Proje yaklaşımına dayalı eğitimin anasınıfına devam eden çocukların okul olgunluğuna etkisinin incelenmesi

Abstract

Bu arastirma, proje yaklasiminadayali egitimin anasinifina devam eden cocuklarin okul olgunluguna etkisiniincelemek amaciyla yapilmistir. Arastirmanin evrenini, 2008-2009 egitim-ogretim yilinda Ankara iliKazan ilcesinde bulunan Milli Egitim Bakanligi’na bagli ilkogretim okullarininanasiniflarina devam eden alti yas grubu cocuklari olusturmaktadir. Arastirmaninorneklemi, Ankara ili Kazan ilcesinde Milli Egitim Bakanligi’na bagli TahsinSahinkaya Ilkogretim Okulu’ndan 21 ve Sahin Ilkogretim Okulundan 21 cocuk olmakuzere toplam 42 cocuktan olusmustur. Arastirmada, proje yaklasimina dayaliegitim programinin cocuklarin okul olgunluguna olan etkisini belirlemekamaciyla on test, son test ve kalicilik testi kontrol gruplu deneysel desenkullanilmistir. Arastirmada, cocuk ve ailesi hakkinda bazi bilgileri elde etmekamaciyla “Genel Bilgi Formu” cocuklarin okul olgunlugu duzeylerinidegerlendirmek amaciyla “MetropolitanHazir Bulunusluk Testi 6. Versiyonu” kullanilmistir. Proje yaklasimina dayaliegitim programi altihafta sureyle haftada bes gun olacak sekilde uygulanmistir. Arastirma sonucunda; deney ve kontrol grubundaki cocuklarin, Okumaya HazirlikBecerisi, Hikaye Anlama, Matematik Becerileri boyutlari ve toplam okulolgunlugu acisindan on test puan ortalamalari arasinda anlamli farklilikolmadigi belirlenirken son test puanlari arasinda anlamli bir farklilikoldugu saptanmistir. Deney grubundaki cocuklarin Okumaya Hazirlik Becerisi boyutunun Gorsel Ayirt Etme alt boyutu ve toplam okul olgunlugu sontest ve kalicilik testi puan ortalamalari arasinda anlamli bir farklilikoldugu, Okumaya Hazirlik Becerisiboyutunun Baslangic Seslerini Ayirt Etme, SesHarf Iliskisi alt boyutlari ile Hikaye Anlama ve Matematik Becerileri boyutununson test ve kalicilik testi puanlari ortalamalari arasinda anlamli birfarklilik olmadigi saptanmistir. Deney grubundaki kiz ve erkek cocuklarin Okumaya Hazirlik Becerisi, HikayeAnlama, Matematik Becerileri boyutlari ve toplam okul olgunlugu puanlari arasindakifarkin anlamli olmadigi belirlenmistir.Abstract This study was carried out in order to investigate the effect of an education program based on project approach on preschool children’s school readiness. The study population was composed of 6-year old preschool children of primary schools affiliated to the Ministry of National Education in Kazan province of Ankara within 2008-2009 academic year. The study sample consisted of 21 children from Tahsin Sahinkaya Primary School and 21 children from Sahin Primary School, where both of the schools are affiliated to the Ministry of Education in Kazan province of Ankara, resulting in a total of 42 children. With the purpose of determining the effect of the education program based on project approach onto preschool children’s school readiness, a pretest-posttest control group experimental design with a durability test was used in the study. In order to obtain some background information about children and their families, ‘General Information Form’ was used, and to evaluate children’s levels of school readiness, ‘Metropolitan Readiness Test 6th Version’ was utilized. The education program based on project approach was applied for six weeks and five days in a week. As a result of the study, it was found that there was no significant difference between the pretest score means of children in experimental and the prestest score means of children in control group in terms of Reading Readiness Skill, Story Comprehension, Math Skills, and total School Readiness dimension. On the other hand, it was observed that the difference between posttest scores. It was found that there was a significant difference between posttest and durability test means of Visual Recognition subscale of Reading Readiness Skill dimension and total School Readiness dimension for children in experimental group, whereas no significant difference was determined between the means of posttest and durability test scores of Recognition of Initial Sounds and Sound-Letter Relationship subscales of Reading Readiness Skill dimension and Story Comprehension, and Math Skills dimensions. It was found that the discrepancy between achievement scores of girls and boys in experimental group in terms of Reading Readiness Skill, Story Comprehension, Math Skills dimensions and total School Readiness was not significant.