Abstract
The aim of this study was to compare the social skill levels of university students from three different teaching departments. Study sample consisted of 100 students (mean age = 21.55 ± 0.165) of physical education and sports teaching (PEST) department, 100 students (mean age = 20.93 ± 0.157) of classroom teaching (CT) department and 100 students (mean age = 21.43 ± 0.189) of music teaching (MT) department. Data were collected using a social skills inventory and a socio-demographic information form. Descriptive statistics, one-way variance analysis, LSD multiple comparison test and independent sample t test were used to analyze the data using the SPSS. The mean scores of PEST, CT and MT students on the Social Skills Inventory were 280.81 (±4.56), 281.34 (±5.45) and 278.94 (±5.32), respectively. There was no statistically significant difference in social skills scores between PEST, CT and MT students while female participants' social skills scores were significantly higher than those of male participants. Social skills scores did not differ significantly by parents' education level while they differed significantly by place of residence (village, district or city). Participants have an average level of social skills with no departmental difference. Female pre-service teachers have a higher level of social skills than male pre-service teachers.
Highlights
E of classroom teaching (CT) behaviors that enable interaction with others and the ability department and 100 students of to assist and encourage their students to develop these music teaching (MT) department
The Skills Inventory (SSI) was adapted to Turkish language, and its validity and reliability were established by Yüksel [7]
The results show that participants whose mothers have a high level of education have better social skills than those whose mothers have a low level of education, indicating that the former are better at sensing the emotional states of other people and acting and using social and verbal speech communication skills in practice than the latter (Table 6)
Summary
E (mean age = 20.93 ± 0.157) of classroom teaching (CT) behaviors that enable interaction with others and the ability department and 100 students (mean age = 21.43 ± 0.189) of to assist and encourage their students to develop these music teaching (MT) department. The mean scores of PEST, CT and MT students on the students’ social skills, the number of studies on teachers’. There was no statistically through observation and imitation, and reinforced by significant difference in social skills scores between PEST, positive feedback [4]. Social skills scores did not differ significantly professionalism and 3- social skills [5]. According to by parents' education level while they differed significantly Giblin [6], learning to establish positive relationships with by place of residence (village, district or city). Female pre-service teachers have a higher level Good education depends especially on good of social skills than male pre-service teachers
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