School 6th Grade Research Articles

An Analysis of Primary School 4th-Grade Students' Local Literacy Levels (The Case of Canakkale Province)

An Analysis of Primary School 4th-Grade Students' Local Literacy Levels (The Case of Canakkale Province)

Use of Evidence-Based Activities within the Scope of Authentic Learning Approach in Primary School Social Studies Lesson

Within the scope of the authentic learning approach, the teaching process can be designed by using various methods and techniques. One of these methods is evidence-based learning. By using evidence in authentic learning, activities and tasks can be created according to the components of authentic learning and the teaching process can be designed. In this study, activities and authentic tasks were created and applications were made by using evidence in the authentic learning process in the primary school Social Studies course. In this context, it is aimed to reveal how authentic learning components are reflected in the teaching process carried out with the use of evidence-based activities within the scope of authentic learning approach in primary school Social Studies course. The working group of the study was designed according to the action research design, which is one of the qualitative research methods, was determined using the typical case sampling technique. Accordingly, the working group of the study consists of 35 primary school 4th grade students in a public school in Diyarbakir. Data in the study were collected from observations, worksheets, student, and researcher diaries. Descriptive analysis technique was used in the analysis of the obtained data. According to the results of the research, it was determined that students' high-level thinking and developing different perspectives skills developed in the learning process, they associate subjects with their own lives, they cooperate to solve life problems and benefit from expert opinions. In this respect, it has been observed that the use of evidence-based activities in the authentic learning process in Social Studies course can be quite functional.

The effect of augmented reality on the astronomy achievement and interest level of gifted students

The purpose of the current study was to determine the effect of teaching astronomy through augmented reality (AR) on the achievement and interest level of gifted students and their opinions about AR applications. The current study was conducted in line with the explanatory sequential mixed-methods design. The study group of the current research was comprised of 51 gifted students (26 in the control group and 25 in the experimental group) attending a Science and Arts Centre (BILSEM). In the application process, the astronomy teaching activities supported with AR were used in the experimental group while the astronomy teaching activities suggested in the official science curriculum of the middle school 7th grade were used. The data of the study were collected by using an Astronomy Achievement Test and the Scale of Interest in Astronomy as a pretest and posttest and an AR Interview form administered only to the experimental group students at the end of the application. The statistical analyses of the quantitative data revealed that before the experimental application, the experimental and control groups were equal in terms of astronomy achievement and interest in astronomy. After the completion of the application, however, significant differences were found for both the experimental and control groups in favor of the posttest. Moreover, significant differences were also found in the posttest in favor of the experimental group in terms of both astronomy achievement and interest in astronomy. In other words, AR-supported astronomy teaching activities positively affected the experimental group students’ astronomy achievement and interest in astronomy. Furthermore, the experimental group students expressed many positive opinions about the AR applications within the categories of technical features and cognitive and affective features. The experimental group students wanted the use of AR applications in the teaching of other science subjects and other courses.

Application of the Geogebra Program in the Learning of Geometry in Students of 4th grade of High School N° 86620 Santa Fe de Tumpa -Yungay, 2018 [Aplicación del Programa Geogebra en el Aprendizaje de la Geometría en Alumnos de 4to año de educación secundaria de la I.E. N° 86620 Santa Fe de Tumpa -Yungay, 2018

The objective of the research is to determine the influence of the Application of the Geogebra Program in the Learning of Geometry in students of 4th grade of High school N° 86620 Santa Fe de Tumpa - Yungay, 2018. The research is cross-sectional experimental type, quantitative method and pre-experimental design. Two instruments were applied: an entrance exam and an exit exam, to a population sample of 22 students from the 4th grade of High school N° 86620 Santa Fe de Tumpa. The results were analyzed after applying the Geogebra program to the single study group. It was found that there is a highly significant influence (p = 0.00001 <0.05) of the Application of the Geogebra program in the Learning of geometry course in High school 4th grade students. The verification of the hypothesis was done by applying the t-student.

