EFFECTIVE FACTORS ON SHAPING AND NON-SHAPING OF LEARNING IN MIDDLE SCHOOL STUDENTS

Öz

The purpose of this study was to examine middle school students' perception about effective factors on shaping and non-shaping of students' learning. The methodology of this study was a quantitative research. The instrument used in this research was Bru et al. (2002) questionnaire in nine components: six dimensions of helpful factors on shaping of learning: teachers' emotional support; teachers' academic support; teachers' monitoring; parental monitoring; parental care; student influence; and three dimensions of effective barriers on shaping of learning: off-task orientation; opposition toward teachers; and bullying of other students. Findings showed that the students marked relatively high scores on effective factors on the shaping of students' learning. However, regarding students' perception, students influence and parental monitoring had more effects on shaping of learning. The measures of median and rank order also showed that these factors had outrank in comparison with the other components. The barriers of shaping of students' learning, respondents marked high score to bullying of other students and opposition toward teachers and over the average to off-task orientation. The results also indicated that there was relatively high positive correlation between effective factors on shaping and non-shaping students' learning.

Anahtar Kelimeler

• Effective Factor
• Shaping of Learning
• Non-Shaping of Learning
• Middle School Students

ORTAOKUL ÖĞRENCİLERİNİN ÖĞRENMELERİNİN ŞEKİLLENDİRİLMESİNDE VE ŞEKİLLENDİRİLMEMESİNDE ETKİLİ OLAN FAKTÖRLER

Öz

Problem (amaç): Bu çalışmanın amacı ortaokul öğrencilerinin öğrenmeyi şekillendirmelerinde ve şekillendirmemelerinde etkili olan faktörlerle ilgili algılarını araştırmaktır. Daha önce yapılmış araştırmaların sonuçları, çocukların öğrenmesi üzerinde çeşitli faktörler etkili olduğunu göstermektedir. Örneğin öğretmenlerin ve ebeveynlerin eğitimle ilgili inançları, tutumları ve algıları çocuklarının öğrenme yeteneklerini olumlu yönde etkileyebilmektedir. Yöntem: Bu çalışmada nicel araştırma yöntemi kullanılmıştır. Çalışmanın evrenini İran'ın Zahedan şehrindeki ortaokullarda öğrenim gören 6, 7 ve 8. sınıf öğrencileri oluşturmaktadır. Toplam 29935 öğrencinin 16735'i erkek ve 13200'ü kızdır. Krejcie ve Morgan'ın (1970) örneklem büyüklüğü tablosu kullanılarak 380 öğrenci örnekleme seçilmiştir (212 erkek ve 168 kız öğrenci 2 örneklem grubu olarak seçilmiştir). Araştırmada veri toplama aracı olarak Bru ve ark. (2002) tarafından geliştirilen anket formu kullanılmıştır. Ankette yer alan 38 madde (1) “Kesinlikle Katılmıyorumâ€? dan (5) “Kesinlikle Katılıyorumâ€? a kadar beş aşamalı Likert tipi ölçekle değerlendirilmiştir. Ankette yer alan maddeler, 6 boyutu öğrenmeyi şekillendirmede yardımcı faktörler (öğretmenlerin duygusal desteği, öğretmenlerin akademik desteği, öğretmenlerin gözetimi, ebeveyn gözetimi, ebeveyn ilgisi, öğrenci etkisi) ve 3 boyutu öğrenmeyi şekillendirmede engel olan faktörler (konu dışına yönelme, öğretmenlere karşı muhalefet, diğer öğrencilerin uyguladığı şiddet) olmak üzere 9 bileşenden oluşmaktadır. Bulgular: Bulgular öğrencilerin öğrenmenin şekillendirilmesinde etkili olan faktörlere diğerlerine göre daha yüksek değerleri işaretlediklerini göstermiştir. Bununla birlikte öğrencilerin algılaması, öğrenci etkisi ve ebeveyn gözetiminin öğrenmenin şekillendirilmesi üzerinde daha fazla etkiye sahip olduğu görülmüştür. Ayrıca medyan ve sıralama ölçüm sonuçları bu faktörlerin diğer bileşenlere göre daha önemli olduğunu göstermiştir. Öğrencilerin öğrenmelerini şekillendirmede engel olan faktörlerden diğer öğrencilerin uyguladığı şiddet ve öğretmenlere karşı muhalefete yüksek değerler verdikleri, konu dışına yönelmeye de ortalamanın üzerinde değerler verdikleri tespit edilmiştir. Sonuçlar ayrıca öğrenmenin şekillendirilmesinde ve şekillendirilmemesinde etkili olan faktörler arasında göreceli olarak yüksek pozitif korelasyon olduğunu göstermektedir. Öneriler: Öğretmenlerin sınıflarında gerekli eğitim ve yönetim faaliyetlerini yerine getirebilmeleri için yeterli seviyede pedagojik bilgiye sahip olmaları gerekmektedir. Bu becerilerin öğrenciler üzerinde olumlu etkisinin olacağı düşünülmektedir. Öğretmenler ve ebeveynler arasında sürekli bir iletişimin olması kuvvetle önerilir. Her bir öğrenciye uygun yönetim stratejileri geliştirmek ve öğrenciler arasında ayrımcılıktan kaçınmak öğrenci davranışlarını geliştirmede yardımcı olacaktır. 

Anahtar Kelimeler

• Etkili Faktör
• Öğrenmenin Şekillendirilmesi
• Öğrenmenin Şekillendirilmemesi
• Orta Okul Öğrencileri

Kaynakça

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