Publication: Üniversite Öğrencilerinin Seçmeli Dersleri Tercih Etme Kriterlerinin Belirlenmesi
Abstract
Seçmeli dersler öğrencilerin lisans hayatında mesleki yeterliliklerini tamamlayan mesleklerini daha iyi icra etmelerini sağlayacak tamamlayıcı ve spesifik konuların yer aldığı gerekli derslerdir. Öğreticinin uzmanlığını ortaya koyduğu dersler olmasından dolayı bu derslerin seçimleri de öğrencinin eğitimi ve öğretimi için önemlidir. Seçmeli derslerin daha sonraki meslek hayatını etkileyecek olmalarından dolayı optimal seçim kriterlerinin ve ders seçimini etkilediği düşünülen faktörlerin ortaya çıkarılması gerekmektedir. Bu bağlamda; yapılan çalışmanın amacı, Ondokuz Mayıs Üniversitesi'nde öğrenim gören öğrencilerin seçmeli dersleri seçerken göz önüne aldıkları kriterleri ortaya koymaktır. Bunun için ilk aşamada 2nci, 3ncü ve 4ncü sınıf öğrencilerine mesleğe uygunluk, dersin içeriği, devamsızlık, öğretim üyesi kriteri ve kişisel gelişim gibi alt boyutlarda seçmeli derse karşı tutumlarını içeren birer cümlelik ifadeler yazdırılarak 30 maddelik bir madde havuzu oluşturulmuştur. Oluşturulan madde havuzu uzmanlar tarafından tekrar incelenerek dil bilgisi ve yazım kurallarına uygun hale getirilmiştir. Daha sonra, 30 maddelik madde anket formunu Ondokuz Mayıs Üniversitesi'ndeki 20 lisans bölümünden oluşan toplam 649 öğrenciye uygulanmıştır. Elde edilen veriden hareketle ifadelere ait ayırıcılık gücü indeksi, basit doğrusal regresyon, iki bağımsız grup t–testi, madde kalan korelasyonu hesaplamalarının ardından geçerlilik ve güvenilirlik analizi yapılmıştır. Bu analizler sonucunda 20 maddenin seçmeli dersleri seçmede etkili ve belirleyici ifadeler olmadığı aynı zamanda örüntüyü bozduğu görülmüş olup söz konusu maddelerin işlem dışı tutulmasına karar verilmiştir. Geriye kalan 10 madde için faktör analizi uygulanmıştır. Elde edile sonuçlar incelendiğinde faktörleşmenin iyiliğini gösteren Kaiser-Mayer-Olkin (KMO) örneklem uygunluğu ölçütü değeri 0,791 ve maddelerin korelasyon matrisinin birim matris olup-olmadığını test eden Bartlett Küresellik Testi sonucu〖 X〗^2 = 2650,10 (p=0,00<0,05) şeklinde bulunmuş olup ölçeğin faktör analizine uygunluğunun çok iyi düzeyde olduğu görülmüştür. Ayrıca korelasyon matrisinin özdeğerlerinin 1 ve 1'den büyük (λ'≥1) ' olması durumuna göre oluşan 2 faktörün açıkladığı varyans toplam varyansın %59,23'lük kısmıdır. 'Akademik ve Mesleki İlerleme Niyeti faktörü olarak adlandırılan, 4,5,9,12,16ncı maddelerin oluşturduğu ilk faktör toplam varyansın %29,67'sini açıklarken; 'Zahmetsiz Ders Geçme Niyeti' faktörü olarak adlandırılan, 1,2,3,6,20nci maddelerin oluşturduğu ikinci faktör ise toplam varyansın %29,57'sini açıklamaktadır. Elde edilen faktör yapısında ilk faktör için Cronbach alfa iç tutarlılık katsayısı 0,827; ikinci faktör için 0,811 olurken toplam 10 maddenin iç tutarlılık katsayısı ise 0,834 olarak elde edilmiştir. Çalışmanın devamında elde edilen faktör yapısı doğrulayıcı faktör analizi ve yapısal eşitlik modelleri ile incelenerek faktörler arasındaki ilişkiler ve ders seçiminde en etkili faktör belirlenmiştir.
