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Ortaöğretim Öğrencilerinde Direnç Davranışlarının, Okul Yaşam Kalitesi Algısının, Okula Aidiyet Duygusunun ve Bu Değişkenler Arasındaki İlişkilerin İncelenmesi

Year 2023, Volume: 23 Issue: 3, 1297 - 1318, 24.09.2023
https://doi.org/10.17240/aibuefd.2023..-1183015

Abstract

Bu çalışmanın temel amacı, ortaöğretim öğrencilerinde okul yaşam kalitesi algısının, okula aidiyet duygusunun ve direnç davranışlarının incelenmesidir. Katılımcılar, altı lisede on, on bir ve on ikinci sınıf düzeyinde öğrenim gören 483 öğrenciden oluşmaktadır. Veriler “Liselerde Yaşam Kalitesi Ölçeği”, “Okula Aidiyet Duygusu Ölçeği”, “Lise Öğrencileri Direnç Ölçeği” ile “Kişisel Bilgi Formu” aracılığıyla toplanmıştır. Verilerin analizinde, betimsel istatistikler, bağımsız gruplar t testi, Anova testi, korelasyon ve çoklu regresyon analizi kullanılmıştır. Elde edilen bulgulara göre lise öğrencileri arasında direnç davranışı gösterme sıklığı düşük iken, lise yaşam kalitesi algıları orta ve okula aidiyet duyguları ise hafifçe yüksek düzeydedir. Öğrencileri direnç davranışlarının cinsiyete göre anlamlı şekilde farklılaştığı belirlenmiştir. Sınıf düzeyi ve okulun sosyo-ekonomik düzeyi değişkenlerine göre direnç davranışlarında, okula aidiyet duygularında ve okul yaşam kalitesi algılarında anlamlı farklılaşmalar olduğu sonucuna ulaşılmıştır. Akademik başarı düzeyi ise yalnızca okula aidiyet duygusu puanlarında anlamlı bir fark yaratmıştır. Korelasyon analizine göre direnç davranışları, okul yaşam kalitesi algısı ve okula aidiyet duygusu değişkenleri arasında istatistiksel olarak anlamlı ilişkiler bulunmuştur. Lise yaşam kalitesinin ise direnç davranışlarının orta düzeyde anlamlı bir yordayıcısı olduğu sonucuna ulaşılmıştır.