Construction Ethnoscience-Based Learning Environment Material in Scientific Knowledge

The Indonesian 2013 curriculum does not specifically provide ethnoscience material in student handbooks. Therefore, the purpose of this study is to develop ethnoscience learning modules that are feasible and practical for use. The research method uses the Borg & Gall development model which consists of 8 stages, namely a preliminary study stage, a research planning stage, a design development stage, an initial trial phase, an initial product revision, a limited field test, a revised stage of the results of a limited field test, and a product stage end. This research is limited to the limited field trial stage namely the feasibility and practicality of the module. Data from the analysis of the questionnaire by calculating the percentage of achievement in each component of the percentage of achievement criteria of eligibility and practicality of science learning modules based on ethics that was developed. Ethnographic-based science learning modules developed were declared feasible to be used with a percentage of 92.00% (linguists), 76.25% (material experts), 86.25% (design/media experts) with the very feasible, feasible, and very feasible and the percentage of eligibility of 3 colleagues is 89.46%. From the results of these data, it can be concluded that the module has been feasible and practical to be used as teaching material in supporting the teaching and learning process on the material interaction of living things with their environment in junior high school 7th grade.

Lise 3. ve 4. Sınıf Öğrencilerinde Sınav Kaygısı ve Beslenme Durumu Arasındaki İlişkinin Saptanması: Bir Anadolu Lisesi Örneği

Objective: This study was carried out to evaluate the body mass index (BMI) and emotional eating increasing with test stress in students in high school 3rd and 4th grade. Material and Methods: The study was carried out on 117 students studying in the 3rd and 4th grades at an Anatolian high school in Istanbul. The Revised Test Anxiety Scale, which determines the level of test anxiety of students, and the Turkish Emotional Eating Scale, which questions the demographic information and emotional nutritional status, were applied. Results: Of the 117 students who participated in the study, 51 were 3rd grade and 66 were 4th grade. While there was a statistically positive relationship between test anxiety and emotional eating, there was no statistical relationship between test anxiety and emotional eating and BMI. Given gender, female students showed more test anxiety and emotional eating behavior than boys; however, male students' mean BMI was higher than female students. Considering the class, emotional eating and test anxiety were higher in high school 4th grade, whereas high BMI was more common in high school 3rd grade. Conclusion: To prevent the emotional eating behaviors of high school 3rd and 4th grade, test anxiety should be at the desired level. Thus, dieting beside therapy was necessary for physical development and school success. More studies are required to determine the effect of emotional food associated with test anxiety on BMI.

THE EFFECT OF “EAT UP” GAME ON ENGLISH TEACHING / “EAT UP” OYUNUNUN 6. SINIF İNGİLİZCE DERSİ “SAYILABİLENLER/ SAYILAMAYANLAR” KAZANIMININ ÖĞRENİMİNE ETKİSİ

The use of the game in lessons increases the student's interest and participation in the course of the child's life as it is a natural process and for this reason, the game has been used for many years in education. In this study, it is aimed to get the opinions of middle school 6th grade students in order to process the Countable / Uncountable subject with gamification approach. The study was conducted according to the case study which is a dimension of the qualitative research approach. Pre-test/post-test was applied to the students as a data collection tool. In addition, a student opinion questionnaire consisting of 4 open-ended questions was applied to get the students' opinions about the game. As a result of the research, it was seen that a course with “Eat Up” game had a very positive effect on the students and the students' readiness and motivation were high during all activities. In addition, it was found out from the pre-test and post-test results of the students that “Eat Up” game showed a positive increase both in student achievement and students' perspective on English lesson. Oyun cocugun yasaminin dogal bir parcasidir. Oyun deyince cocuk, cocuk deyince oyun akla gelir. Oyunun derslerde kullanilmasi, cocugun yasantisinin dogal bir sureci olmasindan dolayi ogrencinin derse ilgisi ve katilimini arttirmaktadir ve bu sebeple oyun egitimde de uzun yillardir kullanilmaktadir. Bu calismada Sayilabilenler / Sayilamayanlar konusunun oyunlastirma yaklasimi ile islenmesine yonelik ortaokul 6. sinif ogrenci dusuncelerinin alinmasi amaclanmistir. Arastirmanin sonucunda “Eat Up” oyunu ile islenen bir dersin ogrenciler uzerinde son derece olumlu etkileri oldugu, ogrencilerin yapilan tum etkinlikler boyunca hazirbulunusluklarinin ve motivasyonlarinin yuksek oldugu gorulmustur.Ayrica ogrencilerin ontest ve sontest sonuclarindan da “Eat Up” oyununun hem ogrenci basarisinda hem de ogrencilerin Ingilizce dersine olan bakis acilarinda olumlu yonde buyuk artis gosterdigi ortaya cikmistir. Article visualizations:

