Educational Effectiveness in the Compulsory Formal Schools: Looking for a Contextualized Model Based on Parents’ Views

Kamil Yıldırım

Makale detayları

Educational Effectiveness in the Compulsory Formal Schools: Looking for a Contextualized Model Based on Parents’ Views

Yazarlar:

Kamil Yıldırım

Yayıncı:

Ege University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 3, pp.224-240

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300995

pISSN:

1307-4474

Anahtar kelimeler:

Özet:

 Student attainment is a measure of educational effectiveness and reducing the impact of contextual variables is also an indicator of it. This study aimed at identifying parents perceptions about educational effectiveness in compulsory formal schools and finding a model containing contextual variables. It was conducted by descriptive and correlational design using quantitative data. The study group consisted of parents whose children were attending compulsory formal schools located in Aksaray Province between September and November 2021. Participants were accessed through snowball and convenience sampling. Data collected from 296 parents with the instrument developed by the researcher were analyzed. Besides descriptive statistics, exploratory factor analysis, cluster analysis, one-way variance analysis, chi-square, and logistic regression analysis were used. The study identified the education at school was partially effective. Relationships between parents perceptions of educational effectiveness and school type, school level, residential area, and family size were meaningful. Trials for the model identified the significant predictors as school type, school level, and family size. Small-sized families perceived that education in compulsory formal schools is ineffective compared to big-sized families. Parents also perceived that education in public schools was ineffective compared to private schools and education in vocational high schools was ineffective.

 Student attainment is a measure of educational effectiveness and reducing the impact of contextual variables is also an indicator of it. This study aimed at identifying parents perceptions about educational effectiveness in compulsory formal schools and finding a model containing contextual variables. It was conducted by descriptive and correlational design using quantitative data. The study group consisted of parents whose children were attending compulsory formal schools located in Aksaray Province between September and November 2021. Participants were accessed through snowball and convenience sampling. Data collected from 296 parents with the instrument developed by the researcher were analyzed. Besides descriptive statistics, exploratory factor analysis, cluster analysis, one-way variance analysis, chi-square, and logistic regression analysis were used. The study identified the education at school was partially effective. Relationships between parents perceptions of educational effectiveness and school type, school level, residential area, and family size were meaningful. Trials for the model identified the significant predictors as school type, school level, and family size. Small-sized families perceived that education in compulsory formal schools is ineffective compared to big-sized families. Parents also perceived that education in public schools was ineffective compared to private schools and education in vocational high schools was ineffective.

 Student attainment is a measure of educational effectiveness and reducing the impact of contextual variables is also an indicator of it. This study aimed at identifying parents perceptions about educational effectiveness in compulsory formal schools and finding a model containing contextual variables. It was conducted by descriptive and correlational design using quantitative data. The study group consisted of parents whose children were attending compulsory formal schools located in Aksaray Province between September and November 2021. Participants were accessed through snowball and convenience sampling. Data collected from 296 parents with the instrument developed by the researcher were analyzed. Besides descriptive statistics, exploratory factor analysis, cluster analysis, one-way variance analysis, chi-square, and logistic regression analysis were used. The study identified the education at school was partially effective. Relationships between parents perceptions of educational effectiveness and school type, school level, residential area, and family size were meaningful. Trials for the model identified the significant predictors as school type, school level, and family size. Small-sized families perceived that education in compulsory formal schools is ineffective compared to big-sized families. Parents also perceived that education in public schools was ineffective compared to private schools and education in vocational high schools was ineffective.

 Öğrencilerin edinimi eğitimsel etkililik ölçütü olduğu gibi bağlamsal değişkenlerin etkilerinin azaltılması da eğitimsel etkililik ölçütüdür. Bu çalışmada, anne-babaların zorunlu örgün öğretim okullarında verilen eğitimin etkililiğine ilişkin algıları, bu algıları açıklayan bağlamsal değişkenleri içeren bir modelin ortaya konulması amaçlanmaktadır. Çalışma nicel verilere dayalı betimsel ve ilişkisel desende gerçekleştirilmiştir. Çalışma grubunu 2021 Eylül-Kasım döneminde Aksaray ilinde zorunlu örgün öğretim kademesinde öğrencisi olan anne-babalar oluşturmaktadır. Katılımcılara kolay ulaşılabilir ve kartopu örneklemeyle erişilmiştir. Araştırmacı tarafından geliştirilen veri toplama aracıyla toplam 296 anne-babaya ait veri incelenmiştir. Verilerin analizinde betimsel istatistiklerin yanı sıra açımlayıcı faktör analizi, kümeleme analizi, tek yönlü varyans analizi, X2 Chi-Square ve lojistik regresyon analizleri gerçekleştirilmiştir. Çalışmada okuldaki eğitimin kısmi düzeyde etkili olduğu belirlenmiştir. Anne-baba eğitimsel etkililik algısı ile okul türü, okul kademesi, yerleşim yeri ve aile büyüklüğünün anlamlı ilişkisi bulunmuştur. Model denemeleri okulun türü, okul kademesi ve ailenin büyüklüğünü içeren bir model üretmiştir. Kalabalık ailelere göre küçük aileler okuldaki eğitimin etkisiz olduğunu algılamaktadır. Ebeveynler, özel okula göre devlet okullarındaki eğitimin ve meslek liselerindeki eğitimin etkisiz olduğunu algılamaktadır.

Makale detayları

Educational Effectiveness in the Compulsory Formal Schools: Looking for a Contextualized Model Based on Parents’ Views

Yazarlar:

Kamil Yıldırım

Yayıncı:

Ege University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 3, pp.224-240

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300995

pISSN:

1307-4474

Educational effectiveness

Contextuality

Measuring school effectivenessEğitimsel etkililik

Bağlamsallık

Okul etkililiği ölçümü

Sayı

Makale detayları

Educational Effectiveness in the Compulsory Formal Schools: Looking for a Contextualized Model Based on Parents’ Views

Yazarlar: Kamil Yıldırım

Yayıncı: Ege University

Ana Başlıklar: Eğitim Yönetimi

Dergi: Ege Eğitim Dergisi Vol.24 Issue 3, pp.224-240

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001300995

pISSN: 1307-4474

Educational effectiveness

Contextuality

Measuring school effectivenessEğitimsel etkililik

Bağlamsallık

Okul etkililiği ölçümü

Sayı

Yazarlar:

Kamil Yıldırım

Yayıncı:

Ege University

Ana Başlıklar:

Eğitim Yönetimi

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 3, pp.224-240

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300995

pISSN:

1307-4474