Araştırma Makalesi
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Ortaöğretim Öğrencilerinin Akademik Başarı ve Başarısızlığını Etkileyen Faktörler

Yıl 2021, Cilt 22, Sayı 2, 1247 - 1285, 30.08.2021

Öz

Bu çalışmanın amacı eğitim öğretim ortamlarındaki öğrencilerin başarılarını sağlayan ve başarısızlıklarına sebep olan faktörleri araştırmaktır. Araştırmada tarama modellerinden tekil tarama modeli kullanılmıştır. Araştırma kapsamında belirlenen amaçlı örnekleme yöntemlerinden aşırı/aykırı durum örnekleme yöntemi kullanılmıştır. Araştırmanın çalışma grubu bir ortaöğretim kurumunun 11. sınıflarında yer alan ve akademik olarak başarılı ya da başarısız olan 21 öğrenciden meydana gelmektedir. Araştırmanın verileri yarı yapılandırılmış görüşme soruları kullanılarak toplanmıştır ve tümevarım yöntemiyle analiz edilmiştir. Görüşme kapsamında uzman görüşleri doğrultusunda araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme soruları öğrencilere sorulmuştur. Öğrencilerden elde edilen cevaplar yazılmış ve önce içerik analiziyle daha sonra ise betimsel analizle incelenmiştir. Başarılı öğrencilerin başarı sağlamalarında “bireysel faktör, öğretmen tutumu faktörü, aile etkisi faktörü ve okul dışı destek faktörlerinin etkili olduğu tespit edilmiştir. Başarısız öğrencilerin akademik başarısızlığına “derslerin zorluğu, öğretmen tutumu, arkadaş etkisi ve diğer” faktörlerin sebep olduğu saptanmıştır. Araştırmanın sonucunda; tespit edilen başarı ve başarısızlık faktörlerinin eğitim öğretim ortamına olumlu ve etkin bir biçimde nasıl yansıtılabileceğine dair önerilerde bulunulmuştur.

