THE ANALYSIS FOR THE EFFECT OF CLASSROOM CLIMATE ON THE STUDENTS OF PRIMARY TEACHING

Yıl 2016, Cilt: 5 Sayı: 3, 37 - 57, 01.07.2016

Pınar Kızılhan

Öz

The aim of this study was to investigate the effect of classroom climate on students’ success. Teacher support, involment, affiliation, order&organisation, competition, rule clarity in the classroom affect the success of students in accordance with this main aim. This research has analyzed the effect of classroom climate on success in terms of secondary school they graduated from. This study has been realized on scanning way via quantitative method. The fourth grade students of primary education department from faculties of education at fourteen universities constitute the total field of survey. 788 students have taken place in the survey. The data collection of survey is “the Scale of the Effect of Classroom climate on Success”. This data collection tool has been developed by Moss and Trickett (1974) and adapted to Turkish by Kısakürek (1985). The researcher has rearranged it by scanning the field. In the survey the secondary schools they graduated from have been studied with t-test. In accordance with the findings, Graduates of Anatolian Teachers High School, compared to graduates of other schools, consider “teacher support”, “involvement”, “affiliation”, “order & organization” as more significant. Students’ views about “competition” and “rule clarity” have no significant differences in accordance with school types they graduated. Consequently, classroom climate is affected by many variants, so in education programmes the effect of every variant (sex, demographic specifications of students, the attitude of academics, formal and informal demands of students, the location of the institution) should be considered in the applications concerning classroom climate. In addition, the importance of subdimensions of classroom climate especially affiliation and rules should be asserted. While designing and developing educational programmes, learning-teaching atmosphere, relations in the classroom ambient, task oriantation, innovation and rules briefly, the quality of atmosphere should be heeded as much as content and method

Anahtar Kelimeler

Classroom Climate, Success, Learning Enviroment, Hidden Curriculum, Primary Teachers

SINIF ATMOSFERİNİN İLKÖĞRETİMÖĞRENCİLERİNİN BAŞARISINA ETKİSİNİ İNCELEME

Öz

Bu araştırmanın amacı, sınıf atmosferinin öğrenci başarısına etkisini tespit etmektir. Bu amaç doğrultusunda, sınıf atmosferinin öğrenci başarısına etkisi öğretim elemanı desteği, katılma, kişilerarası ilişkiler, ders düzeni, rekabet ortamı ve kuralların belirginliği açısından öğrencilerin mezun olduğu okul türüne göre değerlendirilmektedir. Bu araştırma tarama modelinde olup nicel yöntemle gerçekleştirilmiştir. Araştırmanın evrenini 14 üniversiteye bağlı eğitim fakültesinde öğrenim gören sınıf öğretmenliği dördüncü sınıf öğrencileri oluşturmaktadır. Araştırmaya 788 öğrenci katılmıştır. Araştırmanın veri toplama aracı “Sınıf Atmosferinin Başarıya Etkisi Ölçeği”dir. Bu ölçme aracı Moos ve Trickett (1974) tarafından geliştirilmiş, Kısakürek (1985) tarafından Türkçeye uyarlanmış ve araştırmacı tarafından alanyazın taranarak yeniden düzenlenmiştir. Öğrencilerin mezun oldukları ortaöğretim kurumlarının sınıf atmosferinin başarıya etkisi t - testi ile incelenmiştir. Anadolu Öğretmen Lisesinden mezun olan öğrenciler, diğer ortaöğretim kurumlarından mezun olan öğrencilere göre başarının artmasında öğretim elemanı desteği, katılma, kişilerarası ilişkiler ve ders düzeninin “daha önemli” olduğunu düşünmektedir. Mezun oldukları ortaöğretim kurumuna göre öğrenci görüşleri, rekabet ve kuralların belirginliği konusunda anlamlı farklılık göstermemektedir. Sonuç olarak, sınıf atmosferi birçok değişkenden etkilenmektedir. Bu nedenle eğitim programlarında sınıf atmosferi ile ilgili uygulamalarda her bir değişkenin (cinsiyet, öğrencilerin demografik özellikleri, öğretim elemanı tutumu) etkisi dikkate alınmalıdır. Ayrıca sınıf atmosferinin alt boyutlarından özellikle kişiler arası ilişkiler ve kuralların önemi üzerinde durulmalıdır. Eğitim programları tasarlanırken ve geliştirilirken içerik ve yönteme odaklanıldığı kadar öğrenme öğretme ortamı, sınıf ortamındaki ilişkiler ve kurallar kısaca atmosferin niteliği de (örtük program) önemsenmelidir

