Araştırma Makalesi
BibTex RIS Kaynak Göster

Are School Courses Related to Central Exam Success More Important in Children’s Education? Parental View and Related Factors

Yıl 2020, Cilt: 49, 375 - 392, 01.05.2020
https://doi.org/10.9779/pauefd.561551

Öz



The present study, considering the
influence of parents on the education of their children, examines how parents
rate the importance of courses that are related (Science, Mathematics, Social
Studies, Turkish, and Foreign Language Education) and not related (Physical
Education, Ethics, Art) to central exam success. Specifically, the study
investigated the relationship between parents’ perception of the importance of
a subject that is related and not related to central exam success and parents’
educational degree and income level and their children’s level of education.
The study involved 540 parents from the central districts of Sinop. Descriptive
statistics and logistic regression analysis were used in data analysis.
Findings revealed that most of the parents perceived Mathematics as the most
important subject for the education of their children. However, a few parents
ranked Physical Education, Art, and Social Studies courses as the most
important subject for children’s education. The logistic regression analysis
showed that there was a significant relationship between the parents’
perception of the importance of subjects that are related or not related to
central exam success and parents’ degree of education and children’s level of
education. The study findings were discussed given the influence of central
exams and parents on the Turkish Education System.




Kaynakça

  • Achhpal, B., Goldman, J. A., & Rohner, R. P. (2007). A comparison of European American and Puerto Rican parents’ goals and expectations about the socialization and education of pre‐school children. International Journal of Early Years Education, 15(1), 1-13.
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2013). “Not girly, not sexy, not glamorous”: Primary school girls’ and parents’ constructions of science aspirations. Pedagogy, Culture & Society, 21(1), 171-194.
  • Atan, T., Eliöz, M. ve Polatcan, İ. (2014). Farklı bölgelerde yaşayan velilerin çocuklarının beden eğitimi dersine katılımından beklentileri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 57-74.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742.
  • Burgess, S., Greaves, E., Vignoles, A., & Wilson, D. (2014). What parents want: School preferences and school choice. The Economic Journal, 125(587), 1262-1289.
  • Coldron, J., & Boulton, P. (1991). ‘Happiness’ as a criterion of parents’ choice of school. Journal of Education Policy, 6(2), 169-178.
  • Curry, K. A., & Holter, A. (2019). The influence of parent social networks on parent perceptions and motivation for involvement. Urban Education, 54(4), 535-563.
  • Çetin, A. ve Ünsal, S. (2018). Merkezi sınavların öğretmenler üzerinde sosyal, psikolojik etkisi ve öğretmenlerin öğretim programı uygulamalarına yansıması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, [Çevrim-içi: http://www.efdergi.hacettepe.edu.tr/upload/files/2826published.pdf], Erişim tarihi: 26.03.2019.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (Ed.). (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (3. Baskı). Ankara: Pegem Akademi.
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304.
  • Eccles, J. S. (2005). Influences of parents’ education on their children’s educational attainments: The role of parent and child perceptions. London Review of Education, 3(3), 191-204.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
  • Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277-294.
  • Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll) (3rd ed.). London: Sage Publications.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw Hill.
  • Francis, B., & Archer, L. (2005). British-Chinese pupils’ and parents’ constructions of the value of education. British Educational Research Journal, 31(1), 89-108.
  • Galper, A., Wigfield, A., & Seefeldt, C. (1997). Head Start parents’ beliefs about their children’s abilities, task values, and performances on different activities. Child Development, 68(5), 897-907.
  • Güven, Ö. ve Öncü, A. G. E. (2006). Beden eğitimi ve spora katılımda aile faktörü. Sosyal Politika Çalışmaları Dergisi, 10(10), 81-90.
  • Halle, T., Kurtz-Costes, B., & Mahoney, J. (1997). Family influences on school achievement in low income, African American children. Journal of Educational Psychology, 89(3), 527-537.
  • Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 97(2), 310-331.
  • Jacob, B. A., & Lefgren, L. (2007). What do parents value in education? An empirical investigation of parents’ revealed preferences for teachers. The Quarterly Journal of Economics, 122(4), 1603-1637.
