Araştırma Makalesi
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THE EFFECTS OF SOME NEGATIVITIES ENCOUNTERED DURING AND GETTING READY TO EXAMINATIONS ON THE STUDENT’S SUCCESS

Yıl 2006, Cilt: 8 Sayı: 1, 55 - 67, 01.06.2006

Öz

This study has been carried out Kâzım Karabekir and Erzincan Educational Facul- ties of Atatürk University. A questionnaire has been administered to 456 students to appreci- ate theirs views on the negativities encountered during and getting ready examination to stu- dent’s success. The results have been evaluated by using the X2test and theirs significancy degrees have been given (p<0,05). When reviewed the answers with respect to the sexuality “I don’t success because I believe that unnecessary some courses” , “My success is prevented due to insufficient course material and resources” were significant. The answers about class levels such as “My success is prevented due to disorder in exam programme and exams fre- quency”, “My success is prevented because I get excited the exam” were found as signifi- cant.

Kaynakça

  • Anon. Anadolu Üniversitesi ÖğrencilerininSosyo Kültürel ve Sosyo Ekonomik Ö- zellikleri ile Beklenti ve Sorunları. T.C.Anadolu Üniversitesi Yayınları. No: 1097. Açıköğretim Fakültesi Yayınları. No: 602,Eskişehir, 1999
  • Aschbacher, P.M., (1994). Helping Educators to Develop and Use Alternative As- sessments: Barriers And Facilitators, Educational Policy, 8 (2), 202-224.
  • Başar A., Oktay E., (1998). Uygulamalı İstatistik-1,2. Erzurum: Şafak Yayınevi. Baume, D., Yorke, M., (2002). The reliability of assessment by Portfolio on a
  • Course to Develop and Accredit Teachers in Higher Education, Studies
  • in Higher Education, 27 (1), 8-25.
  • Bell, B., Cowie, B., (2001). The Characteristics of Formative Assessment in Sci- ence Education, Sci.Ed., 85, 536-553.
  • Biggs, J., (1998). Assessment And Classroom Learning: A Role For Summa- tive Assessment?, Assessment in Education: Principles, Policy & Prac- tice, 5 (1),103- 111.
  • Black, P., (1995). Assessment and Feedback in Science Education, Studies in Edu- cational Evaluation, 21, 257-279.
  • Butler, A., Phillmann, K.-B., Smart, L., (2001). Active Learning Within A Lecture: Assessing The Impact Of Short, In-Class Writing Exercises, Methods and Techniques, 28 (4), 257-259.
  • Columba, L., (2001). Daily classroom assessment, Education, 122 (2), 372-375. Dochy, F., Moerkerke, G., (1997). The Present, The Past and The Future of
  • Achievement Testing and Performance Assessment, International Journal
  • of Educational Research, 27 (5), 415-432.
  • Dochy, F., (2001). A New Assessment Era: Different Needs, New Challenges, Re- search Dialogue in Learning and Instruction, 2, 11-20.
  • Holliday, W. G.,Yore, L.D., Alvermann, D. E., (1994). The Reading- Science Learning-Writing Connection: Breakthroughs, Barriers and Prom- ises, Journal of Research in Science Teaching, 31, 877-894.
  • Klecker, B. M., (2000). Assessing Students in A Graduate Tests and Measure- ment Course: Changing The Classroom Climate, College Student Journal, 34 (1),155- 161.
  • Linn, R.L., Gronlund, N.E., (1995). Measurement and Assessment in Teaching, 7th ed., Prentice-Hall, Inc., New Jersey, USA.
  • Rivard, L. P., (1994). A Review of Writing To Learn In Science: Implica- tions of Practice And Research, Journal of Research in Science Teaching, 31, 969- 984.
  • Russell, N., Willinsky, J., (1997). Fourth Generation Educational Evaluation: The Impact of A Post-Modern Paradigm on School Based Evaluation, Studies in Educational Evaluation, 23 (3), 187-199.
  • Sambell, K., McDowell, L., Brown, S., (1997). ”But is it fair”: An exploratory study of student perceptions of the consequential validity of assessment, Studies in Educational Evaluation, 23 (4), 349-371.
  • Stiggins, R.J., (2002). Assessment Crisis; The Absence of Assessment For Learning, Phi Delta Kappan, 83 (10), 758-766.
  • Tillema, H.H., Smith, K., (2000). Learning From Portfolios: Differential Use of Feedback in Portfolio Construction, Studies in Educational Evaluation, 26,193- 210.
  • Treagust, D.F., Jacobowitz, R., Gallager, J.J., Parker, J., (2001). Using Assessment As A Guide in Teaching For Understanding: A Case Study of A Mid- dle School Science Class Learning About Sound, Sci.Edu., 85, 137-157.
  • Towns, M.H., Grant E.R., (1997). ”I Believe I Will Go Out of This Class Actu- ally Knowing Something”: Cooperative Learning Activities In Physical Chemistry, Journal of Research in Science Teaching, 34 (8), 819-835.
  • Turgut, M.F., (1997). Eğitimde Ölçme Ve Değerlendirme, Onuncu Baskı, Tıpkı Basım, Ankara.
  • Wiske, M.S., Sick, M., Wirsig, S., (2001). New Technologies to support teaching for understanding, International Journal of Educational research,35,483- 501.
  • Yalçın, M., (2003). Sürekli Değerlendirmenin Fizikokimya Öğretiminde Rehber Olarak Kullanımı: Bir Durum Çalışması, Basılmamış doktora tezi , Atatürk Üniversitesi, Fen Bilimleri Enstitüsü, Erzurum.
  • Zeichner, K., Wray S., (2001). The Teaching Portfolio In US Teacher Educa- tion Programs: What We Know And What We Need To Know, Teaching and Teacher Education, 17, 613-621.
  • (<http://aile.gov.tr/aileist.htm >) (<http://yayim.meb.gov.tr/yayimlar/145/korkmaz.htm>).

