The Decision-Making Skills of the Children Who Have Taken 1st and 2nd Grade Life Sciences Courses as Evaluated by Their Parents

The purpose of this study is to investigate the Life Sciences course decision-making skill of the 3rd grade primaryschool students as evaluated by the parents. The study was conducted in screening model. The participants of thestudy were the parents (41 mothers and 26 fathers) of the students (32 girls, 35 boys) who study in the center of theprovince of Adıyaman in the academic year of 2017-2018. In order to collect the data, “decision-making skill level”survey form, which evaluates the decision-making gains of the 1st and 2nd grade Life Sciences course, was used.According to the findings, the decision-making skill of the students was 94.54 out of 120, which is “very good”. Thedecision-making skill levels of the students did not show a significant difference depending on the parent variable(mother or father), the students’ gender, or the school type attended (central or disadvantaged neighborhood).Depending on their success in school, however, there was a significant difference in their decision-making skilllevels; a positive correlation was detected between the decision-making skill and the success in school. Thedecision-making skill of the students did not show a significant difference depending on their self-confidence levelor their success in the Life Sciences course.

Parent Verbal Interactions and Speech Rate

This single-case study of indirect stuttering treatment is intended to identify variables for further research. The study used post hoc analyses of changes in parent speech variables and changes in the child’s stuttering. The analysis was conducted in two parts. Study I examined the relationships between the child’s percent syllables stuttered and the parents’ speech rates and percentages of nonaccepting statements, interruptions, questions, nonaccepting questions, and talk time. The only parent variable significantly correlated with the child’s stuttering was the mother’s speech rate. In Study II the child’s percent syllables stuttered were subdivided into primary (effortless) and secondary (tense) stuttering. Each category was then correlated with the parent variables examined previously. Results suggested that the parent variables that were significantly related to the child’s primary stuttering were not the same as those significantly related to her secondary stuttering. Specific parent variables are suggested for further study.