Comparison of Listening Comprehension of Secondary School Students Who Play an Instrument and Who Don't

Leylahan Dağlı Şahin; Ozgur Babayıgıt

Makale detayları

Comparison of Listening Comprehension of Secondary School Students Who Play an Instrument and Who Don't

Yazarlar:

Leylahan Dağlı Şahin | Ozgur Babayıgıt

Yayıncı:

Kirsehir Ahi Evran University

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.9 Issue 2, pp.568-580

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296573

pISSN:

2149-0767

Anahtar kelimeler:

Özet:

 In this study, it is aimed to compare the listening comprehension of middle school students who play and do not play an instrument. The study was carried out with the relational screening design, which is one of the quantitative research methods. The universe of the research consists of secondary school students in Aydıncık district of Yozgat province in the 2021-2022 academic year. The sample of the study consists of 320 secondary school students determined by simple random sampling method. As a data collection tool in the research, one listening text and 12 listening comprehension tests were used to determine the students understanding of what they listened to. SPSS program was used in the analysis of the data. As a result of the research, it was determined that 68 of secondary school students did not play any instrument, and 32 played an instrument. It was determined that the listening comprehension success of secondary school students was 57 points out of 100. A score of 57 is considered to be an intermediate score. The average score of the listening comprehension achievement test of secondary school students who do not play an instrument is 49 points out of one hundred. The listening comprehension achievement test score average of middle school students who play instruments is 73 points out of one hundred. It has been determined that the middle school students who play an instrument have a higher score of 24 points out of a hundred than the middle school students who do not play instruments. In other words, middle school students who play instruments have a 49 higher listening comprehension score than middle school students who dont play instruments. The listening comprehension achievement score of the secondary school students who play an instrument shows a significant difference compared to the listening comprehension achievement score of the secondary school students who do not play an instrument, t31812.08, p.001. This finding shows that there is a significant relationship between playing an instrument and listening comprehension. The calculated eta squared value is η20.31. Accordingly, it can be said that approximately 31 of the variance observed in listening comprehension success scores is due to playing an instrument. On the other hand, the calculated Cohen d value is d1.53. This result shows that the difference between the listening comprehension achievement scores of middle school students who play and do not play an instrument is 1.53 standard deviations. When the calculated Cohen d1.53 value is examined, it is seen that there is a large effect size between playing an instrument and listening comprehension. As a result, it can be said that playing an instrument has a positive effect on listening comprehension.

 In this study, it is aimed to compare the listening comprehension of middle school students who play and do not play an instrument. The study was carried out with the relational screening design, which is one of the quantitative research methods. The universe of the research consists of secondary school students in Aydıncık district of Yozgat province in the 2021-2022 academic year. The sample of the study consists of 320 secondary school students determined by simple random sampling method. As a data collection tool in the research, one listening text and 12 listening comprehension tests were used to determine the students understanding of what they listened to. SPSS program was used in the analysis of the data. As a result of the research, it was determined that 68 of secondary school students did not play any instrument, and 32 played an instrument. It was determined that the listening comprehension success of secondary school students was 57 points out of 100. A score of 57 is considered to be an intermediate score. The average score of the listening comprehension achievement test of secondary school students who do not play an instrument is 49 points out of one hundred. The listening comprehension achievement test score average of middle school students who play instruments is 73 points out of one hundred. It has been determined that the middle school students who play an instrument have a higher score of 24 points out of a hundred than the middle school students who do not play instruments. In other words, middle school students who play instruments have a 49 higher listening comprehension score than middle school students who dont play instruments. The listening comprehension achievement score of the secondary school students who play an instrument shows a significant difference compared to the listening comprehension achievement score of the secondary school students who do not play an instrument, t31812.08, p.001. This finding shows that there is a significant relationship between playing an instrument and listening comprehension. The calculated eta squared value is η20.31. Accordingly, it can be said that approximately 31 of the variance observed in listening comprehension success scores is due to playing an instrument. On the other hand, the calculated Cohen d value is d1.53. This result shows that the difference between the listening comprehension achievement scores of middle school students who play and do not play an instrument is 1.53 standard deviations. When the calculated Cohen d1.53 value is examined, it is seen that there is a large effect size between playing an instrument and listening comprehension. As a result, it can be said that playing an instrument has a positive effect on listening comprehension.