Kaynakça

  • Akkaya, E., Özçatalbaş, Y. & Arabacı, U. (2013). Endüstri meslek liselerine öğrenci yönelimi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 32, 127-145.
  • Akyüz, Y. (2018). Türk eğitim tarihi. Ankara: Pegem Akademi.
  • Alivernini, F. & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The journal of educational research, 104(4), 241-252.
  • Al-Jamal, D. A. & Al-Jamal, G. A. (2014). An Investigation of the difficulties faced by EFL undergraduates in speaking skills. English Language Teaching, 7(1), 19-27.
  • Arends-Kuenning, M. & Duryea, S. (2006). The effect of parental presence, parents’ education, and household headship on adolescents’ schooling and work in Latin America. Journal of Family and Economic Issues, 27(2), 263-286.
  • Arseven, A. (2016). Öz yeterlilik: bir kavram analizi. Electronic Turkish Studies, 11(19).
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 231-274.
  • Becker, K. & Bish, A. (2017). "Management development experiences and expectations: informal vs formal learning". Education + Training, 59(6), 565-578. https://doi.org/10.1108/ET-08-2016-0134
  • Bransford, J., Stevens, R., Schwartz, D., Meltzoff, A., Pea, R., Roschelle, J., Vye, N., Kuhl, P., Bell, P., Barron, B., Reeves, B. & Sabelli, N. (2006). Learning theories and education: toward a decade of synergy. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (p. 209–244). Lawrence Erlbaum Associates Publishers.
  • Brophy, J. (1988). Research linking teacher behavior to student achievement: Potential implications for instruction of Chapter 1 students. Educational psychologist, 23(3), 235-286.
  • Bull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C. & Lee, J. (2008). Connecting informal and formal learning experiences in the age of participatory media. Contemporary issues in technology and teacher education, 8(2), 100-107.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cambridge Dictionary (2020) https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/success?q=SUCCESS erişim tarihi 19.04.2020’dir.
  • Çavuşoğlu, D. & Savaş, A. C. (2016). Meslek liselerinde çalışan kültür dersi öğretmenlerinin karşılaştıkları sorunlar ve çözüm önerileri (Pazarcık ilçesi örneği). Çağdaş Yönetim Bilimleri Dergisi, 3(1), 1-13.
  • Cemaloğlu, N. & Filiz, S. (2010). The relation between time management skills and academic achievement of potential teachers. Educational Research Quarterly, 33(4), 3-23.
  • Chamorro-Premuzic, C. T. & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37, 319–338.
  • Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Thousand Oaks, CA: Sage
  • Charters, W. W. & Good, C. V. (1945). The Dictionary of education. The Phi Delta Kappan, 27(1), 5-7.
  • Cook, J., Pachler, N. & Bradley, C. (2008). Bridging the gap? Mobile phones at the interface between informal and formal learning. Journal of the Research Center for Educational Technology, 4(1).
  • Couch, K. A. & Lillard, D. R. (1997). Divorce, educational attainment, and the earnings mobility of sons. Journal of Family and Economic Issues, 18(3), 231-245.
  • Dam, H. (2008). Öğrencinin okul başarısında aile faktörü. Hitit Üniversitesi İlahiyat Fakültesi Dergisi, 7(14), 75-99.
  • Deary, I. J., Strand, S., Smith, P. & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35, 13–21.
  • DiCicco‐Bloom B. & Crabtree B.F. (2006) The qualitative research interview. Medical Education 40(4), 314–321. doi:10.1111/j.1365‐2929.2006.02418.x
  • Epstein, A. N. (1982). Instinct and motivation as explanations for complex behavior. In The physiological mechanisms of motivation (pp. 25-58). Springer, New York, NY.
  • Ergene, T. (2011). Lise öğrencilerinin sınav kaygısı, çalışma alışkanlıkları, başarı güdüsü ve akademik performans düzeyleri arasındaki ilişkilerin incelenmesi. Eğitim ve Bilim, 36(160).
  • Erzen, E. & Odacı, H. (2014). Who feels more test anxiety? A research based on personal, academic and family variables. Journal of Human Sciences, 11(2), 401-419.
  • Fidan, N. (2012). Okulda Öğrenme ve Öğretme. Ankara: Pegem Akademi.
  • Finn, J. D. & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of applied psychology, 82(2), 221.
  • Forsetlund, L., Bjørndal, A., Rashidian, A., Jamtvedt, G., O'Brien, M. A., Wolf, F. M. & Oxman, A. D. (2009). Continuing education meetings and workshops: effects on professional practice and health care outcomes. Cochrane database of systematic reviews, (2), 1-89. https://doi.org/10.1002/14651858.CD003030.pub2
  • Good, C. V. & Merkel, W. R. (Eds.). (1973). Dictionary of education. New York: McGraw-Hill.
  • Gürsesa, A., Merhametlia, Z. R., Gunel, K. & Yildiz, M. (2011). Psychology of loneliness of high school students. Procedia-Social and Behavioral Sciences, 15, 2578-2581.
  • Hawi, N. S., Samaha, M. & Griffiths, M. D. (2018). Internet gaming disorder in Lebanon: Relationships with age, sleep habits, and academic achievement. Journal of behavioral addictions, 7(1), 70-78.
  • Heimlich, J. E. & Ardoin, N. M. (2008). Understanding behavior to understand behavior change: A literature review. Environmental education research, 14(3), 215-237.
  • İncirci, A. (2020) Öğrenme amaçlı yazma etkinliklerinin güdülenme ve öğrenme stratejilerine etkisi, Yayınlanmamış Doktora Tezi, Düzce Üniversitesi, Eğitim Bilimleri Enstitüsü, Düzce.
  • Janesick, V. J. (1998). The dance of qualitative research and design: Metaphor, methodolatry, and meaning. In N. K. Denzin & Y. S. Lincoln (Ed.), Strategies of qualitative inquiry. (pp. 35-55). Thousand Oaks, CA: Sage.
  • Jensen, E. (2009). How poverty affects behavior and academic performance. Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it, 13-45.
  • Jeynes, W. (2012). Divorce, family structure, and the academic success of children. New York: Routledge.
  • Johnson, S. M. & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American educational research journal, 40(3), 581-617.
  • Karasar, N. (2007). Bilimsel araştırma yöntemleri (17. baskı). Ankara: Nobel Yayıncılık.
  • Karataş, Z. (2015). Sosyal bilimlerde nitel araştirma yöntemleri. Manevi temelli sosyal hizmet araştırmaları dergisi, 1(1), 62-80.
  • Korir, D. K. & Kipkemboi, F. (2014). The impact of school environment and peer influences on students’ academic performance in Vihiga County, Kenya. International Journal of Humanities and Social Science, 4(5).
  • Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K. & Hayek, J. C. (2006). What matters to student success: A review of the literature (Vol. 8). Washington, DC: National Postsecondary Education Cooperative.
  • Larrivee, B. & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The journal of special education, 13(3), 315-324.
  • Lomi, A., Snijders, T. A., Steglich, C. E. & Torló, V. J. (2011). Why are some more peer than others? Evidence from a longitudinal study of social networks and individual academic performance. Social Science Research, 40(6), 1506-1520.
  • Malcolm, J., Hodkinson, P. & Colley, H. (2003), "The interrelationships between informal and formal learning", Journal of Workplace Learning, 15(7/8), 313-318. https://doi.org/10.1108/13665620310504783
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Factors Affecting Academic Success and Failure of Secondary School Students