References

  • Alpert, B. (1991). Students’ resistance in the classroom. Anthropology & Education Quarterly, 22(4), 350–366. https://doi.org/10.1525/aeq.1991.22.4.05x1193w http://www.jstor.org/stable/3195659
  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94 (4), 795–809.
  • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3-42.
  • Apple, M. W. (1979) Ideology and curriculum. London: Routledge.
  • Argon, T., & İsmetoğlu, M. (2016). Öğrencilerin lise yaşam kalitesi̇ algıları ile okula bağlılık düzeyleri̇ arasındaki̇ ilişki. Eğitim ve Öğretim Araştırmaları Dergisi, 5(Özel Sayı), 238–249.
  • Berzonsky, M. D. (2003). Identity style and well-being: Does commitment matter? Identity: An International Journal of Theory and Research, 3(2), 131–142.
  • Beyer, W. (2008). Belonging in a grade 6 inclusive class- room: Three multiple perspective case studies of students with mild disabilities. [Master’s dissertation]. Ontorio, Canada: Queen’s University.
  • Burroughs, N. F., Kearney, P., & Plax, T. G. (1989). Compliance resistance in the college classroom. Com- munication Education, 38, 214-229.
  • Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı (5. bs.). Ankara: Pegem Akademi.
  • Canoğulları, E., & Sarı, M. (2015). Öğretmenlerin okullarındaki öğrenci direnç davranışlarına ilişkin algılarının incelenmesi. International Journal of Social Sciences and Education Research, 5(2), 219-232.
  • Capps, M. A. (2003). Characteristics of a sense of be- longing and its relationship to academic achievement of students in selected middle schools in region IV and VI educational service centers. [Doctoral dissertation]. Texas: A&M University
  • Cumins, J. (1989). Empowering Minotity Students: A Framework for Intervention. Harvard Educational Review, 59, 18-34
  • Erikson, E. H. (1984). Reflections on the last stage and the first. The Psychoanalytic Study of the Child, 39, 155–165.
  • Erickson, F. (1987). Transformation and school success: The politics and culture of educational achievement. Anthropology and Education Quarterly, 18, 335- 358
  • Fish, M. C. & Dane, E. (2000). The classroom systems observation scale: Development of an instrument to assess classrooms using a systems perspective. Learning Environments Research, 3, 67 - 92.
  • Finn, J. D. (1993). School Engagement & Students at Risk. National Center for Education Statistics (ED), Washington, DC. http://eric.ed.gov/?id=ED362322: http://files.eric.ed.gov/fulltext/ED362322.pdf
  • Fordham, C. & Ogbu, J. (1986). Black students’ school success: Coping with the burden of ‘acting white. Urban Review, 18, 176- 206.
  • Giroux, H. A. (1983). Theory and Resistance in Education. A Pedagogy for the Opposition. New York: Bervin & Garvey Publishers Inc.
  • Giroux, H. A. (2001). Theory and resistance in education: Towards a pedagogy for the opposition. Greenwood Publishing Group.
  • Giroux H. A. (2014). Eğitimde kuram ve direniş (Çev. S. Demiralp). Ankara: Dost Kitabevi Yayınları. (Orijinal çalışma 2001 yılında yayımlandı)
  • Goodenow, C. (1992a). Strengthening the links be- tween educational psychology and the study of social contexts. Educational Psychologist, 27, 177-196.
  • Goodenow, C. (1993a). The psychological sense of school membership among adolescents: Scale de- velopment and educational correlates. Psychology in the Schools, 30, 79-90.
  • Goodenow, C. (1993b). Classroom belonging among early adolescent students: Relationships to motiva- tion and achievement. Journal of Early Adolescence, 13, 21-43.
  • Goodenow, C. & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62 (1), 60-71.
  • Johnson, W. L., & Johnson, A., M. (1993). Validity of the quality of school life scale: A primary and second-order factor analysis. Educational and Psychological Measurement, 53, 145-153.
  • Johnson, B., & Stevens, B. J. (2001). Exploratory and confirmatory factor analysis of the School Level Environment Questionnaire (SLEQ). Learning Environments Research, 4, 325 – 344.
  • Karatzias, A., Papadioti-Athanasiou, V., Power, K. G., & Swanson, V. (2001). Quality of school life. A cross-cultural study of Greek and Scottish secondary school pupils. European Journal of Education, 36 (1), 91-105.
  • Karatzias, A., Power, K.G., & Swanson, V. (2001). Quality of school life. Development and preliminary standardisation of an instrument based on performance indicators in Scottish secondary schools. School Effectiveness and School Improvement, 12(3), 265-284.
  • Kearney, P., Plax, T. G., & Burroughs, N. F. (1991). An attributional analysis of college students' resistance decisions. Communication Education, 40(4), 325-342.
