ÖĞRENCİ BAŞARISININ SINIFLARIN FİZİKSEL KOŞULLARI İLE İLİŞKİSİ

Yıl 2015, Cilt: 16 Sayı: 3, 87 - 104, 01.08.2015

Selda Şensoy Ayşe Sağsöz

Öz

Bu çalışmanın amacı, sınıfların fiziksel kalitesini, öğrencilerin sınıflarının mevcut fiziksel koşulları ile ilgili olan memnuniyet düzeylerini belirleyerek, sınıfların fiziksel yapısının öğrencinin başarısı ve okula devamlılığı üzerindeki etkilerinin Trabzon’daki ortaokullarda araştırılması ve ortaya konmasıdır. Çalışmada, sınıfların fiziksel koşullarının öğrenci üzerindeki etkisini saptamak için anket tekniği uygulanmıştır. Anket formlarını kullanarak okul yöneticilerine ve öğrencilere bazı sorular sorulmuştur. Öğrenci formlarından elde edilen verileri değerlendirmek için okul yönetiminden öğrencilerin okula devamlılığı, SBS Seviye Belirleme Sınavı sonuçları, sınıf mevcudu, öğretmen ve çalışan sayısı bilgileri alınmış, ayrıca gözlem tekniği kullanılarak sınıfların mevcut fiziksel koşulları saptanmıştır. Literatür taraması ve analizlerden elde edilen bilgiler ışığında öğrencinin öğrenmesinin, başarısının ve motivasyonunun fiziksel kalite ile olan ilişkisi ve etkisi belirlenerek, öğrencinin başarısını ve motivasyonunu artıracak tasarım kriterleri ortaya konulmuştur.

Anahtar Kelimeler

öğrenci başarısı, eğitim yapıları, sınıf, fiziksel koşullar

Relation between Pupils Academic Achievement and Pyhsical Conditions of Classrooms

Öz

The purpose of this study is to investigate and put forth the impact of the quality of classroom’s physical facilities on pupils’ achievement and attendance by determining the quality of classroom’s physical facilities, satisfaction of pupil about existing physical condition of their classrooms at secondary school level in Trabzon. In the study, to search and determine the impact of the the classroom’s physical quality on pupils’ achievement and attendance survey technique were applied. Some questions were asked to school’s directors and pupils by using questionaire forms. To evaluate data from the pupils’ questionaire forms, student’s attendance to school, general exam results, class size, trainers and staff numbers were got from the school management and also by using observation technique existing physical condition of classrooms were determined. Through literature and acquired knowledge, some design criteria was generated for educational buildings which will support students’ learning, motivations and achievement

Anahtar Kelimeler

pupil achievement, educational buildings, classroom, physical conditions

Kaynakça

• Anonim. (2013). Eğitim yapıları asgari tasarım standartları 2013 yılı kılavuzu. T.C. Milli Eğitim Bakanlığı, İnşaat ve Emlak Grup Bakanlığı.
• Al, S. (2012). Kişisel Fotoğraf Arşivi.
• Barker, R. ve Gump, P.V. (1964). Big school, small school. Palo Alto, CA: Standford University Pres.
• Baş, T. (2006). Anket. Ankara: Seçkin Yayıncılık.
• Becker, F. D. (1981). Workspace: creating environments in organizations. New York: Praeger Publishers.
• Butin. D. (2000). Classrooms. Washington, D.C.: National Clearinghouse for Educational Facilities. Classroom Design Guide. (2011). 08 Temmuz 2015 tarihinde adresinden http://www.asu.edu/fm/documents/Classroom-Design-Guide.pdf alınmıştır.
• Corgnati, S. P, Filippi, M. & Viazzo, S. (2007). Perception of the thermal environment in high school and university classrooms: subjective preferences and thermal comfort. Building and Environment, 42, 951–959.
• Duke, D.L. (1998). Does it matter where our children learn? Paper presented at the meeting of the national research council of the national academy of sciences and the national academy of engineering. Washington, DC: ERIC Document Reproduction Service No. ED 418 578.
• Earthman, G. I. (2004) Prioritization of 31 criteria for school building adequacy. American Civil Liberties Union Foundation of Maryland. 30 Nisan 2011 tarihinde http://www. aclumd.org/aTop%20Issues/Education%20 Reform/Earthman Final 10504. pdf adresinden alınmıştır.
• Edwards, N. C. (2006). School facilities and student achievement: student perspectives on the connection between the urban learning environment and student motivation and performance. Doctorate Thesis, Philosophy Department of the Ohio State University, Ohio, America.
• Fagot, B.I. (1977). Variations in density: effect on task and social behaviours of preschool children. Developmental Psychology, 13, 2, 166-167.
• Gertel, S., McCarty, P. & Schoff, L. (2004). High performance schools equals high performing students. Educational Facility Planner, 39, 20-24.
• Glass, G.V., Cahen, L.S., Smith, M.L. & Filby, N. N. (1982). School class size: research and policy. Beverly Hills, CA: Sage.
• Hathaway, W. E. (1991). Schools for the 21st century: general specifications. CEFPI’s Educational Facility Planner, 29, 4, 25-30.
• Herzberger, H., 2008. Space and learning, 010 Publishers, Rotterdam.
• Hunter, M. A. (2006). Public school facilities: providing environments that sustain learning. New York, NY: Teachers College Columbia University, National Access Network.
• Kine, J. & Marans R.W. (1979). The physical environment and the learning process: a survey of recent research, unesco division of educational policy and planning. University of Michigan, America: Survey Research Center and the Architecture Research Laboratory.
• Lackney, J. A. (1999). Why optimal learning environment matter. Mississippi: Mississippi State University, Mississippi State Educational Design Institute.
• Lackney, J. A. (1994). Educaitonal facilities: the impact and role of the physical environment of the school on teaching, learning and educational outcomes. Johnson Controls Monograph Series Report R94-4, University of Wisconsin, Milwaukee: Center for Architecture and Urban Planning Research, School of Architecture and Urban Planning.
• Loughlin C. E. & Suina, J. H. (1982). The learning environment: an ınstructional strategy. New York: Teachers College Pres.
• Lyons, J. B. (2001). Do school facilities really impact a child’s education? 12 Şubat 2010 tarihinde http://www.cefpi. org:80/issuetraks.html adresinden alınmıştır.
• McGregor, J. (2004). Space, power and the classroom. Forum, 46, 1, 13–18.
• Miner, J. (1992). Students learn best in small schools: tennessee study follows 6.500 children for 4 years, Rethinking Schools, 6,2, 15.
• Rajuddin, R.M. (2008). Physical environment in school setting: conceptual reviews. 11 Şubat 2010 tarihinde http://eprints.utm.my/7884/ adresinden alınmıştır.
• Tanner, C.K. (2008). Explaining relationships among student outcomes and the school’s physical environment. Journal of Advanced Academics, 19, 3, 444-471.
• Uludağ, Z. ve Odacı, H. (2002). Eğitim öğretim faaliyetlerinde fiziksel mekan, Milli Eğitim Dergisi, Kış-Bahar Sayı, 153-154.
• Vandier, B. (2011). The impact of school facilities on the learning environment. Doctorate Thesis, Capella University, America.
• Winnet, R.A. Battersby C.D. & Edwards, S.M. (1975). The effects of architectural change, individualized instruction, and group contingencies on the academic performance and social behaviour of six graders. Journal of School Psychology, 13,1, 28-40.