In this study, it is aimed to examine the attitudes of Alevi students towards the Religious Culture and Moral Knowledge (RCAMK) course in terms of various variables in four secondary schools in Bahçelievler neighborhood of Çorum province where Alevi citizens densely live. The sample, which was determined by the "Stratified Sampling" method, consists of 184 students in the 6th, 7th and 8th grades of the schools. “Personal Information Questionnaire” and “Religious Culture and Moral Knowledge Attitude Scale” were used to collect the research data. The Cronbach Alpha reliability coefficient of the 20-item Religious Culture and Moral Knowledge Attitude Scale was found to be 0.97. SPSS 16.0 package program was used to evaluate the data collected through questionnaire and scale. T-test and variance analysis were used to test the research problems. Tukey and Tamhane’s T2 tests were also used for multiple comparisons. A significance level of 0.05 was taken as the basis for testing the hypotheses. According to the findings of the study, the attitudes of the students towards the RCAMK course are generally positive. In addition, a significant difference was found to be between the students' attitude levels towards RCAMK course and their gender, class levels, the level of education of the parents, the success of RCAMK course, students' opinions as to RCAMK course and RCAMK teacher, liking the teaching methods of the RCAMK course teacher, the attitude of the RCAMK course teacher towards the students, parents' attitude as to whether they wish their children to receive religious information or not. However; there is no significant difference between the income level of the family, the success of the students in other courses, the state of having religious education outside the school, and the attitude towards the course.
This study was carried out at four secondary schools located in Bahçelievler Neighbourhood where Alevi citizens densely live. The aim is to examine the attitudes of Alevi students towards the Religious Culture and Moral Knowledge (RCAMK) course in terms of various variables. A sample of 184 subjects was taken from the total population (n=1884) by using the “Stratified Sampling” method. The data was collected using the “Personal Information Questionnaire”, designed by the researcher and “Religious Culture and Moral Knowledge Attitude Scale”. “RCAMK” consists of 20 items and in the study, the Cronbach's Alpha reliability coefficient of the 20-item-scale was found to be 0.97. SPSS 16.0 package program was used to analyze the data and t-test and variance analysis were used to test the research problems. Tukey and Tamhane’s T2 tests were used for multiple comparisons. According to the findings of the research, students generally have positive attitudes towards the RCAMK course (X=3,4279). In addition, a significant difference was found to be between the students' attitude levels towards RCAMK course and their gender, class levels, the level of parents education, the success of RCAMK course, students' opinions regarding RCAMK course and RCAMK teacher, enjoying the teaching methods of the RCAMK course teacher, teacher’s attitude towards the students, parents' attitude as to whether they wish their children to receive religious information or not. However; there is no significant difference between the income level of the family, the success of the students in other courses, the state of having religious education outside the school, and the attitude towards the course. The details of the findings are as follow:
52.2% of the participants were female and 47.8% were male. In the context of gender variable; it was found that the mean score of the attitude towards the RCAMK course is higher in male students (Female X=3,2490, Male X=3,6068). In other words, the gender variable has a significant effect on students' attitudes towards the RCAMK course.
Students’ attitudes for the RCAMK course vary according to the class level. Research findings have revealed that the higher the grade level is, the lower the students' attitudes for the course become.
It has been established that the economic status of the families is not an effective factor in the students’ attitude for the course. That is to say, according to the families' perception of their economic status, there is no difference in the students’ attitudes towards the course.
Parent's education level is an important factor in the attitude towards the course. Although it cannot clearly be said that there is a decrease in the students’ attitudes towards the course as parents’ education level increases, in the groups with significant differentiation, it has been determined that the students whose parents have a higher education have the lowest attitudes towards the course.
There is a positive correlation between the success of the RCAMK course and the attitude for that course. It has been observed that the students' attitude for the RCAMK course increases as the success level in the course gets higher. Students’ attitude in the “very good” group is the highest.
There is no significant relationship between the students’ success in other subjects at school and the attitude towards the RCAMK course. However, the students perceiving their achievement in the other subjects at a moderate level have higher attitudes for the course than the ones perceiving their success in the other subjects as "good" and "very good".
