Temel eğitimden ortaöğretime geçiş (TEOG) sınavının matematik öğretmenleri ve sekizinci sınıf öğrencileri tarafından değerlendirilmesi
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Date
2015
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Kırıkkale Üniversitesi
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info:eu-repo/semantics/openAccess
Abstract
Bu araştırmanın amacı, ortaokul matematik öğretmenlerinin ve 8.sınıf öğrencilerinin TEOG matematik ortak sınavına yönelik görüşlerinin belirlenmesidir. Araştırmanın verileri 2014-2015 eğitim öğretim yılında, Kırıkkale il merkezindeki ortaokullarda görev yapan 80 matematik öğretmeni ile farklı sosyo-ekonomik statülerde olan 6 ortaokulun rastgele seçilmiş 308 sekizinci sınıf öğrencilerinden elde edilmiştir. Öğretmen ve öğrencilere araştırmacı tarafından geliştirilen anket uygulanmıştır. Verilerin analizinde t testi, tek yönlü ANOVA ve ortalama puanlar kullanılmıştır. Araştırma sonuçlarına göre; öğretmenlerin mesleki hizmet yıllarının anlamlı farklılığa yol açtığı ortaya çıkmıştır. Hizmet süresi 6-10 yıl olan öğretmenler diğer öğretmenlere göre daha olumsuz görüş bildirirken, hizmet süresi 11-21 yıl olan öğretmenlerin TEOG sistemini daha fazla benimsediği görülmektedir. Ayrıca TEOG kurslarında görev alan öğretmenler, diğer öğretmenlere göre daha olumlu değerlendirmede bulunmuşlardır. Öğrencilerin cinsiyetleri ve sosyo-ekonomik düzeyleri TEOG'a yönelik görüşlerde anlamlı farklılığa neden olmuştur. Erkek öğrencilerin, TEOG sınavının öz disiplin becerilerini geliştirdiğini kız öğrencilere göre daha yüksek düzeyde hissettikleri sonucuna varılmıştır. TEOG sınavını, orta ve üst sosyo-ekonomik düzeydeki öğrenciler daha olumlu değerlendirirken, alt sosyo-ekonomik düzeydeki öğrenciler, genel olarak olumsuz görüş bildirmişlerdir. Anahtar Kelimeler: TEOG, Ortaöğretime Geçiş Sistemi, Ortak Sınavlar, Matematik Öğretimi, İlköğretim Matematik Ders Programı.
The aim of this study is to identify the opinions of secondary school math teachers and 8. grade students intented for the TEOG common math exam. The research data has been derived from 80 math teachers who served in secondary education school and 308 students in 8. grade from 6 different schools which was chosen randomly by socio-economic status in Kırıkkale city center in 2014-2015 academic year. The questionnaire which was developed by the researher, has been applied to teacher and students. In the analysis of data t test, one way anova and mean scores have been used. According to the results of the research; it is appeared that, teachers' vocational period of office causes a significant difference. While teachers whose service time 6-10 years reported more negative views than other teachers, it is seen that the TEOG system more adopts by teachers who are service time 11-21 years. Also, teachers who are assigned in the TEOG courses had made more positive evaluations than other teachers. Students' genders and socio-economic levels caused significant difference in opinion about TEOG. It was concluded that male student's feel on high level that TEOG examination, developed their self-discipline skills more than female students. While students who at middle and upper socio-economic grade were evaluated as more positive the TEOG examination, students who were lower socio-economic grade had generally expressed negative opinion. Key Words: TEOG, Transition to Secondary Education, Common Exams, Education of Maths, Primary Maths Curriculum.
The aim of this study is to identify the opinions of secondary school math teachers and 8. grade students intented for the TEOG common math exam. The research data has been derived from 80 math teachers who served in secondary education school and 308 students in 8. grade from 6 different schools which was chosen randomly by socio-economic status in Kırıkkale city center in 2014-2015 academic year. The questionnaire which was developed by the researher, has been applied to teacher and students. In the analysis of data t test, one way anova and mean scores have been used. According to the results of the research; it is appeared that, teachers' vocational period of office causes a significant difference. While teachers whose service time 6-10 years reported more negative views than other teachers, it is seen that the TEOG system more adopts by teachers who are service time 11-21 years. Also, teachers who are assigned in the TEOG courses had made more positive evaluations than other teachers. Students' genders and socio-economic levels caused significant difference in opinion about TEOG. It was concluded that male student's feel on high level that TEOG examination, developed their self-discipline skills more than female students. While students who at middle and upper socio-economic grade were evaluated as more positive the TEOG examination, students who were lower socio-economic grade had generally expressed negative opinion. Key Words: TEOG, Transition to Secondary Education, Common Exams, Education of Maths, Primary Maths Curriculum.
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Eğitim ve Öğretim, Education and Training, , , , , , , , , ,
