Since the data obtained from the scale showed normal distribution, parametric tests such as independent groups t test, one-way analysis of variance (ANOVA), post-hoc tests (Scheffe) were used to analyze the relationships between variables. To determine the effect size of the significant difference, Cohen's d value for independent samples t test and eta squared (η2) value was calculated for one-way analysis of variance. According to the results of the statistical analysis, when the 21st century skills of children were analyzed in terms of gender, it was determined that there was a significant relationship in the direction of girls, and when analyzed according to the number of siblings, it was determined that there was a significant relationship in the direction of children with fewer siblings. According to the other results of the study, it was determined that children's 21st century skills differed significantly according to the variables of mother and father's education level, father's employment status, family income level, children's having a separate room in the home environment, access to the internet, frequency of reading books by the family, the type of technological device they spend the most time with, the time they spend with technological devices and the purpose of using technological devices. On the other hand, it was concluded that children's 21st century skills did not differ significantly according to the variables of mother and father's age and mother's employment status. Within the scope of the study, suggestions were made for future research in line with the aims and findings of the study.
Description
Keywords
21. yüzyıl becerileri, Demografik değişkenler, Okul öncesi eğitim, 21st century skills, Demographic variables, Preschool education
Citation
Çelik, G. (2023). Okul öncesi dönem çocuklarının 21. yüzyıl becerilerinin farklı değişkenler açısından incelenmesi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.