STUDENT'S OPİNİON ABOUT TO CONDENSED COURSES' CAUSES

Year 2010, Volume: 9 Issue: 31, 28 - 40, 01.05.2010

Mehmet Taşdemir

Abstract

Abstract
The aim of the study is to find out student's opinion about to condensed courses' causes. A study was undertaken to determine to gather student opinions about summer course in summer season 2008 term, and a survey was used to gather student's opinions. In this study data were analyzed frequencies, percentile, Z test and Pearsons' correlation coffiency. According to the findings, suppressed courses were useful for them, their university and instructors. Furthermore, suppressed courses didn't lessen their university prestige and instructors in a society. So, instructors approaches to condensed courses are both financial and duty in a moderate level. Finally, they suggested that suppressed courses have to continue and they must be given more credit and additional make-up exam opportunities.
Keywords: Suppressed season, traditional semester, condensed courses, time shortened semesters, intensive courses

Keywords

-

YAZOKULU UYGULAMASIN NEDENİNE İLİŞKİN ÖĞRENCİ GÖRÜŞLERİ

Abstract

Öz
Araştırmada, yaz okulu uygulamasının nedenlerine ilişkin öğrenci görüşleri tespiti amaçlanmıştır. Yaz dönemi uygulamasına ilişkin öğrenci görüşlerini tespit etmek için genel tarama modellerinden olan tekil tarama modelinden yararlanılmıştır. Araştırmada 2008 yaz döneminde öğretim gören öğrencilere uygulanan anket verileri kullanılmıştır. Araştırmada görüşler, f ve % ye dayalı olarak analiz edilmiş, görüşler arası fark olup olmadığı yüzdeye dayalı Z sınaması ile cinsiyetle görüşler arası ilişki ise Pearson korelasyon katsayısına dayalı olarak hesaplanmıştır. Araştırma bulgularına göre, öğrenciler yaz dönemi uygulamasının öğrencinin, kurumun ve öğretim elemanlarının işine yaradığı ve yaz dönemi uygulamalarının kurumun saygınlığına gölge düşürmediği görüşündedirler. Aynı şekilde, öğretim elemanları yaz dönemi uygulamasına, kısmen maddi, kısmen mesleki bir anlayışla yaklaşmaktadırlar. Yaz dönemi uygulamasının devam etmesi isteklerinin yanında, normal öğretim sürecince ders alma kredilerinin artırılması ve bütünleme fırsatı tanınmasını önermektedirler.
Anahtar sözcükler: Yaz dönemi, Normal öğretim dönemi, Yoğunlaştırılmış dönem uygulaması,

Keywords

Yaz dönemi, Normal öğretim dönemi, Yoğunlaştırılmış dönem uygulaması

References

• Adhikari, M. (1998). A condensed problem-based learning format in clinical perinatology. Education for Health: Change in Laerninig&Practice, 11 (3).
• Adrian, M. A. & Gustafson, L (2006). Impact of course length on student learning. Journal of Economics and Finance Education, 5(1), 26.
• Best, W.J. & Kahn, V.J. (2006). Research in education (11 Ed.). Pearson Education Inc. th
• Blamire, J., Crowther, R., Durkin, K., & Quine, L. (1982). Course length and attitude development among preschool playgroup foundation course students. Early Childhood Development and Care, 9, 83–89.
• Boddy, G. W. (1985). Regular vs. compressed semester: a comparison of effectiveness for teaching in higher education. PhD dissertation, University of Nebraska.
• Bohlin, R. M.& Hunt, N. P. (1995). Course structure effects on students’ computer anxiety, confidence and attitudes. Journal of Educational Computing Research, 13 (3), 263– 270.
• Brakenbury, R. L. (1978). What is more elusive than the learning of philosophy?. Educational Research Quarterly, 3, 93-97.
• Büyüköztürk, Ş. ve diğ. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
• Caskey, S. R. (1994). Learning outcomes in intensive courses. Journal of Continuing Higher Education, 42, 23-27.
• Daniel, E. L. (2000). A review of time-shortened courses across disciplines. College Student Journal, 34, 298-306.
• Dewall, M. & Bartle, P. (1996). Student perceptions of a summer school reading program. Paper Presented at the Annual Meeting of the Eastern Educational Research Association (19th), Cambridge, MA, February 21,24.
• Doyle, R. J. & Yantis, J. (1977). Facilitating nontraditional learning: an update on research on evaluation in intensive scheduling. Mount Pleasant: Central Michigan University, Institute for Personal and Career Development. (ERIC document reproduction no. ED 144 459).
• Eckert, W. H. (1972). The modular calendar at mount vernon college. Liberal Education, 58 (4), 492–500.
• Ever, S., Greer, O. Bridges, W. & Lewis, B. (2002). Class length and student performance: an extended study. International Advances in Economic Research. Retrieved October 02, 2008, from http://www.entrepreneur.com/tradejournals/article/87373341_1.html.
• Frost, P. (2005). CTY summer school model: evolvement, adaptation and extra pollution at the national academy for gifted and talent youth (England). High Ability Studies, 16(1), 137-153.
• Geltner, P., & Loan, R. (2000). The influence of session length on student success. Research report http://www.smc.edu/research/T20000410.htm Santa Monica College.
• Kaptan, S. (1998). Bilimsel araştırma ve istatistik teknikleri (11.Baskı). Ankara
• Karasar, N. (2007). Bilimsel araştırma yöntemleri (17.Baskı). Ankara: Nobel Yayıncılık.
• Kirby-Smith, J. P. (1987). Effects of intensive college courses on student cognitive achievement, academic standards, student attitudes, and faculty attitudes. Unpublished doctoral dissertation, University of Southern California.
• Lee, J., Scyoc, V. & Gleason, J.(1993). Traditional or intensive course lengths? A comparison of outcomes in economics learning. Journal of Economic Education, winter, 15-22.
• Messina, R. C. (1996). Power package: an alternative to traditional course scheduling. ERIC Document Reproduction Service, No. ED 396787.
• Muijs, D. (2004). Quing quantitative research in education with SPSS. SAGE Publications Ltd.
• Petrowsky, M. C. (1996). The two week summer macroeconomics course: success or failure?. ERIC Document Reproduction Service, No. ED396779.
• Rayburn, L. G., & Rayburn, J. M. (1999). Impact of course length and homework assignments on student performance. Journal of Education for Business, 74: 325-331.
• Scott, P. A., & Conrad, F. C. (1992). A critique of intensive courses and an agenda for research. In Higher Education: Handbook of Theory and Research, edited by John C. Smart. New York: Agathon Press.
• Seamon, M. (2000). Differences in the instructional effectiveness of intensive and semester- length courses. Unpublished Master’s Thesis, West Virginia University.
• Seamon, M. (2004). Short and long-term differences in instructional effectiveness between intensive and semester-length courses. Teacher College Record, 106 (4), 852-874.
• Spurling, S. (2001). Compression of semesters or intensity of study: what is it that increases student success?. ERIC Document Reproduction Service, No. ED467474.
• Tan, D.L. (2002). Condensed or traditional semester format: Does it make a difference in academic performance?. Education, 116 (3), 417-422.
• Waechter, R.F. (1967). A comparison of achievement and retention by college junior students in an earth science course after learning under massed and spaced conditions. Doctoral dissertation, Pennsylvania State University.
• Wiersma, W. & Jurs, S. G. (2005). Research methods in education. (8th Ed.). Pearson Education Inc.
• Wlodkowski, R. J., & Westover, T. N. (1999). Accelerated courses as a learning format for adults. Canadian Journal for the Study of Adult Education, 13(1), 1–20.