İlköğretim okullarında uygulanan beden eğitimi ve spor derslerinde kullanılan farklı öğretim yöntemlerinin sosyal yetkinlik beklentisi üzerine etkisi
Loading...
Files
Date
2006
Authors
Şenışık, Yalçın
Journal Title
Journal ISSN
Volume Title
Publisher
Uludağ Üniversitesi
Abstract
Bu çalışma, ilköğretim okullarında uygulanan beden eğitimi ve spor derslerinde kullanılan farklı öğretim yöntemlerinin sosyal yetkinlik beklentisi üzerine etkisini belirlemek amacıyla yapılmıştır.Araştırmaya, farklı sosyo-ekonomik düzeydeki öğrencilerin bulunduğu Bursa Bisaş İlköğretim Okulunda okuyan, 43'ü kız, 48'i erkek toplam 91 altıncı sınıf öğrencisi, 30'u kız, 45'i erkek toplam 75 yedinci sınıf öğrencisi olmak üzere 166 öğrenci gönüllü olarak katılmıştır. 10 hafta süren bu çalışmada, öğrencilere uygulamalara başlamadan önce, ilk 4 haftalık uygulama sonunda ve 10'uncu haftanın sonunda olmak üzere toplam 3 kez 27 sorudan oluşan Sosyal Yetkinlik Beklentisi Ölçeği (SYB) uygulanmıştır. Veriler SPSS 13istatistik programında değerlendirilirken, Kruskall Wallis, Mann-Whitney U, Wilcoxon, Spearman Korelasyon Katsayısı ve Shapiro testleri kullanılmıştır. Bütün testlerde anlamlılık düzeyi p< 0.05, güvenirlik aralığı %95 olarak kabul edilmiştir.Çalışmada deneklerin okudukları sınıfa, cinsiyetlerine, lisanslı olup olmadıklarına,daha önce beden eğitimi dersi dışında herhangi bir kursa veya kampa katılıp katılmadıklarına ve derslerde uygulanan yöntemlere göre sosyal yetkinlik beklenti puanları karşılaştırılmıştır.Elde edilen bulgulara göre her iki yöntemde de ilk 4 haftalık çalışma sonrası SYB puanları ile 10 haftalık çalışma sonunda elde edilen SYB puanlarının, çalışma öncesi SYB puanlarıyla karşılaştırılmasında istatistiksel olarak anlamlı düzeyde bir fark bulunmuştur (p< 0.05).
“The Effect of Different Teaching Methods Used in Physical Education Lessons in Primary Schools on Socıal Self-Efficacy Expectation” The purpose of this study was to determine the effect of different teaching methods used in physical education lessons in primary schools on Social Self-Efficacy Expectation level. A total of 166 students, 43 girls and 48 boys totally 91 students from 6th grade and 30 girls and 45 boys totally 75 students from 7th grade were participated voluntarily in this study. The subjects were given Social Self Efficacy Scale, consisting 27 questions, three times during the period of 10 weeks. The first one was given before the practise of the study, the second one was given after a 4 week practise and the third one was given at the end of 10th week. And also, a personal information form was given within the Social Self Efficacy Scale. While data have been evaluated at SPSS 13.0 statistic programme, Kruskall Wallis, Mann-Whitney U, Wilcoxon, Spearman Corelation Coefficient and Shapiro tests have been used. In all statistical tests, the level of significance and the reliability level were accepted as “p < 0.05” and “95 %” respectively. The Social Self-Efficacy Expectation Scale scores were compared according to the subjects’ grade level, gender, the teaching methods used in lessons, whether they had a sport licence or not and whether they had participated in any course or camp except from PE lessons. The findings of the study showed that there is a statistically significant difference in both teaching methods, in the comparison of the Social Self-Efficacy Expectation Scale scores after a 4 week practise with the Social Self-Efficacy Expectation Scale scores before the practise of the study, and in the comparison of the scores after the end of 10 week with the scores before the practise of the study (p< 0.05).
“The Effect of Different Teaching Methods Used in Physical Education Lessons in Primary Schools on Socıal Self-Efficacy Expectation” The purpose of this study was to determine the effect of different teaching methods used in physical education lessons in primary schools on Social Self-Efficacy Expectation level. A total of 166 students, 43 girls and 48 boys totally 91 students from 6th grade and 30 girls and 45 boys totally 75 students from 7th grade were participated voluntarily in this study. The subjects were given Social Self Efficacy Scale, consisting 27 questions, three times during the period of 10 weeks. The first one was given before the practise of the study, the second one was given after a 4 week practise and the third one was given at the end of 10th week. And also, a personal information form was given within the Social Self Efficacy Scale. While data have been evaluated at SPSS 13.0 statistic programme, Kruskall Wallis, Mann-Whitney U, Wilcoxon, Spearman Corelation Coefficient and Shapiro tests have been used. In all statistical tests, the level of significance and the reliability level were accepted as “p < 0.05” and “95 %” respectively. The Social Self-Efficacy Expectation Scale scores were compared according to the subjects’ grade level, gender, the teaching methods used in lessons, whether they had a sport licence or not and whether they had participated in any course or camp except from PE lessons. The findings of the study showed that there is a statistically significant difference in both teaching methods, in the comparison of the Social Self-Efficacy Expectation Scale scores after a 4 week practise with the Social Self-Efficacy Expectation Scale scores before the practise of the study, and in the comparison of the scores after the end of 10 week with the scores before the practise of the study (p< 0.05).
Description
Keywords
İlköğretim, Beden eğitimi ve spor, Öğretim yöntemi, Eğitim, Öğretim, Öğrenim, Sosyal yetkinlik beklentisi, Primary school, Physical education and sports, Teaching methods, Instruction, Teaching, Learning, Social self efficacy
Citation
Şenışık, Y. (2006). İlköğretim okullarında uygulanan beden eğitimi ve spor derslerinde kullanılan farklı öğretim yöntemlerinin sosyal yetkinlik beklentisi üzerine etkisi. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sağlık Bilimleri Enstitüsü.