İkili Karşılaştırma Yöntemi ile Program Dışı Etkinliklerin Öğretmen Adayları için Yararlarının İncelenmesi

Bu araştırmanın amacı program dışı etkinliklerin öğretmen adaylarına yönelik yararlarını ikili karşılaştırmayla ölçeklendirme çalışması yaparak belirlemeye çalışmaktır. Araştırma tarama araştırması niteliğindedir. Katılımcılar bir yükseköğretim kurumunda öğrenim gören 365 öğretmen adayıdır. Alan yazından yararlanarak ortaya çıkan yararlar için üç konu alanı uzmanı ve iki ölçme ve değerlendirme uzmanının görüşü alınmış ve veri toplama aracına son hali verilmiştir. Her bir öğrencinin ilgili yararları ikili karşılaştırma yaparak, aralarında sıralama yapması istenmiştir. Verilerin analizinde V. Hal denkleminde hesaplanan hata için ki kare değeri 0,05 anlamlı düzeyinde beklenen değerden büyük çıktığı için III. Hal denklemiyle ölçekleme yapılmıştır. Böylece program dışı etkinliklerin öğretmen adaylarının gelişimine yönelik yararları ikili karşılaştırma yoluyla ölçeklendirilmiştir. Elde edilen sıralama doğrultusunda program dışı etkinliklerin yararları arasından en çoktan en aza doğru kişisel gelişimi desteklemesi, sosyal gelişimi desteklemesi, öğretmenlik becerisini desteklemesi, olumlu duyuşsal özellikler kazandırması, akademik gelişimi desteklemesi ve fiziksel gelişimi desteklemesi şeklinde bir sıralama yapılmıştır. Elde edilen sonuçlarla ilgili becerileri geliştirmeye yönelik etkinliklerin artırılması, daha az tercih edilen yararların sebeplerine odaklanacak araştırmalar gerçekleştirme gibi önerilere yer verilmiştir.

Anahtar Kelimeler:

Program Dışı Etkinlikler, Örtük Program, Hizmet Öncesi Öğretmen Yetiştirme, İkili Karşılaştırma, Ölçekleme, Extracurricular Activities, Hidden Curriculum, Preservice Teacher Education, Pairwise Comparison, Scaling

A Study on the Benefits of Extracurricular Activities for Teacher Candidates Using the Pairwise Comparison Approach

This survey study aimed to determine the benefits of extracurricular activities for teacher candidates by performing a scaling study with pairwise comparison. Participants were 365 teacher candidates studying at a higher education institution. The data collection tool was designed by taking the opinions of three field experts and two measurement and evaluation experts about the benefits that emerged from the literature. Each student was asked to rank the benefits of extracurricular activities by making a pairwise comparison. In the analysis of the data, as the chi-square value for error calculated with the Case V model was higher than expected at the 0,05 significance level, the Case III model was used for scaling. In this way, the benefits of extracurricular activities for the development of teacher candidates were scaled through pairwise comparison. The results showed that the order of benefits from the biggest to the smallest were: supporting personal development, supporting social development, supporting teaching skills, instilling positive affective qualities, supporting academic development and supporting physical development. Recommendations for the future include using more extracurricular activities to develop the above-mentioned skills and conducting studies to explore the reasons for the less preferred benefits.

Keywords:

Extracurricular Activities, Hidden Curriculum, Preservice Teacher Education, Pairwise Comparison, Scaling,

