Participatory Educational Research
Yazarlar: Mehmet ÖZENÇ, Cafer ÇARKIT
Konular:Eğitim, Eğitim Araştırmaları
DOI:10.17275/per.21.71.8.3
Anahtar Kelimeler:Functional literacy,Problem solving,Relationship,Elementary school students
Özet: This study explored the relationship between 4th-grade students’ functional literacy levels and their problem-solving skills and the effect level of students’ functional literacy experiences on their problem-solving ability. Employing the quantitative research approach, relational survey design, one of the general survey designs, was used in the study. The study universe was 4th-grade students attending public elementary schools in the central districts of Gaziantep. The study was conducted on a sample of 744 4th grade students who were selected by a simple random sampling method. In the study, data were collected with scales related to two different variables, functional literacy and problem-solving. Necessary approvals for the study were taken before the implementation. SPSS 15.0 package program was utilized to analyze the data. Frequency and percentage were performed to determine the demographic information of participating students; arithmetic mean, standard deviation and standard error were performed to determine the functional literacy levels and perception levels of problem-solving skills; Pearson product-moment correlation coefficient to determine the relationship between functional literacy and its sub-dimensions, and perceptions of problem-solving skills; and finally, multiple regression analysis calculations were made to determine the predictive power of functional literacy and its sub-dimensions on perceptions of problem-solving skills. According to the study results, students’ functional literacy levels were at a medium level and their problem-solving skills were at a partially high level. Also, there was a positive significant relationship between the students’ functional literacy levels and their problem-solving skills. Furthermore, it was determined that functional literacy and its sub-dimensions significantly predicted students’ problem-solving skills. The study results were discussed within the framework of the related literature.