Yükseköğretime öğrenci seçmede ve yerleştirmede kullanılan sınavların oluşturduğu risk faktörlerinin okul başarısı üzerindeki etkileri
Yükleniyor...
Dosyalar
Tarih
2014
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Türk Psikoloji Dergisi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, yükseköğretime öğrenci seçmede ve yerleştirmede kullanılan sınavların (LGS ve LYS) oluşturduğu risk faktörleriyle, ortaöğretim 10., 11. ve 12. sınıfına devam eden öğrencilerin okul başarısı arasındaki ilişkiyi ortaya koymak ve bu ilişkinin arka planında yer alan etkenleri incelemektir. Araştırmanın nicel boyutundan elde edilen bulgular incelendiğinde, araştırmacı tarafından oluşturulan kuramsal modelin ortaöğretim 10., 11. ve 12. sınıflarda öğrenim gören öğrencilerden elde edilen veriler üzerinde doğrulandığı ancak 10. sınıflar için çok iyi uyum değerleri elde edilmediği görülmüştür. Araştırmanın nitel boyutundan elde edilen bulgular incelendiğinde ise öğrencilerin sınıf düzeyi arttıkça okul derslerine olan ilgisinin azaldığı ve sosyal etkinliklere daha az zaman ayırdıkları görülmüştür. Bunun yanında öğrencilerin aileleriyle ve arkadaşlarıyla kurdukları iletişim açısından sınava hazırlanma noktasında yaşadıkları tartışmaların sınıf düzeyine göre değişmediği ancak başarısı yüksek öğrencilerin, sınıf düzeyi arttıkça aileyle veya arkadaşlarıyla kurdukları iletişimin azaldığını ve zamanlarının çoğunu ders çalışarak veya test çözerek geçirdiklerini belirttikleri bulunmuştur. Bu bulgulara ek olarak sınıf düzeyi arttıkça öğrencilerin sınava hazırlık için yapılan harcamalardan dolayı kendi kendilerine baskı yaptıkları ve ailelerine karşı bir sorumluluk hissettikleri görülmüştür. Öğrencilerin çoğu beden eğitimi, müzik, resim gibi derslerin etkili işlenmediğini ve yeteneklerini keşfetmede bu derslerin onlara yol gösterici olmadığını vurgulamışlardır.
The aim of this study was to determine the relationship between the risk factors caused by exams used for student selection and placement into higher education (the YGS, the Transition to Higher Education Exam; and the LYS, the Undergraduate Placement Exam) and the academic performance of students continuing their education in 10th, 11th and 12th grades of secondary education, and also to investigate the causes behind this relationship. Evaluation of data obtained from the quantitative aspect of the study demonstrated that the theoretical model developed by the researcher could be verified and confirmed with the data obtained from 10th, 11th and 12th grades students; however, this evaluation also revealed that good consistency values could not be obtained for 10th grade students. When data obtained from the qualitative aspect of the study were evaluated, it was observed that students’ interest in school classes as well as the time they spent on social activities decreased as their grade increased. In addition to this, it was determined that the students’ communication with their family and friends with regards to the discussions they had on exam preparations did not change according to the students’ grade; however, it was observed that students with high academic performance communicated less with their family and friends and spent more of their time studying and solving tests as their grade level increased. Furthermore, it was observed that as the students’ grade increased, they placed more pressure on themselves and felt greater responsibility towards their families due to the expenses made for the exam preparations. Most students described that classes such as physical education, music and drawing were not sufficiently covered in school, and that, as result, these classes did not assist them in discovering their own skills.
The aim of this study was to determine the relationship between the risk factors caused by exams used for student selection and placement into higher education (the YGS, the Transition to Higher Education Exam; and the LYS, the Undergraduate Placement Exam) and the academic performance of students continuing their education in 10th, 11th and 12th grades of secondary education, and also to investigate the causes behind this relationship. Evaluation of data obtained from the quantitative aspect of the study demonstrated that the theoretical model developed by the researcher could be verified and confirmed with the data obtained from 10th, 11th and 12th grades students; however, this evaluation also revealed that good consistency values could not be obtained for 10th grade students. When data obtained from the qualitative aspect of the study were evaluated, it was observed that students’ interest in school classes as well as the time they spent on social activities decreased as their grade increased. In addition to this, it was determined that the students’ communication with their family and friends with regards to the discussions they had on exam preparations did not change according to the students’ grade; however, it was observed that students with high academic performance communicated less with their family and friends and spent more of their time studying and solving tests as their grade level increased. Furthermore, it was observed that as the students’ grade increased, they placed more pressure on themselves and felt greater responsibility towards their families due to the expenses made for the exam preparations. Most students described that classes such as physical education, music and drawing were not sufficiently covered in school, and that, as result, these classes did not assist them in discovering their own skills.
Açıklama
Anahtar Kelimeler
Yükseköğretime öğrenci seçme ve yerleştirme sınavları, Yüksek risk içeren sınavlar, Sınav baskısı, Sınav kaygısı, İletişim becerileri, Okul başarısı, Exams used for student selection and placement into higher education, High-stakes tests, Exam pressure, Exam anxiety, Communication skills, School achievement
Kaynak
Türk Psikoloji Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
29
Sayı
74
Künye
Kumandaş, H., & Kutlu, Ö. (2014). Yüksek öğretime Öğrenci Seçmede ve Yerleştirmede Kullanılan Sınavların Oluşturduğu Risk Faktörlerinin Okul Basarisi Üzerindeki Etkileri. Türk Psikoloji Dergisi, 29(74), 15-33.
