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European Journal of <strong>Educational</strong> Studies 2(2), 2010Table 4: ANOVA Results of Participants‟ Opinion on Problem Solving Skills and Their Answers ConsideringIncome Level (Continued)VARIANCEI help my friends to solve theirproblems.ORDER INCOMELEVEL1 1500-2500 TL 79 3.92 1.382 1000-1499 TL 108 4.51 .723 750-999 TL 210 3.82 1.114 500-749 TL 95 4.06 1.045 0-499 TL 108 3.58 1.76Total 600 3.95 1.26NS F p8.831 .000My friends say that I can findpractical solutions to theproblems.1 1500-2500 TL 79 3.46 1.172 1000-1499 TL 108 3.28 1.153 750-999 TL 210 3.08 1.104 500-749 TL 95 2.52 1.255 0-499 TL 108 3.13 1.16Total 600 3.08 1.198.574.000I do not panic in extraordinarycases, I create solutionsI approach the problem indifferent ways when I encountera problem.I enjoy the positive atmospherewhen I solve the problem.Positive reactions I get solving aproblem motivate me.My friends ask my help to solvea problem.1 1500-2500 TL 79 3.08 1.422 1000-1499 TL 108 3.31 1.203 750-999 TL 210 2.92 1.294 500-749 TL 95 3.04 1.495 0-499 TL 108 3.05 1.46Total 600 3.04 1.361 1500-2500 TL 79 3.91 1.302 1000-1499 TL 108 3.84 1.453 750-999 TL 210 3.85 1.264 500-749 TL 95 4.23 .895 0-499 TL 108 3.52 1.48Total 600 3.86 1.311 1500-2500 TL 79 3.54 1.212 1000-1499 TL 108 4.04 1.083 750-999 TL 210 3.82 1.224 500-749 TL 95 3.72 1.165 0-499 TL 108 3.94 1.19Total 600 3.83 1.191 1500-2500 TL 79 4.35 1.032 1000-1499 TL 108 3.87 1.373 750-999 TL 210 4.28 1.184 500-749 TL 95 4.37 1.085 0-499 TL 108 4.19 1.26Total 600 4.22 1.211 1500-2500 TL 79 3.48 1.332 1000-1499 TL 108 3.63 1.263 750-999 TL 210 3.95 1.274 500-749 TL 95 3.63 1.215 0-499 TL 108 3.79 1.28Total 600 3.75 1.28.836 .5033.873 .0042.424 .0473.059 .0162.694 .030Regarding the participants‟ opinion on the problem solving effect of sport in terms of anova results of the levelof income, no meaninful difference is found only for one entry, which is “I do not panic in extraordinary cases, Icreate solutions” [F(4-595 ) = ,503 ; p>0,05]. For the other entries, however, meaninful differences are confirmedwith respect to their opinion and the level of income.107
European Journal of <strong>Educational</strong> Studies 2(2), 2010DISCUSSION AND SUGGESTIONSOf all 600 High School students who participated in this research which aims to search the effect of theparticipation rate of high school students in sport activities on problem solving strategies, 64.8% of them arewomen, 43.5% are at the age of 14, 46.8% were born in county, ”, the mothers of 68% are the graduates of“elementary education”, the fathers of 62.2% are the graduates of “elementary education”, average monthlyincome of 35% is about “750-999 TL”, 42.3% live in “rental flats”and 50% do sport regularly.Meaningful variances are found out after the statistical analysis of the problem solving skills of high schoolstudents who participate in sport activities and who do not. It can be claimed that such variances which come tolight looking into the rate of participation result from the participants of the sport activities. In accordance withthe findings of this research, Şah (2005) retained a meaninful varience considering the problem solving skills ofdisabled people who do sport regularly and who do not, and claimed that such a variance stems from the disabledwho regularly do sport which means that doing sport probably plays a crucial role in improving the problemsolving skills of disabled (Şah, 2005).Another finding of this research highlights that the level of income can be a significant factor on problem solvingskills of the students which emphasizes that problem solving skills of the students with a higher level of incomecan be more efficient. According to Çağlayan, Taşğın, and Yıldız‟s article (2008) on the problem solving skillsof high school students, it is also apparent that the students with a high level of income do not act immediately,but consider the different factors compiling the necessary information beforehand contrary to the students withlower level of income (Çağlayan, Taşğın, and Yıldız, 2008). In addition, the former do not begin to suspect iftheir first solution to the problem is useless, but try to find alternative ways to solve the problem, and theyanalyse the process at the end in order to find what serves their purpose and in which ways (Hasırcı, and Bulut,2006; Heppner, P. P. and Krauskopf, C. J. ,1987; Yıldırım,and Çirkinoğlu,2005; ). The results of Çağlayan,Taşğın, and Yıldız‟s article are in parallel to the findings of this research. Morever, it is claimed in İsrael (2003)and Terzi (2000) ‟s research that the students of different groups of the top socio-economic class considerthemselves as more efficient in problem solving strategies, as well (Israel, 2003; Terzi, 2000; Altun.and Arslan.2006; Zaroiıadou, and Tsaparlis, 2000).In conclusion, it can be claimed that participating sport activities and having a high level of income are importantfactors that effect the problem solving skills of the high school students.REFERENCESAçıkgöz, Ö. (2006). Öğrenme stilleri ile ilgili elektronik ortamda yayımlanan çalışmaların incelenmesi,Yayınlanmamış Yüksek Lisans Tezi, Ankara: Ankara Üniversitesi Eğitim Bilimleri Enstitüsü.Altun, M. and Arslan. Ç. (2006). İlköğretim öğrencilerinin problem çözme stratejilerini öğrenmeleri üzerine birçalışma, Eğitim Fakültesi Dergisi XIX , 1, 21.Balay, R. (2004). Küreselleşme, bilgi toplumu ve eğitim, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi,37 (2), 61-82.Baysan, S. (2005). Öğrenme Stilleri (Kanalları) Kullanılarak Coğrafya Öğretimi Üzerine Bir Model Önerisi:ADÜ Eğitim Fakültesi Sınıf Öğretmenliği Öğrencileri Örneği, XIV. Ulusal Eğitim Bilimleri Kongresi,Denizli: Pamukkale Üniversitesi.Bilge, J.and Aslan,A.(1999)Akılcı olmayan düşünce düzeyleri farklı üniversite öğrencilerinin problem çözmebecerilerini değerlendirmeleri. Psikolojik Danışma ve Rehberlik Dergisi. Sayı 13, pp. 18.Custer, R. L. (1999). Design and Problem Solving in Technology Education, NASSP Bulletin, Vol. 83(608), 24–33.Çağlayan, H. Şirin, E., F. Çetin, Ç. and İnce, A. (1998). Spor yapan ve yapmayan lise öğrencilerinin problemçözme becerilerinin incelenmesi. XVI. Ulusal Eğitim Bilimleri Kongresi, Konya.Çağlayan, S., H., Taşğın, Ö. and Yıldız, Ö. (2008). Spor yapan lise öğrencilerinin problem çözme becerilerininçeşitli değişkenler açısından incelenmesi. Niğde Üniversitesi Beden Eğitimi ve Spor YüksekokuluDergisi, Cilt 2, Sayı 1.108
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