The Effect of the Exploratory Orientation Program (KOP) on Middle School 5th Grade Students' Engagement to School

Abstract

School engagement is related to students' psychological and behavioral attachment to their academic environment. School engagement is of great importance in terms of providing many positive school outcomes from academic achievement to school climate. One of the ways to develop school engagement is through orientation programs in schools. In this respect, the aim of the study is to test the effectiveness of the Exploratory Orientation Program developed by the author of the current study in terms of school engagement. To achieve this purpose, study performed an experimental study involving both control and experiment groups. The population and sample of the research consisted of middle school 5th grade students. In the current study, “School Engagement Scale” was used to measure engagement of students to the school. The study performed an intervention such that regular orientation program was administered to fifth grade students in control group while exploratory orientation program (KOP) was administered to fifth grade students in the experiment group. The pre-tests and post-tests of the experimental and control groups were analyzed using a two-factor analysis of variance (2X2 ANOVA). Results of the current study showed that students oriented with exploratory orientation program had higher level of school engagement than students oriented with regular orientation program. It can be concluded that orientation programs giving students more voice should be preferred in order to increase their engagement to school.

Keywords

• School engagement
• exploratory orientation program
• intervention
• middle school

Keşfedici Oryantasyon Programının (KOP) Ortaokul 5. Sınıf Öğrencilerinin Okula Bağlılıklarına Etkisi

Abstract

Okul bağlılık, öğrencilerin akademik ortamlarına psikolojik ve davranışsal olarak bağlı olmalarıyla ilgilidir. Okul bağlılığı, akademik başarıdan okul ortamına kadar birçok olumlu okul çıktısının elde edilmesinde büyük önem taşımaktadır. Okul bağlılığını geliştirmenin yollarından biri, okullarda oryantasyon programları uygulamadır. Bu bağlamda, çalışmanın amacı, araştırmacı tarafından geliştirilen Keşfedici Oryantasyon Programının (KOP) okul adiyeti açısından etkinliğini test etmektir. Bu amaca ulaşmak için, kontrol ve deney gruplarını içeren deneysel bir çalışma gerçekleştirilmiştir. Araştırmanın evreni ve örneklemi ortaokul 5. sınıf öğrencilerinden oluşmuştur. Mevcut çalışmada, öğrencilerin okula bağlılığını ölçmek için “Okul Bağlılığı Ölçeği” kullanılmıştır. Çalışmada, kontrol grubundaki 5. sınıf öğrencilerine normal oryantasyon programı uygulanırken, deney grubundaki 5. sınıf öğrencilerine keşfedici oryantasyon programı uygulanacak şekilde bir müdahale gerçekleştirilmiştir. Deney grubu ve kontrol grubunun ön testleri ve son testleri, iki faktörlü varyans analizi (2X2 ANOVA) kullanılarak analiz edilmiştir. Mevcut çalışmanın sonuçları, keşfedici oryantasyon programına katılan öğrencilerin, normal oryantasyon programına katılan öğrencilere göre okula daha fazla aidiyet hissettiklerini göstermiştir. Öğrencilerin okula bağlılıklarını artırmak için, öğrencilere daha fazla söz hakkı veren oryantasyon programlarının tercih edilmesi gerektiği sonucuna varılabilir.

Keywords

• Okula bağlılık
• keşfedici oryantasyon programı
• müdahale
• orta okul

References

1. Akhan, N. E., & Karamık, G. A. (2019). Eğitim fakültesi birinci sınıf öğrencilerinin üniversiteye uyumlarının yaratıcı drama ile sağlanması. Journal of Education, Theory and Practical Research, 5(2), 141-152.
2. Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.
3. Azevedo, R., Rosário, P., Núñez, J. C., Vallejo, G., Fuentes, S., & Magalhães, P. (2023). A school-based intervention on elementary students’ school engagement. Contemporary Educational Psychology, 73, 102148.
4. Chen, Q., Zhu, Y., & Chui, W. H. (2021). A meta-analysis on effects of parenting programs on bullying prevention. Trauma, Violence, & Abuse, 22(5), 1209-1220.
5. Cauley, K. M., & Jovanovich, D. (2006). Developing an effective transition program for students entering middle school or high school. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 80(1), 15-25.
6. Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. New York: Springer.
7. Coffey, A. (2013). Relationships: The key to successful transition from primary to secondary school?. Improving Schools, 16(3), 261-271.
8. Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. London: Routledge.

