Eğitime aile katılımı: sosyo-ekonomik özellikler etkiliyor mu?
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Dosyalar
Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ondokuz Mayıs Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırma çocuğu özel okulda öğrenim gören ailelerin eğitime katılımla ilgili görüşlerinin ortaya koyularak gelir durumu ve eğitim giderlerinin eğitime katılıma etkisini belirlemeyi amaçlamaktadır. Çalışma, nitel ve nicel desenlerin birlikte kullanılarak gerçekleştirildiği karma modelin keşfedici sıralı deseninde tasarlanmış çalışmadır. Keşfedici sıralı desen araştırmalarında nitel desenle keşfedilen bulguların nicel olarak sınanması amaçlanmaktadır. Araştırma verileri İstanbul ve Ankara ilinde yer alan özel ortaokul velilerinden (nitel: 13 / nicel: 217 veli) elde edilmiştir. Nitel araştırmanın katılımcılarının hane halkı gelirinin çoğunlukla 10 bin-12 bin Türk Lirası ve okul masrafları dışında çocukların öğrenme ve yaşantılarını zenginleştirmek için ailelerin ortalama yıllık giderlerinin 9 bin Türk Lirası olduğu görülmektedir. Araştırma verileri, veli katılım görüşme formuyla nitel ve veli katılım ölçeğiyle nicel veri toplama araçlarıyla elde edilmiştir. Nitel veriler, içerik analizi yoluyla çözümlenmiştir. Nicel veriler ise hane halkı gelirleri ve bazında bir çocuğun okul ortamları dışında öğrenme ve yaşantılarını zenginleştirmek için harcanan miktarların veli katılım görüşleri üzerinde bir farklılık oluşturup oluşturmadığını belirlemek amacıyla çok yönlü varyans (ANOVA) analizi yapılmıştır. Araştırmada nitel boyutta özel okul velilerinin genel olarak eğitimsiz toplumun yaşamı zor kıldığı ve daha çok ailede alınan eğitimin ileriki yıllarda alacağı eğitim hayatının temelini oluşturacağı sonucuna ulaşılmıştır. Ebeveynler, okul ve sınıflara katılımı çocuklarının gelişimlerini bizzat yaşama isteklerinin canlı tutulmasıyla olacağını belirtmişlerdir. Okulda veya evde eğitime katılımın olumlu ve olumsuz taraflarıyla ilgili bir veli fazlayla aileler tarafından olumlu bulunduğu sonucuna ulaşılmıştır. Nicel boyutta ise velilerin eğitime katılım görüşleri toplam puanı, hane halkı gelirlerine ve bir çocuğun okul ortamları dışında öğrenme ve yaşantılarını zenginleştirmek için harcanan miktara göre farklılık gösterdiği sonucuna ulaşılmıştır. Araştırma sonuçları kapsamında başarılı bir aile katılımı programı oluşturmaya yönelik araştırma bulguları bağlamında pratikte karşılığını bulan önerilere ulaşılmıştır.
Introduction The interaction between the objectives of social productivity and equality in education is not complicated compared to other disciplinary and policy areas. It is possible to infer from the emphasis of theory developers and policy-makers on the contribution of human capital to economic growth that a highly-skilled workforce is important in increasing economic prosperity. At the same time, it is very difficult to isolate from social goals related to equality of opportunity and more inclusive society, and for many, an important objective of the education system is to promote citizenship and active participation in society. Parental involvement research in Turkey has frequently studied topics such as school-parent associations and management in schools (Akbaşlı & Kavak, 2008; Bayrakçı & Dizbay, 2013; Gökçe, 2000; Özbaş & Badavan, 2010; Yıldırım & Dönmez, 2008); school-environment relationship (Çalık, 2007); school image of parents (Bakioğlu & Bahçeci, 2010); student-parent-school agreement (Ereş, 2010); the relationship between parental involvement and student achievement (Gül, 2007; İpek, 2011; Keçeli-Kaysılı, 2008); opinions of students, teachers, and administrators regarding parental involvement in education process (Erdoğan & Demirkasımoğlu, 2010; Lindberg, 2014; Ünal, Yıldırım & Çelik, 2010); parental involvement studies throughout the World and Turkey (Kocabaş, 2016); and parental involvement in pre-school education and private education institutions (Bayraktar, Güven & Temel, 2016; Çakmak, 2010; Gül, 2007; Keçeli-Kaysılı, 2008; Sucuoğlu, 1996; Şahin & Özbey, 2009). However, there is limited research into the effect of income on involvement in education (Smits & Hoşgör, 2006; Tomul, 2007). Family is a dimension of education that education cannot control in school and the class as a learning environment (Tabak, 2019). For this reason, parental involvement in education is a topic that must be examined in depth. Given the lack of national-level research into the effect of family income on parental involvement in education and education expenses, this study aimed to mainly determine the effect of family income on parental involvement in education and the suggestions of the parents. In this context, the sub-objectives of the study were determined as follows: concerning the families with children studying in a private school, i) the importance of the parental involvement in education, what families do for contributing to education during out of school-times, and parents’ views on how they can get involved in school-classes; ii) the results regarding the differentiation in parents’ opinions about involvement in education according to household income; and iii) the results regarding the differentiation in opinions of parents about involvement in education according to expenses for enriching a child’s learning and life in out of school environments. Model of Research The study was carried out in a mixed design in which qualitative and quantitative research were used together. The answers to the sub-objectives of the study were sought in the exploratory sequential mixed design. In exploratory sequential design studies, the aim is to quantitatively test the findings explored by the qualitative design (Creswell, 2017). With this respect, the study first explored the socio-cultural and economic variables by handling the importance of parental involvement in education, what families do for contributing to education during out of school-times, and parents’ qualitative views on how they can get involved in schools-classes. Then the study tried to reach quantitative results regarding the differentiation in parents’ opinions about involvement in education according to household income and expenses for enriching a child’s learning and life in out of school environments. The study data were obtained from the parents of a private middle school with branches in İstanbul and Ankara provinces in Turkey. The study data were collected using (1) a parental involvement interview form, which provided qualitative data, and (2) a parental involvement scale, which provided quantitative data. Firstly, the study analyzed the qualitative data to determine the basic opinions of parents in the study group about parental involvement in education. Afterward, within the scope of socio-cultural and socio-economic variables, a quantitative analysis was condu.
