Ergenlerde Yüksek Akademik Başarı için Optimal Ekran ve Çalışma Süreleri

Year 2014, Volume: 8 Issue: 3, 129 - 136, 01.06.2014

Mehmet Kenan Kanburoğlu Mehmet Nevzat Çizmeci Ahmet Zulfikar Akelma Aslınur Kurşunel Betül Korkmaz Büşra Bulut Selma Yıldırım Emel Orun Mustafa Mansur Tatlı

Abstract

Amaç: Öğrencilerin ders çalışma süreleri ve maruz kaldıkları ekran süreleri ile ders-sınav başarıları arasındaki ilişki araştırılarak, maksimum başarı için gerekli olan ders çalışma ve ekran süresi değerleri bulunmaya çalışıldı.Gereç ve Yöntemler: M13 farklı şehirde yaşları 11 ile 13 arasında değişen 2104 öğrenciye anket yolu ile televizyon, cep telefonu, bilgisayar, oyun konsolu önünde ne kadar vakit geçirdikleri, ayda kaç kez sinemaya gittikleri ve evde ders çalışmak için ayırdıkları süre soruldu. Elde edilen veriler, öğrencilerin ders notu ortalaması ve Seviye Belirleme Sınavı (SBS) puanları ile karşılaştırıldı. İkili korelasyonlarda anlamlı çıkan değişkenler çoklu regresyon analizi ile değerlendirildi.Bulgular: Hem çocuğun hem de ebeveynlerin televizyon seyretme süresi uzadıkça öğrencinin ders başarısının düştüğü bulundu. Bilgisayar kullanımı 1 saati geçmediğinde ve ayda dördü geçmeyecek şekilde en azından bir kez sinemaya gidildiğinde ders başarısının belirgin oranda arttığı saptandı. En yüksek SBS puanı ortalaması günde 2-4 saat çalışan öğrencilere aitti. Şehirlere göre hem televizyon seyretme süreleri hem de Seviye Belirleme Sınavı puanları anlamlı olarak birbirinden farklı bulundu. Erkeklerin daha çok bilgisayar karşısında vakit geçirdikleri görüldü.Sonuç: Ergenler, ekran başında geçirecekleri sürenin beden sağlığı ve okul performansı üzerine olumsuz etkileri olabileceği ve bu ekranları sınırlı sürelerde ve bilinçli bir şekilde kullanmaları gerektiği konusunda bilgilendirilmelidir. Ebeveynlere televizyon seyretme alışkanlığı konusunda örnek davranış gösterme sorumluluğu taşıdıkları hatırlatılmalı, çocuklarını günde 2-4 saat çalışmaya ve ayda dört defayı geçmeyecek şekilde en azından bir kez sinemaya gitmeye teşvik etmeleri önerilmelidir.

Keywords

Akademik başarı, Adolesan, Ekran süresi

Optimal Screen and Study Time for Achievement of High Academic ptimal Screen and Study Time for Achievement of High Academic Performance in Adolescents

Abstract

Objective: The aim of the study was to investigate the infl uence of screen time and study time to academic performance of adolescents. Optimal screen and study time was tried to be found to achieve best grades at school and at matriculation scores.Material and Methods: 2104 students aged 11 to 13 from 13 different cities from Turkey enrolled to the study. By conducting a survey, the students’ grade-point average and matriculation scores (SBS examination) were compared in respect to the time they spent on screens (television, computer, cinema, mobile phone, video game console) and studying/home working at home. The variables that found to be correlated with academic performance were included in the multiple regression analysis. Results: Academic performance of adolescents was found to be decreased as their and their parents’ time spent in front of a television increased. The highest academic performance was achieved by students who used to study 2-4 hours a day, spending no more than an hour on a computer and going to the cinema at least once a month. Both matriculation scores and grade-point averages altered according to different cities. Boys had more screen time for computers. Conclusion: Adolescents should be informed of the possible risks and negative effects of excessive screen time on physical health and academic performance. Parents should be reminded of their duties as to setting examples towards television watching habits and encouraging their children towards spending appropriate time on study and going to the cinema at least once a month. With a study schedule of two to four hours a day, best academic performance can be achieved

Keywords

Academic performance, Adolescent, Screen time

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