Yıl 2021, Cilt 22, Sayı 2, 1247 - 1285, 30.08.2021

Öz

The purpose of this study is to investigate the factors ensuring success and causing failure of students in educational environments. In the research, single survey model, one of the survey models, was used. Extreme or deviant (outlier) sampling method, which is one of the purposeful sampling methods determined within the scope of the research, was used. The study group of the study consists of 21 students who are in the 11th grades of a secondary education institution and who are either successful or unsuccessful in academia. For this purpose, interview method, one of the qualitative research methods, was used. The data of the research were collected using semi-structured interview questions and analyzed by induction method. The answers obtained from the students were written and analyzed first by content analysis and then by descriptive analysis. It was detected that individual factors, teacher attitude factor, family influence factor and out-of-school support factors were effective in achieving of successful students. It was also detected that unsuccessful students' academic failure was caused by difficulty of lessons, teacher attitude, friend effect and other factors. As a result of the research; suggestions were made on how the success and failure factors identified can be reflected positively and effectively on the education and training environment.

Kaynakça

  • Akkaya, E., Özçatalbaş, Y. & Arabacı, U. (2013). Endüstri meslek liselerine öğrenci yönelimi. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 32, 127-145.
  • Akyüz, Y. (2018). Türk eğitim tarihi. Ankara: Pegem Akademi.
  • Alivernini, F. & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The journal of educational research, 104(4), 241-252.
  • Al-Jamal, D. A. & Al-Jamal, G. A. (2014). An Investigation of the difficulties faced by EFL undergraduates in speaking skills. English Language Teaching, 7(1), 19-27.
  • Arends-Kuenning, M. & Duryea, S. (2006). The effect of parental presence, parents’ education, and household headship on adolescents’ schooling and work in Latin America. Journal of Family and Economic Issues, 27(2), 263-286.
  • Arseven, A. (2016). Öz yeterlilik: bir kavram analizi. Electronic Turkish Studies, 11(19).
  • Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 231-274.
  • Becker, K. & Bish, A. (2017). "Management development experiences and expectations: informal vs formal learning". Education + Training, 59(6), 565-578. https://doi.org/10.1108/ET-08-2016-0134
  • Bransford, J., Stevens, R., Schwartz, D., Meltzoff, A., Pea, R., Roschelle, J., Vye, N., Kuhl, P., Bell, P., Barron, B., Reeves, B. & Sabelli, N. (2006). Learning theories and education: toward a decade of synergy. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (p. 209–244). Lawrence Erlbaum Associates Publishers.
  • Brophy, J. (1988). Research linking teacher behavior to student achievement: Potential implications for instruction of Chapter 1 students. Educational psychologist, 23(3), 235-286.
  • Bull, G., Thompson, A., Searson, M., Garofalo, J., Park, J., Young, C. & Lee, J. (2008). Connecting informal and formal learning experiences in the age of participatory media. Contemporary issues in technology and teacher education, 8(2), 100-107.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Cambridge Dictionary (2020) https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/success?q=SUCCESS erişim tarihi 19.04.2020’dir.
  • Çavuşoğlu, D. & Savaş, A. C. (2016). Meslek liselerinde çalışan kültür dersi öğretmenlerinin karşılaştıkları sorunlar ve çözüm önerileri (Pazarcık ilçesi örneği). Çağdaş Yönetim Bilimleri Dergisi, 3(1), 1-13.
  • Cemaloğlu, N. & Filiz, S. (2010). The relation between time management skills and academic achievement of potential teachers. Educational Research Quarterly, 33(4), 3-23.
  • Chamorro-Premuzic, C. T. & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37, 319–338.
  • Charmaz, K. (2014). Constructing grounded theory (2nd ed.). Thousand Oaks, CA: Sage
  • Charters, W. W. & Good, C. V. (1945). The Dictionary of education. The Phi Delta Kappan, 27(1), 5-7.
  • Cook, J., Pachler, N. & Bradley, C. (2008). Bridging the gap? Mobile phones at the interface between informal and formal learning. Journal of the Research Center for Educational Technology, 4(1).
  • Couch, K. A. & Lillard, D. R. (1997). Divorce, educational attainment, and the earnings mobility of sons. Journal of Family and Economic Issues, 18(3), 231-245.
  • Dam, H. (2008). Öğrencinin okul başarısında aile faktörü. Hitit Üniversitesi İlahiyat Fakültesi Dergisi, 7(14), 75-99.
