An Examination of Secondary School Students’ Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example
Abstract
The aim of the study is to explore the academic achievement and
performance tasks of students studying in a regional primary boarding
school in science course with regard to different variables. The study was
carried out via survey method and total 96 students, 57 of them boarding
students and 39 of them non-boarding students studying in the 5th, 6th, and
7th grades in a regional primary boarding schools, participated in the study.
The data of the study was obtained from the academic performance grade
point average which the students got from three different exams in Science
course and performance grade point average the students got from two
different performance assignments (preparing a poster). MANOVA and
correlation analysis were used for the statistical analysis of the data which
were collected to seek answers for the sub-problems stated within the
general framework of the research. The findings revealed that there is not a
significant difference between the grade levels and the students’ academic
achievement scores and performance scores in science course, whereas a
significant difference was found between the gender variable and
performance scores, which was in favour of females. This result suggests
that female students were more successful than male students when
compared to performance assignments. Moreover, a meaningful difference
was detected in favour of non-boarding students with regard to their
academic achievement in science course and their grades in performance
assignments. Finally, it was found that there was a moderate positive
correlation between the students’ academic achievement scores in science
course and performance scores in performance assignments.
Keywords
References
- Adanalı, K. (2008). Sosyal bilgiler eğitiminde alternatif değerlendirme: 5. Sınıf sosyal bilgiler eğitiminin alternatif değerlendirme etkinlikleri açısından değerlendirilmesi. Çukurova Üniversitesi, ADANA. (Yayımlanmamış Yüksek Lisans Tezi).
- Ak, L., & Sayıl, M. (2006). Three different types of elementary school students’ school achievements, perceived social support, school attitudes and behavior adjustment problems. Educational Sciences: Theory & Practice, 6(2), 293-300.
- Arı, A. (2002). İlköğretim uygulamalarının değerlendirilmesi (Normal, taşımalı ve yatılı ilköğretim okullarının karşılaştırılması). Milli Eğitim Dergisi, sayı:153-154.
- Arı, A. (2010). Öğretmenlere göre proje ve performans görevlerinin uygulanmasında karşılaşılan sorunlar. Elektronik Sosyal Bilimler Dergisi. 9(34), 32-55.
- Bahar, M., Nartgün, Z., Durmuş, S. & Bıçak, B. (2010). Geleneksel-Tamamlayıcı Ölçme Ve Değerlendirme Teknikleri (4. Baskı). Ankara: Anı Yayıncılık.
- Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influnces on aggression, peer relations and academic focus. Journal of School Psychology, 42,115-133.
- Buckner, J. C., Bassuk, E. L., & Weinreb, L. F. (2001). Predictors of academic achievement among homeless and low-income housed children. Journal of Scholl Psychology, 39(1), 45-69.
- Cooper, H., Robinson, J. C. & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76, 1-62.
- Coşkun, L. (2004). Yatılı, taşımalı ve "normal" eğitim yapılan ilköğretim okulu öğrencilerinde akademik başarı, okula ilişkin tutum, algılanan sosyal destek ve davranış-uyum sorunları arasındaki ilişkiler. Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü. ANKARA. (Yayımlanmamış Yüksek Lisans Tezi).
- Çelik, S. & Aktürk, Z. (2009). Klasik sınıf ortamında öğrenci başarısını artırmak için bir girişim: Oturma düzeni ve ödev yapmanın etkisi. Milli Eğitim Dergisi, 189, 37-43.
