Investigation of Attitudes and Success of Secondary School 7th Grade Students Towards Turkish Language Lesson in Terms of Various Variables

Mehmet Fatih Özcan

doi:10.7575/aiac.alls.v.11n.2p.21

Abstract

The study was conducted to investigate the success and attitudes of the secondary school 7th grade students towards Turkish language lesson in terms of various variables. The study is a descriptive study and based on data collection. In this study, a 27-item attitude scale and a personal information protocol consisting of 5 questions were used. In addition, a pre-prepared multiple-choice Turkish course achievement test consisting of a total of 30 questions was applied. Students’ attitudes towards Turkish language lesson were measured and compared with success and other variables. The attitude scale, personal information protocol and achievement test were applied to 48 students in total. The population of the study consists of the students studying in Sarıkamış county of Kars province. The sample of the study consists of 7th grade students studying in Halit Paşa Secondary School and Şehit Taner Baran Regional Boarding Secondary School in Sarıkamış county of Kars province. The obtained data was interpreted by conducting t test, variance analysis with SPSS 20 package program. As a result of the findings, it was determined that there was a difference in the attitudes of the students in terms of gender and the number of the siblings. It was found out that the attitudes of the students towards Turkish language lesson did not differentiate in terms of mother educational background and interest in the lesson.

Highlights

IntroductionThere is a sense of desire and in the front, there is a sense of purpose
Behind life and behavior, there is a sense of desire and in the front, there is a sense of purpose
The purpose of this study is to investigate the success and attitudes of the secondary school 7th-grade students towards Turkish language lesson in terms of various variables

Summary

Introduction

There is a sense of desire and in the front, there is a sense of purpose. Happiness and objectives can be gained to the extent that the goals are achieved. This desire-goal cycle should be calculated well while targeting the behaviors and information to be given in the education programs. These two factors are very important in gaining cognitive and affective characteristics. According to Kağıtçıbaşı (1999), the affective characteristics that the students should gain in the courses are liking the course, being interested in the course, developing a positive attitude towards the course. According to Bloom (1998), there are many factors affecting the quality of education These factors can be listed as learner characteristics, teacher, teaching environment and teaching service. Cognitive, affective and both cognitive and affective content are mentioned under the title of lesson-success”

Objectives

Methods

Results