Determining the listening understanding levels of primary school fourth grade students

Purpose: This research aims to examine the comprehension levels of fourth grade primary school students in narrative texts, poems and informative texts, and the demographic characteristics (school they attend, gender, whether they have pre-school education, having their own library at home, class lessons) and the narrative, poetry and informative texts they listen to. to determine the relationships between the time spent reading during the day, the time spent chatting with family/friends during the day, the time spent watching television during the day, the frequency of going to the cinema and theatre, the frequency of listening to music, the education level of the parents) and to reveal whether these relationships are significant or not. intended to put. Method: Descriptive scanning model was used in this research. The participants of the research are Eskişehir province; It consisted of 642 students studying in the fourth grade of public schools in Odunpazarı and Tepebaşı districts. "Listening Comprehension Test" developed by the researcher was used as a data collection tool. The collected data were analyzed with parametric tests such as t-test and one-way analysis of variance (ANOVA) in accordance with the purposes of the research, and were also interpreted with arithmetic mean and standard deviation. Results: The listening comprehension level of fourth grade primary school students was found to be at "good" level. Among the fourth grade students' listening comprehension levels in narrative text, poetry and informative text, the listening comprehension level of the narrative text type was found to be significantly higher than the poetry and informative text type. Among the text types, the lowest listening comprehension score was found in the poetry genre. When demographic factors are examined in the context of text types; There was no significant difference between listening comprehension and gender in narrative, poetic and informative text. In case of receiving pre-school education, a significant difference was observed in narrative and informative text. It has been revealed that students who have their own library at home understand informative text better. In addition, a significant difference was observed between the level of listening comprehension received in the poetry type text and the frequency of listening to music. There is a significant difference between the listening comprehension levels of narrative, poetry and informative text types and the students' school they attend and their parents' education levels. Conclusion and Suggestions: According to the findings, it was seen that fourth grade primary school students understood the narrative texts they listened to better. It has been observed that students receiving pre-school education understand narrative and informative text better than poetry. It has been observed that listening to music has an effect on understanding the poetry type text listened to. The impact of environmental factors and socio-economic level on students' understanding of what they listen to can be seen based on the schools they attend. It has been observed that the education levels of students' parents have a high impact on listening comprehension. Children of mothers and fathers who are high school and university graduates were also found to have high overall score averages. Among the three text types, poetry type was found to be at the lowest level in terms of comprehension level. With this research, it is suggested that listening activities at the primary school level, especially poetry and poetic rhymes, should be included more in listening activities in Turkish lessons. Keywords: Primary School, Turkish Lesson, Listening, Listening Comprehension