Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2022
Thesis Language: Turkish
Student: Berna OTUZ
Supervisor: Gülay Ekici
Open Archive Collection: AVESIS Open Access Collection
Abstract:
In this study, it is aimed to examine the resistance of students studying at vocational high schools towards field/vocational and common/cultural courses and the factors affecting their resistance. The research was carried out in an explanatory pattern, which is a mixed research model with a total of 1021 students and 16 teachers studying at Vocational and Technical Anatolian High Schools in the central districts of Ankara in the 2020-2021 academic year. Research begins with the scale development process. The first of the scales is “Vocational High School Students' Resistance Scale for Field/Vocational Courses (MLÖDÖ-AD)”; It consists of 3 factors named as “Claim for Autonomy”, “Finding Excuses” and “Avoidence” and a total of 50 items. The second scale, "Vocational High School Students' Resistance to Common/Cultural Lessons (MLÖDÖ-OD)" consists of 3 factors called "Claim for Autonomy", "Finding Excuses" and "Avoidance" and a total of 42 items. In the qualitative aspect of the research, semi-structured interviews were conducted with a total of 14 students and 16 teachers from two schools where the resistance to field/vocation and common/cultural courses was determined the highest and lowest among the schools participating in the research. The data were evaluated by content analysis. According to the results of the research, it was determined that the students showed more avoidance in both field/vocational and common/cultural courses, there was a significant difference between the levels of resistance in favor of male students and as the grade point average decreased, the resistance of the students in the form of avoidance towards the field/vocational courses increased. The results of the research show that the resistance levels of vocational high school students towards common/cultural courses are higher than their resistance levels towards field/vocational courses. In the qualitative aspect of the research, the perceptions of vocational high school students towards the safety of the school and its environment contribute to the resistance by influencing their resistance to field/vocational and common/cultural courses. It is also among the results obtained that the students who have more expectations from their schools for the future are less resistant to the lessons and the students who have no expectations from the school or have very low expectations from the school are more resistant. In addition, it was concluded that the presence of successful students in the school contributed to reducing the resistance by motivating the students, and that the students who stated that they were in the vocational high school because they did not have a better option were more than half in both schools. Common/cultural course contents are seen as “unnecessary”, not interesting and not suitable for vocational high schools by almost all of the students in the school with the highest resistance. The students with the highest resistance to common/cultural courses consider the minimum success sufficient to pass the class in these courses as sufficient for themselves. Mostly applied field/vocational courses contribute to reducing resistance by providing interaction and cooperation opportunities among students; It has also been concluded that common/cultural lessons are boring and students expect a lecture from teachers that considers their level. It is observed that the love and respect for field/vocational teachers, the low number of students in the workshop, and the greater importance of applied education and field/vocational courses by students contribute to reducing student resistance. Students regard their field/vocational teachers as “disciplined” but at the same time “friendly or close and related”; common/cultural lesson teachers are described as “distant and cold” or “disciplined and cold”. Among the students in both schools, there are students who think that the homeworks are unnecessary because of the belief that the common/cultural courses are not suitable for vocational high schools. Some of the results of teachers' views on the factors that affect the resistance of vocational high school students to field/vocational and common/cultural courses are as follows: The fact that students do not have any future goals contributes to increasing their resistance by reducing their motivation towards the lessons. According to the field/vocational teachers working at the school with the highest resistance to field/vocational courses, students do not value education and seem eager for easy-paying jobs. According to the field/vocational and common/cultural lesson teachers in both schools, the families of the students generally have a low socio-economic level and problematic structures. The teachers working in both schools generally consider students' resistant attitudes and behaviors in lessons as a show of courage or strength, a desire for attention, an effort to stand out and attract attention.
Key Words: Student resistance, Field/vocational course, Common/cultural course, Vocational high school