PDF

___

Androshchuk, I., Androshchuk, I., Kurach, M., Khrenova, V., & Livshun, O. (2020). The system of training future teachers for organizing extracurricular activities of pupils. Revista Romaneasca Pentru Educatie Multidimensionala, 12(2), 60-85.
Bartkus, K. R., Nemelka, B., Nemelka, M., & Gardner, P. (2012). Clarifying the meaning of extracurriculur activity: a literature review of definitions. American Journal of Business Education, 5(6), 693-703. Broh, B. A. (2002). Linking extracurricular programming to academic achievement: Who Benefits and why? Sociology of Education, 75(1), 69-95.
Brown-Liburd, H. L., & Porco, B. M. (2011). It’s what’s outside that counts: do extracurricular experiences affect the cognitive moral development of undergraduate accounting students? Issues Accounting Education, 26(2), 439-454.
Brooks, R. (2007). Young people's extra-curricular activities: Critical social engagement – or ‘something for the CV’? Journal of Social Policy, 36(3), 417-434.
Chambers, E. A., & Schreiber, J. B. (2004). Girls' academic achievement: varying associations of extracurricular activities. Gender and Education, 16(3), 327-346.
Chan, Y. K. (2016). Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study. Active Learning in Higher Education, 17(3), 223-233.
Christison, C. (2013). The benefits of participating in extracurricular activities. BU Journal of Graduate Studies in Education, 5(2), 17-20.
Council of Higher Education (HEC) (2020). YÖK’ten eğitim fakültelerine yetki devri kararı. https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fakültelerine-yetki-devri.aspx
Council of Higher Education (HEC) (2018). Yeni öğretmen yetiştirme lisans programları. https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
Diaz-Iso, A., Eizaguirre, A., & Garcia-Olalla, A. (2019). Extracurricular activities in higher education and the promotion of reflective learning for sustainability. Sustainability, 11(17), 1-18.
Dickinson, J., Griffiths, T., & Bredice, A. (2020). ‘It’s just another thing to think about’: Encouraging students’ engagement in extracurricular activities. Journal of Further and Higher Education, 45(6), 744-757.
Feldman, A. F., & Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research, 75(2), 159–210.
Ereyi, B. (2018). Okullarda ders dışı etkinliklerin işlevleri. https://tedmem.org/blog/okullarda-ders-disi-etkinliklerin-işlevleri
Guilford, J. P. (1954). Psychometrics methods. New York: Mc Graw-Hill Book Co.
Ilhomovna, H. P., & Ismatovna, D. G. (2020). The role of extracurriculur activities in an educational process. Journal NX-A, Special Issue on Application of Science for Sustainable Development to Overcome Covid-19 Pandemic, 335-339. https://repo.journalnx.com/index.php/nx/article/view/875/848.
Keser, F., Akar, H., & Yıldırım, A. (2011). The role of extracurriculur activities in active citizenship education. Journal of Curriculum Studies, 43(6). 809-837.
Massoni, E. (2011). Positive effects of extra curricular activities on students, ESSAI, 9, 84-87. http://dc.cod.edu/essai/vol9/iss1/27.
McNael, R. B. (1999). Participation in high school extracurricular activities: Investigating school effects. Social Science Quarterly, 80(2), 291-309.
Morinana, J. A., Alos, F., Alcala, R., Pino, M., J., Hreeuzo, J., & Ruiz, R. (2006). Extra-curricular activities and academic performance in secondary students. Electronic Journal of Research in Educational Psychology, 4(1), 35- 46.
Organisation for Economic Co-operation and Development (OECD) (2012). Are students more engaged when schools offer extracurricular activities? https://www.oecd-ilibrary.org/docserver/5k961l4ccczt-en.pdf?expires=1670673846&id=id&accname=guest&checksum=E648E7618A8BB51417F229F3C1B2B2F4.
Özer Özkan, Y. (2016). Examining the effective variables on classification of school's success through PISA 2012 Turkey data. International Online Journal of Educational Sciences, 8(2), 117-130.
Özkan, U. B. (2020). The effect of students' participation in extracurricular activities on academic achievement according to PISA-2015. Inonu University Journal of the Faculty of Education, 21(1), 254-269.
Ren, L., & Zhang, X. (2020). Antecedents and consequences of organized extracurricular activities among Chinese preschoolers in Hong Kong. Learning and Instruction, 65(2020), 1-15.
Reva, A. (2012). The role of extracurricular activities in foreign language learning in university settings. [Master’s thesis], University of Saskatchewan.
Torgerson, W. S. (1958). Theory and methods of scaling. New York: John Wiley & Son.
Turgut, M. F., & Baykul, Y. (1992). Ölçekleme teknikleri. Ankara: ÖSYM Yayınları.
Uysal, F. (2022). Öğretmen adaylarının bakışıyla program dışı etkinlikler. X. Uluslararası Eğitim Programları ve Öğretim Kongresi, 26-28 Ekim 2022. Gazi Üniversitesi, Ankara.
Uysal, F., & Özkan Elgün, İ. (2020). Hangi program dışı etkinliği dahilim? 3rd International New York Conference on Evolving Trends in Interdisciplinary Research & Practices, 13-15 Kasım 2020, Manhattan, New York City.
Yüksel, S. (2002). Örtük program. Eğitim ve Bilim, 27(126), 31-37.