Öğrencilerinin Psikolojik Sağlamlıkları ile Duygusal ve Psikolojik İyi Oluşlukları Arasındaki İlişkinin İncelenmesi

İlkokul 4. ve ortaokul 5. sınıf öğrencilerinin psikolojik sağlamlıkları ile duygusal ve psikolojik iyi oluşlukları arasındaki ilişkinin tespit edilmesi amacıyla yapılan bu araştırmanın yöntemi ilişkisel taramadır. Araştırmanın örneklemini 2018-2019 eğitim-öğretim yılında İstanbul Beylikdüzü, Esenyurt, Esenler, Avcılar, Güngören ve Zeytinburnu ilçelerinde bulunan devlet okullarında öğrenimine devam eden toplam 741 ilkokul 4. ve ortaokul 5. sınıf öğrencisi oluşturmaktadır. Araştırmanın örneklemi kolay ulaşılabilir örnekleme yöntemi ile belirlenmiştir. Araştırmada verilerin elde edilmesinde “Çocuklar ve Gençler İçin Psikolojik Sağlamlık Ölçeği ve “Stirling Çocuklar için Duygusal ve Psikolojik İyi Oluş Ölçeği” kullanılmıştır. Araştırmada elde edilen verilerin analizinde t testi, F testi (ANOVA) Basit Doğrusal Regresyon ve Korelasyon (Pearson Momentler Çarpımı-r) kullanılmıştır. Araştırma bulgularına göre, öğrencilerinin duygusal ve psikolojik iyi oluşlukları ile psikolojik sağlamlıkları arasında pozitif yönlü bir ilişkinin olduğu ve duygusal ve psikolojik iyi oluşluğun psikolojik sağlamlığın anlamlı bir yordayıcısı olduğu belirlenmiştir. Ayrıca erkek öğrencilerin kız öğrencilere göre psikolojik sağlamlıklarının daha yüksek olduğu; arkadaşı olmanın ve aile yanında kalmanın ise duygusal ve psikolojik iyi oluşluğu olumlu etkilediği son olarak kardeş sayısının psikolojik iyi oluş ve psikolojik sağlamlık üzerinde etkili olmadığı sonucuna ulaşılmıştır.

REGISTROS NA RESOLUÇÃO DE MULTIPLICAÇÕES E DIVISÕES: DESVELANDO A PRODUÇÃO DE ALUNOS DO 4º ANO

O presente artigo corresponde às reflexões e constatações provenientes de uma das fases da pesquisa intitulada A interação nas aulas de Matemática: da negociação de significados à construção de conhecimentos, realizada no âmbito da Universidade Federal de Mato Grosso, nos anos de 2019 e 2020. O estudo dessa fase teve por objetivo analisar o registro de alunos ingressantes no 4º ano do ensino fundamental na resolução das operações de multiplicação e divisão. Os dados foram retirados da avaliação diagnóstica, aplicada pela escola participante da pesquisa, instrumento que orientou o encaminhamento dos alunos com dificuldades em Matemática para a sala de apoio pedagógico. A análise dos registros ocorreu de forma qualitativa, como base no método interpretativo. Conclui-se que existem diversas possibilidades de registro para a expressão do conhecimento acerca da técnica da multiplicação e da divisão que, embora não sejam convencionais, podem revelar significativas relações matemáticas construídas pelos alunos.

