Türkiye, Bulgaristan ve Yunanistan Matematik Öğretmenlerinin Sınıf Yönetimi Davranışlarının Ortak Senaryolarla Incelenmesi /Analysis of Mathematics Teachers' Class Management Behaviors in Turkey, Bulgaria and Greece using Anchoring Vignettes /

Year 2022, Volume: 13 Issue: 1, 283 - 299, 28.02.2022

Meltem Yurtçu Nuri Doğan

https://doi.org/10.19160/e-ijer.1029751

Abstract

Ülkeler kendi konumlarını diğer ülkeler ile kıyaslamak ve kendi ilerlemelerini gözlemlemek üzere ortak sınavlara katılım sağlamaktadır. Bu sınavların yapılması sürecinde ise bireyler/ülkeler arası farklılıkların göz önüne alınmadan bu ülke veya bireyler arasında başarı veya tutumların karşılaştırılması yanlı sonuçlar elde edilmesine sebebiyet verecektir. Bu yanlılığı ortadan kaldırmaya yönelik bir alternatif olarak PISA 2012 de ortak senaryolar yöntemi kullanılmıştır. Bu araştırma kapsamında 2012 PISA uygulamasına katılmış coğrafi olarak birbirine yakın üç ülkenin (Türkiye, Bulgaristan ve Yunanistan (Bulgaristan'dan 1.665, Yunanistan'dan 1.662 ve Türkiye'den 1.568).) öğrencilerinin matematik öğretmenlerini sınıf yönetimi konusunda değerlendirmeleri dikkate alınmıştır. CLSMAN anketinin 3. Sorusu olan öğretmenin zamanında sınıfta olma sorusuna verilen cevaplar ile bu anket için hazırlanmış ortak senaryolara verilen cevaplar ülkelere göre incelenmiş ve yeni kategoriler elde edilmiştir. Analizler R programında ancors paketi ile gerçekleştirilmiştir. Araştırma sonucunda Yunanistan’daki öğretmenlerin zamanlama konusunda her iki hesaplamada da derse katılımlarında esnek davrandığı ve diğer ülkelerle cevap kategorileri arasında anlamlı düzeyde farklılık olduğu sonucu ortaya çıkmıştır. Öz değerlendirme yanıtlarına göre Türk ve Bulgar öğretmenlerin sınıf yönetimleri arasındaki fark ortaya çıkmaz iken analiz sonucunda düzeltilmiş cevap kategorilerine göre aralarında anlamlı düzeyde fark olduğu bulunmuştur. Parametrik olmayan bir yaklaşım kullanılarak ortak senaryoların değerlendirme sürecinde farklı yöntemler farklı ağırlıklandırmaları dikkate alarak kullanılabilir. İncelenecek özelliğe veya araştırmacının algoritma tercihine göre tek bir yöntem kullanılabilir; veya bu çalışmada olduğu gibi, dört yöntemin tümü kullanılabilir ve karşılaştırmalar yorumlanabilir.

Keywords

Matematik eğitimi, Matematik öğretmeni, Sınıf Yönetimi, Ortak senaryolar

Analysis of Mathematics Teachers' Class Management Behaviors in Turkey, Bulgaria and Greece using Anchoring Vignettes / Türkiye, Bulgaristan ve Yunanistan Matematik Öğretmenlerinin Sınıf Yönetimi Davranışlarının Ortak Senaryolarla Incelenmesi

Abstract

Countries participate in common tests to compare their positions with other countries and monitor their progress. While conducting these tests, comparing the achievement or attitudes between these countries or individuals without considering the differences between them will result in biased results. The anchoring vignette method was used in PISA 2012 as an alternative to eliminate this bias. In this study, the responses of Turkish, Bulgarian, and Greek students' to the survey questions in PISA 2012 about their mathematics teachers' class management and adjusted response categories based on their responses to anchoring vignettes were analyzed, and whether countries differ in class management or not was investigated. The data collected from 4,895 people were analyzed (1,665 from Bulgaria, 1,662 from Greece, and 1,568 from Turkey). All responses were not used; only three anchoring vignettes in the CLSMAN questionnaire and the 3rd item of the original questionnaire were used. The analyzes were performed in the R program with the ancors package. As a result of the research, it was found in both calculations that Greek teachers are quite flexible in starting class on time, and there is a significant difference between the response categories of other countries. According to the self-assessment responses, there is no difference between Turkish and Bulgarian teachers' class management; however, there is a significant difference between them according to the adjusted response. Different methods can be used in the process of evaluating anchoring vignettes using a non-parametric approach. Weighting is different in these methods. A single method can be used regarding the feature to be investigated or the researcher's algorithm preference; or as in this study, all the four methods can be used, and the comparisons can be interpreted.

Keywords

Mathematics education, Mathematics teacher, Class Management, Anchoring vignettes

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