Duygusal Okuryazarlık Eğitiminin İlkokul Öğrencilerinin Duygusal Zeka Performansı Üzerindeki Etkisinin Cinsiyete Göre İncelenmesi

Öz Bu çalışmanın amacı duygusal okuryazarlık eğitiminin ilkokul öğrencilerinin duygusal zeka performansı üzerindeki etkisini cinsiyete göre incelmektir.  Araştırma tek gruplu ön-test son-test zayıf deneysel desende tasarlanmıştır. Çalışma gurubu, ilkokul dördüncü sınıfta öğrenim görmekte olan 7’si kız 9’u erkek olmak üzere toplam 16 öğrenciden oluşturulmuştur. Duygusal okuryazarlık eğitimi haftada dört ders saati olmak üzere 31 ders saati sürmüştür. Veriler On Yaş Duygusal Zeka Ölçeği ile elde edilmiştir. Veriler normal dağılım gösterdiğinden parametrik test tekniklerinden bağımsız gruplar t-testi ile analiz edilmiştir. Araştırmadan elde edilen bulgular duyusal okuryazarlık eğitiminin ilkokul dördüncü sınıf öğrencilerinin duygusal zeka performansı üzerindeki etkisinin cinsiyete göre değişmediğini göstermektedir. Araştırma sonuçları ilgili literatür ve teoriler çerçevesinde ele alınmış ve tartışılmıştır.

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