META-ANALYSIS OF THE EFFECT OF WRITTING SITUATIONS WITH PEN OR KEY ON READING AND WRITING SKILLS

Tuğba Oğuz; Cem Akbaş

Makale detayları

META-ANALYSIS OF THE EFFECT OF WRITTING SITUATIONS WITH PEN OR KEY ON READING AND WRITING SKILLS

Yazarlar:

Tuğba Oğuz | Cem Akbaş

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Karaelmas Eğitim Bilimleri Dergisi Vol.11 Issue 1, pp.1-12

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001295195

pISSN:

2148-2888

Anahtar kelimeler:

Özet:

 In this research, it is aimed to determine the effect of pen or key writing situations on students reading and writing skills by bringing together experimental studies examining the effects of pen or key writing situations on students reading and writing skills, and to synthesize research findings. In the studies within the scope of the research, Google academic, ERIC, Web of Science and YÖK National Thesis Scanning System scientific studies were conducted by using keywords such as writing with a pen or key, typing and writing, writing with pencil, writing with keyboard and literacy skills. obtained from databases. From the databases, 9 articles were systematically accessed, examining the effects of pen or key writing on students reading and writing skills. The data obtained from the studies were analyzed by transferring them to the Comprehensive Meta-Analysis CMA program. Due to the heterogeneity of the studies included in the meta-analysis, the effect size was calculated with the random effects model. According to the findings of the study, the value of the mean effect size was not found significant. Z-0.281, p.05. The mean effect size value was found to be -0.047 and negative. In this case, it can be said that the effect of the procedure is not in favor of the experimental group. It can be said that typing with a pen and keystroke has no effect on increasing reading and writing skills.

 In this research, it is aimed to determine the effect of pen or key writing situations on students reading and writing skills by bringing together experimental studies examining the effects of pen or key writing situations on students reading and writing skills, and to synthesize research findings. In the studies within the scope of the research, Google academic, ERIC, Web of Science and YÖK National Thesis Scanning System scientific studies were conducted by using keywords such as writing with a pen or key, typing and writing, writing with pencil, writing with keyboard and literacy skills. obtained from databases. From the databases, 9 articles were systematically accessed, examining the effects of pen or key writing on students reading and writing skills. The data obtained from the studies were analyzed by transferring them to the Comprehensive Meta-Analysis CMA program. Due to the heterogeneity of the studies included in the meta-analysis, the effect size was calculated with the random effects model. According to the findings of the study, the value of the mean effect size was not found significant. Z-0.281, p.05. The mean effect size value was found to be -0.047 and negative. In this case, it can be said that the effect of the procedure is not in favor of the experimental group. It can be said that typing with a pen and keystroke has no effect on increasing reading and writing skills.

 In this research, it is aimed to determine the effect of pen or key writing situations on students reading and writing skills by bringing together experimental studies examining the effects of pen or key writing situations on students reading and writing skills, and to synthesize research findings. In the studies within the scope of the research, Google academic, ERIC, Web of Science and YÖK National Thesis Scanning System scientific studies were conducted by using keywords such as writing with a pen or key, typing and writing, writing with pencil, writing with keyboard and literacy skills. obtained from databases. From the databases, 9 articles were systematically accessed, examining the effects of pen or key writing on students reading and writing skills. The data obtained from the studies were analyzed by transferring them to the Comprehensive Meta-Analysis CMA program. Due to the heterogeneity of the studies included in the meta-analysis, the effect size was calculated with the random effects model. According to the findings of the study, the value of the mean effect size was not found significant. Z-0.281, p.05. The mean effect size value was found to be -0.047 and negative. In this case, it can be said that the effect of the procedure is not in favor of the experimental group. It can be said that typing with a pen and keystroke has no effect on increasing reading and writing skills.

 Bu araştırmada kalem veya tuşla yazma durumlarının öğrencilerin okuma-yazma becerileri üzerine etkisinin incelendiği deneysel çalışmalar bir araya getirilerek kalem veya tuşla yazma durumlarının öğrencilerin okuma-yazma becerileri üzerine etkisinin belirlenmesi ve bulguların sentezlenmesi amaçlanmıştır. Araştırma kapsamındaki çalışmalara, kalem veya tuşla yazma, kalem veya klavye ile yazma, typing and writing, writing with pencil, writing with keyboard ve literacy skills gibi anahtar sözcükler kullanılarak  Google akademik, ERIC, Web of Science ve YÖK Ulusal Tez Tarama Sistemi bilimsel veri tabanlarından ulaşılmıştır. Veri tabanlarından sistematik olarak, kalem veya tuşla yazma durumlarının öğrencilerin okuma-yazma becerileri üzerine etkisinin incelendiği 10 makaleye ulaşılmıştır. Çalışmalardan elde edilen veriler Comprehensive Meta-Analysis CMA programına aktarılarak analiz edilmiştir. Araştırmada meta analiz kapsamına alınan çalışmaların heterojenliği sebebiyle rastgele etkiler modeliyle etki büyüklüğü hesaplanmıştır. Araştırmanın bulgularına göre, ortalama etki büyüklüğünün değeri anlamlı bulunmamıştır. Z-0,281, p.05. Ortalama etki büyüklüğü değeri ise -0,047 ve negatif bulunmuştur. Bu durumda işlem etkisinin deney grubu lehine olmadığı söylenebilir. Kalem ve tuş ile yazma durularının okuma-yazma becerilerini artırmada tuşla yazmanın etkisinin olmadığı söylenebilir.

Makale detayları

META-ANALYSIS OF THE EFFECT OF WRITTING SITUATIONS WITH PEN OR KEY ON READING AND WRITING SKILLS

Yazarlar:

Tuğba Oğuz | Cem Akbaş

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Karaelmas Eğitim Bilimleri Dergisi Vol.11 Issue 1, pp.1-12

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001295195

pISSN:

2148-2888

Pen Typing

Key Typing

Typing

Reading-Writing Skills

Meta-AnalysisKalemle Yazma

Tuşla Yazma

Klavyeyle Yazma

Okuma-Yazma Becerileri

Meta-Analiz

Sayı

Makale detayları

Yazarlar: Tuğba Oğuz | Cem Akbaş

Yayıncı: Zonguldak Bulent Ecevit University

Ana Başlıklar: Alan Eğitimleri

Dergi: Karaelmas Eğitim Bilimleri Dergisi Vol.11 Issue 1, pp.1-12

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001295195

pISSN: 2148-2888

Sayı

Yazarlar:

Tuğba Oğuz | Cem Akbaş

Yayıncı:

Zonguldak Bulent Ecevit University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Karaelmas Eğitim Bilimleri Dergisi Vol.11 Issue 1, pp.1-12

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001295195

pISSN:

2148-2888