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Journals / Turkish Studies (Elektronik) / 2016 / Cilt: 11 - Sayı: 9

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

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

SÜLEYMAN ERKAM SULAK
HASAN BASRİ KANSIZOĞLU
ÖMER KEMİKSİZ
Pages
741–756
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The effect size on decreasing of writing anxiety levels was found in medium level (Hedge g=0,413)

📌 3 Key Takeaways

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Objective & Hypothesis:This research aims to detect the effect of teaching narrative text structures on writing anxiety levels of students.
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Key Findings & Data: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.
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Conclusion & Impact:The effect size on decreasing of writing anxiety levels was found in medium level (Hedge g=0,413)
🔬Design:Research Article
📍Scope:2011 Verileri
⚙️Variables:Domain Parameters

Abstract

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<.05) was found in favor of experimental group between posttest score means of experimental group (Xexp.= 99,62) and control group (Xcont.= 93,0). This finding is interpreted as teaching text structures decreases writing anxiety levels of students. The effect size on decreasing of writing anxiety levels was found in medium level (Hedge g=0,413)

Özet

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<.05). Bu durum metin yapıları öğretiminin öğrencilerin yazma kaygı düzeylerini düşürdüğü şeklinde yorumlanmıştır. Yazma kaygı düzeylerini düşürme üzerindeki bu etki büyüklüğünün orta düzeyde olduğu (Hedge g=0,413) sonucuna varılmıştır

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Cite This Article

SULAK, S. E., KANSIZOĞLU, H. B., KEMİKSİZ, Ö. (2016). THE EFFECT OF TEACHING NARRATIVE TEXT STRUCTURE ON WRITING ANXIETY OF 6TH GRADE STUDENTS. Turkish Studies (Elektronik), Cilt: 11 - Sayı: 9, 741–756. https://ajindex.com/articles/110206

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