THE EFFECT OF SOCIO-ECONOMIC FACTORS ON THE ATTITUDES OF MIDDLE SCHOOL STUDENTS' TURKISH LANGUAGE LESSON
Turkish lesson is a lesson that is effective in the mental, cognitive and emotional development of students since the first years of formal education. Through the activities implemented in the areas of reading, listening, speaking and writing learning, students' language and thinking skills and...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/fee39efc52ba4021ae6d7e155bfef253 |
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| Sumario: | Turkish lesson is a lesson that is effective in the mental, cognitive and emotional development of students since the first years of formal education. Through the activities implemented in the areas of reading, listening, speaking and writing learning, students' language and thinking skills and social skills are provided to be developed, these skills help them to start life cognitively, mentaly and socially equipped generations.Therefore, the positive attitude of the students towards the Turkish lesson and the feeding of positive approaches towards the course directly affect the development of these skills. The aim of this study is to reveal the effect of socio-economic and cultural factors on the attitudes of secondary school students towards Turkish lesson. Descriptive research method was used in the research. In this study, it is aimed to reach a general judgment about the effect of socio-economic factors on Turkish lesson attitudes, based on a sample selected from different socio-economic circles, representing students studying in central secondary schools in Siirt. The sample consisted of 6710 students in different socio-economic and cultural environment schools, however after elimination of students who filled in questionnaire irrelevant, 6000 students had consisted the main sample. The data obtained were analyzed with SPSS 21 package program and the reliability coefficient of the questionnaire was 89. Among the attitudes of the students towards Turkish lesson, it was concluded that there was no significant difference between the views of the students according to the variables of gender, working status of the parent, income level, number of books, family structure, parents' co-existence and parents' literacy status. |
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