Abstract
This research attempts to reveal the views of the primary school teachers, having Syrian students in their class, on these students’ Turkish and mathematics skills and the challenges they have confronted in the classroom. The research used a mixed research method and 347 primary school teachers who met the criterion of having Syrian students in their classes participated in the research. Quantitative data were gathered through a five-point Likert type questionnaire consisting of 27 questions, and qualitative data were collected with eight open-ended questions. Descriptive statistical methods were used during quantitative data analysis and descriptive analysis for qualitative data. The research findings revealed that Syrian students' reading, reading comprehension and problem solving skills were not sufficiently developed due to the lack of speaking Turkish. In the same vein, there were communication problems with students and parents due to the language barrier which affects Syrian students' choice of friends and their success in classes. Another research finding suggested that Syrian students were at a satisfactory level in operational skills that do not require verbal knowledge, especially in mathematics lesson. In addition, the parents were identified to be indifferent to the students' lessons and they did not help with their homework. The participants’ common view was that Syrian students should receive Turkish education in separate classes (preparatory class) in order to solve the language problem before schooling.
Highlights
Due to reasons such as famine, hunger, civil war, human rights violations, economic and political problems in the world, people leave their countries and migrate to other countries
It is essential for refugee children to have educational opportunities
The reason for choosing the mixed method in this research was to obtain information from more participants regarding the level of skills that Syrian students should acquire in Turkish and mathematics lessons; the reasons why these skills are sufficient or insufficient and the problems experienced are examined in detail and in depth with qualitative data
Summary
Due to reasons such as famine, hunger, civil war, human rights violations, economic and political problems in the world, people leave their countries and migrate to other countries. The lives of children uprooted from their countries are interrupted and various problems such as abduction, rape, early marriage, child labor, and staying away from school are encountered (Boyden, de Berry, Feeny, & Hart, 2002; McBrien, 2005). Education serves as one of the substantial factors in restoring the feeling of normalcy and returning to a normal life for children who have been uprooted from their country (Peterson, 2011, Talbot, 2015). The United Nations High Commissioner for Refugees (UNHCR) (2000) states that education is a profound human right, and one of the fundamental factors for the healing of refugee children. In this regard, it is essential for refugee children to have educational opportunities
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