ORTAÖĞRETİM ÖĞRENCİLERİNİN ÖZEL DERS ALMA NEDENLERİNİN İNCELENMESİ
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Tarih
2020
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Özel ders dünya genelinde olduğu gibi ülkemizde de oldukça yaygın bir eğitim uygulamasıdır. Araştırmada öğrencilerin özel ders alma nedenlerini belirlemeye yönelik, nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Çalışma grubu amaçlı örnekleme yöntemlerinden maksimum çeşitlilik yöntemine göre belirlenmiştir. Çalışma grubunu 2017-2018 eğitim-öğretim yılında Batı Karadeniz Bölgesi’nde yer alan bir ilin özel ve devlet okullarında çalışmakta olan farklı branşlardan 17 öğretmen, özel ve devlet okullarında öğrenim gören 24 öğrenci ve 4 veli oluşturmaktadır. Araştırmada veri toplama aracı olarak görüşme tekniği kullanılmıştır. Görüşmelerde araştırmacı tarafından hazırlanan yarı yapılandırılmış görüşme formları kullanılmıştır. Verilerinin analizinde içerik analizi yöntemi kullanılmıştır. Analiz sonucu elde edilen kodlar, alt temalar ve temalar araştırma alt problemlerine göre tablolar şeklinde hazırlanmış, doğrudan alıntılarla ulaşılan bulgular yorumlanmıştır. Özel derste öğrenci ihtiyacına ve seviyesine yönelik etkili ve sistemli eğitim sağlandığı, öğrencinin derse aktif katılımı ile kısa sürede kolay öğrenme gerçekleştiği, konunun kavratıldığı, bu bağlamda okul derslerinin ve sınavların desteklendiği, ayrıca derslerin seviyeye göre olmasının öğrencinin sıkılmasını önlediği görülmektedir. Bunun yanında öğrencinin birebir eğitimde öğrenmenin sorumluluğunu aldığı ve zorunluluk hissettiği vurgusu da dikkat çekicidir. Bulgulardan hareketle okulun, öğrencilerin akademik ve sosyal beklentilerini karşılayamadığı, derslerin desteklenmesi ve merkezi sınavlarda avantaj sağlanması bağlamında özel dersin zorunluluk olarak görüldüğü ve öğrencilerin eğitim ihtiyaçlarını tamamlamak amacıyla özel derse yöneldiği sonucuna ulaşılmıştır.
Private tutoring is a common practice in our country as well as in the world. In the study, a case study pattern was used from qualitative research designs to determine the reasons of students taking private lessons. The study group was determined according to the maximum variation sample. The study group constitutes of 24 students, 17 teachers from different branches working in private and public schools and 4 parents in the academic year of 2017-2018 in Western Black Sea Region of Turkey. The interview technique was used as a tool for data collection. During the interviews, semi-structured interview forms prepared by the researcher were used. Content analysis was used to analyze the data. The codes, sub-themes and themes obtained as a result of the analysis were interpreted according to the research sub-problems and the findings obtained by direct quotations were interpreted. In the private lesson, it is seen that effective and systematic education is provided for student needs and level. Easy learning is realized in a short time with the active participation of the student, the subject is taught, in this context, school lessons and are supported for the exams, and the fact that the courses are according to the level, prevents the boredom of the students. In addition, it is noteworthy that the student takes responsibility for learning in one-on-one education and feels obligatory. Based on the findings, it can be concluded that the school cannot meet the academic and social expectations of the students, that the private lessons are considered as a necessity in the context of supporting the courses and gaining an advantage in the central examinations and that the students are directed to a private lesson in order to complete their educational needs.
Private tutoring is a common practice in our country as well as in the world. In the study, a case study pattern was used from qualitative research designs to determine the reasons of students taking private lessons. The study group was determined according to the maximum variation sample. The study group constitutes of 24 students, 17 teachers from different branches working in private and public schools and 4 parents in the academic year of 2017-2018 in Western Black Sea Region of Turkey. The interview technique was used as a tool for data collection. During the interviews, semi-structured interview forms prepared by the researcher were used. Content analysis was used to analyze the data. The codes, sub-themes and themes obtained as a result of the analysis were interpreted according to the research sub-problems and the findings obtained by direct quotations were interpreted. In the private lesson, it is seen that effective and systematic education is provided for student needs and level. Easy learning is realized in a short time with the active participation of the student, the subject is taught, in this context, school lessons and are supported for the exams, and the fact that the courses are according to the level, prevents the boredom of the students. In addition, it is noteworthy that the student takes responsibility for learning in one-on-one education and feels obligatory. Based on the findings, it can be concluded that the school cannot meet the academic and social expectations of the students, that the private lessons are considered as a necessity in the context of supporting the courses and gaining an advantage in the central examinations and that the students are directed to a private lesson in order to complete their educational needs.
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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
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Cilt
20
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2
