The Impact of Pre-primary Education on Students’ Academic Achievement in Later Schooling Years: TEOG Exams

Year 2018, Volume: 19 Issue: 2, 154 - 173, 31.08.2018

Burcu Türkkaş Anasız C. Ergin Ekinci B. Yağız Anasız

https://doi.org/10.17679/inuefd.374051

Cited By: 3

Abstract

The purpose of this mixed
methods study is to determine whether pre-primary education participation
influences the academic achievement of the students in the later years of
schooling, based on the results of the Upper-Secondary Education Entrance Exam
(TEOG) in Turkey and to convey the reasons for parents to send or not to send
their children to pre-primary education by parents’ views. The TEOG exam
participants from 7 secondary schools in district of Ula-Muğla in the
2015-2016 school year constitutes the study group of the quantitative part of
the study. 12 parents selected among the parents of the students in the
quantitative study group constitute the study group for the qualitative part
of the study. The quantitative data related to the TEOG scores of the
participants were obtained from school records. Qualitative data of the study
were obtained from interviews with parents. While descriptive and comparative
statistics were employed in the analysis of the quantitative data, content
analysis was utilized in the analysis of the qualitative data. The major
results of the study are: (1) Pre-primary education participation, whether in
rural or urban areas, significantly affects the academic achievement of
student in later schooling years. (2) The academic achievement of students is
higher for girls than boys regardless of their participation in pre-primary
education. (3) The participation in pre-primary education reduces the
achievement gap between the gender. (4) Gender is not a significant factor for
parents whether or not to send their children to pre-primary education. (5)
Parents whose children participated or not participated in pre-primary
education are well-aware of the possible benefits of pre-school education.

Keywords

Pre-primary education, academic achievement, TEOG exams

Okul Öncesi Eğitime Katılımın Daha Sonraki Yıllardaki Akademik Başarıya Etkisi: TEOG Sınavları

Abstract

Karma yöntemle desenlenen bu araştırmanın amacı, okul
öncesi eğitime katılımın öğrencilerin daha sonraki yıllardaki akademik
başarılarını etkileyip etkilemediğini Temel Eğitimden Ortaöğretime Geçiş
Sınavı (TEOG) sonuçlarına ve ebeveynlerin çocuklarını okul öncesi eğitime
gönderme ve göndermeme nedenlerini kendi görüşlerine dayalı olarak
belirlemektir. Araştırmanın nicel boyutuna ilişkin çalışma grubunu 2015-2016
eğitim yılında Muğla ili Ula ilçesi sınırları içinde yer alan 7 ortaokuldan
TEOG sınavına katılan öğrenciler oluştururken, nitel boyutuna ilişkin çalışma
grubunu araştırmanın nicel boyutuna ilişkin çalışma grubunda yer alan 12
çocuğun ebeveyni oluşturmaktadır. Araştırmanın nicel verilerini okul
kayıtlarından sağlanan TEOG puanları oluşturmaktadır. Araştırmanın nitel
verileri ebeveynlerle yapılan görüşmelerden elde edilmiştir. Nicel verilerin
çözümlenmesinde betimsel ve karşılaştırma istatistikleri kullanılmıştır. Nitel
veriler ise içerik analizi ile çözümlenmiştir. Araştırmanın temel sonuçları:
(1) Okul öncesi eğitime katılım ister kırsal ister kentsel yerleşim yerlerinde
olsun öğrencilerin akademik başarısını olumlu yönde önemli ölçüde etkilemektedir.
(2) Öğrencilerin akademik başarıları okul öncesi eğitime katılımdan bağımsız
olarak kız öğrenciler lehine daha yüksektir. (3) Okul öncesi eğitime katılım
kız ve erkek öğrenciler arasındaki başarı farkını azaltmaktadır. (4) Cinsiyet,
ebeveynlerin çocuklarını okul öncesi eğitime gönderip göndermemelerinde
belirleyici bir etken değildir. (5) Çocukları okul öncesi eğitimden yararlanan
ve yararlanmayan ebeveynler okul öncesi eğitimin olası yararlarının önemli
ölçüde farkındadırlar.

Keywords

Okul öncesi eğitim, akademik başarı, TEOG sınavı

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