Adana ili Çukurova ilçesi Vakıfbank ortaokulunda 11-12 yaşındaki çocuklarda yaratıcı dramanın öz-kavram üzerine etkisi
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Dosyalar
Tarih
2018
Yazarlar
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Yayıncı
Çağ Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı; yaratıcı dramanın 11-12 yaş grubundaki çocuklarda öz-kavram üzerine etkisini incelemektir. Araştırma Adana İli, Çukurova İlçesi'nde bulunan Vakıfbank ortaokulunda 40 kişilik bir örneklem grubu ile gerçekleştirilmiştir. Katılımcılar seçkisiz olarak 20 katılımcı kontrol grubuna ve 20 katılımcı ise deney grubuna atanmıştır. Çocukların öz-kavram algısının belirlenmesi amacıyla; Piers-Harris Öz-Kavram Ölçeği ve sosyo-demografik bilgi formu kullanılmıştır. Yaratıcı drama eğitimine başlamadan önce ilk olarak her iki gruba Piers-Harris Öz-Kavram Ölçeği uygulanmış, daha sonra deney grubuna 4 ay boyunca haftada 6 saat yaratıcı drama eğitimi uygulanırken kontrol grubuna herhangi bir yaratıcı drama eğitimi uygulanmamıştır. 4 aylık eğitim sonunda tekrar her iki gruba Piers-Harris Öz-Kavram Ölçeği uygulanarak sonuçlar elde edilmiştir. Gruplar arası karşılaştırma için Mann Whitney U testi ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırmanın sonucuna göre; yaratıcı drama eğitimi alan deney grubundaki katılımcılar 4 aylık yaratıcı drama eğitimi sonucunda, yaratıcı drama eğitim almayan kontrol grubundaki katılımcılara göre öz-kavram ölçeğinden istatistiksel olarak anlamlı derecede yüksek puan almıştır.
The aim of this study is to examine the effect of creative drama on self-concept in children aged 11-12 years. The study was carried out with a sample group of 40 people in Vakıfbank Middle School in Adana, Çukurova District. Participants were randomly assigned to the control group of 20 participants and 20 participants to the experiment group. The Piers-Harris Self-Concept Scale and the socio-demographic information form were used to determine children's self-concept perception. The Piers-Harris Self-Concept Scale was applied to both groups before the creative drama education was started, and then creative drama training was given to the experiment group for 6 hours a week for 4 months. Creative drama training was not applied to the control group. At the end of the 4-month training, the results of both groups were obtained by applying the Piers-Harris Self-Concept Scale. Mann Whitney U test and Wilcoxon Marked Rank test were used for comparison between groups. According to the results of the research, the participants in the creative drama training group had a high score on the 4-month creative drama training and the drama on the participants who were not trained in the control group.
The aim of this study is to examine the effect of creative drama on self-concept in children aged 11-12 years. The study was carried out with a sample group of 40 people in Vakıfbank Middle School in Adana, Çukurova District. Participants were randomly assigned to the control group of 20 participants and 20 participants to the experiment group. The Piers-Harris Self-Concept Scale and the socio-demographic information form were used to determine children's self-concept perception. The Piers-Harris Self-Concept Scale was applied to both groups before the creative drama education was started, and then creative drama training was given to the experiment group for 6 hours a week for 4 months. Creative drama training was not applied to the control group. At the end of the 4-month training, the results of both groups were obtained by applying the Piers-Harris Self-Concept Scale. Mann Whitney U test and Wilcoxon Marked Rank test were used for comparison between groups. According to the results of the research, the participants in the creative drama training group had a high score on the 4-month creative drama training and the drama on the participants who were not trained in the control group.
Açıklama
Anahtar Kelimeler
Sosyalleşme, Doğaçlama, Öz-Kavram, Yaratıcı Drama, İmprovisation, Creative Drama, Socializing, Self Concept