Anahtar Kelimeler

Sınıf Atmosferi, Başarı, Öğrenme Ortamı, Örtük Program, Sınıf Öğretmeni

Kaynakça

• Atalay, C. (2005). The correlations between the personality traits and attitudes towards the profession of teaching of students in teacher high schools. M.A. Thesis, Selcuk University, Konya, Turkey.
• Baek, S.G., ve Choi, H.J. (2002). TheRelationshipBetweenStudents’ Perception of Classroom Environment andTheirAcademicAchivement in Korea. Asia Pacific EducationReview, 3(1), 125-135.
• Chavez, R.C. (1984).TheUse of High Inference MeaurestoStudy Classroom Climates: A Review. Review of Educational Reserach, 54 (2), 237-261.
• Çetin, Ş. ve Çetin, F. (2006). An Assessment on the Anatolian Teacher High Schools and Education Faculty Students that Graduated from These Schools.Industrial Art Journal of Education Faculty, 19, 1- 12.
• Demirel, Ö. (2003). From planning to teaching. Ankara: Pegem Press.
• Demirel, Ö. (2007). Curriculum development from theories to implementation Ankara: PegemPress.
• DeYoung, A. J. (1977). Classromm Climate and Class Success: A Case Study at theUniversity Level. Journal of Educational Research, 70 (5), 252-257.
• Doğan, N. (2002). A comparison of the achievement in various courses by Anatolian Teacher High School graduates and other secondary education graduates receiving education in education faculty, primary teaching department. M.A. Thesis, Fırat University, Şanlıurfa, Turkey.
• Dorman, J. P. (2003). Relationship between School and Classroom Environment and Teacher Burnout: a LISREL Analysis. School Psychology of Education, 6, 107-127.
• Dorman, J.P. (2008). Determinants of Classroom Environment in Queensl and Secondary Schools: A Multilevel Reanalysis. Educational Research and Evaluation, 14 (5), 429, 444.
• Dorman, J. P. ve Adams J. (2004). AssociationsbetweenStudents’ Perceptions of Classroom Environment and Academic Efficacy in Australian and British Secondary Schools. Westminster Studies in Education 27,(1), 69-85
• Dowdell, T. J. (2007). Measuring sports class learning climates- the development of thesports class envronment scale. Ph.D.Thesis, University of Griffith, Australia.
• Fisher, D.L.,Fraser, B. J. ve Cresswell, J. (1995) Using the"Questionnaire on TeacherInteraction" in the Professional Development of Teachers. AustralianJournal of TeacherEducation, 20 (1), 6-18.
• Fraser, B. J. (2001). Twenty Thousand Hours: Editor’s Introduction. Learning Environments Research 4, 1–5.
• Fraser, B. J. ve D.L.,Fisher. (1982) PredictingStudents' Outcomes from Their Perceptions of Classroom Psychosocial Environment. American Educational Research Journal, 19 ( 4) , 498-518.
• Fisher, D. ve Fraser, B. (1990).
• Validity and Use of the School-Level Environment Questionnaire. American
• http://www.eric.ed.gov/PDFS/ED318757.pdf (wasdownloaded at 21.01.2011). Research Association, 16-20 April, 1990.
• Gülcan, Y.,Kuştepeli, Y. and Aldemir, C. (2002). Students’ Satisfaction at Higher Education. Süleyman Demirel University Journal of Faculty of Economics and Administrative, (7),1, 99-114.
• Moos, R.H. and Trickett, E.J. (1974). Classroom envrionment scale manual.Palo Alto. CA: Consulting Psychologists Press.
• Moos, R.H. and Moos, BS. (1978). Classroom SocialClimate and StudentAbsences and Grades. Journal of Educational Psychology, 70 (2), 263- 269.
• Moos, R. H. (1979). Evaluating educational environments: procedures, measures, findings and policy implications. San Francisco, CA: Jossey-Bass.
• Mucherah, W. M. (2003). The Influence of Technology on theClassroom Climate of Social Studies Classroom: A Multidimensional Approach. Learning Environments Research, 6, 37–57.
• Kline, R. B. (2005). Principles and practice of structural equation modeling: Methodology in thesocial sciences. New York: The Guilfrod Press. 2, 242–283.
• Koul, RB. and Fisher, D. (2004). A Study of Students’ Perceptions of Science Classroom Learning Environment and Teacher-Student Interaction in Jammu: A Cultural Perspective. AARE Conference Paper. http://www.aare.edu.au/04pap/kou04335.pdf (was downloaded at 02 Februrary 2011)
• Kısakürek, M. A. (1978). Educating of Director at Higher Education. Ankara University, Journal of Education Science Faculty, 10 (1-2), 57-66.
• Kısakürek, M. A (1985). The Effect of Classroom Climate on Students’ Success. A Research on Education Faculties. Ankara University, Journal of Education Science Faculty, No:144.
• Portelli, J.P. (1993). Exposing the Hidden Curriculum .Journal of Curriculum Studies. 25,(4), 343-358
• Selçuk, Z. (2000). School experience and practice. Ankara: Nobel Publishing.
• Tabachnick, B. G. and Fidell, I. S. (2001). Using multivariate statistics(4thed), Ally and Bacon.
• Tuncel, İ. (2007). Etkileşimden Kaynaklanan Örtük Programın Duyuşsal Özelliklerin Gelişimi Açısından İncelenmesi. Ege Eğitim Dergisi, 8,(1), 41-63
• Yüksel, S. (2002). Hidden Curriculum and Instructional Activities at Higher Education. Journal of Uludag University Faculty of Education, 15 (1), 361-370.