Introduction The interaction between the objectives of social productivity and equality in education is not complicated compared to other disciplinary and policy areas. It is possible to infer from the emphasis of theory developers and policy-makers on the contribution of human capital to economic growth that a highly-skilled workforce is important in increasing economic prosperity. At the same time, it is very difficult to isolate from social goals related to equality of opportunity and more inclusive society, and for many, an important objective of the education system is to promote citizenship and active participation in society. Parental involvement research in Turkey has frequently studied topics such as school-parent associations and management in schools (Akbaşlı & Kavak, 2008; Bayrakçı & Dizbay, 2013; Gökçe, 2000; Özbaş & Badavan, 2010; Yıldırım & Dönmez, 2008); school-environment relationship (Çalık, 2007); school image of parents (Bakioğlu & Bahçeci, 2010); student-parent-school agreement (Ereş, 2010); the relationship between parental involvement and student achievement (Gül, 2007; İpek, 2011; Keçeli-Kaysılı, 2008); opinions of students, teachers, and administrators regarding parental involvement in education process (Erdoğan & Demirkasımoğlu, 2010; Lindberg, 2014; Ünal, Yıldırım & Çelik, 2010); parental involvement studies throughout the World and Turkey (Kocabaş, 2016); and parental involvement in pre-school education and private education institutions (Bayraktar, Güven & Temel, 2016; Çakmak, 2010; Gül, 2007; Keçeli-Kaysılı, 2008; Sucuoğlu, 1996; Şahin & Özbey, 2009). However, there is limited research into the effect of income on involvement in education (Smits & Hoşgör, 2006; Tomul, 2007). Family is a dimension of education that education cannot control in school and the class as a learning environment (Tabak, 2019). For this reason, parental involvement in education is a topic that must be examined in depth. Given the lack of national-level research into the effect of family income on parental involvement in education and education expenses, this study aimed to mainly determine the effect of family income on parental involvement in education and the suggestions of the parents. In this context, the sub-objectives of the study were determined as follows: concerning the families with children studying in a private school, i) the importance of the parental involvement in education, what families do for contributing to education during out of school-times, and parents’ views on how they can get involved in school-classes; ii) the results regarding the differentiation in parents’ opinions about involvement in education according to household income; and iii) the results regarding the differentiation in opinions of parents about involvement in education according to expenses for enriching a child’s learning and life in out of school environments. Model of Research The study was carried out in a mixed design in which qualitative and quantitative research were used together. The answers to the sub-objectives of the study were sought in the exploratory sequential mixed design. In exploratory sequential design studies, the aim is to quantitatively test the findings explored by the qualitative design (Creswell, 2017). With this respect, the study first explored the socio-cultural and economic variables by handling the importance of parental involvement in education, what families do for contributing to education during out of school-times, and parents’ qualitative views on how they can get involved in schools-classes. Then the study tried to reach quantitative results regarding the differentiation in parents’ opinions about involvement in education according to household income and expenses for enriching a child’s learning and life in out of school environments. The study data were obtained from the parents of a private middle school with branches in İstanbul and Ankara provinces in Turkey. The study data were collected using (1) a parental involvement interview form, which provided qualitative data, and (2) a parental involvement scale, which provided quantitative data. Firstly, the study analyzed the qualitative data to determine the basic opinions of parents in the study group about parental involvement in education. Afterward, within the scope of socio-cultural and socio-economic variables, a quantitative analysis was condu.
Açıklama
Anahtar Kelimeler
Eğitime Katılım, Aile Katılımı, Sosyo-ekonomik ve Kültürel Özellikler
Kaynak
Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi (Ondokuz Mayis University Education of Journal)
WoS Q Değeri
Scopus Q Değeri
Cilt
39
Sayı
1
