INVESTIGATION OF THE EFFECT OF PHILOSOPHY FOR CHILDREN APPROACH ON LISTENING COMPREHENSION OF FOURTH-GRADE PRIMARY SCHOOL STUDENTS
DOI:
https://doi.org/10.46827/ejes.v11i11.5707Keywords:
philosophy for children, listening skills, primary school, TürkiyeAbstract
This study aims to reveal the effect of the philosophy for children's approach on the listening comprehension of primary school fourth-grade students. A quasi-experimental design with a pretest-posttest control group was adopted as a method. The study population was fourth-grade students in 13 primary schools serving officially in Bayburt city center. Convenient sampling was used for the research sample. Thirty-three students from two different fourth-grades in the same school were selected as the study sample. The study's activities were based on the P4C approach in the experimental group's Turkish lessons, which lasted six weeks and twelve class hours. The activities were selected from the teacher's guidebook published by the first author, and stories were based on the guidebook. Listening comprehension achievement tests were used as a data collection tool. When the data obtained from the achievement tests were analyzed, nonparametric tests were used in the data analysis process because they did not meet the normality assumptions. In the data analysis, the Man Whitney U test was used to determine the difference between the experimental and control groups, and the Wilcoxon signed-rank test was used to determine the differences between the pretest and posttest scores of the experimental and control groups. After the analysis, no statistically significant difference was found. Within the groups, it was seen that the pretest and posttest achievement scores created a significant difference in favor of the experimental group. As a result, the philosophy for children approach contributed positively to the listening skills of fourth-grade primary school students.
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