Hazırlık eğitimi alan öğrenciler ile doğrudan fakültelerine başlayan öğrencilerin başarı istatistiklerinin karşılaştırılması(bir vakıf üniversitesi uygulaması)
Küçük Resim Yok
Tarih
2007
Yazarlar
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Cilt Başlığı
Yayıncı
İstanbul Beykent Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu Tez Çalismasinda; Egitim dili Ingilizce olan üniversitelerde, Ingilizce `Hazirlik' egitiminin, ögrencilerin lisans derslerinde almis olduklari alfa nümerik notlar açisindan (ögrencilerin akademik basarilarinda) ne kadar etkili oldugu ele alinmaktadir. Buna göre, ögrencilerin lisans derslerinden almis olduklari alfa nümerik notlar gösterge olabilmektedir. Etkin yabanci dil (Ingilizce) ögretim teknikleri ile birlikte es zamanli olarak akademik arastirma teknikleri, not alma, dinleme, sunum yapma, akademik yazim ve benzeri tekniklerin sunuldugu ve en fazla 1 yil (2 dönem) süren bir hazirlik (Temel Gelistirme Yili) egitimi alan ögrenciler, lisans egitimlerindeki brans derslerinde, Ingilizce Dil Ölçme sinavindan basarili olarak dogrudan fakültelerine baslayan ögrencilerden daha basarili olabilmektedirler. Bu hipotez, ele alinan vakif üniversitesi için hem dogrudan fakültelerine baslayan ögrencilerin hem de hazirlik egitimi alan (Temel Gelistirme Yili'nda egitim gören) ögrencilerin 2002-2003, 2003-2004 ve 2004-2005 Akademik yillarinda sunulan birinci sinif lisans derslerinden almis olduklari notlar ile test edilmektedir. Bunun için de, belirtilen akademik yillarda sunulan lisans birinci sinif derslerine kayitli tüm ögrencilerin almis olduklari dönem sonu ders notlarinin bulundugu raporlar hazirlanmis ve bu verilerden yararlanilarak yapilan istatistik çalismalari ile ögrencilerin lisans birinci sinif derslerindeki basari durumlari ile almis olduklari hazirlik egitiminin bu basarilarina katkisi iliskisi açiklanmaya çalisilmistir.
This thesis analyses the effects of the English language courses taken at the `preparatory? school of English medium universities on the grades (academic success) of the students in the faculties. In this study, the alphanumeric grades of the students are accepted as an indicator of the statement mentioned above. The research hypothesizes that students who spend one year (maximum) at the `preparatory? school receive higher grades in the faculties than direct entry students. These direct entry students are those who do not need to attend the courses offered at `preparatory? school since their English level is found to be sufficient as a result of the proficiency exam taken when they enter the university. The reason that `preparatory? school students are more successful is that in addition to having effective English language learning skills, they have a chance to develop some additional academic skills such as doing research, giving presentations, listening to lectures and taking notes, and writing academic papers before starting to deal with difficult subjects in their faculties. The hypothesis presented here is justified by comparing the grades taken from their freshman year courses of both groups of students. The academic years taken into consideration in this study are 2002-2003, 2003-2004, and 2004-2005. A report that includes all undergraduate students? alphanumeric grades taken at the end of the freshman courses has been prepared to determine the effect of the skills gained at the `preparatory? school on their success in their faculties.
This thesis analyses the effects of the English language courses taken at the `preparatory? school of English medium universities on the grades (academic success) of the students in the faculties. In this study, the alphanumeric grades of the students are accepted as an indicator of the statement mentioned above. The research hypothesizes that students who spend one year (maximum) at the `preparatory? school receive higher grades in the faculties than direct entry students. These direct entry students are those who do not need to attend the courses offered at `preparatory? school since their English level is found to be sufficient as a result of the proficiency exam taken when they enter the university. The reason that `preparatory? school students are more successful is that in addition to having effective English language learning skills, they have a chance to develop some additional academic skills such as doing research, giving presentations, listening to lectures and taking notes, and writing academic papers before starting to deal with difficult subjects in their faculties. The hypothesis presented here is justified by comparing the grades taken from their freshman year courses of both groups of students. The academic years taken into consideration in this study are 2002-2003, 2003-2004, and 2004-2005. A report that includes all undergraduate students? alphanumeric grades taken at the end of the freshman courses has been prepared to determine the effect of the skills gained at the `preparatory? school on their success in their faculties.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
