İşitme engelli ve engelli olmayan ilköğretim öğrencilerinin benlik kavramları ve akademik başarıları arasındaki ilişkinin incelenmesi
Date
2002-04-01
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu araştırma ile işitme engelli ilköğretim öğrencileri ile engelli olmayan öğrencilerin benlik kavramları arasındaki fark incelenmiştir. Öğrencilerin 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 başarılarını 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 ile Hamzabey İlköğretim Okulu'nun 4,5,6,7 ve 8.sınıfına devam eden 177 öğrenci üzerinde yapılmıştır. Araştırma verilerinin analizinde ortalama, standart sapma, korelasyon, «t-testi» ve tek 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, engelli olmayan 4,5,6ve 8.sınıf öğrencilerinin benlik kavramı ile akademik başarıları arasında anlamlı bir ilişki olduğunu ,engelli olmayan öğrencilerin benlik kavramı puanlarının ortalamalarının engelli öğrencilerin puanlarının ortalamalarından daha yüksek olduğunu göstermiştir.
This study investigated the relationship between self-concepts of pupils attending primary daily school and boarding-daily school for the hearing handicapped and their academic achievement. In order to explore these pupils self-concept levels, the researcher used "Piers-Harris' 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. 207 pupils participated in the study. The pupils were attending Primary Daily School and Primary Daily School for the hearing handicapped in Bursa, 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» and one way 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 ,5th , 6th and 8th grade learners in primary daily school and their academic achievement. Also, it was found (significant difference) between the self-concept scores of the pupils and with hearing handicap students scores.
This study investigated the relationship between self-concepts of pupils attending primary daily school and boarding-daily school for the hearing handicapped and their academic achievement. In order to explore these pupils self-concept levels, the researcher used "Piers-Harris' 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. 207 pupils participated in the study. The pupils were attending Primary Daily School and Primary Daily School for the hearing handicapped in Bursa, 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» and one way 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 ,5th , 6th and 8th grade learners in primary daily school and their academic achievement. Also, it was found (significant difference) between the self-concept scores of the pupils and with hearing handicap students scores.
Description
Keywords
Benlik, Engelli, Akademik başarı, İlişki, Self-concept, Handicapped, Academic achievement, Relationship
Citation
Bilgin, A. ve Kartal, H. (2002). "İşitme engelli ve engelli olmayan ilköğretim öğrencilerinin benlik kavramları ve akademik başarıları arasındaki ilişkinin incelenmesi". Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 43-52.