This study aimed to determine the level of perceptions of students studying in foreign language preparatory classes and first-year students regarding the university school climate where they study and to examine various demographic variables that affect these students' perceptions of school climate. For this purpose, a 5-point Likert-type scale was applied to 327 university students studying at Munzur University in Tunceli. In the study, “University School Climate Scale” and “Personal Information Form” were used as data collection tools. SPSS 27.00 and Lisrel 8.8 programs were used in the validity and reliability analyses of the scale. Within the scope of the research, frequency and percentage analysis, t-test in paired groups, one-way anova test in multiple groups, and Tukey test were used to determine the difference between groups. According to the research findings, it was determined that the participants' perceptions of university school climate were high in the communication dimension and moderate in the learning environment and school attachment dimensions. While the participants' perceptions of the university school climate showed significant differences according to the variables of gender, mother's education level, father's education level, number of siblings, and place of residence, it was found that there was no significant difference in terms of the family's average income and age.
Bu araştırmada, yabancı dil hazırlık sınıfında ve birinci sınıfta öğrenim gören öğrencilerin öğrenim gördükleri üniversite okul iklimine ilişkin algılarının ne düzeyde olduğunun tespit edilmesi ve bu öğrencilerin okul iklimi algılarına etki eden çeşitli demografik değişkenlerin incelenmesi amaçlanmıştır. Bunun için Tunceli ili Munzur Üniversitesinde öğrenim gören 327 üniversite öğrencisine 5 dereceli likert tipinde ölçek uygulanmıştır. Araştırmada “Üniversite Okul İklimi Ölçeği” ve “Kişisel Bilgi Formu” veri toplama aracı olarak kullanılmıştır. Ölçeğin geçerlik ve güvenirlik analizlerinde SPSS 27.00 ve Lisrel 8.8 programı kullanılmıştır. Araştırma kapsamında, betimsel istatistiklerde frekans ve yüzde analizi, ikili gruplarda t-testi, çoklu gruplarda one-way-anova testi ve gruplar arası farkı tespit etmek için Tukey testi yapılmıştır. Araştırma bulgularına göre katılımcıların üniversite okul iklimi algılarının iletişim boyutunda yüksek düzeyde iken öğrenme ortamı ile okula bağlılık boyutlarında ise orta düzeyde olduğu saptanmıştır. Katılımcıların üniversite okul iklimine ilişkin algıları cinsiyet, annenin eğitim düzeyi, babanın eğitim düzeyi, sahip olunan kardeş sayısı ve ikamet edilen yer değişkenlerine göre anlamlı farklılık göstermekte iken ailenin ortalama gelir seviyesi ve yaş değişkeni bakımından anlamlı fark göstermediği tespit edilmiştir.
Primary Language | Turkish |
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Subjects | Specialist Studies in Education (Other) |
Journal Section | Eğitim Bilimleri |
Authors | |
Publication Date | April 30, 2025 |
Submission Date | February 4, 2025 |
Acceptance Date | April 26, 2025 |
Published in Issue | Year 2025 Volume: 9 Issue: 20 |
The Aim of The Journal
The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.
JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.
JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.
JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education