School adaptation problems of primary school students in mixed-age classrooms

Kayahan Cokuk,Ishak Kozikoglu

doi:10.5937/istrped2001013c

Abstract

The aim of this study is to determine school adaptation problems of primary school students according to teachers' opinions. In this study, embedded mixed method design was used. The sample of this study consists of 909 first grade primary school students and 30 classroom teachers determined by stratified purposeful sampling method. Adaptation to School Scale and semi-structured interview form were used for data collection. In this study, descriptive statistics and differential analysis were used for quantitative data and descriptive analysis technique was used for qualitative data. As a result of the study, it was determined that 60-65 months old students sometimes experienced adaptation problems, while the students of 66-71 and 72-84 months old almost never experienced adaptation problems. In interviews, teachers stated that as their students' ages decreased, their school adaptation problems increased. Furthermore, school adaptation problems were found to be higher in students who study in Van province and did not receive preschool education. Accordingly, it can be suggested to prepare effective school adaptation curricula for primary school students.

Highlights

People may experience adaptation problems in situations that they face for the first time
The aim of this study is to determine school adaptation problems of primary school students in mixed-age classrooms according to teachers' opinions
The mean values of the students in Gaziantep, Kayseri and Istanbul in terms of school adaptation problems are close to each other, it is seen that the students in Gaziantep have the lowest mean values concerning school adaptation problems ( X = 1.84)

Summary

Introduction

People may experience adaptation problems in situations that they face for the first time. Primary school, which is a new environment for children separating from their families in early childhood, entails many new situations for the child. In this respect, it is quite likely for children to experience school adaptation problems. It can be said that the children facing adaptation problems are likely to experience self-confidence problems and feel inadequate in overcoming these problems In this process, children's relations with their environment may be tense and problematic because they may exhibit behaviors such as aggression, irritability, incompatibility, quarreling, escaping from school, revolting and breaking the rules (Yorukoglu, 2003). There may be students who experience these problems less than their peers (Ozgenel, 1992)

Objectives

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Results