The study of reading fluency and reading comprehension skills of primary school students whose mother tongue is different

The purpose of this research is to analyse reading fluency and comprehension skills of different mother tongue of primary school students in the 4th grade. The effects of variables such as mother tongue and gender were examined in reading fluency and comprehension skills of different primary school students whose mother tongue is different. The working group of the study was selected by criterion sampling from the purposeful sampling methods among the students studying in primary schools in the province of Tuşba in Van. The working group consists of 201 female and 227 males, a total of 428 students. In the research, ‘Narrative Text’ collected data about reading fluency; ‘Multidimensional Fluency Scale’ measured reading prosody skills; and ‘Reading Comprehension Test’ was used to determine the reading comprehension levels. According to the findings, the students were generally divided into two groups: those whose mother tongue is Turkish, and those who is Kurdish. As a result of the research, it was revealed that the fluent reading and reading comprehension skills of primary school 4th grade students whose mother tongue is Turkish are generally higher than those whose mother tongue is Kurdish. 

International comparison analysis of mathematics achievement for 4th grades using Sequential G-DINA model

본 연구는 다분 문항 반응 자료를 위한 순차적 G-DINA 모형의 적용 가능성을 확인하기 위하여 실제 자료인 TIMSS 2015 초등학교 4학년 수학 자료를 활용하여 국가 간 수학 성취도를 비교하는 것이다. 이를 위하여 TIMSS 2015 4학년 수학에 대한 단계형 Q행렬을 개발하여 내용 및 측정평가 전문가들의 검토와 순차적 G-DINA 모형에 적합한 통계적 타당화 절차를 거쳐 최종 Q행렬을 완성하였다. 연구 대상으로는 한국과 TIMSS 성취도 상위국에 해당하는 4개의 비교 국가가 포함되었다. 연구 결과, 첫째, 통계적 타당화 절차, 내용 및 측정평가 전문가들의 검토를 통해 자료에 보다 적합한 Q행렬을 완성하였고, 둘째, 다분 문항 반응 자료가 지니는 부분점수에 의한 정보를 소실하지 않고 각 단계별 문항 모수를 산출하여 보다 상세한 정보를 확보하였다. 셋째, SG-DINA 모형에 의한 국가별 비교 분석을 통해 국가별로 학생의 수학 성취 향상을 위해 필요한 인지요소를 파악하였다. 이러한 결과를 바탕으로 다분 인지진단모형의 적용 활성화, 향수 수학 교육과정 개선의 필요성을 시사점으로 도출하였다.This study compares mathematics achievements between countries using TIMSS 2015 elementary school 4th grade mathematics data, which are actual data, to confirm the applicability of the sequential G-DINA model for multi-item response data. To this end, a step-by-step Q matrix was developed for TIMSS 2015 4th grade mathematics, and the final Q matrix was completed through review of content and measurement evaluation experts, and a statistical justification procedure suitable for the sequential G-DINA model. The subjects of this study included Korea and four comparative countries, which are the top countries in TIMSS achievement. As a result of the study, first, through the review of statistical validation procedures, content, and measurement evaluation experts, a more suitable Q matrix could be completed, and second, the information by the partial score of the multi-item response data was not lost and each step More detailed information could be provided by calculating the item parameters. Third, through the comparative analysis of each country using the SG-DINA model, it was possible to identify the cognitive factors necessary for improving the student s mathematics achievement by country.

