14-18 Yaş Bireylerde El Göz Tepki Süresi ile Akademik Başarı Arasındaki İlişki

Abstract

Amaç: Bu araştırmanın amacı, 14-18 yaş aralığındaki bireylerde el-göz koordinasyonuna dayalı tepki süresi ile akademik başarı (sayısal, sözel ve genel) arasındaki ilişkiyi incelemek ve bu ilişkinin cinsiyete göre farklılaşıp farklılaşmadığını ortaya koymaktır. Yöntem: İlişkisel tarama modeliyle yürütülen araştırmaya, Konya ilinde öğrenim gören 222 lise öğrencisi (100 erkek, 122 kız; yaş ort. 15,59 ± 1,15) katılmıştır. Tepki süresi ölçümleri BlazePod™ sistemi ile “Formula Reactions” protokolü kullanılarak gerçekleştirilmiş; akademik başarı, yıl sonu ağırlıklı not ortalamaları (YANO) üzerinden belirlenmiştir. Veriler SPSS 25.0 programıyla analiz edilmiş, Pearson korelasyon ve basit doğrusal regresyon testleri uygulanmıştır. Bulgular: Sonuçlar, el-göz tepki süresi ile sayısal, sözel ve genel akademik başarı arasında orta düzeyde, negatif yönde ve anlamlı ilişkiler olduğunu göstermiştir (p<.001). Tepki süresi kısaldıkça akademik başarı düzeylerinin yükseldiği bulunmuştur. Açıklayıcı güç, özellikle sayısal başarıda daha yüksektir (R²=0,163). Cinsiyet bazında ise erkeklerde ilişkinin daha güçlü olduğu tespit edilmiştir. Sonuç: Araştırma, psikomotor becerilerin akademik performansla yakından ilişkili olduğunu ortaya koymaktadır. El-göz tepki süresi, özellikle sayısal başarı için önemli bir yordayıcıdır. Eğitim programlarında dikkat, işlemleme hızı ve tepki süresi gibi bilişsel-motor bileşenlerin dikkate alınması, öğrencilerin öğrenme çıktılarının geliştirilmesine katkı sağlayabilir.

Keywords

• El-göz koordinasyonu
• tepki süresi
• akademik başarı
• bilişsel performans

The Relationship Between Hand-Eye Reaction Time and Academic Achievement in Individuals Aged 14–18

Abstract

Purpose: The purpose of this study is to examine the relationship between hand-eye coordination-based reaction time and academic achievement (numerical, verbal, and overall) among individuals aged 14–18, and to determine whether this relationship differs by gender. Method: The study was conducted using a correlational survey model with the participation of 222 high school students (100 males, 122 females; mean age = 15.59 ± 1.15) in Konya, Türkiye. Reaction times were measured using the BlazePod™ system with the “Formula Reactions” protocol, while academic achievement was determined based on students’ end-of-year weighted grade point averages (YANO). Data were analyzed using SPSS 25.0, employing Pearson correlation and simple linear regression analyses. Results: Findings revealed moderate, negative, and significant correlations between reaction time and numerical, verbal, and overall academic achievement (p < .001). Shorter reaction times were associated with higher levels of academic achievement. The predictive power of reaction time was higher for numerical achievement (R² = 0.163). Gender-based analysis indicated that the relationship was stronger among male participants. Conclusion: The study demonstrates that psychomotor skills are closely related to academic performance. Hand-eye reaction time is a significant predictor of academic achievement, particularly in numerical domains. Incorporating cognitive-motor components such as attention, processing speed, and reaction time into educational programs may contribute to improving students’ learning outcomes.

Keywords

• Hand-eye coordination
• Reaction time
• Academic achievement
• Cognitive performance

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