THE ANALYSIS FOR THE EFFECT OF CLASSROOM CLIMATE ON THE STUDENTS OF PRIMARY TEACHING

Abstract

The aim of this study was to investigate the effect of classroom climate on students’ success. Teacher support, involment, affiliation, order&organisation, competition, rule clarity in the classroom affect the success of students in accordance with this main aim. This research has analyzed the effect of classroom climate on success in terms of secondary school they graduated from. This study has been realized on scanning way via quantitative method. The fourth grade students of primary education department from faculties of education at fourteen universities constitute the total field of survey. 788 students have taken place in the survey. The data collection of survey is “the Scale of the Effect of Classroom climate on Success”. This data collection tool has been developed by Moss and Trickett (1974) and adapted to Turkish by Kısakürek (1985). The researcher has rearranged it by scanning the field. In the survey the secondary schools they graduated from have been studied with t-test. In accordance with the findings, Graduates of Anatolian Teachers High School, compared to graduates of other schools, consider “teacher support”, “involvement”, “affiliation”, “order & organization” as more significant. Students’ views about “competition” and “rule clarity” have no significant differences in accordance with school types they graduated. Consequently, classroom climate is affected by many variants, so in education programmes the effect of every variant (sex, demographic specifications of students, the attitude of academics, formal and informal demands of students, the location of the institution) should be considered in the applications concerning classroom climate. In addition, the importance of subdimensions of classroom climate especially affiliation and rules should be asserted. While designing and developing educational programmes, learning-teaching atmosphere, relations in the classroom ambient, task oriantation, innovation and rules briefly, the quality of atmosphere should be heeded as much as content and method

Keywords

• Classroom Climate, Success, Learning Enviroment, Hidden Curriculum, Primary Teachers

SINIF ATMOSFERİNİN İLKÖĞRETİMÖĞRENCİLERİNİN BAŞARISINA ETKİSİNİ İNCELEME

Abstract

Bu araştırmanın amacı, sınıf atmosferinin öğrenci başarısına etkisini tespit etmektir. Bu amaç doğrultusunda, sınıf atmosferinin öğrenci başarısına etkisi öğretim elemanı desteği, katılma, kişilerarası ilişkiler, ders düzeni, rekabet ortamı ve kuralların belirginliği açısından öğrencilerin mezun olduğu okul türüne göre değerlendirilmektedir. Bu araştırma tarama modelinde olup nicel yöntemle gerçekleştirilmiştir. Araştırmanın evrenini 14 üniversiteye bağlı eğitim fakültesinde öğrenim gören sınıf öğretmenliği dördüncü sınıf öğrencileri oluşturmaktadır. Araştırmaya 788 öğrenci katılmıştır. Araştırmanın veri toplama aracı “Sınıf Atmosferinin Başarıya Etkisi Ölçeği”dir. Bu ölçme aracı Moos ve Trickett (1974) tarafından geliştirilmiş, Kısakürek (1985) tarafından Türkçeye uyarlanmış ve araştırmacı tarafından alanyazın taranarak yeniden düzenlenmiştir. Öğrencilerin mezun oldukları ortaöğretim kurumlarının sınıf atmosferinin başarıya etkisi t - testi ile incelenmiştir. Anadolu Öğretmen Lisesinden mezun olan öğrenciler, diğer ortaöğretim kurumlarından mezun olan öğrencilere göre başarının artmasında öğretim elemanı desteği, katılma, kişilerarası ilişkiler ve ders düzeninin “daha önemli” olduğunu düşünmektedir. Mezun oldukları ortaöğretim kurumuna göre öğrenci görüşleri, rekabet ve kuralların belirginliği konusunda anlamlı farklılık göstermemektedir. Sonuç olarak, sınıf atmosferi birçok değişkenden etkilenmektedir. Bu nedenle eğitim programlarında sınıf atmosferi ile ilgili uygulamalarda her bir değişkenin (cinsiyet, öğrencilerin demografik özellikleri, öğretim elemanı tutumu) etkisi dikkate alınmalıdır. Ayrıca sınıf atmosferinin alt boyutlarından özellikle kişiler arası ilişkiler ve kuralların önemi üzerinde durulmalıdır. Eğitim programları tasarlanırken ve geliştirilirken içerik ve yönteme odaklanıldığı kadar öğrenme öğretme ortamı, sınıf ortamındaki ilişkiler ve kurallar kısaca atmosferin niteliği de (örtük program) önemsenmelidir

Keywords

• Sınıf Atmosferi, Başarı, Öğrenme Ortamı, Örtük Program, Sınıf Öğretmeni

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