Frequency of In-Class Instructional Activities by Instructors According to Faculty of Theology Students
Abstract
Theology faculties have an important mission to train qualified teaching staff for institutions affiliated with the Presidency of Religious Affairs (DİB) and the Ministry of National Education (MEB). In recent years, there has been a rapid increase in the number of theology faculties. Along with this increase in their numbers, theology faculties have encountered problems in different areas. One of the problems theology faculties faces is the quality problem in education. It is the responsibility of the teaching staff to carry out quality educational activities in theology faculties. For the teaching staff to fulfill their obligations, they must have all the competence areas in which they can carry out educational activities. However, it is considered sufficient for the teaching staff employed in theology faculties to have a certain academic title. Teaching staff are not evaluated in terms of pedagogical competence, which also includes in-class educational activities. Different variables increase the effectiveness of the educational process. In-class educational activities are accepted as variables that positively affect the educational process. The most important in-class instructional activities are listed as drawing attention, informing about the target, reminding prior knowledge, giving reinforcement, ensuring active participation, giving hints, feedback correction and result activities. For teaching staff to carry out effective teaching, they must be competent to carry out these activities. In the law and literature review conducted regarding the competencies that teaching staff working in theology faculties must have, no pedagogical competence requirement is encountered. Their field knowledge is primarily considered. While general cultural knowledge is measured with postgraduate exams, their competence to perform instructional activities is not considered. The fact that teaching staff are not evaluated in terms of instructional competence is considered among the reasons for the quality problem in education. Therefore, it is important to evaluate teaching staff in terms of instructional competence. The research aims to evaluate teaching staff in terms of the frequency of students performing in-class instructional activities. This evaluation is aimed at determining the level of teaching staff performing in-class instructional activities. In recent years, studies on the problems of theology faculties and academic staff working in theology faculties have been examined. In the examinations, it is seen that the academic staff are evaluated in many subjects such as their pedagogical competence, preparation processes for lessons and material usage skills in lessons. However, it is seen that the academic staff are not evaluated in terms of their frequency of performing in-class educational activities. This shows the importance of the study in terms of filling this gap in the field. The quantitative method was used in the research by using the scanning design. The sample group of the research consists of 604 students receiving formal education at Inonu University Faculty of Divinity and Dicle University Faculty of Divinity, selected according to the appropriate sampling model. The data collection tool called “In-Class Educational Behaviors of University Academic Staff” was used in the research. The data were analyzed in the SPSS 26 statistical data analysis package program. Descriptive statistical formulas such as percentage, mean and standard deviation were used for the analysis of the data. While analyzing the data, normality tests were applied to all sub-dimensions of the measurement tool. A T-test was applied for a pairwise comparison of data showing normal distribution. The Mann-Whitney U Test was applied for pairwise comparison of data that did not show normal distribution. In the analyses, it was determined that the student opinions were significantly different in terms of gender and type of education variables. It was also observed that the lecturers carried out the activity of informing the students about the in-class educational activities at a medium level and carried out the activities of providing prerequisite learning, giving hints, ensuring active participation in the lessons, giving reinforcement, feedback correction and conclusion at a low level. Based on these findings, it can be concluded that students do not see their instructors as sufficient regarding the frequency of in-class instructional activities. It is hoped that the results obtained in this study will contribute to studies in the field of religious education by providing data.
Keywords
Religious Education , Faculty of Theology , Faculty of Theology Students , Instructor , Instructional Activities
Kaynakça
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