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Makale Özeti:
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Başarı, okul ortamında belirli bir ders ya da akademik programlardan bireyin ne derece yararlandığının bir göstergesidir. Bu araştırmada başarı kavramıyla, okulda okutulan derslerde geliştirilen ve öğretmenlerce takdir edilen notlarla, test puanlarıyla ya da her ikisi ile belirlenen beceriler veya kazanılan bilgilerin ifadesi olan “Akademik Başarı” kastedilmektedir. Öğrenci başarısını etkileyen çok sayıda değişken bulunmaktadır; zekâ, yetenek, öğrenme biçimi, cinsiyet, aile yapısı, çevresel koşullar, ekonomik durum, program ve öğrenilene karşı tutum, öğrenme ortamı ve öğretim elemanı başarıyı etkileyen unsurlar olarak sayılabilir. Öğrencinin başarı durumunu doğrudan etkileyen bir değişken olarak öğretim elemanlarının dünyayı algılama biçimi, eğitim sistemini değerlendirme şekli, alan bilgisi, alanıyla ilgili konuları sunuş biçimi ve cinsiyeti öğrenci başarısını etkileyebilecek unsurlar arasında sayılabilir. “Eğitim ve Cinsiyet” konusu son yıllarda eğitim bilimleri alanında sık sık tartışılan konulardan birisi haline gelmiştir.
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Alternatif Dilde Özet:
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Achievement is a kind of indicator of to what extent one benefits from certain academic
curricula or a course. In this study, achievement means “Academic Achievement”, which
expresses the marks that are improved in school lessons and appreciated by teachers, test scores or the representation of gained knowledge, or the skills determined by both. Factors including
intelligence, ability, learning styles, gender, family structure, environmental conditions, economic
conditions, curriculum and the attitude towards the learnt subject, learning environment, and
instructor may be ranged as variables affecting student success. Instructors, as a variable that
affects student success directly; the way that s/he perceives the world, the way that s/he assesses
the educational system, the competence in his or her field, the way that s/he presents the subjects
related to his or her field and his or her gender may be accepted as some factors affecting student
success. The subject “Education and Gender” has been recently one of the most discussed
subjects in educational sciences.
Together the impossibility of clearly determining what the function of each variable that
affects students’ achievement levels in educational process is, it may be more appropriate to deal
with the variables separately and extend the samples to make the research results on which we
examined the effects of the mentioned variables much more reliable. Thus, expanding the extent
of population and sample or carrying out the same research in different places / environments
can contribute to the attempts to get more realistic and scientific results. The objective of this
study is to determine whether the faculty and the department which students study in teacher
training institutions, instructor and students’ gender affect student success or not, and what the
level of this effect is.
The population of this study that having been used screening model is the grad students
from Faculty of Education, and Faculty of Arts and Sciences (in 2010, this faculty was separated as
Faculty of Science and Faculty of Arts) in Erciyes University. The method as taking samples from
the faculties was not followed; instead, we could reach all the students’ information. However,
the last three-years-grad students’ (2007-2010) information was utilized for the extent of this
research. This study was conducted by studying on 388.973 data indicating the achievement
levels.
Findings were clarified by interpreting them via SPSS in accordance with sub-problems of
the study. At the end of the study, it was noted that the students’ academic achievements indicate
statistical difference according to the faculty and the department that they study, and their own
genders; on the contrary, any statistical difference was not found in terms of instructors’ genders.
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