Öz
This paper reports the findings of a research study conducted to understand the main motivational drives behind attendance in lectures and whether the drives differ based on the attendance rate. The study particularly seeks to gain insight into the attendance reasons reported by freshmen students for a common course offered in a higher education context. The participants of the study consisted of 158 first-year students studying at the Faculty of Humanities and Social Sciences in İstanbul, Türkiye. Qualitative data was collected through semi-structured interviews, and quantitative data was collected through statistical data describing students’ attendance rates. The analysis of the data showed that the students were primarily motivated by the lecturer’s style. According to the students, their lecturer’s way of teaching, attitude towards the students and providing room for self-expression play a major role for their motivation to attend the lectures. The secondary motivation for freshmen was found as the syllabus with an interesting content, suggested readings and bonus points. Additionally, some of the students stated that they attended the lectures only because the attendance is compulsory. Regarding the change of motivational drives based on the attendance rates, the data revealed that compulsory attendance does not have an impact on the attendance of students with very high attendance rates. The results are discussed in light of the relevant literature and the implications for increasing motivation in higher education contexts are provided.
Anahtar Kelimeler
Kaynakça
- Aypay, A., Çekiç, O., & Boyacı, A. (2012). Student retention in higher education in Turkey: A qualitative study. Journal of College Student Retention: Research, Theory & Practice, 14(1), 91-116. https://doi. org/10.2190/CS.14.1.e
- Bligh, D. A. (2000). What’s the use of lectures? Jossey-Bass Publishers.
- Bennett, R. (2003). Determinants of undergraduate student dropout rates in a university business studies department. Journal of Further and Higher Education, 27, 123–41.
- Bati, A. H., Mandiracioglu, A. Orgun, F. & Govsa, F. (2013). Why do students miss lectures? a study of lecture attendance amongst students of health science. Nurse Education Today, 33, 596–601. doi:10.1016/j.nedt.2012.07.010.
- Baderin, M. A. (2005). Towards improving students’ attendance and quality of undergraduate tutorials: A case study on law. Teaching in Higher Education, 10 (1): 99–116.
- Baumeister, R. F., & M. R. Leary. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. doi:10.1037/0033- 2909.117.3.497.
- Chan, R. Y. (2016). Understanding the purpose of higher education: An analysis of the economic and social benefits for completing a college degree, JEPPA, 6(5), 1-40.
- Clark, G., Gill, N., Walker, M. & Whittle, R. (2011). Attendance and performance: correlations and motives in lecture-based modules. Journal of Geography in Higher Education, 35, 199–215. doi:10.1080 /03098265.2010.524196.
- Deniz, Ü. (2022). Main problems of higher education and quests for reform in Turkey. Anatolian Journal of Education, 7(2), 173-192. https://doi.org/10.29333/aje.2022.7214a
- Dolnicar, S. (2005). Should we still lecture or just post examination questions on the web? The nature of the shift towards pragmatism in undergraduate lecture attendance. Quality in Higher Education, 11, 103–115. doi:10.1080/13538320500175027.
- Dolnicar, S., Kaiser, S., Matus, K. & Vialle, W. (2009). Can australian universities take measures to increase the lecture attendance of marketing students?” Journal of Marketing Education, 31, 203–211. doi:10.1177/0273475309345202.
- Fazey, D., & Fazey, J. (1998). Perspectives on motivation: the implications for effective learning in higher education In Motivating Students, S. Brown, S. Armstrong, and G. Thompson (Eds.), pp. 59–72. London: Kogan Page.
- Fjortoft, N. (2005). Students’ motivations for class attendance. American Journal of Pharmaceutical Education, 69, 15. doi:10.5688/aj690115.
- Friedman, P., Rodriguez, F. & McComb. J. (2001). Why students do and do not attend classes: Myths and realities. College Teaching, 49, 124–133. doi:10.1080/87567555.2001.10844593.
- Fryer, L., Ginns, P., Howarth, M., Anderson, C., & Ozono, S. (2018). Individual differences and course attendance: Why do students skip class? Educational Psychology, 38(4), 470-486. http://dx.doi.or g/10.1080/01443410.2017.1403567
- Gump, S. E. (2004). Keep students coming by keeping them interested: Motivators for class attendance. College Student Journal, 38, 157– 160.
- Gump, S. E. (2006). Guess who’s (not) coming to class: student attitudes as indicators of attendance. Educational Studies, 32, 39– 46. doi:10.1080/03055690500415936.
- Kelly, G. E. (2012). Lecture attendance rates at university and related factors. Journal of Further and Higher Education, 36, 17–40. doi:10 .1080/0309877X.2011.596196.
- Landin, M., & Perez, J. (2015). Class attendance and academic achievement of pharmacy students in a European University. Currents in Pharmacy Teaching and Learning, 7, 78-83. http:// dx.doi.org/10.1016/j.cptl.2014.09.013
- Massingham, P., & T. Herrington, T. (2006). Does attendance matter? An examination of student attitudes, participation, performance and attendance. Journal of University Teaching and Learning Practice, 3, 82–103.
- Mearman, A., Pacheco, G., Webber, D., Ivlevs, A., & Rahman, T. (2014). Understanding student attendance in business schools: An exploratory study. International Review of Economics Education, 17, 120–136. doi:10.1016/j.iree.2014.10.002.