  • Kadlec, A., Friedman, W., & Ott, A. (2007). Important, but not for me: Parents and students in Kansas and Missouri talk about math, science and technology education. Çevrim-içi: https://files.eric.ed.gov/fulltext/ED498649.pdf, Erişim tarihi: 11.04.2019.
  • Kahraman, D. (2014). Sınıf öğretmenlerinin görsel sanatlar dersi programının uygulanmasında karşılaşılan sorunlara ilişkin görüşleri ve çözüm önerileri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 221-240.
  • Kıldan, A.O. (2013). Analysis of the expectation levels of the parents from the preschool education ınstitution in terms of various variables. International Journal of Educational Research and Technology, 4(1), 6-12.
  • Mertler, C. A., & Reinhart, R. V. (2017). Advanced and multivariate statistical methods: Practical application and interpretation (6th ed.). London: Routledge.
  • Milli Eğitim Bakanlığı MEB. (2017). Müfredatta yenileme ve değişiklik çalışmalarımız üzerine. [Çevrim-içi: http://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf], Erişim tarihi: 19.04.2019.
  • Milli Eğitim Bakanlığı MEB. (2018). 2023 Eğitim Vizyonu. [Çevrim-içi: http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf], Erişim tarihi: 19.03.2019.
  • Nacak, M., Yağmurlu, B., Durgel, E. ve van de Vijver, F. (2011). Metropol ve Anadolu’da ebeveynlik: Biliş ve davranışlarda şehrin ve eğitim düzeyinin rolü. Türk Psikoloji Dergisi, 26(67), 85-100.
  • Neuenschwander, M. P., Vida, M., Garrett, J. L., & Eccles, J. S. (2007). Parents’ expectations and students’ achievement in two western nations. International Journal of Behavioral Development, 31(5), 594-602.
  • Okagaki, L., & Sternberg, R. J. (1993). Parental beliefs and children’s school performance. Child Development, 64(1), 36-56.
  • Pehlivan, Z. (2009). Spora katılan çocuklara yönelik ailelerin beklentileri, çocuklarda gözlenen davranış değişimleri ve spora katılımın önündeki engeller. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 7(2), 69-76.
  • Rubie-Davies, C. M., Peterson, E., Irving, E., Widdowson, D., & Dixon, R. (2010). Expectations of achievement: Student teacher and parent perceptions. Research in Education, 83(1), 36-53.
  • Ryan, C. S., Casas, J. F., Kelly-Vance, L., Ryalls, B. O., & Nero, C. (2010). Parent involvement and views of school success: The role of parents’ Latino and White American cultural orientations. Psychology in The Schools, 47(4), 391-405.
  • Saçkes, M. (2013). Erken çocukluk eğitiminde önem verilmesi gereken gelişimsel alanlar: Anne-baba ve öğretmen önceliklerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(3), 1675-1690.
  • Saçkes, M. (2014). Parents who want their PreK children to have science learning experiences are outliers. Early Childhood Research Quarterly, 29(2), 132-143.
  • Schneider, M., & Buckley, J. (2002). What do parents want from schools? Evidence from the Internet. Educational Evaluation and Policy Analysis, 24(2), 133-144.
  • Schneider, M., Marschall, M., Teske, P., & Roch, C. (1998). School choice and culture wars in the classroom: What different parents seek from education. Social Science Quarterly, 79(3), 489-501.
  • Senler, B., & Sungur, S. (2009). Parental influences on students’ self-concept, task value beliefs, and achievement in science. The Spanish Journal of Psychology, 12(1), 106-117.
  • Sevimli-Celik, S., Kirazci, S., & Ince, M. L. (2011). Preschool movement education in Turkey: Perceptions of preschool administrators and parents. Early Childhood Education Journal, 39(5), 323-333.
  • Simpkins, S. D., Fredricks, J. A., & Eccles, J. S. (2012). Charting the Eccles’ expectancy-value model from mothers’ beliefs in childhood to youths’ activities in adolescence. Developmental Psychology, 48(4), 1019-1032.
  • Spera, C., Wentzel, K. R., & Matto, H. C. (2009). Parental aspirations for their children’s educational attainment: Relations to ethnicity, parental education, children’s academic performance, and parental perceptions of school climate. Journal of Youth and Adolescence, 38(8), 1140-1152.
  • Sunar, D., & Okman-Fişek, G. O. (2005). Contemporary Turkish families. In U. Gielen, & J. Roopnarine (Eds.), Families in global perspective (pp.169-183). New York: Allyn & Bacon/Pearson.
  • Şahin, A. ve Toraman, M. (2014). İlköğretim müzik dersine yönelik veli ve öğrenci görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 329-345.
  • Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics (6th ed.). Boston, MA: Allyn & Bacon.
  • Wentzel, K. R. (1998). Parents' aspirations for children’s educational attainments: Relations to parental beliefs and social address variables. Merrill-Palmer Quarterly, 44(1), 20-37.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.