  • Leonard, C. A. R. (2002). Quality of school life and attendance in primary schools [Doctoral dissertation]. University of Newcastle, Australia.
  • McMahon, S. D., Parnes, A.L., Keys, C. B. & Viola, J. J. (2008). School belonging among low-income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387-401.
  • Majeed, A., Fraser, B. J. & Aldridge, J. M. (2002) Learning environment and its association with students satisfaction among mathematics students in Brunei Darussalam. Learning Environments Research, 5, 203-226.
  • Margolis, E. & Romero, M. (1998). The department is very male, very old and very conservative: The functioning of the hidden curriculum in graduate sociology departments. Harvard Educational Review, 68, 1- 32.
  • McFarland, D. A. (2001). Student resistance: How the formal and ınformal organization of classrooms facilitate everyday forms of student defiance. American Journal of Sociology, 107, 3, 612- 678.
  • McLaren, P. (1985). The ritual dimensions of resistance: clowning and symbolic ınversion. Journal of Education, 167, 2, 84- 97.
  • Mok, M. & Flyyn, M. (2002). Determinants of students’ quality of school life: A path model. Learning Environments Research, 5, 275-300.
  • Nichols, S. L. (2008). An exploration of students’ be- longingness beliefs in one middle school. The Jour- nal of Experimental Education, 76(2), 145–169.
  • Ogbu, J. (1987). Variability in minority school performance: A problem in search of an explaination. Anthropology and Education Quarterly, 18, 312- 334.
  • Osterman, F. K. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70 (3), 323-367.
  • Öztürk, H., Sevindik, F. N., & Yaman, S. Ç. (2006). Öğrencilerde yalnızlık ve sosyal destek ile bunlara etki eden faktörlerin incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 16(1), 383-394.
  • Özdemir, S., Sezgin, F., Şirin, H., Karip, E. & Erkan, S. (2010). İlköğretim okulu öğrencilerinin okul iklimine ilişkin algılarını yordayan değişkenlerin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 213-224.
  • Pang, N. S. (1999). Students’ quality of school life in band 5 schools. Asian Journal of Counseling, 6(1), 79-106
  • Sarı, M. (2011). Lise yaşam kalitesi ölçeğinin geçerlik ve güvenirlik çalışması. Çukurova Üniversitesi Sosyal Bilimler Dergisi, 20(3), 253-266.
  • Sari, M. (2012. Sense of school belonging among elementary school students. Çukurova University Faculty of Education Journal, 41(1), 1-11.
  • Sarı, M. (2015). Okul yaşam kalitesi: Tanımı, değişkenleri ve ölçülmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(32), 139-151.
  • Sarı, M., Ötünç, E. & Erceylan, H. (2007). Liselerde okul yaşam kalitesi: Adana İli Örneği. Kuram ve Uygulamada Eğitim Yönetimi, 50, 297-320
  • Sever, D. & Güven, M. (2014), İlköğretim fen ve teknoloji dersinde araştırma temelli öğrenme yaklaşımı- nın öğrenci dirençlerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 14(4), 1583-1605.
  • Spaulding, A. M. (1995, April). A qualitative case study of teacher-student micropolitical ınteraction: The strategies, goals, and consequences of student resistance [Paper presentation]. The Annual meeting of the American Educational Research Association, SanFrancisco, CA.
  • Sun, A. (1995). Development and factor analysis of the student resistance to schooling ınventory. Educational and Psychological Measurement. 55(5), 841- 849
  • Tekin, H. (2002). Eğitimde Ölçme ve Değerlendirme. Ankara: Yargı Yayıncılık.
  • Waterman, A. S. (1982). Identity development from adolescence to adulthood: An extension of theory and a review of research. Developmental psychology, 18(3), 341-358.
  • Weiler, K. (1988) Women Teaching for Change: Gender, Class and Power. South Hadley, Mass.: Bergin & Garvey.
  • Willis, P. (1977) Learning to Labour: How Working Class Kids Get Working Class Jobs. New York: Columbia University Press.
  • Wright, C., & Weekes, D. (2003). Race and Gender in the Contestation and Resistance of Teacher Authority and School Sanctions: The Case of African Caribbean Pupils in England. Comparative Review. 47, 3- 20.
  • Yüksel, S. (2003). Öğrencilerin öğretme- öğrenme sürecine yönelik direnç davranışları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 235-251
  • Yüksel, S. (2004). Eğitim fakültesi öğrencilerinin öğretme-öğrenme süreçlerine yönelik direnç davranışları. Türk Eğitim Bilimleri Dergisi 2(3), 341-354.
  • Yüksel, S. & Şahin, E. (2005). Alt sosyo-ekonomik düzeyden gelen lise öğrencilerinin öğrenme-öğretme faaliyetlerine ilişkin direnç davranışları. Eğitim ve Bilim, 30(138), 52–62.