A Phenomenographic Study on Views About Entertaining and Boring Situations in Learning Process

In the learning process, it is accepted that learning with entertainment is important in participation in the process and retention of learning. Thus, the aim of the present study was to investigate the views of students and teachers on entertaining and boring settings in the learning process. Phenomenography method was used in the study. The study group included fourth grade teachers and students in public and private schools in Adiyaman province central district in Turkey. In this context, seven schools, four private and three public schools, were selected among the schools, where students of the parents with different socio-economic background attended, with purposive sampling method. A total of 10 primary school 4th grade teachers employed these schools participated in the study on a voluntary basis. The study group included 80 students. Individual and focus group interview and photointerviewing techniques were used in data collection Data were analyzed with content analysis method. In the study, it was concluded that teachers and students liked similar class settings and both teachers and students liked classrooms that were furnished with sufficient number of tools and equipment, heating and lighting, where colorful and plenty of activities could be conducted and equipped with technological tools. Furthermore, it was determined that the teachers and students criticized the photographs they disliked due to the lack of facilities in the classroom to implement different methods, similarities with their own classrooms, or for being dark and old-looking, and the unhappy demeanor of the students and teachers on the photographs. The study findings were discussed and interpreted within the framework of the literature.

Reliability and Validity of Healthy Lifestyle Behaviours Scale in Children

Abstract Background Improving healthy behaviour from childhood could be beneficial both children and families and communities. The aim of the study was to develop the Healthy Lifestyle Behaviours Scale (HLBS) to determine the healthy lifestyle behaviours of primary school students. Methods This methodological study carried out in 521 primary school 4th grade students in two eco-schools in the 2019-2020 academic year. By using literature 120 questions was collected including nutrition, physical activity, hygiene, sleep, environmental cleaning, health responsibility and addiction sub-dimensions. After taking expert opinions, a scale that consists of 54 questions and scored as I agree:3, undecided:2, I disagree:1 and was created named HLBS. In order to evaluate the reliability of the scale, item total score correlation and internal consistency (Cronbach's alpha) analyzes and exploratory and confirmatory factor analysis were used for construct validity. Results Of the 52.8% students were male and their age ranges from 8-11, the mean was 9.5±0.5. After the scale development study, the scale consisted of 53 items and 7 sub-dimensions. The Cronbach's alpha coefficient of nutrition, physical activity, hygiene, sleep, environmental cleaning, health responsibility and addiction sub-dimensions were 0.87, 0.68, 0.85, 0.52, 0.76, 0.85 and 0.76, respectively. The variances of sub-dimensions in the scale ranged from 30.17% to 67.87%. The fit of scale and the fit index were found to be acceptable after confirmatory factor analysis. In the last form of the scale, the score that can be taken from scale range 53-159. It was accepted that by increasing of the score, healthy lifetsyles behaviours were increased. The mean score of the students was 141.39±16.21 and the median was 145.0. Conclusions HLBS was found to be a valid-reliable tool for assesing healthy lifestyle behaviours in primary school students. Key messages Health promotion is an issue that needs to be addressed from school age for developing healthy lifestyle behaviours. In the literature, HLBS seems the first scale about healthy lifestyle behaviours for children and needs to be tested in large groups of children.

Reliability and validity of ecological literacy scale for primary school students

Abstract Background Ecological literacy aims to build up a framework of view that identifies the association with nature and enhances the improvement of new areas to produce sustainable lifestyles. Today, this concept has become one of the important requirements for a sustainable community. The aim of the study was to develop the Ecological Literacy Scale (ELS) to determine the ecological literacy of primary school students. Methods This methodological study carried out in 233 primary school 4th grade students in an eco-school in the 2019-2020 academic year. By using literature 91 questions was collected including water, energy, transport and air, biodiversity, purchasing and waste topics which were main issues of ecological footprint. After taking expert opinions, a scale that consists of 32 questions and scored as I agree:3, undecided:2, I disagree:1 and was created named ELS. In order to evaluate the reliability of the scale, item total score correlation and internal consistency (Cronbach's alpha) analyzes and exploratory factor analysis was used for construct validity. Results Of the 52.8% students were male and their age ranges from 8-11, the mean was 9.5±0.6. After the scale development study, the scale consisted of 19 items and unidimension. Scale items explain 27.37% of total variance and factor loadings ranged from 0.42-0.64. The Cronbach's alpha coefficient was 0.846 for the scale. In the last form of the scale, the score that can be taken from scale range 19-57. It was accepted that by increasing of the score, ecological literacy level was increased. The mean score of the students was 51.73 ± 5.39 and the median was 53.0. Conclusions Ecological literacy could be considered as high level for primary school students in eco-school. ELS was found to be a valid-reliable tool for assesing ecological literacy in primary school students. Key messages Ecological literacy is an issue that students should be informed from the primary school period. In the literature, ELS seems the first scale about ecological literacy for primary school students and needs to be tested in large groups of students.

