Effect of self-development and problem solving skills of 12 weekly rhythm education studies in secondary school

The research was carried out to determine whether the 12-week Rhythm Training Study has effect on Self-confidence Development and Problem Solving Skills in Secondary School Students. In the study, the personal information form, which was developed by the researcher to measure the Self-Confidence Levels and Problem Solving Skills of secondary school students, was asked by Akın (2007). Problem Solving Inventory for Children was used (2010). The internal consistency coefficients of the self-confidence scale consisting of 33 items and two sub-dimensions were .83 for the whole scale, and .83 and .85 for internal self-confidence and external self-confidence sub-dimensions, respectively. The Problem Solving Inventory for Children (CPI) consists of 12 items that express Güven Trust in Problem Skills,, 7 items that express "Self-Control ve and 5 items that express" Avoidance 24, and 24 items and 3 sub-dimensions. It is a 5-point likert type in both scales. A total of 285 secondary school students (159 male, 126 female) in Sakarya participated in the study on a voluntary basis. Rhythm training program was applied to the students for 12 weeks. In the quasi-experimental study, pre-test and post-test data were obtained by re-applying the scales before and at the end of 12 weeks. The data were analyzed with SPSS 22.0 package program. As a result of normality test, parametric tests were applied to the data showing normal distribution. While Pearson Correlation test was used to determine the relationship between two scales, T-Test and One-Way ANOVA were used in the tests for variables. As a result of the tests, significant results were found in favor of the last tests of the program. While no significant differences were observed in terms of variables, it can be said that the rhythm education program made positive contributions to self-confidence and problem-solving skills among secondary school students.