The analyzing of elementary school students' social skills and their social emotional learning levels according to some variables

Social skills and emotional intelligence are terms which are related closely with each other and determine on human behaviors,  which arranger people's relations with each other. As using this important relation as a base, this research has been made to analyze whether elementary school students' social skills and social emotional learning levels reflect a significant difference by variables such as gender, age, number of siblings,  which the person is in order of siblings,  educational case and professions of mother - father,  whether there is migration in family or not. This research, is a descriptive study. A sampling group which is the most accessible and which will provide maximum saving, and the proper sampling method which provides an opportunity to work have been used. Based on this purpose 136 4th grade elementary school students have participated in the research. On the study,  social skill scale and social emotional learning scale have been used in terms of determining on elementary school's forth grade students' social skills level and social emotional learning level. Data has been analyzed,  using statistic analyses (Mann-Whitney Test, Kruskal-Wallis Test) which are not parametric from SPSS 23 program. As a result of the research,  it has been determined that students' social skills' level changes in significant level by variables of age, the situation on whether there is a migration in family or not and number of sibling. On the other hand, when results of the study are examined on the base of social emotional learning,  students who have gone on the same class education and who are ten years old have got higher social emotional learning points than those who are nine years old;  students who have lived in Izmir for ten years or more than ten years have got higher social emotional learning points at significant rate than those who have lived in Izmir for nine years or shorter. It has been determined that there is a positive and significant relation at high rate between students' social skills' points and their social emotional learning level

THE EFFECTS OF THE BRAIN BASED LEARNING APPROACH ON 5th GRADE STUDENTS ACADEMIC ACHIEVEMENT AND ACADEMIC SELF-ESTEEM İN SOCIAL STUDIES

Günümüzde bilgiyi ezberlemeye çalışan değil, nasıl öğrendiğini bilen, öğrendiklerini anlamlandırabilen, eleştirel ve yaratıcı düşünebilen, bilgilerini uygulamaya koyabilen bireylere gereksinim duyulmaktadır. Bu becerilere sahip bireylerin yetiştirilmesinde önemli öğretim yaklaşımlardan biri de Beyin Uyumlu Öğrenme (BUÖ) yaklaşımı olarak görülmektedir. BUÖ, beyinde öğrenmenin nasıl gerçekleştiğine dair bulgular ortaya koyan sinirbilim araştırmalarına dayalı, geniş kapsamlı bir öğrenme ve öğretme yaklaşımıdır. Bu çalışmada, 5. sınıf Sosyal Bilgiler dersinde BUÖ yaklaşımına göre hazırlanmış öğretim etkinliklerinin öğrencilerinin akademik başarılarına ve akademik benlik saygılarına olan etkisi incelenmiştir. Araştırma, yarı deneysel deneme modellerinden ön-test, son-test kontrol gruplu deneysel modele” göre gerçekleştirilmiştir. Çalışma grubunu İzmir ili Buca ilçesinde orta sosyo-ekonomik düzeyde bir devlet okulundan seçilen üç 5. sınıf oluşturmuştur. Veriler, öğrencilerin Sosyal Bilgiler dersi akademik başarısını ölçmek için araştırmacılar tarafından geliştirilen “Akademik Başarı Testi”, ve akademik benlik saygısını ölçmek için Coopersmith (1991) tarafından geliştirilen ve Pişkin (1996) tarafından Türkçe’ye uyarlanan “Coopersmith Akademik Benlik Saygısı Ölçeği” ile toplanmıştır. Araştırmanın bulgularına göre BUÖ yaklaşımının uygulandığı deney grubu öğrencilerinin Sosyal Bilgiler dersi akademik başarıları ve akademik benlik saygılarında kontrol grubu öğrencilerinden anlamlı düzeyde yüksek puan aldıkları belirlenmiştir.The modern times require individuals who do not only accept and memorize the information served but also aware of the structure of respective learning; giving meanings to the data learned, acting in line with critical and creative thinking, and making use of the data learned in practice. One of the significant teaching approaches to train such skilled individuals is a brain based learning which is commonly accepted. The brain based learning is a wide-range approach that supported by the neurological research findings explaining how the learning happens in the brain. This study aims to explain the effects of the teaching activities prepared in accordance with the brain compatible learning approach on 5th grade students’ Social Sciences course towards their academic achievement, executive functions and academic self esteem. In this research, quantitative research methods were both used. An experimental and two control groups were composed in the research. "unsynchronized pretest-posttest control group quasiexperimental design with" quantitative research design was used. The participants of the research, were students from the middle socio-economic level of a public school in Buca district of Izmir province. The data collection tools of the study were: Coopersmith Academic Self Esteem Scale, originally designed by Coopersmith (1991) and oriented Turkish by Pişkin (1996), Which Social Studies Academic Achievement Test was developed by the researchers. According to the findings of the study, the experimental group had higher scores on academic achievement, and academic self-esteem than the control groups of the study and this difference continued in one month

Family environment and emotional quotient in primary school 3rd grade students

© 2020. United World Center of Research Innovation and Publication. All rights reserved.In this research, Emotional Quotient (EQ) levels of 3rd grade primary school students are investigated with respect to a number of psycho-social variables. The EQ level is examined according to the income status of the family, education level and professions of parents and etc. Whether its environment makes a significant difference on eq when these variables are limited is examined. Target population of the study consists of 3rd grade primary school students who are registered to five middle socio-economic status schools in the city center and two townships’ schools in the countryside within Izmir city borders in the 2015-2016 academic term. Sample group consists of randomly selected 167 students who are 3rd graders studying in the same classes in mentioned schools. Research is designed in relational screening model. In this research, personal information form and EQ scale for children both developed by researcher are used as data collection tools. For the statistical analysis of the collected data, independent samples t test, one-way analysis of variance, Kruskal Wallis, Mann Whitney U tests are used. According to the search results, EQ levels of 3rd grade students vary significantly with respect to family income, mother’s and father’s profession, mother’s and father’s educational level, household size and preschool experience. There are significant differences according to family income levels, mothers' professions and education levels, fathers' professions and education levels, the number of members of the students' families and whether students continue their pre-school education. The results are discussed on the basis of the literature and suggestions are presented.