Elective courses are complementary and necessary courses that include specific subjects, which will enable students to complete their professional qualifications in their undergraduate lives and to enable them to perform their professions better. Since these courses are the courses where the instructor demonstrates his / her expertise, their choices are also important for the education and teaching of the student. Since elective courses affect later professional life, optimal selection criteria and factors that are thought to affect course selection should be revealed. In this context, the aim of this study is to determine the criteria that the students studying at Ondokuz Mayıs University take into consideration when choosing elective courses. For this purpose, in the first stage, a sentence pool consisting of 30 items was formed by making the 2nd, 3rd and 4th grade students write statements about their suitability to the profession, the content of the course, absenteeism, faculty criterion and their attitude towards the elective course. The pool of items was re-examined by the experts and was adapted to the grammar and spelling rules. Then, the 30-item questionnaire was applied to a total of 649 students consisting of 20 undergraduate departments at Ondokuz Mayıs University. Based on the obtained data, the discriminative power index of the expressions, simple linear regression, two independent group t – tests and item residual correlation were calculated. After that, validity and reliability analysis were performed. As a result of these analyzes, it was seen that 20 items were not effective and decisive in selecting elective courses and distorted the pattern. Therefore, it was decided to exclude the these items. Factor analysis was performed for the remaining 10 items. When the obtained results were examined, the Kaiser-Mayer-Olkin (KMO) sample suitability criterion value, which shows the goodness of factorization, was 0.791 and the Bartlett Sphericity Test, which tests whether the correlation matrix of the items was a unit matrix or not, was found to be 〖 X〗^2 = 2650,1 (p=0.00<0.05) and in this context, the scale was found to be very good for factor analysis. In addition, the variance explained by 2 factors, which the corresponding eigenvalues of the correlation matrix are 1 or greater than 1 (λ≥1), is 59.23% of the total variance. The first factor, which consists of 4th, 5th, 9th, 12th and 16th items and called 'Intention to Academic and Professional Progress', explains 29.67% of the total variance and the second factor, which consists of 1st, 2nd, 3rd, 6th, and 20th items and called 'Intention to Pass Lesson Effortlessly'. In the obtained factor structure, Cronbach's alpha internal consistency coefficient was calculated as 0.827 for the first factor, 0.811 for the second factor and 0.834 for the total 10 items. In the final stage, the obtained factor structure will be examined with confirmatory factor analysis and structural equation models, the relation between the factors and the most effective factor will be determined.
Elective courses are complementary and necessary courses that include specific subjects, which will enable students to complete their professional qualifications in their undergraduate lives and to enable them to perform their professions better. Since these courses are the courses where the instructor demonstrates his / her expertise, their choices are also important for the education and teaching of the student. Since elective courses affect later professional life, optimal selection criteria and factors that are thought to affect course selection should be revealed. In this context, the aim of this study is to determine the criteria that the students studying at Ondokuz Mayıs University take into consideration when choosing elective courses. For this purpose, in the first stage, a sentence pool consisting of 30 items was formed by making the 2nd, 3rd and 4th grade students write statements about their suitability to the profession, the content of the course, absenteeism, faculty criterion and their attitude towards the elective course. The pool of items was re-examined by the experts and was adapted to the grammar and spelling rules. Then, the 30-item questionnaire was applied to a total of 649 students consisting of 20 undergraduate departments at Ondokuz Mayıs University. Based on the obtained data, the discriminative power index of the expressions, simple linear regression, two independent group t – tests and item residual correlation were calculated. After that, validity and reliability analysis were performed. As a result of these analyzes, it was seen that 20 items were not effective and decisive in selecting elective courses and distorted the pattern. Therefore, it was decided to exclude the these items. Factor analysis was performed for the remaining 10 items. When the obtained results were examined, the Kaiser-Mayer-Olkin (KMO) sample suitability criterion value, which shows the goodness of factorization, was 0.791 and the Bartlett Sphericity Test, which tests whether the correlation matrix of the items was a unit matrix or not, was found to be 〖 X〗^2 = 2650,1 (p=0.00<0.05) and in this context, the scale was found to be very good for factor analysis. In addition, the variance explained by 2 factors, which the corresponding eigenvalues of the correlation matrix are 1 or greater than 1 (λ≥1), is 59.23% of the total variance. The first factor, which consists of 4th, 5th, 9th, 12th and 16th items and called 'Intention to Academic and Professional Progress', explains 29.67% of the total variance and the second factor, which consists of 1st, 2nd, 3rd, 6th, and 20th items and called 'Intention to Pass Lesson Effortlessly'. In the obtained factor structure, Cronbach's alpha internal consistency coefficient was calculated as 0.827 for the first factor, 0.811 for the second factor and 0.834 for the total 10 items. In the final stage, the obtained factor structure will be examined with confirmatory factor analysis and structural equation models, the relation between the factors and the most effective factor will be determined.
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