Investigation of Resistance Behaviors, Perception of School Life Quality, Sense of Belonging to School and Relationships Between These Variables in High School Students

Year 2023, Volume: 23 Issue: 3, 1297 - 1318, 24.09.2023
https://doi.org/10.17240/aibuefd.2023..-1183015

Abstract

The main purpose of this study is to investigate the resistance behaviors of high school students, their perception of school life quality and sense of school belonging. The participants consisted of 483 students studying at ten, eleven and twelfth grades in six high schools. "Quality of Life Scale in High Schools", "Sense of School Belonging Scale", "High School Students' Resistance Scale" and "Personal Information Form" were used to collect data. In the analysis of the data, descriptive statistics, independent samples t-test, one-way analysis of variance, correlation and multiple regression analysis were used. According to the findings, while the frequency of resistance behavior is low among high school students, their perceptions of school life quality and sense of belonging to school are at a moderate level. It was found that high school students' resistance behaviors differed significantly according to gender. There are significant differences in resistance behaviors, sense of school belonging and perceptions of school life quality according to students’ grade level and socio-economic status of the school. The level of academic achievement, on the other hand, created a significant difference only in the sense of school belonging scores. As a result of the correlation analysis, it was observed that there were statistically significant relationships between the variables of resistance behaviors, school life quality perception and sense of belonging to the school. In addition, it was found that quality of life in high schools was a moderately significant predictor of students' resistance behaviors.