  • Deary, I. J., Strand, S., Smith, P. & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35, 13–21.
  • DiCicco‐Bloom B. & Crabtree B.F. (2006) The qualitative research interview. Medical Education 40(4), 314–321. doi:10.1111/j.1365‐2929.2006.02418.x
  • Epstein, A. N. (1982). Instinct and motivation as explanations for complex behavior. In The physiological mechanisms of motivation (pp. 25-58). Springer, New York, NY.
  • Ergene, T. (2011). Lise öğrencilerinin sınav kaygısı, çalışma alışkanlıkları, başarı güdüsü ve akademik performans düzeyleri arasındaki ilişkilerin incelenmesi. Eğitim ve Bilim, 36(160).
  • Erzen, E. & Odacı, H. (2014). Who feels more test anxiety? A research based on personal, academic and family variables. Journal of Human Sciences, 11(2), 401-419.
  • Fidan, N. (2012). Okulda Öğrenme ve Öğretme. Ankara: Pegem Akademi.
  • Finn, J. D. & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of applied psychology, 82(2), 221.
  • Forsetlund, L., Bjørndal, A., Rashidian, A., Jamtvedt, G., O'Brien, M. A., Wolf, F. M. & Oxman, A. D. (2009). Continuing education meetings and workshops: effects on professional practice and health care outcomes. Cochrane database of systematic reviews, (2), 1-89. https://doi.org/10.1002/14651858.CD003030.pub2
  • Good, C. V. & Merkel, W. R. (Eds.). (1973). Dictionary of education. New York: McGraw-Hill.
  • Gürsesa, A., Merhametlia, Z. R., Gunel, K. & Yildiz, M. (2011). Psychology of loneliness of high school students. Procedia-Social and Behavioral Sciences, 15, 2578-2581.
  • Hawi, N. S., Samaha, M. & Griffiths, M. D. (2018). Internet gaming disorder in Lebanon: Relationships with age, sleep habits, and academic achievement. Journal of behavioral addictions, 7(1), 70-78.
  • Heimlich, J. E. & Ardoin, N. M. (2008). Understanding behavior to understand behavior change: A literature review. Environmental education research, 14(3), 215-237.
  • İncirci, A. (2020) Öğrenme amaçlı yazma etkinliklerinin güdülenme ve öğrenme stratejilerine etkisi, Yayınlanmamış Doktora Tezi, Düzce Üniversitesi, Eğitim Bilimleri Enstitüsü, Düzce.
  • Janesick, V. J. (1998). The dance of qualitative research and design: Metaphor, methodolatry, and meaning. In N. K. Denzin & Y. S. Lincoln (Ed.), Strategies of qualitative inquiry. (pp. 35-55). Thousand Oaks, CA: Sage.
  • Jensen, E. (2009). How poverty affects behavior and academic performance. Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it, 13-45.
  • Jeynes, W. (2012). Divorce, family structure, and the academic success of children. New York: Routledge.
  • Johnson, S. M. & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American educational research journal, 40(3), 581-617.
  • Karasar, N. (2007). Bilimsel araştırma yöntemleri (17. baskı). Ankara: Nobel Yayıncılık.
  • Karataş, Z. (2015). Sosyal bilimlerde nitel araştirma yöntemleri. Manevi temelli sosyal hizmet araştırmaları dergisi, 1(1), 62-80.
  • Korir, D. K. & Kipkemboi, F. (2014). The impact of school environment and peer influences on students’ academic performance in Vihiga County, Kenya. International Journal of Humanities and Social Science, 4(5).
  • Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K. & Hayek, J. C. (2006). What matters to student success: A review of the literature (Vol. 8). Washington, DC: National Postsecondary Education Cooperative.
  • Larrivee, B. & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. The journal of special education, 13(3), 315-324.
  • Lomi, A., Snijders, T. A., Steglich, C. E. & Torló, V. J. (2011). Why are some more peer than others? Evidence from a longitudinal study of social networks and individual academic performance. Social Science Research, 40(6), 1506-1520.
  • Malcolm, J., Hodkinson, P. & Colley, H. (2003), "The interrelationships between informal and formal learning", Journal of Workplace Learning, 15(7/8), 313-318. https://doi.org/10.1108/13665620310504783
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Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Ayhan İNCİRCİ (Sorumlu Yazar)
ANKARA YILDIRIM BEYAZIT UNIVERSITY
0000-0001-8566-6079
Türkiye

Yayımlanma Tarihi 30 Ağustos 2021
Başvuru Tarihi 20 Ocak 2021
Kabul Tarihi 10 Eylül 2021
Yayınlandığı Sayı Yıl 2021, Cilt 22, Sayı 2

Kaynak Göster

APA İncirci, A. (2021). Ortaöğretim Öğrencilerinin Akademik Başarı ve Başarısızlığını Etkileyen Faktörler . Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 22 (2) , 1247-1285 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/62829/865162

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