Çocukların Eğitiminde Merkezi Sınav Başarısı ile İlgili Dersler Daha mı Önemli? Aile Görüşü ve İlişkili Faktörler

Yıl 2020, Cilt: 49, 375 - 392, 01.05.2020
https://doi.org/10.9779/pauefd.561551

Öz



Ailelerin çocuklarının eğitimi
üzerindeki belirleyici etkisi göz önünde bulundurularak, bu çalışmada ailelerin
merkezi sınav başarısı ile ilgili olan (Fen Bilimleri, Matematik, Sosyal
Bilgiler, Türkçe ve Yabancı Dil) ve ilgili olmayan (Beden Eğitimi, Etik, Sanat)
dersleri ne kadar önemli gördükleri incelenmektedir. Bu çalışmada özelikle
velilerin merkezi sınav başarısı ile ilgili olan ve olmayan bir dersi önemli
görmeleri ile velilerin eğitim düzeyi, gelir seviyesi ve çocuğunun öğretim
düzeyi arasındaki ilişki araştırılmıştır. Çalışmaya Sinop ilinin merkez
ilçelerinden 540 veli katılmıştır. Veri analizinde betimsel istatistiklere ve
lojistik regresyon analizine başvurulmuştur. Bulgular, velilerin birçoğu
tarafından Matematik dersinin çocukların eğitimi için en önemli ders olarak
görüldüğünü göstermiştir. Beden Eğitimi, Sanat ve Sosyal Bilgiler dersleri ise
çok az sayıdaki veli tarafından çocukların eğitiminde birinci sırada önemli
görülmüştür. Lojistik regresyon analizi sonuçları, velilerin merkezi sınav
başarısı ile ilgili olan ve ilgili olmayan bir dersi önemli görmeleri ile
velinin eğitim düzeyi ve çocuğunun öğretim düzeyi arasında anlamlı bir ilişki
olduğunu göstermiştir. Çalışma bulguları, merkezi sınavların ve ailenin Türk
Eğitim Sistemi üzerindeki etkisi göz önünde bulundurularak tartışılmıştır.