References

  • Alpert, B. (1991). Students’ resistance in the classroom. Anthropology & Education Quarterly, 22(4), 350–366. https://doi.org/10.1525/aeq.1991.22.4.05x1193w http://www.jstor.org/stable/3195659
  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94 (4), 795–809.
  • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3-42.
  • Apple, M. W. (1979) Ideology and curriculum. London: Routledge.
  • Argon, T., & İsmetoğlu, M. (2016). Öğrencilerin lise yaşam kalitesi̇ algıları ile okula bağlılık düzeyleri̇ arasındaki̇ ilişki. Eğitim ve Öğretim Araştırmaları Dergisi, 5(Özel Sayı), 238–249.
  • Berzonsky, M. D. (2003). Identity style and well-being: Does commitment matter? Identity: An International Journal of Theory and Research, 3(2), 131–142.
  • Beyer, W. (2008). Belonging in a grade 6 inclusive class- room: Three multiple perspective case studies of students with mild disabilities. [Master’s dissertation]. Ontorio, Canada: Queen’s University.
  • Burroughs, N. F., Kearney, P., & Plax, T. G. (1989). Compliance resistance in the college classroom. Com- munication Education, 38, 214-229.
  • Büyüköztürk, Ş. (2005). Sosyal bilimler için veri analizi el kitabı (5. bs.). Ankara: Pegem Akademi.
  • Canoğulları, E., & Sarı, M. (2015). Öğretmenlerin okullarındaki öğrenci direnç davranışlarına ilişkin algılarının incelenmesi. International Journal of Social Sciences and Education Research, 5(2), 219-232.
  • Capps, M. A. (2003). Characteristics of a sense of be- longing and its relationship to academic achievement of students in selected middle schools in region IV and VI educational service centers. [Doctoral dissertation]. Texas: A&M University
  • Cumins, J. (1989). Empowering Minotity Students: A Framework for Intervention. Harvard Educational Review, 59, 18-34
  • Erikson, E. H. (1984). Reflections on the last stage and the first. The Psychoanalytic Study of the Child, 39, 155–165.
  • Erickson, F. (1987). Transformation and school success: The politics and culture of educational achievement. Anthropology and Education Quarterly, 18, 335- 358
  • Fish, M. C. & Dane, E. (2000). The classroom systems observation scale: Development of an instrument to assess classrooms using a systems perspective. Learning Environments Research, 3, 67 - 92.
  • Finn, J. D. (1993). School Engagement & Students at Risk. National Center for Education Statistics (ED), Washington, DC. http://eric.ed.gov/?id=ED362322: http://files.eric.ed.gov/fulltext/ED362322.pdf
  • Fordham, C. & Ogbu, J. (1986). Black students’ school success: Coping with the burden of ‘acting white. Urban Review, 18, 176- 206.
  • Giroux, H. A. (1983). Theory and Resistance in Education. A Pedagogy for the Opposition. New York: Bervin & Garvey Publishers Inc.
  • Giroux, H. A. (2001). Theory and resistance in education: Towards a pedagogy for the opposition. Greenwood Publishing Group.
  • Giroux H. A. (2014). Eğitimde kuram ve direniş (Çev. S. Demiralp). Ankara: Dost Kitabevi Yayınları. (Orijinal çalışma 2001 yılında yayımlandı)
  • Goodenow, C. (1992a). Strengthening the links be- tween educational psychology and the study of social contexts. Educational Psychologist, 27, 177-196.
  • Goodenow, C. (1993a). The psychological sense of school membership among adolescents: Scale de- velopment and educational correlates. Psychology in the Schools, 30, 79-90.
  • Goodenow, C. (1993b). Classroom belonging among early adolescent students: Relationships to motiva- tion and achievement. Journal of Early Adolescence, 13, 21-43.
  • Goodenow, C. & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62 (1), 60-71.
  • Johnson, W. L., & Johnson, A., M. (1993). Validity of the quality of school life scale: A primary and second-order factor analysis. Educational and Psychological Measurement, 53, 145-153.
  • Johnson, B., & Stevens, B. J. (2001). Exploratory and confirmatory factor analysis of the School Level Environment Questionnaire (SLEQ). Learning Environments Research, 4, 325 – 344.
  • Karatzias, A., Papadioti-Athanasiou, V., Power, K. G., & Swanson, V. (2001). Quality of school life. A cross-cultural study of Greek and Scottish secondary school pupils. European Journal of Education, 36 (1), 91-105.
  • Karatzias, A., Power, K.G., & Swanson, V. (2001). Quality of school life. Development and preliminary standardisation of an instrument based on performance indicators in Scottish secondary schools. School Effectiveness and School Improvement, 12(3), 265-284.
  • Kearney, P., Plax, T. G., & Burroughs, N. F. (1991). An attributional analysis of college students' resistance decisions. Communication Education, 40(4), 325-342.
  • Leonard, C. A. R. (2002). Quality of school life and attendance in primary schools [Doctoral dissertation]. University of Newcastle, Australia.
  • McMahon, S. D., Parnes, A.L., Keys, C. B. & Viola, J. J. (2008). School belonging among low-income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45(5), 387-401.
