Publication: Yüksek din öğretimi öğrencilerinin karma ve tek cinsiyetli eğitime ilişkin görüşleri
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Authors
Authors
Keskil, Mehmet Ali
Advisor
Gündüz, Turgay
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Bursa Uludağ Üniversitesi
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Abstract
Bu çalışmada, eğitim bilimleri kapsamında yer alan karma ve tek cinsiyetli eğitim modellerinin yüksek din öğretimi öğrencilerinin bakış açısıyla değerlendirilmesi amaçlanmaktadır. Araştırmanın odak noktası, yüksek din öğretimi öğrencilerinin karma ve tek cinsiyetli eğitime ilişkin görüşlerini analiz etmektir. Çalışma kapsamında nitel ve nicel analiz yöntemlerinin birlikte kullanıldığı keşfedici sıralı karma desen uygulanmıştır. Nitel veriler odak grup görüşmesi ile, nicel veriler ise anket tekniği ile toplanmıştır. Elde edilen veriler, eğitsel kazanımlar, sosyal beceri kazanımları ve dini-ideolojik bakış açıları kategorileri incelenmiştir. Katılımcıların cinsiyet, öğrenim gördükleri kurumlar, mezun oldukları lise türü gibi kişisel bilgilerinin birer faktör olarak tercihlerine etkisi ele alınmıştır. Ayrıca karma ve tek cinsiyetli eğitim modelleri eğitsel, sosyal beceri kazanımları, dinî, ideolojik, bireysel hak ve özgürlükler gibi farklı açılardan değerlendirilmiştir. Sonuç olarak, bu çalışma kapsamında yüksek din öğretimi öğrencilerinin karma ve tek cinsiyetli eğitim konusundaki görüşlerinin cinsiyet, üniversite, sınıf, bölümü tercih sebebi, yakın hissedilen ana bilim dalı, mezun olunan lise türü ve okul dışı eğitim durumlarına göre anlamlı farklılaştığı; Genel Akademik Not Ortalaması (GANO), YKS Sıralaması ve coğrafi bölgelerine göre anlamlı ilişki olmadığı tespit edilmiştir.
In this study, the aim is to evaluate coeducational and single-sex education models within the scope of educational science, particularly from the perspective of higher religious education students. The focal point of the research is to analyze the views of higher religious education students on coeducational and single-sex education. Within the scope of the study, an exploratory sequential mixed method, in which qualitative and quantitative analysis methods were used together, was applied. Qualitative data were collected through focus group interviews, and quantitative data were collected through questionnaires. Findings are examined in the categories of educational achievements, social skill gains and religious-ideological perspectives. Factors such as participants' sex, educational institutions attended, and the type of high school they graduated from are considered as influencing their preferences. In addition, co-education and single sex education models have been evaluated through various approaches such as educational and social skill acquisitions, religious, ideological, individual rights, and freedoms. In conclusion, this study found that the views of higher religious education students on co-education and single-sex education differ significantly based on their gender, university, class, department choice reason, department they feel close to, type of high school graduated from, and extracurricular education status. However, no significant relationship was found between these views and their General Academic Average (GPA), YKS (University Entrance Exam) Ranking, and geographical regions.
In this study, the aim is to evaluate coeducational and single-sex education models within the scope of educational science, particularly from the perspective of higher religious education students. The focal point of the research is to analyze the views of higher religious education students on coeducational and single-sex education. Within the scope of the study, an exploratory sequential mixed method, in which qualitative and quantitative analysis methods were used together, was applied. Qualitative data were collected through focus group interviews, and quantitative data were collected through questionnaires. Findings are examined in the categories of educational achievements, social skill gains and religious-ideological perspectives. Factors such as participants' sex, educational institutions attended, and the type of high school they graduated from are considered as influencing their preferences. In addition, co-education and single sex education models have been evaluated through various approaches such as educational and social skill acquisitions, religious, ideological, individual rights, and freedoms. In conclusion, this study found that the views of higher religious education students on co-education and single-sex education differ significantly based on their gender, university, class, department choice reason, department they feel close to, type of high school graduated from, and extracurricular education status. However, no significant relationship was found between these views and their General Academic Average (GPA), YKS (University Entrance Exam) Ranking, and geographical regions.
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Keywords
Eğitim, Öğretim, Karma eğitim, Tek cinsiyetli eğitim, Yüksek din öğretimi, İlahiyat, Education, Teaching, Co-education, Single sex education, Higher religious education, Teology