SINAV HAZIRLIKLARI VE SINAV SÜRECİNDE YAŞANAN BAZI OLUMSUZLUKLARIN ÖĞRENCİ BAŞARISINA ETKİSİ

Yıl 2006, Cilt: 8 Sayı: 1, 55 - 67, 01.06.2006

Öz

Araştırma Atatürk Üniversitesi Kâzım Karabekir Eğitim fakültesi ve Erzincan Eğitim fakültesinde yapılmıştır. Her iki fakültede öğrenim gören 456 öğrenciye anket uygulanarak sınava hazırlanırken ve sınav sırasında yaşanan olumsuzlukların öğrenci başarısına etkisi ile ilgili görüşler alınmıştır. Elde edilen verilere X2 “uyum kontrol testi” uygulanarak önemlilik dereceleri tespit edilmiştir (p < 0,05). Neticede, istatistiki olarak (p < 0,05’e göre) verilen cevapların cinsiyet ile ilişkisinde “Gerekliliğine inanmadığım derslerden başarısız oluyorum” , “Ders dokümanları ve kaynakların yetersizliği başarımı olumsuz etkiliyor” ifadelerinde; sınıf düzeylerine göre ise, “Sınav programındaki düzensizlikler ve sınavların üst üste gelmesi başarımı düşürüyor” ve “Sınavlarda çok heyecanlanmam, başarımı düşürüyor” ifadelerinde %5 seviyesinde anlamlı bir fark bulunmuştur.