Another finding is that students enjoying the course have more positive attitudes. The teacher is an important factor in the students’ attitude towards the lesson. The results of the research have shown that students who like RCAMK teachers have more positive attitudes than those who do not like the teachers of the course.
The attitude level of the students enjoying teaching methods of RCAMK course teachers increases in a positive way.
The attitude levels of the students thinking their teachers as "democratic" are more positive than the attitudes of the students considering their teachers as "authoritarian" and "indifferent".
The affirmative religious attitude of the parents positively affects the child and his/her negative attitude may negatively affect the child's religious attitude. The results of the research have revealed that the students whose parents wish them to receive religious information have a more positive attitude towards the course than the attitudes of the students whose parents do not wish that.
Except for school, no significant difference has been determined between the attitudes towards the RCAMK course of the students who have received religious education in the mosque or cemevi and the students who have not received religious education. This has been explained by the fact that there may be several other factors affecting attitudes.
The recommendations presented in accordance with the research findings are:
1. Investigating the factors affecting the decreasing attitudes for RCAMK course as the grade level increases,
2. Examining the attitudes of the Alevi students at the secondary education with respect to RCAMK course, and comparing the result with these findings.
3. Alleviating the concerns of Alevi citizens about the RCAMK course informing them about the changes made in the curriculum and course content.
4. Ensuring coordination with stakeholders to establish democratic learning environments,
5. Conducting studies to increase the professional competence of RCAMK teachers in the field of Alavism subjects,
6. Taking necessary measures for the implementation and extensification of the services provided in the mosques in accordance with the pedagogical principles.
Bu araştırmada, Alevi vatandaşların yoğun olarak yaşadığı Çorum ili Bahçelievler Mahallesinde bulunan dört ortaokulda öğrenim gören Alevi öğrencilerin Din Kültürü ve Ahlak Bilgisi (DKAB) dersine yönelik tutumlarının çeşitli değişkenler açısından incelenmesi amaçlanmaktadır. “Tabakalı Örnekleme” yöntemiyle belirlenen örneklem, okulların 6., 7. ve 8. sınıflarında okuyan 184 öğrenciden oluşmaktadır. Araştırma verilerini toplamak için “Kişisel Bilgi Anketi” ve "Din Kültürü ve Ahlak Bilgisi Dersi Tutum Ölçeği" kullanılmıştır. 20 maddelik Din Kültürü ve Ahlak Bilgisi Dersi Tutum Ölçeğinin Cronbach Alpha güvenirlik katsayısı 0,97 olarak bulunmuştur. Anket ve ölçek yoluyla toplanan verilerin değerlendirilmesinde SPSS 16.0 paket programı kullanılmıştır. Araştırma problemlerinin test edilmesinde t-testi ve varyans analizi kullanılmıştır. Çoklu karşılaştırmalarda ise Tukey ve Tamhane’s T2 testlerinden faydalanılmıştır. Denencelerin test edilmesinde 0,05 anlamlılık düzeyi esas alınmıştır. Araştırma bulgularına göre, öğrencilerin DKAB dersine yönelik tutumları genel olarak olumludur. Ayrıca öğrencilerin DKAB dersine yönelik tutum düzeyleri ile cinsiyetleri, sınıf seviyeleri, anne-babanın öğrenim düzeyi, DKAB dersi başarı durumu, DKAB dersi ve DKAB öğretmeni ile ilgili düşüncesi, DKAB öğretmeninin ders işleme yöntemini beğenme, DKAB öğretmeninin öğrencilere karşı tutumu ve ailenin öğrencisinin dini bilgi almasını isteyip istememe durumu arasında anlamlı bir faklılaşma bulunmuştur. Bununla birlikte; ailenin gelir durumu, öğrencinin diğer derslerdeki başarı durumu, okul dışında dini eğitim alıp almama durumu ile DKAB dersine yönelik tutumu arasında anlamlı bir farklılaşma yoktur.
Publication Date : June 30, 2020
|ISNAD||Gencer, Nevzat . "Alevi Öğrencilerin Din Kültürü ve Ahlak Bilgisi Dersine Karşı Tutumları Üzerine Bir Değerlendirme". Hitit Üniversitesi İlahiyat Fakültesi Dergisi 19 / 1 (June 2020): 85-118 . https://doi.org/10.14395/hititilahiyat.534552|