Investigation of achieving social participation skills of primary school fourth grade students

Social participation skill is a skill that students need in all areas of their lives, many factors are effective in the acquisition and development process, and if it is not acquired, students' school life and daily life are negatively affected. Therefore, it is of great importance to teach this skill to students from an early age. This study aims to determine the social participation skill levels of primary school 4th-grade students in terms of various variables and to determine the teachers 'views on social participation skills and their students' gaining social participation skills. The study group of the research is 1103 4th grade students in quantitative dimension, who are studying in public primary schools and private primary schools affiliated to the Ministry of National Education in the central districts of Ankara in 2019/2020 academic year, and 48 class teacher in qualitative dimension, both groups answered the questions in the measurement tools voluntarily. In the research, the mixed method in which using quantitative and qualitative research methods together preferred. In the quantitative dimension of the study, the personal information form and the Social Participation Skills Determination Scale applied to the students, and the semi-structured interview form applied to the teachers in the qualitative dimension. Descriptive and parametric statistics used in the analysis of quantitative data, and the content analysis technique used in the analysis of qualitative data. According to the results of the research, it was observed that primary school 4th-grade students have a high level of social participation skills. According to the other most important results of the study, while the social participation skill levels of the students did not differ significantly according to the variables of school type, gender, education level of the parents, and mother's employment status; preschool education, reading a lot of books, watching TV, using digital technologies differed significantly according to its variables. According to the results of the qualitative dimension of the study, it was seen that classroom teachers perceived social participation skills mostly in the communication and socialization dimension. It is thought that it would be beneficial to consider social participation skills with all its dimensions.