Ondokuz Mayıs Üniversitesi'ndeki Yabancı Uyruklu Öğrencilerin Sınıf Düzeylerine Göre Yaşadıkları Sorunlari

Abstract

Araştırmanın amacı, Ondokuz Mayıs Üniversitesi'nde eğitim gören yabancı uyruklu öğrencilerin sınıf düzeylerine göre yaşadıkları sorunların belirlenmesidir. Araştırmada örneklem seçimine gidilmemiş, Ondokuz Mayıs Üniversitesi'nin farklı fakülte ve yüksekokullarında eğitim görmekte olan 112 öğrenci ile çalışma yürütülmüştür. Yabancı uyruklu öğrencilerin sorunlarının belirlenmesinde Kılıçlar, Sarı ve Seçilmiş (2012) tarafından geliştirilmiş olan "Uyum Sorunları Ölçeği" uygulanmıştır. Elde edilen verilerin analizi için betimsel istatistik testler ve Kruskal Wallis H Testi kullanılmıştır. Analiz sonucunda, yabancı uyruklu öğrencilerin sınıf düzeylerine göre Uyum Sorunları Ölçeği'nin Dil Sorunları, Sosyo-Kültürel Sorunlar, Oryantasyon Sorunları ve Kişisel Sorunları alt boyutlarından elde edilen puanlarda istatistiksel olarak anlamlı bir farklılık görülürken (p.01), Mali Sorunlar boyutundan elde edilen puanda anlamlı bir farklılık görülmedi (p.05). Araştırmanın sonuçlarına göre 1.sınıf ve ikinci sınıf öğrencilerinin dili algılamakta zorlandıkları ve sorun yaşadıkları, 3. ve 4. sınıf öğrencilerinin dil becerilerinin zaman içinde daha yüksek düzeyde olduğu tespit edilmiştir. Sosyo-kültürel sorunların sınıf düzeyi yükseldikçe azalmasının nedeni olarak öğrencilerin üst sınıflara yükseldikçe sosyal etkinliklere katılımlarında yabancı dil yeterliliklerinin zaman içinde artmasının etkili olduğu şeklinde ifade edilebilir.

Rapid changes have been observed in education just as in other areas in the globalizing world. The concept of common market that gas emerged in all areas as a result of this change stands out in the field of education. The movement of foreign students constitutes a major pillar of the education market (Kıroğlu, Kesten and Elma, 2010). As an outcome of this process, students have difficulty in adjustment in destination countries. Adaptation is defined as the degree to which individuals establish and maintain relations with themselves and the environment. Such personalities as self-confidence, self-awareness, emotional aspect and the ability to set positive interpersonal interaction are referred to as personal adjustment; healthy familial relationships, high social skills and the ability to reconcile needs and desires with society are called as social adjustment; and the ability to adjust oneself as an individual or group is called psychological adjustment (Kılıçlar, Sarı and Seçilmiş, 2012). In consideration of this understanding, it seems a possible case that foreign students have problems of psychological adjustment. With its 1385 international students, Ondokuz Mayıs University is among Turkish universities that are most preferred by international students. Increasing number of international students as a result of the development of the university suggests the need to examine socio-cultural, economic, orientation and personal problems of students with reference to adjustment difficulty. Although a set of activities have been organized for international students, the literature search yielded no published studies on what problems foreign students studying at Ondokuz Mayıs University that has been highly favored by international students in recent years. Thus, the present study is believed to be important in this regard and shed light on further studies. The main question of the study is whether problems of international students at Ondokuz Mayıs University show any significant difference by grade level. The aim of the present research is to identify problems faced by international students studying at Ondokuz Mayis University based on their grade level. Random sampling method was used in the study. It was conducted with 112 students studying in different faculties and schools of Ondokuz Mayis University. Institution's approval was first taken for the implementation of data collection tools. After foreign students who were accessed through visits to various faculties and schools were provided with necessary information, data was collected via one-to-one interviews made with foreign students who gave verbal consent were voluntary to participate in research. Data collection tools were filled under the supervision of the researchers in order to prevent missing or incorrect filling. The filling time of the data collection tools was between about 25-30 minutes. To determine problems of international student, the study used "the Adaptation Problems Scale" which was developed made by Kılıçlar, Sarı and Seçilmiş (2012) based on "Michigan International Student Problems Inventory" (Porter 1962, 1977). Normality of the distribution of data was assessed by the Kolmogorov-Smirnov test and data did not show a homogeneous distribution (p < 0.05). Non-parametric tests were used for the statistical analysis of data. For the analysis of data, descriptive statistical tests and the KruskalWallis H test were used. In the statistical evaluation, an error level of 0.5 was taken into consideration. As a result of the analysis, students' mean scores in the Language Subscale of the Adaptation Problems Scale were significantly different based on grade levels [?2 (3) 78 618; p 0.000; p <0.01]. Considering the mean rank of groups, the first year students had the highest mean rank concerning the language problems, which was followed by the second-, third-, and fourth-year students, respectively. There was a statistically significant difference, based on grade levels, between students' mean scores in the Socio-Cultural Problems Subscale [?2 (3)28.152; p< 0.01]. Considering the mean rank of groups, the first year students had the highest mean rank concerning the socio-cultural problems, which was again followed by the second-, third-, and fourth-year students, respectively. There was no statistically significant difference between students' mean scores in the Financial Problems Subscale (p>0.05). on the other hand, students' mean scores in the Orientation Subscale yielded a statistically significant difference based on grade levels [?2 (3)32.059; p< 0.01]. Considering the mean rank of groups, the highest mean rank concerning the orientation problems was of the firstyear students, who were similarly followed by the second-, third-, and fourth-year students, respectively. There was also a statistically significant difference between students' mean scores in the Personal Problems Subscale based on grade levels [?2 (3) 71.725; p< 0.01]. Considering the mean rank of groups, the highest mean rank concerning the personal problems was of the first-year students, who were again followed by the second-, third-, and fourth-year students, respectively. According to the research results, it seems that the first- and second-year students have difficulties and problems in understanding the language, whereas language skills of the third- and fourth-year students' have improved over time. The results indicate that socio-cultural problems of international students show a marked decline as the grade level increases. It can be explained by increased participation in social activities along with developing language skills. It seems safe to say that participation of international students in introductory meetings and academic activities as well as their developing language proficiency throughout university education help them to decrease their adaptation problems in time. It seems likely that upper-grade students experience less personal problems than lower-grade students since the former have improved their language proficiency, have been more engaged in academic and social activities, have created a close circle of friends, and have more effectively utilized social supports. Based on the study results, the following suggestions can be made: 1. Books clubs can be started in order to reduce language problems of lower grade students and to support the teaching Turkish as a foreign language; and students can be encouraged to read stories and novels at different levels and discuss these books. 2. International students can also be encouraged to seek help from the university counselling service concerning their personal problems. Activities that prioritize cultural counseling as well as online consulting services are believed to be useful for international students.