Abstract
This research examines the effect of educational games on self-concept levels of inclusive students enrolled in secondary schools. The research was conducted in two secondary schools in Golbasi district of Ankara, the capital of Turkey, in the spring semester of 2015 - 2016 academic year. The research employed semi-experimental design with pretest and posttest control group. Of a total of 24 students, 12 (4 girls, 8 boys) were included in the experimental group and the other 12 (6 girls, 6 boys) were included in the control group. Educational games program, an independent variable of the research, was applied for 11 weeks, 2 lessons per week. The program that did not include educational games was applied to the control group. Self-concept Scale (SCS) was used to collect data in the research. Independent group t test was used for data analysis, and for single-factor repeated measures, two-factor ANOVA test was used. The significance level was determined to be 0.05. At the end of this research, a significant difference was found in favor of the students in the experimental group in terms of physical competence, physical appearance, peer relationships and general self-concept dimensions of the self-concept scale. On the other hand, there was not any significant difference in favor of both groups in terms of the dimension of relations with parents of the scale.
Highlights
IntroductionIn the early years of life, teaching with games serves to the child development in the easiest and in the most natural way
Human being is an entity that needs to learn and teach to maintain his life
When the general results of this research examining the effect of the educational games on the self-concept levels of the inclusive students are evaluated, it is seen that pretest scores of the experimental and control group students are at a good level in all sub-dimensions of the non-academic self-concept scale used in the research while in posttest scores, except for parent relationship sub-dimension, a significant difference in favor of the experimental group is seen in all sub-dimensions
Summary
In the early years of life, teaching with games serves to the child development in the easiest and in the most natural way. In this process, generally each game has a goal as well as a range of rules, enforcement, feedback and penalties (Ke, 2016; Klopferet et al, 2009, Wouters & Van Oostendorp, 2013, Prensky, 2001). According to Piaget (1962), a child learns through games to adapt to his/her environment. To act in solidarity, and to fight for an objective thanks to games (Pehlivan, 2005). Children learn to imitate reality in an objective way. The child experiences realistic experiences by doing daily work (such as changing clothes, washing dishes, hovering, impersonating social roles, etc.) or by acting important events in life (such as death and funerals) (Georges, 2007)
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