9. Çengel, M., Totan, T., Çöğmen, S. (2017). Okula Bağlılık Ölçeğinin Türkçeye uyarlanması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17 (4), 1820-1837.
10. Ertem, H. Y. (2020). Üniversite birinci sınıf öğrencilerinin akademik ve sosyal uyumları: öğrenci kalıcılık programı üzerine deneysel bir çalışma. Ondokuz Mayis University Journal of Education Faculty, 39(1), 122-137.
11. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142.
12. Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221.
13. Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School Engagement. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish? New York: Springer.
14. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
15. Gall, G., Gall, J. P., & Borg, W. R. (2003). Educational research: an introduction. New York, NY : Pearson.
16. Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
17. Hampel, P., Meier, M., & Kümmel, U. (2008). School-based stress management training for adolescents: Longitudinal results from an experimental study. Journal of Youth and Adolescence, 37(8), 1009-1024.
18. Hullinger, M., & Hogan, R. L. (2014). Student anxiety: Effects of a new graduate student orientation program. Administrative Issues Journal, 4(2), 5.
19. Jo Wilson, S., Tanner‐Smith, E. E., Lipsey, M. W., Steinka‐Fry, K., & Morrison, J. (2011). Dropout prevention and intervention programs: Effects on school completion and dropout among school‐aged children and youth. Campbell Systematic Reviews, 7(1), 1-61.
20. Juvonen, J., Lessard, L. M., Rastogi, R., Schacter, H. L., & Smith, D. S. (2019). Promoting social inclusion in educational settings: Challenges and opportunities. Educational Psychologist, 54(4), 250-270.
21. Libbey, H. P. (2004). Measuring student relationships to school: attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274-283.
22. Libbey, H. P. (2007). School connectedness: ınfluence above and beyond family connectedness. United states: UMI.
23. Ministry of National Education. (2025). Guidelines for School Adaptation Training for the 2024-2025 Academic Year. Retrived from https://tegm.meb.gov.tr/www/2024-2025-egitim-ogretim-yili-okula-uyum-egitimlerine-iliskin-kilavuzlar-yayinlanmistir/icerik/1029.
24. Martins, J., Cunha, J., Lopes, S., Moreira, T., & Rosário, P. (2022). School engagement in elementary school: A systematic review of 35 years of research. Educational Psychology Review, 34(2), 793-849.
25. Martins, J., Rosário, P., Cunha, J., Núñez, J. C., Vallejo, G., & Moreira, T. (2024). How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting. Contemporary Educational Psychology, 76, 102230.
26. Mohzana, M. (2024). The impact of the new student orientation program on the adaptation process and academic performance. International Journal of Educational Narratives, 2(2), 169-178.
27. Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3182-X, $17.95; hardcover: ISBN-0-8077-3183-8, $38).
28. Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367.
29. Poirier, T. I., Santanello, C. R., & Gupchup, G. V. (2007). A student orientation program to build a community of learners. American Journal of Pharmaceutical Education, 71(1), 13.
30. Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529.
31. Salas‐Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID‐19 pandemic: A systematic review. British journal of educational technology, 53(3), 593-619.
32. Sullivan, J. L. G. (2021). The impact of orientation programs on new student engagement and transition (Doctoral dissertation, Northeastern University).
33. Vargas‐Madriz, L. F., Konishi, C., & Wong, T. K. (2024). A meta‐analysis of the association between teacher support and school engagement. Social Development, 33(4), e12745.
34. Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), 1447-1451.
35. Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23.
36. Wang, M. T., & Amemiya, J. (2019). Changing beliefs to be engaged in school: Using integrated mindset interventions to promote student engagement during school transitions. In Handbook of student engagement interventions (pp. 169-182). Academic Press.