Dezavantajlı Bölge Okullarındaki Öğrencilerin Yaz Tatili Matematik Öğrenme Kayıpları: Fenomenolojik Çoklu Vaka Çalışması

Abstract

Bu araştırmanın amacı sosyoekonomik açıdan dezavantajlı bölgelerde öğrenim gören öğrencilerin yaz tatili matematik öğrenme kayıplarını matematik öğretmenlerinin perspektifinden ele almaktır. Araştırmada iç içe geçmiş nitel yaklaşımlardan biri olan fenomenolojik çoklu vaka deseni kullanılmıştır. Araştırmanın katılımcıları Türkiye’nin Doğu Anadolu Bölgesi’ndeki bir ilin sosyoekonomik düzeyi en düşük beş ilçesinde görev yapan beş gönüllü matematik öğretmenidir. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmış ve veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırmanın sonuçları dezavantajlı bölgelerde öğrenim gören öğrencilerin yaz tatili matematik öğrenme kayıplarının yüzeysel ve geçici bir durum olmadığını pedagojik ve duyuşsal etkileri olan kalıcı bir eğitim sorunu niteliği taşıdığını göstermektedir. Bulgular, dezavantajlı bölgelerdeki yaz tatili matematik öğrenme kayıplarının kümülatif bir etki yarattığını, sınıf içi öğrenme sürecini sekteye uğrattığını, öğrencilerde motivasyon düşüklüğü ve akademik isteksizlik oluşturabildiğini ortaya koymuştur. Ayrıca öğretmenlerin yaz tatili öncesinde öğrenme kaybını önlemeye, tatil sonrasında ise telafi etmeye yönelik uygulamalarının büyük ölçüde bireysel inisiyatiflere dayandığı belirlenmiştir. Öğretmenlerin bu doğrultudaki deneyimleri dezavantajlı öğrencilerin yaz tatili matematik öğrenme kaybının önlenmesi ve telafisi için daha kapsayıcı ve sistematik eğitim politikalarına ihtiyaç duyulduğunu göstermekte ve araştırma bu doğrultuda çeşitli öneriler sunmaktadır.

Keywords

• yaz tatili öğrenme kaybı
• matematik eğitimi
• dezavantajlı bölge okulları
• fenomenolojik vaka çalışması

Summer Learning Loss in Mathematics Among Students in Disadvantaged Regional Schools: A Phenomenological Multiple Case Study

Abstract

The aim of this study is to examine summer mathematics learning loss among students attending schools in socioeconomically disadvantaged regions from the perspective of mathematics teachers. A phenomenological multiple-case design, one of the nested qualitative approaches, was employed. The participants consisted of five volunteer mathematics teachers working in five districts with the lowest socioeconomic levels in a province located in Türkiye’s Eastern Anatolia Region. A semi-structured interview form was used as the data collection tool, the obtained data were analyzed through thematic analysis. The findings indicate that summer mathematics learning loss among students in disadvantaged regions is not a superficial or temporary issue but constitutes a persistent educational problem with pedagogical and affective implications. Results reveal that learning losses have a cumulative effect, disrupting classroom learning processes and contributing to decreased motivation and academic disengagement among students. Moreover, teachers’ practices aimed at preventing learning loss before the summer break or compensating for it afterward largely rely on individual initiative rather than systematic support. These experiences highlight the need for more inclusive and structured educational policies to prevent and address summer mathematics learning loss among disadvantaged students, and the study offers several recommendations in this direction.

Keywords

• summer learning loss
• mathematics education
• disadvantaged region schools
• phenomenological case study

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