Comparison of academic achievement and social skill levels of students who starting primary school in different ages

The aim of this study is to compare academic achievements and social skill levels between students who started attending to school in 2012-2013 academic year some of whom were 69 months old or older and some of whom were between the ages of 60 to 66 months old as part of the 6287 numbered Law about Amending Primary Education and Training Law and Certain Laws that became effective in 2012 years. The study was conducted in the first term of 2015-2016 academic year. It is thought that the results of this study will be beneficial in taking into account children's cognitive, affective, psychomotor and social developments in future plans in education field. The method of research is mixed method. The universe of the study consists of 546 fourth grade students who attend to school in Sincik district of Adıyaman during 2015-2016 academic year. Among these students there are 74 students who started school when they were 60-66 months old and 409 students who were 69 months old or older. One group is 60-66 month-old 74 students and the other group is determined to be equal in gender and age from the 69 month-old or older students by drawing lots. Skill tests prepared for Turkish, Mathematics, Social Studies, Science, English and Religious Culture and Moral Knowledge lessons, Social Skill Scale to evaluate social skill levels of the students and semi-structured interview form were used to collect data. Also the information about grade point averages of these students' first, second and third grade Turkish, Mathematics and Social Studies lessons and their grade point averages of Turkish, Mathematics, Social Studies, Science, English and Religious Culture and Moral Knowledge lessons in the first term of fourth grade was obtained from the e-school information system. Students completed tests concerning first term subjects of Turkish, Mathematics, Social Studies, Science, English and Religious Culture and Moral Knowledge lessons. Those tests on Turkish, Mathematics, Social Studies, Science, English and Religious Culture and Moral Knowledge lessons were implemented to 148 students and feedback was received from all of them. Tests were prepared to contain 20 questions for each lesson about the subjects that had to be covered in the first term of fourth grade. While analysing the tests, students received 5 points for each right answer and 0 points for wrong answers or for the questions they didn't answer. The final scores were calculated in this way. Both tests were implemented in the same classroom, in an environment where only one student was seated in each desk, so students weren't affected by each other's answers. It was concluded that the ages of students in this study have a direct relation on their academic and social skill levels. Analysis of quantitative data shows that academic achievement skill acquisitions of students who started school when they were 60-66 months old is continuously below those who started school when they were 69 months old or older during the first four year of their education. According to qualitative data analysis, findings 60-66 months old children doesn't reach cognitive, affective or physical maturity to start school so the view that it is not favourable for them to start first grade came to light. Another common view emerged from this study was that students who start school when they are 60-66 months old will learn how to read in any case but because of their hand muscles' not being ready yet their hand writing is very bad and their attention during the lessons, socializing levels and academic achievements are below those students who started school when they are 69 months old or older. Keywords: 12-Year Compulsory Education System, School Maturity, Academic Achievement Level, Social Skill Level