Ortaöğretim Öğrencilerinin Akademik Başarı ve Başarısızlığını Etkileyen Faktörler

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.

Anahtar Kelimeler:

Akademik Başarı, Akademik Başarısızlık, Ortaöğretim, Eğitim Programları

Factors Affecting Academic Success and Failure of Secondary School Students

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.

Keywords:

Academic Success, Academic Failure, Secondary Education, Curriculum,

PDF

___

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 and 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.
Çavuşoğlu, D. & Savaş, A. C. (2016). Meslek liselerinde çalışan kültür dersi öğretmenlerinin karşılaştıkları sorunlar ve çözüm önerileri (Pazarcık İlçesi 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: Düzce Üniversitesi.
Janesick, V. J. (1998). The dance of qualitative research and design: Metaphor, methodolatry, and meaning. In N. K. Denzin & Y. S. Lincoln (Eds.), 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
Marshall, C. & Rossman, G. B. (2014). Designing qualitative research. California: Sage publications. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Virginya: Ascd.
Menchaca, M. P. & Bekele, T. A. (2008). Learner and instructor identified success factors in distance education. Distance education, 29(3), 231-252.
Merleau-Ponty, M. & Fisher, A. L. (1963). The structure of behavior (p. 131). Boston: Beacon Press.
Mumcu, H., Mumcu, İ. & Aktaş, M. (2012). Meslek lisesi öğrencileri için matematik. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 1(2), 180-195.
Neuman, W. L. (2003). Social research methods: Qualitative and quantitative approaches. (5th ed.). Boston, MA: Pearson.
Orr, A. J. (2003). Black-white differences in achievement: The importance of wealth. Sociology of education, 281-304.
Özgüven, İ. E. (1974). Akademik başarıyı etkileyen zihinsel olmayan faktörler. Ankara: Hacettepe Üniversitesi Basımevi.
Qualter, P., Gardner, K. J., Pope, D. J., Hutchinson, J. M. & Whiteley, H. E. (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5 year longitudinal study. Learning and Individual Differences, 22(1), 83-91.
Rençber, B. A. (2012). Üniversite öğrencilerinin akademik başarılarını etkileyen faktörler. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 3(1), 191-198.
Sartono, Y., Puspitaningrum, R. & Irnidayanti, Y. (2015). The Implementation of role playing to improve student interest and learning outcome on heredity in Islamic high school in Jakarta. SMTE, 421.
Schank, R. C., Fano, A., Bell, B. & Jona, M. (1994). The design of goal-based scenarios. The journal of the learning sciences, 3(4), 305-345.
Senemoğlu, N. (2018). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Anı Yayıncılık.
Smith, S. M., Fox, P. T., Miller, K. L., Glahn, D. C., Fox, P. M., Mackay, C. E. & Beckmann, C. F. (2009).
Correspondence of the brain's functional architecture during activation and rest. Proceedings of the National Academy of Sciences, 106(31), 13040-13045.
Taylor, M.C. (2005) Interviewing. In Qualitative Research in Health Care (Holloway I., ed.), McGraw‐Hill Education, Maidenhead, England, pp. 39–55.
Trinh, L., Wong, B. & Faulkner, G. E. (2015). The independent and interactive associations of screen time and physical activity on mental health, school connectedness and academic achievement among a population-based sample of youth. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 24(1), 17.
URL-1: Retrieved from https://sozluk.gov.tr/basari on the 19.04.2020. URL-2: Retrieved from https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/success?q=SUCCESS on the 19.04.2020.
URL-3: Retrieved from https://ogm.meb.gov.tr/meb_iys_dosyalar/2016_11/03111224_ooky.pdf on the 19.04.2020.
URL-4: Retrieved from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_11/08144011_KANUN.pdf on the 19.04.2020.
Vanthournout, G., Gijbels, D., Coertjens, L., Donche, V. & Van Petegem, P. (2012). Students' persistence and academic success in a first-year professional bachelor program: The influence of students' learning strategies and academic motivation. Education Research International, 2012.
Vaughn, P., & Turner, C. (2016). Decoding via coding: Analyzing qualitative text data through thematic coding and survey methodologies. Journal of Library Administration, 56(1), 41-51.
Vuilleumier, P., Richardson, M. P., Armony, J. L., Driver, J. & Dolan, R. J. (2004). Distant influences of amygdala lesion on visual cortical activation during emotional face processing. Nature neuroscience, 7(11), 1271-1278.
Wentzel, K. R. & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child development, 68(6), 1198-1209.
Wentzel, K. R., Barry, C. M. & Caldwell, K. A. (2004). Friendships in middle school: Influences on motivation and school adjustment. Journal of educational psychology, 96(2), 195.
Yelgün, A. & Karaman, İ. (2015). What are the factors reducing the academic achievement in a primary school located in a neighborhood with a low socioeconomic status? Education and Science/Egitim ve Bilim, 40(179).
Yıldırım, A. & Şimşek, H. (2016). Qualitative research in social sciences. Ankara: Seçkin Publications.
Yildirim, İ. (2006). Akademik başarının yordayıcısı olarak gündelik sıkıntılar and sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 258-267.
Yohalem, N., Tolman, J. & Wilson, A. (2003). How afterschool programs can most effectively promote positive youth development as a support to academic achievement. A Report by The National Institute on Out-of-School Time, Commissioned by the Boston After-School for All Partnership.
York, T. T., Gibson, C. & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research, and Evaluation, 20(1), 5.
Yu, H. & Mocan, N. (2019). The impact of high school curriculum on confidence, academic success, and mental and physical well-being of university students. Journal of Labor Research, 40(4), 428- 462.