{"title":"Yaratıcı Dramanın Türkçe Dersine ve Türkçe Dil Becerilerine Yönelik Tutuma Etkisi: Bir Meta Analiz Çalışması","authors":"Perihan Gülce Özkaya","doi":"10.16916/aded.1153302","DOIUrl":null,"url":null,"abstract":"The purpose of the current study is to determine the effect of creative drama on the attitudes of students from different levels of education in Turkey towards Turkish lessons and Turkish language skills. To this end, a meta-analysis of the studies examining the effect of creative drama on the attitudes towards Turkish lessons and Turkish language skills was conducted. Within the context of the study, it was also tried to determine whether the effect values vary depending on the type of publication, the education level of the participants, and the domain of attitude moderator variables. A total of 17 studies were included in the meta-analysis study. The sample size of the studies included in the meta-analysis was 733 people, including 424 participants in the experimental group and 309 participants in the control group. The studies included in the meta-analysis are heterogeneous. In addition to the publication bias result of the funnel plot, Orwin’s Safe N analysis, Duval and Tweedie’s Trim and Fill and Egger’s regression analysis revealed no publication bias. Effect values were calculated according to the random effects model. Cohen’s d coefficient was used in the effect value calculations. The Q test and p significance coefficient were used to determine the moderator variable effect. In the study, it was determined that creative drama has a positive and high level effect on the attitudes towards Turkish lessons and Turkish language skills. When the results of the moderator variable analysis were examined, it was seen that the variance between studies for the moderator variable of publication type was not significant in terms of the attitudes towards Turkish lessons and Turkish language skills while it was significant in favor of high school level for the moderator variable of education level and in favor of speaking skill for the moderator variable of domain of attitude.","PeriodicalId":302679,"journal":{"name":"Ana Dili Eğitimi Dergisi","volume":"101 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ana Dili Eğitimi Dergisi","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.16916/aded.1153302","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
The purpose of the current study is to determine the effect of creative drama on the attitudes of students from different levels of education in Turkey towards Turkish lessons and Turkish language skills. To this end, a meta-analysis of the studies examining the effect of creative drama on the attitudes towards Turkish lessons and Turkish language skills was conducted. Within the context of the study, it was also tried to determine whether the effect values vary depending on the type of publication, the education level of the participants, and the domain of attitude moderator variables. A total of 17 studies were included in the meta-analysis study. The sample size of the studies included in the meta-analysis was 733 people, including 424 participants in the experimental group and 309 participants in the control group. The studies included in the meta-analysis are heterogeneous. In addition to the publication bias result of the funnel plot, Orwin’s Safe N analysis, Duval and Tweedie’s Trim and Fill and Egger’s regression analysis revealed no publication bias. Effect values were calculated according to the random effects model. Cohen’s d coefficient was used in the effect value calculations. The Q test and p significance coefficient were used to determine the moderator variable effect. In the study, it was determined that creative drama has a positive and high level effect on the attitudes towards Turkish lessons and Turkish language skills. When the results of the moderator variable analysis were examined, it was seen that the variance between studies for the moderator variable of publication type was not significant in terms of the attitudes towards Turkish lessons and Turkish language skills while it was significant in favor of high school level for the moderator variable of education level and in favor of speaking skill for the moderator variable of domain of attitude.
本研究的目的是确定创造性戏剧对土耳其不同教育水平的学生对土耳其语课程和土耳其语技能的态度的影响。为此,对研究创造性戏剧对土耳其课程态度和土耳其语言技能影响的研究进行了荟萃分析。在本研究的背景下,还试图确定效果值是否随出版物类型、被试的受教育程度和态度调节变量的域而变化。meta分析研究共纳入17项研究。meta分析纳入的研究样本量为733人,其中实验组424人,对照组309人。纳入meta分析的研究是异质的。除了漏斗图的发表偏倚结果外,Orwin的Safe N分析、Duval和Tweedie的Trim and Fill和Egger的回归分析均未显示发表偏倚。根据随机效应模型计算效应值。效应值计算采用Cohen’s d系数。采用Q检验和p显著性系数确定调节变量效应。在研究中,创造性戏剧被确定对土耳其课程和土耳其语言技能的态度有积极和高水平的影响。当对调节变量分析的结果进行检验时,我们发现研究之间对于出版类型的调节变量在土耳其语课程态度和土耳其语技能方面的差异不显著,而对于教育水平的调节变量有利于高中水平,对于态度领域的调节变量有利于说话技能,研究之间的差异显著。