Kaynakça

  • Anon. Anadolu Üniversitesi ÖğrencilerininSosyo Kültürel ve Sosyo Ekonomik Ö- zellikleri ile Beklenti ve Sorunları. T.C.Anadolu Üniversitesi Yayınları. No: 1097. Açıköğretim Fakültesi Yayınları. No: 602,Eskişehir, 1999
  • Aschbacher, P.M., (1994). Helping Educators to Develop and Use Alternative As- sessments: Barriers And Facilitators, Educational Policy, 8 (2), 202-224.
  • Başar A., Oktay E., (1998). Uygulamalı İstatistik-1,2. Erzurum: Şafak Yayınevi. Baume, D., Yorke, M., (2002). The reliability of assessment by Portfolio on a
  • Course to Develop and Accredit Teachers in Higher Education, Studies
  • in Higher Education, 27 (1), 8-25.
  • Bell, B., Cowie, B., (2001). The Characteristics of Formative Assessment in Sci- ence Education, Sci.Ed., 85, 536-553.
  • Biggs, J., (1998). Assessment And Classroom Learning: A Role For Summa- tive Assessment?, Assessment in Education: Principles, Policy & Prac- tice, 5 (1),103- 111.
  • Black, P., (1995). Assessment and Feedback in Science Education, Studies in Edu- cational Evaluation, 21, 257-279.
  • Butler, A., Phillmann, K.-B., Smart, L., (2001). Active Learning Within A Lecture: Assessing The Impact Of Short, In-Class Writing Exercises, Methods and Techniques, 28 (4), 257-259.
  • Columba, L., (2001). Daily classroom assessment, Education, 122 (2), 372-375. Dochy, F., Moerkerke, G., (1997). The Present, The Past and The Future of
  • Achievement Testing and Performance Assessment, International Journal
  • of Educational Research, 27 (5), 415-432.
  • Dochy, F., (2001). A New Assessment Era: Different Needs, New Challenges, Re- search Dialogue in Learning and Instruction, 2, 11-20.
  • Holliday, W. G.,Yore, L.D., Alvermann, D. E., (1994). The Reading- Science Learning-Writing Connection: Breakthroughs, Barriers and Prom- ises, Journal of Research in Science Teaching, 31, 877-894.
  • Klecker, B. M., (2000). Assessing Students in A Graduate Tests and Measure- ment Course: Changing The Classroom Climate, College Student Journal, 34 (1),155- 161.
  • Linn, R.L., Gronlund, N.E., (1995). Measurement and Assessment in Teaching, 7th ed., Prentice-Hall, Inc., New Jersey, USA.
  • Rivard, L. P., (1994). A Review of Writing To Learn In Science: Implica- tions of Practice And Research, Journal of Research in Science Teaching, 31, 969- 984.
  • Russell, N., Willinsky, J., (1997). Fourth Generation Educational Evaluation: The Impact of A Post-Modern Paradigm on School Based Evaluation, Studies in Educational Evaluation, 23 (3), 187-199.
  • Sambell, K., McDowell, L., Brown, S., (1997). ”But is it fair”: An exploratory study of student perceptions of the consequential validity of assessment, Studies in Educational Evaluation, 23 (4), 349-371.
  • Stiggins, R.J., (2002). Assessment Crisis; The Absence of Assessment For Learning, Phi Delta Kappan, 83 (10), 758-766.
  • Tillema, H.H., Smith, K., (2000). Learning From Portfolios: Differential Use of Feedback in Portfolio Construction, Studies in Educational Evaluation, 26,193- 210.
  • Treagust, D.F., Jacobowitz, R., Gallager, J.J., Parker, J., (2001). Using Assessment As A Guide in Teaching For Understanding: A Case Study of A Mid- dle School Science Class Learning About Sound, Sci.Edu., 85, 137-157.
  • Towns, M.H., Grant E.R., (1997). ”I Believe I Will Go Out of This Class Actu- ally Knowing Something”: Cooperative Learning Activities In Physical Chemistry, Journal of Research in Science Teaching, 34 (8), 819-835.
  • Turgut, M.F., (1997). Eğitimde Ölçme Ve Değerlendirme, Onuncu Baskı, Tıpkı Basım, Ankara.
  • Wiske, M.S., Sick, M., Wirsig, S., (2001). New Technologies to support teaching for understanding, International Journal of Educational research,35,483- 501.
  • Yalçın, M., (2003). Sürekli Değerlendirmenin Fizikokimya Öğretiminde Rehber Olarak Kullanımı: Bir Durum Çalışması, Basılmamış doktora tezi , Atatürk Üniversitesi, Fen Bilimleri Enstitüsü, Erzurum.
  • Zeichner, K., Wray S., (2001). The Teaching Portfolio In US Teacher Educa- tion Programs: What We Know And What We Need To Know, Teaching and Teacher Education, 17, 613-621.
  • (<http://aile.gov.tr/aileist.htm >) (<http://yayim.meb.gov.tr/yayimlar/145/korkmaz.htm>).
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Editöre Not
Yazarlar

Ercan Kaya Bu kişi benim

Durmuş Ali Bal Bu kişi benim

Fatih Sezek Bu kişi benim

Mustafa Akın Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 8 Sayı: 1

Kaynak Göster

APA Kaya, E., Bal, D. A., Sezek, F., Akın, M. (2006). SINAV HAZIRLIKLARI VE SINAV SÜRECİNDE YAŞANAN BAZI OLUMSUZLUKLARIN ÖĞRENCİ BAŞARISINA ETKİSİ. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 55-67.