The effects of family communication on the educational success of primary school grade 4 students

The aim of this research was to make use of the scale results of the 4th grade students in state primary schools affiliated to the Ministry of National Education in Gaziosmanpaşa district of Istanbul province; the effects of intra-family communication on the educational success of the 4th grade primary school students and sub-factors of the family attitude scale in terms of various variables were evaluated. The universe of the research is located in 13 state schools located in the province of Gaziosmanpaşa in the province of Istanbul. The survey sample included 319 students selected from these schools. As a data collection tool, Prof. Dr. "Family Attitude Scale" prepared by Işıl Bulut was used. The data were collected and analyzed with the SPSS 22.0 program. The collected information is transferred to the computer environment and the answer is given as "I Participate in the exact same way" option (1), "Participate in the Large Scale", "2", "Partially Participate", "3", Do not participate 'four (4) points. The rate of the students who his/her average 70 and below average 70 is %26.6, the rate of the students who his/her average between 70 and 80 is %18.5, the rate of the student who his/her average between 80 and 90 is %32.3 and the rate of the student who his/her average 90 and up the average 90 is %22.6. The rate of the students who attend from 100. Yıl School Primary is % 4,1; the rate of the students who attend from Bekir Sami Dedeoğlu School Primary is % 5,6; the rate of the students who attend from Gaziosmanpaşa Fevzi Çakmak School Primary is % 8,8; the rate of the students who attend from Gaziosmanpaşa Aliya izzet Begoviç School Primary is % 10; the rate of the students who attend from Gaziosmanpaşa Karlı Tepe School Primary is % 9,7; the rate of the students who attend from Gaziosmanpaşa Preveze School Primary is % 7,5; the rate of the students who attend from Gaziosmanpaşa Selahattin Eyyubi School Primary is % 7,2; the rate of the students who attend from Gaziosmanpaşa Fevzi Çakmak School Primary is % 8,8; the rate of the students who attend from Gaziosmanpaşa Şükrü Yemenici School Primary is % 8,5; the rate of the students who attend from Gaziosmanpaşa Yeni Mahalle School Primary is % 8,5; the rate of the students who attend from Gaziosmanpaşa Mithat Paşa School Primary is % 12,5; the rate of the students who attend from Gaziosmanpaşa havuz Başı Atilla Baykal School Primary is % 4,4. Pearson Correlation analysis was used to examine the relationship between the scores ontained in the Family Assessment Questionnaire and the academic grade points in line with the purpose of the research. In order to determine the effect of the Family Assesment Scale dimensions on the academic achievement in the aim of the research; a simple linear regression analysis was performed between the Family Assesment Scale dimensions (independent variable) and academic point averages (dependent variable). In the direction of the researcher, problem solving, communication, role, emotional response, behavioral control and general functioning dimensions did not show any significant difference according to sex. However, the average score of the students showed a significant difference according to the sex. It has been understood that the perceptions of the family function to show the necessary interest of male student are unhealthy. Students; problem-solving, necessary to demonstrate interestingness and behavioral control dimension scores did not show any significant difference according to the average academic scores. However, communication, role, emotional responsiveness and general functions dimension scores were significantly different according to the academic point averages. According to the results obtained, students whose academic average is "70 and below" family function perceptions of communication, roles, emotional responsiveness, behavioral control and general functions are healthier than those of students whose academic average is between "80-90" and "over 90". Students; it has been understood that there is a low level of negative and meaningless relationships between academic average scores and family function scores for problem-solving and demonstrating the necessary interest. On the other hand, it is understood that there is a low negative and significant relationship between the academic point average and family function scores for communication, role, emotional response, behavior control and general functions. Students; As the perceptions of healthy family function for communication, role, emotional response, behavior control and general functions increase, the average of academic points also increases.