MÜZİKSEL-RİTMİK ZEKAYA YÖNELİK ETKİNLİKLERİN DİL BİLGİSİ ÖĞRETİMİNDE AKADEMİK BAŞARIYA ETKİSİ

Abstract

Grammar should be thought intertwined with other learning fields and in accordance with the valuable elements of the child`s world. With the help of structuralist approach, grammar has gained a new identity. The aim of this study is to depict the effects of the activities addressed to musical-rhytmic intelligence on academic success. This study is an experimental study including experiment and control groups. The sample group is consisted of 34 students in 7/A-7/B classes of a Secondary School in 2013-2014 years in the North part of Turkey. Each of the experiment and control groups consisted of seventeen students. A lecture about ´modal and time`was given to the students of experiment group in terms of the activities addressed to musical-rhythmic intelligence and to the students of control group in terms of the activities on student work book. As the data collecting tool, a success test consisting of 20 items whose reliability parameter is assigned as 0.90 (KR-20) was prepared and it was applied as pre-test and pro-test to the experiment and control groups. At the end of the experimental process, it was detected that a meaningful difference was observed in favour of the experiment group who was taught in terms of the activities addressed to musical-rhythmic intelligence. This output shows that different approaches in grammar teaching and the attitudes