  • Majeed, A., Fraser, B. J. & Aldridge, J. M. (2002) Learning environment and its association with students satisfaction among mathematics students in Brunei Darussalam. Learning Environments Research, 5, 203-226.
  • Margolis, E. & Romero, M. (1998). The department is very male, very old and very conservative: The functioning of the hidden curriculum in graduate sociology departments. Harvard Educational Review, 68, 1- 32.
  • McFarland, D. A. (2001). Student resistance: How the formal and ınformal organization of classrooms facilitate everyday forms of student defiance. American Journal of Sociology, 107, 3, 612- 678.
  • McLaren, P. (1985). The ritual dimensions of resistance: clowning and symbolic ınversion. Journal of Education, 167, 2, 84- 97.
  • Mok, M. & Flyyn, M. (2002). Determinants of students’ quality of school life: A path model. Learning Environments Research, 5, 275-300.
  • Nichols, S. L. (2008). An exploration of students’ be- longingness beliefs in one middle school. The Jour- nal of Experimental Education, 76(2), 145–169.
  • Ogbu, J. (1987). Variability in minority school performance: A problem in search of an explaination. Anthropology and Education Quarterly, 18, 312- 334.
  • Osterman, F. K. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70 (3), 323-367.
  • Öztürk, H., Sevindik, F. N., & Yaman, S. Ç. (2006). Öğrencilerde yalnızlık ve sosyal destek ile bunlara etki eden faktörlerin incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 16(1), 383-394.
  • Özdemir, S., Sezgin, F., Şirin, H., Karip, E. & Erkan, S. (2010). İlköğretim okulu öğrencilerinin okul iklimine ilişkin algılarını yordayan değişkenlerin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38, 213-224.
  • Pang, N. S. (1999). Students’ quality of school life in band 5 schools. Asian Journal of Counseling, 6(1), 79-106
  • Sarı, M. (2011). Lise yaşam kalitesi ölçeğinin geçerlik ve güvenirlik çalışması. Çukurova Üniversitesi Sosyal Bilimler Dergisi, 20(3), 253-266.
  • Sari, M. (2012. Sense of school belonging among elementary school students. Çukurova University Faculty of Education Journal, 41(1), 1-11.
  • Sarı, M. (2015). Okul yaşam kalitesi: Tanımı, değişkenleri ve ölçülmesi. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(32), 139-151.
  • Sarı, M., Ötünç, E. & Erceylan, H. (2007). Liselerde okul yaşam kalitesi: Adana İli Örneği. Kuram ve Uygulamada Eğitim Yönetimi, 50, 297-320
  • Sever, D. & Güven, M. (2014), İlköğretim fen ve teknoloji dersinde araştırma temelli öğrenme yaklaşımı- nın öğrenci dirençlerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 14(4), 1583-1605.
  • Spaulding, A. M. (1995, April). A qualitative case study of teacher-student micropolitical ınteraction: The strategies, goals, and consequences of student resistance [Paper presentation]. The Annual meeting of the American Educational Research Association, SanFrancisco, CA.
  • Sun, A. (1995). Development and factor analysis of the student resistance to schooling ınventory. Educational and Psychological Measurement. 55(5), 841- 849
  • Tekin, H. (2002). Eğitimde Ölçme ve Değerlendirme. Ankara: Yargı Yayıncılık.
  • Waterman, A. S. (1982). Identity development from adolescence to adulthood: An extension of theory and a review of research. Developmental psychology, 18(3), 341-358.
  • Weiler, K. (1988) Women Teaching for Change: Gender, Class and Power. South Hadley, Mass.: Bergin & Garvey.
  • Willis, P. (1977) Learning to Labour: How Working Class Kids Get Working Class Jobs. New York: Columbia University Press.
  • Wright, C., & Weekes, D. (2003). Race and Gender in the Contestation and Resistance of Teacher Authority and School Sanctions: The Case of African Caribbean Pupils in England. Comparative Review. 47, 3- 20.
  • Yüksel, S. (2003). Öğrencilerin öğretme- öğrenme sürecine yönelik direnç davranışları. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 235-251
  • Yüksel, S. (2004). Eğitim fakültesi öğrencilerinin öğretme-öğrenme süreçlerine yönelik direnç davranışları. Türk Eğitim Bilimleri Dergisi 2(3), 341-354.
  • Yüksel, S. & Şahin, E. (2005). Alt sosyo-ekonomik düzeyden gelen lise öğrencilerinin öğrenme-öğretme faaliyetlerine ilişkin direnç davranışları. Eğitim ve Bilim, 30(138), 52–62.
There are 57 citations in total.

Details

Primary Language Turkish
Subjects Education Management, Other Fields of Education
Journal Section Articles
Authors

Fatma Karaçoban 0000-0001-7779-6500

Mediha Sarı 0000-0002-1663-648X

Publication Date September 24, 2023
Submission Date October 1, 2022
Published in Issue Year 2023 Volume: 23 Issue: 3

Cite

APA Karaçoban, F., & Sarı, M. (2023). Ortaöğretim Öğrencilerinde Direnç Davranışlarının, Okul Yaşam Kalitesi Algısının, Okula Aidiyet Duygusunun ve Bu Değişkenler Arasındaki İlişkilerin İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(3), 1297-1318. https://doi.org/10.17240/aibuefd.2023..-1183015