Eğitimde kardeş katılımı: Keşfedici bir karma yöntem araştırması
Küçük Resim Yok
Tarih
2026
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Kardeşler aile içinde önemli bir sosyal destek kaynağı olarak görülmesine rağmen, aile katılımı ile ilgili çalışmalarda çoğunlukla ihmal edilmiştir. Bu çalışma ile eğitimde kardeş katılımı olgusunun derinlemesine incelenmesi, eğitim sürecine kardeşlerin katılımının nasıl gerçekleştiği ve kardeş katılımının ne tür etkilerinin olduğunun keşfedilmesi amaçlanmıştır. Bu amaçları gerçekleştirmek üzere araştırmada hem nitel hem de nicel yöntemlerin kullanıldığı keşfedici karma desen kullanılmıştır. Nitel araştırma yönteminin benimsendiği ilk aşamada, eğitimde kardeş katılımı olgusuna ilişkin öğrenci yaşantılarının ve deneyimlerinin neler olduğunu belirlemek üzere olgubilim deseni kullanılmıştır. Verilerin yarı yapılandırılmış görüşme formu ile toplandığı bu aşamada katılımcılar ölçüt örnekleme yöntemi ile belirlenmiştir. Veriler Malatya merkez ilçelerinde öğrenimlerine devam eden 12 öğrenci ve bu öğrencilerin aile fertleri (16 kardeş ve 19 veli) olmak üzere toplamda 47 katılımcıdan toplanmıştır. Elde edilen veriler ile yapılan içerik analizi sonucunda eğitimde kardeş katılımının gerçekleşmesinde kardeşlik bağı, ebeveynin talebi, kardeşin akademik yeterliliği, ebeveynin akademik yetersizliği ve ebeveynin zaman yetersizliği gibi nedenlerin etkili olduğu belirlenmiştir. Eğitimde kardeş katılımının akran öğretimi, deneyim aktarımı, motive etme ve rol model olma yöntemleri kullanılarak sağlandığı görülmüştür. Nicel yöntemin benimsendiği ikinci aşamada ise öncelikli olarak ilk aşamadaki nitel veriler ve ilgili literatür kullanılarak geçerliği ve güvenirliği sağlanmış "Eğitimde Kardeş Katılımı Ölçeği" geliştirilmiştir. Bu ölçek ise ölçüt örnekleme yöntemi kullanılarak belirlenen 572 ortaokul öğrencisine uygulanmıştır. Yapılan analizler sonucunda; eğitim süreçlerinde en çok desteğin büyük kardeşlerden alındığı, bazı durumlarda ise ikizlerden ve hatta küçük kardeşlerden destek alındığı belirlenmiştir. Öğrencilerin en çok desteği Matematik, Yabancı Dil, Fen Bilimleri, Türkçe, Din Kültürü ve Ahlak Bilgisi ve Sosyal Bilgiler derslerinde aldıkları tespit edilmiştir. Betimsel analizler sonucunda araştırma grubunda eğitimde kardeş katılımının orta düzeyde gerçekleştiği bulunmuştur. Bağımsız değişkenler açısından yapılan analizlerde ise eğitimde kardeş katılımının cinsiyete göre farklılık göstermediği, kardeşin eğitim düzeyi arttıkça katılımın daha fazla gerçekleştiği, eğitimde kardeş katılımı ile akademik başarı arasında anlamlı bir ilişki olmadığı bulgularına ulaşılmıştır. Araştırmada ayrıca eğitimde kardeş katılımının anne eğitim düzeyine göre anlamlı farklılık gösterdiği, baba eğitim düzeyine göre ise anlamlı farklılık göstermediği belirlenmiştir.
Siblings have historically been neglected in studies addressing family involvement, although they are widely regarded as a significant source of social support within the family context. In this study it was aimed; firstly, to examine the phenomenon of sibling involvement in education in depth; secondly, to discover how siblings involve in the educational process; and to explore the effects of sibling involvement. In order to achieve these aims, an exploratory mixed-methods design was employed in the research, using a combination of qualitative and quantitative methods. In the initial phase, where qualitative research was employed, a phenomenological design was adopted to explore the experiences and perceptions of students regarding the phenomenon of sibling involvement in education. In this phase of the study, data was collected through the use of a semi-structured interview form, and participants were chosen using criterion sampling. A total of 47 participants were included in the study, comprising 12 students in the central districts of Malatya and some of their family members (16 siblings, and 19 parents). A rigorous content analysis of the obtained data revealed that factors such as sibling bonds, parental request, siblings' academic competence, parental academic inadequacy, and parental time constraints were the main reasons for sibling involvement in education. The findings of the study highlighted that sibling involvement was attained through a variety of ways; including peer tutoring, experience sharing, motivation, and role modelling. In the second phase, where the quantitative method was adopted, a valid and reliable "The Scale of Sibling Involvement in Education" was developed, primarily using the qualitative data and relevant literature. The scale was administered on the 572 secondary school students who were selected using the criterion sampling method. Analyses revealed that students received the greatest support from their older siblings in the educational process, though in some cases support was also received from the twins and even younger siblings. It was determined that support was most given in the subjects of Mathematics, Foreign Languages, Science, Turkish, Religion and Morals, and Social Studies. Descriptive analyses showed that the level of sibling involvement in education was relatively moderate among the research group. The analysis of the independent variables revealed that sibling involvement in education showed no differences according to gender, and that involvement increased as the sibling's education level increased. Additionally, no significant relationship was found between sibling involvement in education and academic achievement. The study also found that, while there was no significant difference according to the father's educational level, sibling involvement in education showed a significant difference according to the mother's educational level.
Siblings have historically been neglected in studies addressing family involvement, although they are widely regarded as a significant source of social support within the family context. In this study it was aimed; firstly, to examine the phenomenon of sibling involvement in education in depth; secondly, to discover how siblings involve in the educational process; and to explore the effects of sibling involvement. In order to achieve these aims, an exploratory mixed-methods design was employed in the research, using a combination of qualitative and quantitative methods. In the initial phase, where qualitative research was employed, a phenomenological design was adopted to explore the experiences and perceptions of students regarding the phenomenon of sibling involvement in education. In this phase of the study, data was collected through the use of a semi-structured interview form, and participants were chosen using criterion sampling. A total of 47 participants were included in the study, comprising 12 students in the central districts of Malatya and some of their family members (16 siblings, and 19 parents). A rigorous content analysis of the obtained data revealed that factors such as sibling bonds, parental request, siblings' academic competence, parental academic inadequacy, and parental time constraints were the main reasons for sibling involvement in education. The findings of the study highlighted that sibling involvement was attained through a variety of ways; including peer tutoring, experience sharing, motivation, and role modelling. In the second phase, where the quantitative method was adopted, a valid and reliable "The Scale of Sibling Involvement in Education" was developed, primarily using the qualitative data and relevant literature. The scale was administered on the 572 secondary school students who were selected using the criterion sampling method. Analyses revealed that students received the greatest support from their older siblings in the educational process, though in some cases support was also received from the twins and even younger siblings. It was determined that support was most given in the subjects of Mathematics, Foreign Languages, Science, Turkish, Religion and Morals, and Social Studies. Descriptive analyses showed that the level of sibling involvement in education was relatively moderate among the research group. The analysis of the independent variables revealed that sibling involvement in education showed no differences according to gender, and that involvement increased as the sibling's education level increased. Additionally, no significant relationship was found between sibling involvement in education and academic achievement. The study also found that, while there was no significant difference according to the father's educational level, sibling involvement in education showed a significant difference according to the mother's educational level.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
