Evaluation of teachers and students' opinions about performance assignments given in Turkish courses

Bu arastırmanın amacı, ilkögretim 6-8. sınıf Türkçe derslerindeki performans ödevleri hakkında ögretmen ve ögrenci görüslerini belirlemektir. Arastırmanın evreni, Hatay il merkezinde, ilkögretim okullarındaki 6-8. sınıf Türkçe ögretmenleri ve ögrencileridir. Arastırmada tesadüfi örnekleme yöntemiyle belirlenen 12 Türkçe ögretmeni ile yarı yapılandırılmıs görüsme formu (YYGF); tabakalı tesadüfi küme örnekleme yöntemiyle belirlenen 276 ögrenci ile likert tipi anket uygulaması yapılmıstır. Görüsme yapılan ögretmenlerin 7’si bayan 5’i erkektir. Arastırmaya katılan ögrencilerin 110’u erkek, 166’sı kızdır. YYGF ve anketin geçerligi için uzman görüsüne basvurulmustur. Ögrenci anketinin güvenirlik katsayısı (Cronbach Alpha) .70 olarak bulunmustur. Ögretmenlere uygulanan YYGF ile elde edilen veriler, içerik analizi yöntemlerinden kategorisel analiz ve tümevarımsal analiz yöntemleri kullanılarak degerlendirilmistir. Degerlendirme birimi olarak “cümle” alınmıstır. Ögrenci anketinden elde edilen veriler frekans ve yüzde degerleri ile tablolar hâlinde sunulmustur. Arastırma bulgularına göre, ögretmenlerin çogu performans ödevlerinin amacına uygun olarak gerçeklestirilemedigini belirtmistir. Buna ragmen ögretmenlerin performans ödevlerinin ögrenci gelisimine katkıları konusundaki görüsleri büyük oranda olumludur. Ögrenciler de performans ödevlerinin kendilerine yararlı oldugunu düsünmektedirler. Performans ödevleriyle ilgili yasanan zorlukların basında, sınıfların kalabalık olusu ve zamanın yetersizligi gelmektedir. Ayrıca, ögretmen ve ögrenciler performans ödevleri hakkında kendilerine bilgi verilmesini istediklerini belirtmislerdir.This study aimed at revealing teachers and students’ opinions about the performance assignment given in the 6th –8th grade Turkish courses. Study was conducted in the primary schools located in the central district of Hatay Province, Turkey. Population of the study was composed of the 6th-8th grade Turkish course teachers and their students attending at the study primary schools. In the scope of the study, 12 Turkish course teachers - who were selected via random sampling method- were asked to fill in semi-structured interview form (SSIF) and, 276 students -who were selected via stratified random cluster sampling method- were applied Likert-type scale. Among the interviewed teachers, 7 were female and the remaining 5 were male. Regarding the interviewed students, 110 were male and 166 were female. Learned opinion was taken for the validity of SSIF and the scale. Reliability coefficient of the student scale (Cronbach Alpha) was found to be .70. Among the content analysis methods, categorical analysis method and inductive analysis method were used to analyze the data obtained through SSIF applied to the teachers. “Sentence” was taken as the evaluation unit. Data obtained via student scales are developed into tables listing frequency and percentage values. In the light of the study findings, majority of the teachers believed that performance assignment is an application not realized in line with its intended aim. However, teachers generally expressed positive opinions about the contributions performance assignment makes to the student development. Students also thought that performance assignment is beneficial for them. One of the most important problems related to performance assignment was found to be the overcrowded classrooms and time limitations. In addition, teachers and students expressed their demand for information to be provided on performance assignment