Students’ Syntax Error in Making English Conversation: An Error Analysis Study

This Research entitled “Students’ Syntax Error in Making English Conversation, An Error Analysis Study. Basically, it is commonly found that English structure was difficult learned by Indonesian native elementary students. This study was focused on the exploration of foreign language errors and mistakes uttered by younger students. The research method applied in this research consists of approach research, kind and data source, method, and technique of collecting data, method, and technique of analyzing data, and method and technique of presenting the data analysis. A qualitative approach was used in this research and the data source was done by the researcher toward Elementary School 5th Grade Students. The method used in collecting data was by using the observation method and interview method. Then, the result of the analysis was presented by using formal and informal methods. The discussion of the problems was preceded by errors in syntax, such as errors in the scope of clause and phrase, the omission of article and preposition, the omission of the copula be, and error in using to (infinitive). From the result and discussion, it could be concluded that the researcher found some errors in using English done by the Elementary School 5th Grade Students, related to syntax. The writer was aware that this research has some limitations or shortages so it is hoped that this research could be continued in order to get a better result for the society in general.

Investigation of Primary School Textbooks and Cognitive Structures of Students in the Context of Thinking Skills Concepts

In this study, it is aimed to examine the frequency of thinking skills concepts (problem solving, creative thinking and critical thinking) in primary school textbooks and the cognitive structures of primary school 4th grade students towards these concepts. Descriptive survey method was used in the study. Research data were collected by document analysis and word association test. In the document analysis process; life science, Turkish, mathematics, music, science, social sciences and traffic safety textbooks that were used in 1st, 2nd, 3rd, and 4th grades were examined. In the second stage, in the 2018-2019 academic year, the word association test was applied to 325 students studying in the 4th class in schools having different socioeconomic status. At the end of the research, it is seen that the concept of problem was mostly used in mathematics course, whereas in other textbooks this concept was limited in number. The concepts of creativity and criticism were used in a limited number of all textbooks. As a result of the word association test, it is concluded that the students associate the concept of problem solving with mathematics concepts and they create a weak cognitive structure for the concepts of creative thinking and critical thinking.

Students’ opinions about teaching of the controversial topics in the social studies classes

The aim of this study is to determine middle school 7th grade students’ opinions on controversial issues. In the research, screening model and quantitative research method has been used. The sample of the study consists of 7th graders from 5 public schools located on the center of Demirci district of Manisa province. The 5-point Likert-type questionnaire prepared with 20 items has been applied to 203 students. The data has been put into the statistical program and analyzed. By determining means, deviations and frequencies of all items in the survey, it has been tabulated and interpreted separately. “Mann Whitney U” and Kruskal Wallis H” tests have been used to find out whether the students' opinions about which subjects can be discussed in the classroom, shows significant difference according to various variables or not. Interpretation of the results has been done by the significance level of 0,5. According to the findings of the research, the topics that the students want to discuss the most in the classroom respectively are human rights, multiculturalism, election system, animal rights and freedom of the press. The topics that the students do not want to discuss in the classroom are terror and violence. When the results of the research has been examined according to various variables; Significant differences has been seen in different items, such as; The Gender (Military System, Religious Communities, Fanaticism and Cloning), Reading Books (TV Broadcasts), The Education of Father (Religious Communities, Multiculturalism), The Education of Mother (Military System, Religious Communities and Cloning), Father’s Profession (Religious Communities, Fanaticism, Internet and Elections System), Mother's Profession (Religious Communities) and Family Income Status (Internet).