Kaynakça

  • Achhpal, B., Goldman, J. A., & Rohner, R. P. (2007). A comparison of European American and Puerto Rican parents’ goals and expectations about the socialization and education of pre‐school children. International Journal of Early Years Education, 15(1), 1-13.
  • Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2013). “Not girly, not sexy, not glamorous”: Primary school girls’ and parents’ constructions of science aspirations. Pedagogy, Culture & Society, 21(1), 171-194.
  • Atan, T., Eliöz, M. ve Polatcan, İ. (2014). Farklı bölgelerde yaşayan velilerin çocuklarının beden eğitimi dersine katılımından beklentileri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 57-74.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
  • Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723-742.
  • Burgess, S., Greaves, E., Vignoles, A., & Wilson, D. (2014). What parents want: School preferences and school choice. The Economic Journal, 125(587), 1262-1289.
  • Coldron, J., & Boulton, P. (1991). ‘Happiness’ as a criterion of parents’ choice of school. Journal of Education Policy, 6(2), 169-178.
  • Curry, K. A., & Holter, A. (2019). The influence of parent social networks on parent perceptions and motivation for involvement. Urban Education, 54(4), 535-563.
  • Çetin, A. ve Ünsal, S. (2018). Merkezi sınavların öğretmenler üzerinde sosyal, psikolojik etkisi ve öğretmenlerin öğretim programı uygulamalarına yansıması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, [Çevrim-içi: http://www.efdergi.hacettepe.edu.tr/upload/files/2826published.pdf], Erişim tarihi: 26.03.2019.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (Ed.). (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (3. Baskı). Ankara: Pegem Akademi.
  • Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304.
  • Eccles, J. S. (2005). Influences of parents’ education on their children’s educational attainments: The role of parent and child perceptions. London Review of Education, 3(3), 191-204.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132.
  • Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277-294.
  • Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll) (3rd ed.). London: Sage Publications.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw Hill.
  • Francis, B., & Archer, L. (2005). British-Chinese pupils’ and parents’ constructions of the value of education. British Educational Research Journal, 31(1), 89-108.
  • Galper, A., Wigfield, A., & Seefeldt, C. (1997). Head Start parents’ beliefs about their children’s abilities, task values, and performances on different activities. Child Development, 68(5), 897-907.
  • Güven, Ö. ve Öncü, A. G. E. (2006). Beden eğitimi ve spora katılımda aile faktörü. Sosyal Politika Çalışmaları Dergisi, 10(10), 81-90.
  • Halle, T., Kurtz-Costes, B., & Mahoney, J. (1997). Family influences on school achievement in low income, African American children. Journal of Educational Psychology, 89(3), 527-537.
  • Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental involvement in children’s education: Why does it make a difference? Teachers College Record, 97(2), 310-331.
  • Jacob, B. A., & Lefgren, L. (2007). What do parents value in education? An empirical investigation of parents’ revealed preferences for teachers. The Quarterly Journal of Economics, 122(4), 1603-1637.
  • Kadlec, A., Friedman, W., & Ott, A. (2007). Important, but not for me: Parents and students in Kansas and Missouri talk about math, science and technology education. Çevrim-içi: https://files.eric.ed.gov/fulltext/ED498649.pdf, Erişim tarihi: 11.04.2019.
  • Kahraman, D. (2014). Sınıf öğretmenlerinin görsel sanatlar dersi programının uygulanmasında karşılaşılan sorunlara ilişkin görüşleri ve çözüm önerileri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 221-240.
  • Kıldan, A.O. (2013). Analysis of the expectation levels of the parents from the preschool education ınstitution in terms of various variables. International Journal of Educational Research and Technology, 4(1), 6-12.
  • Mertler, C. A., & Reinhart, R. V. (2017). Advanced and multivariate statistical methods: Practical application and interpretation (6th ed.). London: Routledge.
