SÜLEYMAN ERKAM SULAK, HASAN BASRİ KANSIZOĞLU, ÖMER KEMİKSİZ

HİKÂYE EDİCİ METİN YAPISI ÖĞRETİMİNİN 6. SINIF ÖĞRENCİLERİNİN YAZMA KAYGILARINA ETKİSİ

Bu araştırmanın amacı hikâye edici metin yapıları öğretiminin öğrencilerin yazma kaygı düzeylerine olan etkisini belirlemektir. Ön test-son test eşleştirilmiş kontrol gruplu yarı deneysel desenin kullanıldığı araştırmanın çalışma grubunu Bartın İl Millî Eğitim Müdürlüğüne bağlı iki ortaokulda öğrenim gören 105 altıncı sınıf öğrencisi (Ndeney=55, Nkontrol=50) oluşturmaktadır. Araştırmada Özbay ve Zorbaz (2011) tarafından Türkçeye uyarlanıp geçerlik ve güvenirlik çalışması yapılan Daly-Miller Yazma Kaygısı Ölçeği kullanılmış, elde edilen veriler IBM SPSS Statistics 20.0 programı ile çözümlenmiştir. Verilerin analizinde ilişkisiz örneklemler için t-testi istatistiği kullanılmıştır. Metin yapıları öğretiminin 6. sınıf öğrencilerinin yazma kaygı düzeyleri üzerinde istatistiksel olarak anlamlı bir etkisinin olup olmadığını ortaya koymak için yapılan ilişkisiz örneklemler için t-testi sonucunda metin yapıları öğretimi yapılan deney grubundaki öğrencilerin son test puan ortalaması ile (Xdeney= 99,62) metin yapıları öğretimi yapılmayan kontrol grubundaki öğrencilerin son test puan ortalaması (Xkontrol= 93,0) arasında deney grubu lehine anlamlı bir fark bulunmuştur (p

THE EFFECT OF TEACHING NARRATIVE TEXT STRUCTURE ON WRITING ANXIETY OF 6TH GRADE STUDENTS

This research aims to detect the effect of teaching narrative text structures on writing anxiety levels of students. The design used in the research is a semi-experimental design with a pretest and posttest matched control group. The research group consists of 105 6th grade students (Nexp.=55, Ncont.=50) from two secondary schools (Hendekyanı Secondary School, İMKB Secondary School) affiliated to Bartın Provincial Directorate for National Education. Daly-Miller Writing Anxiety Scale was adapted in Turkish by Özbay and Zorbaz (2011) and used in the research pursuant to validity and reliability studies. IBM SPSS Statistics 20.0 program was used to analyze the obtained data. Independent samples t-test was used in data analyzing. At the end of independent samples t-test in order to reveal whether teaching text structures has a statistically significant effect on writing anxiety levels of 6th grade students; a significant difference (p

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