Research article    |    Open Access
International Journal on New Trends in Education and Their Implications 2013, Vol. 4(3) 48-56

The Effect of Gender and Computer Use Variables on Recognation of Geometrical Shapes in Preschool Children

Oguz Serdar KESICIOGLU

pp. 48 - 56

Publish Date: July 31, 2013  |   Single/Total View: 0/0   |   Single/Total Download: 0/0


Abstract

In this study it is aimed to search the geometrical shapes recognition levels of pre-school children. This is a descriptive study which uses screening model. The study group of the study consists of total 192children (60-72 months) chosen from the nursery classes of elementary schools subject to National Educational Ministry in Giresun city centre and from independent nursery schools by “random sampling” method. As a data gathering tool, “Recognition of Geometrical Shapes Test”, developed by Aslan (2004), was used in the study. Recognition of Geometrical Shapes Test consists of four dimensions as triangle, square, circle and rectangle. The date was analyzed in SPSS for Windows program. Percentage and frequency values are used. As a result of this study it is found out that the recognition level of the geometrical shapes varies in a meaningful way according to gender and computer use at home.

Keywords: Preschool, geometry, gender, computer


How to Cite this Article?

APA 7th edition
KESICIOGLU, O.S. (2013). The Effect of Gender and Computer Use Variables on Recognation of Geometrical Shapes in Preschool Children. International Journal on New Trends in Education and Their Implications, 4(3), 48-56.

Harvard
KESICIOGLU, O. (2013). The Effect of Gender and Computer Use Variables on Recognation of Geometrical Shapes in Preschool Children. International Journal on New Trends in Education and Their Implications, 4(3), pp. 48-56.

Chicago 16th edition
KESICIOGLU, Oguz Serdar (2013). "The Effect of Gender and Computer Use Variables on Recognation of Geometrical Shapes in Preschool Children". International Journal on New Trends in Education and Their Implications 4 (3):48-56.