Examination of the frequency of use of listening/watching startegies of secondary school students in terms of various variables

The main purpose of this research is to examine the frequency of listening/watching strategies used by 5th-8th grade middle school students in terms of gender, registered grade, place of residence, number of books read per year, duration of social media use during the day, and Turkish course success grade variables. The relational screening method, one of the quantitative research methods, was used in the research. The universe of the study consists of 5th-8th grade middle school students registered in official middle schools in Kırşehir province and its districts in the spring semester of the 2022-2023 academic year; the sample of the research consists of 811 middle school students registered in official middle schools in Kırşehir province and its districts in the spring semester of the 2022-2023 academic year and who answered the "Middle School Students' Listening/Watching Strategies Usage Frequency Scale". Convenience sampling was preferred in this study. In this method, which is widely used in research, the researcher selects a situation that is close and easy to access. "Personal Information Form", and "Middle School Students' Listening/Viewing Strategies Usage Frequency Scale" were used as data collection tools. The relationship between the listening/viewing strategies usage frequency of middle school 5th-8th grade students and variables such as gender, registered grade, place of residence, number of books read per year, duration of using social media during the day, Turkish course success grade was determined with SPSS 20.0 statistics program. For this purpose, parametric statistics techniques such as 'unrelated samples t-test', 'single factor analysis of variance (ANOVA)', and 'Pearson product moments correlation coefficient' were used to analyze the collected data. As a result of the research, middle school 5th-8th grade students' It was found that there was a significant relationship between the "Critical Listening/Monitoring", "Meaningful Listening/Monitoring", and "Discriminative Listening/Monitoring" sub-dimensions of the "Middle School Students' Listening/Monitoring Strategies Usage Frequency Scale" of 5th-8th grade middle school students and the scores they got from the overall scale in terms of the gender variable. It was found that there was a significant relationship between the "Critical Listening/Monitoring", "Meaningful Listening/Monitoring", and "Discriminative Listening/Monitoring" sub-dimensions of the "Middle School Students' Listening/Monitoring Strategies Usage Frequency Scale" of 5th-8th grade middle school students and the scores they got from the overall scale in terms of the registered grade level variable. It was found that there was no significant relationship between the "Critical Listening/Monitoring", and "Meaningful Listening/Monitoring" sub-dimensions of the "Middle School Students' Listening/Monitoring Strategies Usage Frequency Scale" of 5th-8th grade students and the scores they got from the overall scale in terms of the residence variable; there was a significant relationship only in terms of the "Discriminative Listening/Monitoring" sub-dimension of the "Middle School Students' Listening/Monitoring Strategies Usage Frequency Scale". It was concluded that there was a negative and moderately significant relationship between the "Critical Listening/Monitoring", "Meaningful Listening/Monitoring", and "Discriminative Listening/Monitoring" sub-dimensions of the "Middle School Students' Listening/Monitoring Strategies Usage Frequency Scale" of 5th-8th grade students and the attitude scores they got from the overall scale in terms of the number of books read per year variable. It was concluded that there is a negative and low-level significant relationship between the "Critical Listening/Monitoring", "Meaningful Listening/Monitoring", and "Discriminative Listening/Monitoring" sub-dimensions of the "Middle School Students' Listening/Monitoring Strategies Usage Frequency Scale" of 5th-8th grade students and the attitude scores they got from the overall scale in terms of the duration of social media use during the day variable. It was observed that there is a significant relationship between the "Critical Listening/Monitoring", and "Discriminative Listening/Monitoring" sub-dimensions of the "Middle School Students' Listening/Monitoring Strategies Usage Frequency Scale" of 5th-8th grade students and the scores they got from the overall scale in terms of the Turkish course success grade variable; there is no significant relationship only in terms of the "Meaningful Listening/Monitoring" sub-dimension of the "Middle School Students' Listening/Monitoring Strategies Usage Frequency Scale".