  • Milli Eğitim Bakanlığı MEB. (2017). Müfredatta yenileme ve değişiklik çalışmalarımız üzerine. [Çevrim-içi: http://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf], Erişim tarihi: 19.04.2019.
  • Milli Eğitim Bakanlığı MEB. (2018). 2023 Eğitim Vizyonu. [Çevrim-içi: http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf], Erişim tarihi: 19.03.2019.
  • Nacak, M., Yağmurlu, B., Durgel, E. ve van de Vijver, F. (2011). Metropol ve Anadolu’da ebeveynlik: Biliş ve davranışlarda şehrin ve eğitim düzeyinin rolü. Türk Psikoloji Dergisi, 26(67), 85-100.
  • Neuenschwander, M. P., Vida, M., Garrett, J. L., & Eccles, J. S. (2007). Parents’ expectations and students’ achievement in two western nations. International Journal of Behavioral Development, 31(5), 594-602.
  • Okagaki, L., & Sternberg, R. J. (1993). Parental beliefs and children’s school performance. Child Development, 64(1), 36-56.
  • Pehlivan, Z. (2009). Spora katılan çocuklara yönelik ailelerin beklentileri, çocuklarda gözlenen davranış değişimleri ve spora katılımın önündeki engeller. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 7(2), 69-76.
  • Rubie-Davies, C. M., Peterson, E., Irving, E., Widdowson, D., & Dixon, R. (2010). Expectations of achievement: Student teacher and parent perceptions. Research in Education, 83(1), 36-53.
  • Ryan, C. S., Casas, J. F., Kelly-Vance, L., Ryalls, B. O., & Nero, C. (2010). Parent involvement and views of school success: The role of parents’ Latino and White American cultural orientations. Psychology in The Schools, 47(4), 391-405.
  • Saçkes, M. (2013). Erken çocukluk eğitiminde önem verilmesi gereken gelişimsel alanlar: Anne-baba ve öğretmen önceliklerinin karşılaştırılması. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(3), 1675-1690.
  • Saçkes, M. (2014). Parents who want their PreK children to have science learning experiences are outliers. Early Childhood Research Quarterly, 29(2), 132-143.
  • Schneider, M., & Buckley, J. (2002). What do parents want from schools? Evidence from the Internet. Educational Evaluation and Policy Analysis, 24(2), 133-144.
  • Schneider, M., Marschall, M., Teske, P., & Roch, C. (1998). School choice and culture wars in the classroom: What different parents seek from education. Social Science Quarterly, 79(3), 489-501.
  • Senler, B., & Sungur, S. (2009). Parental influences on students’ self-concept, task value beliefs, and achievement in science. The Spanish Journal of Psychology, 12(1), 106-117.
  • Sevimli-Celik, S., Kirazci, S., & Ince, M. L. (2011). Preschool movement education in Turkey: Perceptions of preschool administrators and parents. Early Childhood Education Journal, 39(5), 323-333.
  • Simpkins, S. D., Fredricks, J. A., & Eccles, J. S. (2012). Charting the Eccles’ expectancy-value model from mothers’ beliefs in childhood to youths’ activities in adolescence. Developmental Psychology, 48(4), 1019-1032.
  • Spera, C., Wentzel, K. R., & Matto, H. C. (2009). Parental aspirations for their children’s educational attainment: Relations to ethnicity, parental education, children’s academic performance, and parental perceptions of school climate. Journal of Youth and Adolescence, 38(8), 1140-1152.
  • Sunar, D., & Okman-Fişek, G. O. (2005). Contemporary Turkish families. In U. Gielen, & J. Roopnarine (Eds.), Families in global perspective (pp.169-183). New York: Allyn & Bacon/Pearson.
  • Şahin, A. ve Toraman, M. (2014). İlköğretim müzik dersine yönelik veli ve öğrenci görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 329-345.
  • Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics (6th ed.). Boston, MA: Allyn & Bacon.
  • Wentzel, K. R. (1998). Parents' aspirations for children’s educational attainments: Relations to parental beliefs and social address variables. Merrill-Palmer Quarterly, 44(1), 20-37.
  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gülfem Dilek Yurttaş Kumlu 0000-0003-4741-2654

Rahime Çobanoğlu 0000-0003-4662-8920

Yayımlanma Tarihi 1 Mayıs 2020
Gönderilme Tarihi 7 Mayıs 2019
Kabul Tarihi 28 Ekim 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 49

Kaynak Göster

APA Yurttaş Kumlu, G. D., & Çobanoğlu, R. (2020). Çocukların Eğitiminde Merkezi Sınav Başarısı ile İlgili Dersler Daha mı Önemli? Aile Görüşü ve İlişkili Faktörler. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 375-392. https://doi.org/10.9779/pauefd.561551