KALEM VEYA TUŞLA YAZMA DURUMLARININ OKUMA-YAZMA BECERİLERİ ÜZERİNE ETKİSİNİN META-ANALİZ ÇALIŞMASI

Year 2023, , 1 - 12, 29.06.2023

Tuğba Oğuz , Cem Akbaş

https://doi.org/10.58638/kebd.1279203

Abstract

Bu araştırmada kalem veya tuşla yazma durumlarının öğrencilerin okuma-yazma becerileri üzerine etkisinin incelendiği deneysel çalışmalar bir araya getirilerek kalem veya tuşla yazma durumlarının öğrencilerin okuma-yazma becerileri üzerine etkisinin belirlenmesi ve bulguların sentezlenmesi amaçlanmıştır. Araştırma kapsamındaki çalışmalara, kalem veya tuşla yazma, kalem veya klavye ile yazma, typing and writing, writing with pencil, writing with keyboard ve literacy skills gibi anahtar sözcükler kullanılarak “ Google akademik, ERIC, Web of Science ve YÖK Ulusal Tez Tarama Sistemi” bilimsel veri tabanlarından ulaşılmıştır. Veri tabanlarından sistematik olarak, kalem veya tuşla yazma durumlarının öğrencilerin okuma-yazma becerileri üzerine etkisinin incelendiği 10 makaleye ulaşılmıştır. Çalışmalardan elde edilen veriler “Comprehensive Meta-Analysis (CMA)” programına aktarılarak analiz edilmiştir. Araştırmada meta analiz kapsamına alınan çalışmaların heterojenliği sebebiyle rastgele etkiler modeliyle etki büyüklüğü hesaplanmıştır. Araştırmanın bulgularına göre, ortalama etki büyüklüğünün değeri anlamlı bulunmamıştır. (Z=-0,281, p<.05). Ortalama etki büyüklüğü değeri ise -0,047 ve negatif bulunmuştur. Bu durumda işlem etkisinin deney grubu lehine olmadığı söylenebilir. Kalem ve tuş ile yazma durularının okuma-yazma becerilerini artırmada tuşla yazmanın etkisinin olmadığı söylenebilir.

Keywords

Kalemle Yazma, Tuşla Yazma, Klavyeyle Yazma, Okuma-Yazma Becerileri, Meta-Analiz

META-ANALYSIS OF THE EFFECT OF WRITTING SITUATIONS WITH PEN OR KEY ON READING AND WRITING SKILLS

Abstract

In this research, it is aimed to determine the effect of pen or key writing situations on students' reading and writing skills by bringing together experimental studies examining the effects of pen or key writing situations on students' reading and writing skills, and to synthesize research findings. In the studies within the scope of the research, "Google academic, ERIC, Web of Science and YÖK National Thesis Scanning System" scientific studies were conducted by using keywords such as writing with a pen or key, typing and writing, writing with pencil, writing with keyboard and literacy skills. obtained from databases. From the databases, 9 articles were systematically accessed, examining the effects of pen or key writing on students' reading and writing skills. The data obtained from the studies were analyzed by transferring them to the "Comprehensive Meta-Analysis (CMA)" program. Due to the heterogeneity of the studies included in the meta-analysis, the effect size was calculated with the random effects model. According to the findings of the study, the value of the mean effect size was not found significant. (Z=-0.281, p<.05). The mean effect size value was found to be -0.047 and negative. In this case, it can be said that the effect of the procedure is not in favor of the experimental group. It can be said that typing with a pen and keystroke has no effect on increasing reading and writing skills.

Keywords

Pen Typing, Key Typing, Typing, Reading-Writing Skills, Meta-Analysis

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