The Effect of Repetition of Oral Health Education by Dokterkecil on knowledge, attitudes, OHIS and PHP Score Changes of 8-12 Years Old Children in Tangerang Selatan Indonesia in 2019

Most Indonesian children still don’t brush their teeth before going to bed and after breakfast. Peer group model education has been proven to be able to improve oral hygiene in children. This study aimed to estimate the effect of educational repetition by dokterkecil on knowledge, attitude and oral hygiene score changesin children aged 8-12 years. This was a quasi-experimental study design. Involved 69 child school respondents from 3rd, 4th and 5th grade and 15 children were selected as dokterkecil and assigned to provide education to the respondent for 3 times. Knowledge and attitudesdata were collected using a questionnaire that was filled out by the respondents while OHIS and PHP data were collected through an intraoral examination. it was carried out at5th, 10th and 14th weeks. Data analyzed with Longitudinal Data Multilevel Analysis. Results: There were positive changes in knowledge, attitudes, OHIS and PHP scores after 1st, 2nd, 3rd education (p <0.005).) The most drastic changes occurred in 1st and continue to slope after 3rd education. Suggestions Oral health education by dokterkecil needs to be given repeatedly to reinforce the positive changes the other hand the repetition can lead to boredom. Education by dokterkecil should be given in various forms to keep interesting and maintain the child’s motivation

Investigation of Attitudes and Success of Secondary School 7th Grade Students Towards Turkish Language Lesson in Terms of Various Variables

The study was conducted to investigate the success and attitudes of the secondary school 7th grade students towards Turkish language lesson in terms of various variables. The study is a descriptive study and based on data collection. In this study, a 27-item attitude scale and a personal information protocol consisting of 5 questions were used. In addition, a pre-prepared multiple-choice Turkish course achievement test consisting of a total of 30 questions was applied. Students’ attitudes towards Turkish language lesson were measured and compared with success and other variables. The attitude scale, personal information protocol and achievement test were applied to 48 students in total. The population of the study consists of the students studying in Sarıkamış county of Kars province. The sample of the study consists of 7th grade students studying in Halit Paşa Secondary School and Şehit Taner Baran Regional Boarding Secondary School in Sarıkamış county of Kars province. The obtained data was interpreted by conducting t test, variance analysis with SPSS 20 package program. As a result of the findings, it was determined that there was a difference in the attitudes of the students in terms of gender and the number of the siblings. It was found out that the attitudes of the students towards Turkish language lesson did not differentiate in terms of mother educational background and interest in the lesson.

İlkokul 4. Sınıf Öğrencilerinin Sorumluluk Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi

Bu araştırma ilkokul 4. sınıf öğrencilerinin sorumluluk düzeylerini belirlemek amacıyla yapılmıştır. Araştırmada tarama yöntemin-den yararlanılmıştır. Bu amaçla, tek boyutlu 24 maddelik 3’lü likert tipi Sorumluluk Ölçeği kullanılmıştır. Araştırmanın çalışma gru-bunu, 2017-2018 eğitim öğretim yılında Sakarya ilinde öğrenim gören 417’si (%49) kız, 427’si (%51) erkek olmak üzere toplam 844 ilkokul 4. sınıf öğrencisi oluşturmaktadır. Araştırmada ilkokul öğrencilerinin sorumluluk düzeylerinin üst seviyeye yakın olduğu; öğ-rencilerin cinsiyetlerine göre sorumluluk düzeylerinin kız öğrenciler ve öğretmeni kadın olan öğrenciler lehine anlamlı bir şekilde farklılaştığı; öğrencilerin öğretmenlerinin medeni durumlarına göre sorumluluk düzeylerinin öğretmeni bekâr olan öğrenciler lehine anlamlı bir şekilde farklılaştığı; öğrencilerin devam ettikleri okul türüne ve öğrencilerin aile türüne göre sorumluluk düzeylerinin an-lamlı bir şekilde farklılaşmadığı sonucuna ulaşılmıştır. Elde edilen bulgular literatür ışığında tartışılmış ve yeni araştırmalar için önerilere yer verilmiştir