 In this study, it is aimed to compare the listening comprehension of middle school students who play and do not play an instrument. The study was carried out with the relational screening design, which is one of the quantitative research methods. The universe of the research consists of secondary school students in Aydıncık district of Yozgat province in the 2021-2022 academic year. The sample of the study consists of 320 secondary school students determined by simple random sampling method. As a data collection tool in the research, one listening text and 12 listening comprehension tests were used to determine the students understanding of what they listened to. SPSS program was used in the analysis of the data. As a result of the research, it was determined that 68 of secondary school students did not play any instrument, and 32 played an instrument. It was determined that the listening comprehension success of secondary school students was 57 points out of 100. A score of 57 is considered to be an intermediate score. The average score of the listening comprehension achievement test of secondary school students who do not play an instrument is 49 points out of one hundred. The listening comprehension achievement test score average of middle school students who play instruments is 73 points out of one hundred. It has been determined that the middle school students who play an instrument have a higher score of 24 points out of a hundred than the middle school students who do not play instruments. In other words, middle school students who play instruments have a 49 higher listening comprehension score than middle school students who dont play instruments. The listening comprehension achievement score of the secondary school students who play an instrument shows a significant difference compared to the listening comprehension achievement score of the secondary school students who do not play an instrument, t31812.08, p.001. This finding shows that there is a significant relationship between playing an instrument and listening comprehension. The calculated eta squared value is η20.31. Accordingly, it can be said that approximately 31 of the variance observed in listening comprehension success scores is due to playing an instrument. On the other hand, the calculated Cohen d value is d1.53. This result shows that the difference between the listening comprehension achievement scores of middle school students who play and do not play an instrument is 1.53 standard deviations. When the calculated Cohen d1.53 value is examined, it is seen that there is a large effect size between playing an instrument and listening comprehension. As a result, it can be said that playing an instrument has a positive effect on listening comprehension.

 Bu araştırmada enstrüman çalan ve çalmayan ortaokul öğrencilerinin dinlediğini anlamalarının karşılaştırılması amaçlanmaktadır. Çalışma, nicel araştırma yöntemlerinin biri olan ilişkisel tarama deseni ile gerçekleştirilmiştir. Araştırmanın evrenini 2021-2022 eğitim-öğretim yılında Yozgat ilinin Aydıncık ilçesindeki ortaokul öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise basit seçkisiz örneklem yöntemi ile tespit edilen 320 ortaokul öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak, öğrencilerin dinlediklerini anlamalarının tespiti için bir adet dinleme metni ve 12 dinlediğini anlama testi kullanılmıştır. Verilerin analizinde SPSS programı kullanılmıştır. Araştırma sonucunda ortaokul öğrencilerinin 68inin herhangi bir enstrüman çalmadığı, 32sinin enstrüman çaldığı tespit edilmiştir. Ortaokul öğrencilerinin dinlediğini anlama başarısının 100 üzerinden 57 puan olduğu belirlenmiştir. 57 puanın orta seviyede bir puan olduğu düşünülmektedir. Enstrüman çalmayan ortaokul öğrencilerinin dinlediğini anlama başarı testi puan ortalaması yüz üzerinden 49 puandır. Enstrüman çalan ortaokul öğrencilerinin dinlediğini anlama başarı testi puan ortalaması yüz üzerinden 73 puandır. Enstrüman çalan ortaokul öğrencilerinin, enstrüman çalmayan ortaokul öğrencilerinden dinlediğini anlama puanının yüz üzerinden 24 puan fazla olduğu tespit edilmiştir. Başka bir ifadeyle, enstrüman çalan ortaokul öğrencilerinin, enstrüman çalmayan ortaokul öğrencilerinden dinlediğini anlama puanı 49 daha yüksektir. Enstrüman çalan ortaokul öğrencilerinin dinlediğini anlama başarı puanı, enstrüman çalmayan ortaokul öğrencilerinin dinlediğini anlama başarı puanına göre anlamlı bir farklılık göstermektedir, t31812.08, p.001. Bu bulgu, enstrüman çalma ile dinlediğini anlama arasında anlamlı bir ilişkinin olduğunu göstermektedir. Hesaplanan eta kare değeri η20.31dir. Buna göre dinlediğini anlama başarı puanlarında gözlenen varyansın yaklaşık 31inin enstrüman çalmaya bağlı olduğu söylenebilmektedir. Öte yandan, hesaplanan Cohen d değeri, d1.53tür. Bu sonuç, enstrüman çalan ve çalmayan ortaokul öğrencilerinin dinlediğini anlama başarı puanları arasındaki farkın 1.53 standart sapma kadar olduğunu göstermektedir. Hesaplanan Cohen d1.53 değeri incelendiğinde enstrüman çalma ile dinlediğini anlama arasında büyük bir etki büyüklüğü olduğu görülmektedir. Bunun sonucunda enstrüman çalmanın dinlediğini anlamayı olumlu etkilediği söylenebilmektedir.

Makale detayları

Comparison of Listening Comprehension of Secondary School Students Who Play an Instrument and Who Don't

Yazarlar:

Leylahan Dağlı Şahin | Ozgur Babayıgıt

Yayıncı:

Kirsehir Ahi Evran University

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.9 Issue 2, pp.568-580

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296573

pISSN:

2149-0767

Playing an instrument

listening

understanding

listening comprehensionenstrüman çalma

dinleme

anlama

dinlediğini anlama

Sayı

Makale detayları

Yazarlar: Leylahan Dağlı Şahin | Ozgur Babayıgıt

Yayıncı: Kirsehir Ahi Evran University

Dergi: Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.9 Issue 2, pp.568-580

Belge Tipi: Makale

Yayın Tarihi: 7/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001296573

pISSN: 2149-0767

Sayı

Yazarlar:

Leylahan Dağlı Şahin | Ozgur Babayıgıt

Yayıncı:

Kirsehir Ahi Evran University

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.9 Issue 2, pp.568-580

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296573

pISSN:

2149-0767