- Mellor, D., Stokes, M., Firth, L., Hayashi, Y., & Cummins, R. (2008). Need for belonging, relationship satisfaction, loneliness, life satisfaction, Personality and Individual Differences, 45, 213-218.
- Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco: John Wiley & Sons.
- Mızıkacı, F. (2003). Quality systems and accredition in higher education: An overview of Turkish higher education, Quality in Higher Education, 9(1), 95-106. 10.1080/13538320308160
- Miles, M. B., Huberman, A. M., & Saldana J. (2013). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage. Moore, S., Armstrong, C. & Pearson, J. (2008). Lecture absenteeism among students in higher education: A valuable route to understanding student motivation. Journal of Higher Education
- Policy and Management, 30, 15–24. doi:10.1080/13600800701457848.
- O’Keeffe, P. (2013). A sense of belonging: Improving student retention. College Student Journal, 47 (4), 605–613.
- Oldfield, J., Rodwell, J., Curry, L., & Marks, G. (2017). Psychological and demographic predictors of undergraduate non-attendance at university lectures and seminars. Journal of Further and Higher Education, 42, 509–523. doi:10.1080/030987 7X.2017.1301404.
- Patton, M.Q. (2002). Qualitative evaluation and research methods. (3rd ed.). Thousand Oaks, CA: Sage.
- Sloan, D., Manns, H., Mellor, A., & Jeffries, M. (2019). Factors influencing student non- attendance at formal teaching sessions, Studies in Higher Education, Advanced online publication. http:// dx.doi.org/10.1080/03075079.2019.1599849
- Soares, A. E. & Lopez, M. P. (2020). Are your students safe to learn? The role of lecturer’s authentic leadership in the creation of psychologically safe environments and their impact on academic performance, Active Learning in Higher Education, 21(1), 65-78. https://doi.org/10.1177/1469787417742023
- Svinicki, M., & McKeachie, W. J. (2011). Teaching online or at a distance. In W. J. McKeachie (Ed.), Teaching Tips Strategies, Research, and Theory for College and University Teachers (pp. 259- 261). Belmont: Wadsworth.
- Thomas, L. (2012). Building student engagement and belonging at a time of change in higher education. London: Paul Hamlyn Foundation.
- Wilmms, J. D. (2003). Student engagement at school: A sense of belongingand participation. Paris: OECD Publications Service.
- Woodfield, R., Jessop, D., & McMillan, L. (2006). Gender differences in undergraduate attendance rates. Studies in Higher Education, 31, 1–22. doi:10.1080/03075070500340127.
“Kendimi ifade edebildiğimi fark ettim”: Birinci Sınıf Öğrencilerinin Derslere Devam Etmesinin Arkasındaki Motivasyonel Sebepler
Öz
Bu makale, derslere katılımın ardındaki ana motivasyonel dürtüleri ve bu güdülerin katılım oranına göre farklılık gösterip göstermediğini anlamak için yürütülen bir araştırma çalışmasının bulgularını rapor etmektedir. Çalışma, özellikle birinci sınıf öğrencilerinin bir yükseköğretim bağlamında sunulan bir kitle dersi için bildirdikleri katılım nedenlerini anlamayı amaçlamaktadır. Araştırmanın katılımcılarını İstanbul ilinde İnsan ve Toplum Bilimleri Fakültesi'nde öğrenim gören 158 birinci sınıf öğrencisi oluşturmaktadır. Araştırmada, nitel veriler yarı yapılandırılmış görüşmeler yoluyla ve nicel veriler öğrencilerin devam oranlarını açıklayan istatistiksel veriler aracılığıyla toplanmıştır. Verilerin analizi, öğrencilerin öncelikle öğretim elemanının tarzı tarafından motive edildiğini göstermiştir. Öğrencilere göre, öğretim elemanlarının ders işleme biçimi, öğrencilere karşı tutumu ve kendini ifade etme olanağı sağlaması, onların derse katılım motivasyonlarında büyük rol oynamaktadır. Birinci sınıf öğrencileri için ikincil motivasyon, ilginç bir içeriğe sahip müfredat, önerilen okumalar ve bonus puanlar olarak bulunmuştur. Ayrıca öğrencilerin bir kısmı derslere sadece devam zorunluluğu olduğu için katıldıklarını belirtmişlerdir. Devam oranlarına göre motive edici dürtülerin değişimine ilişkin olarak, veriler, zorunlu devamın çok yüksek devam oranlarına sahip öğrencilerin devamı üzerinde bir etkisinin olmadığını ortaya koymuştur. Makalede, sonuçlar ilgili literatüre dayalı olarak tartışılmakta ve yükseköğretim bağlamlarında motivasyonu artırmaya yönelik çıkarımlar sunulmaktadır.
Anahtar Kelimeler
motivasyon yükseköğrenim derse katılım birinci sınıf öğrencileri
Kaynakça
- Aypay, A., Çekiç, O., & Boyacı, A. (2012). Student retention in higher education in Turkey: A qualitative study. Journal of College Student Retention: Research, Theory & Practice, 14(1), 91-116. https://doi. org/10.2190/CS.14.1.e
- Bligh, D. A. (2000). What’s the use of lectures? Jossey-Bass Publishers.
- Bennett, R. (2003). Determinants of undergraduate student dropout rates in a university business studies department. Journal of Further and Higher Education, 27, 123–41.
- Bati, A. H., Mandiracioglu, A. Orgun, F. & Govsa, F. (2013). Why do students miss lectures? a study of lecture attendance amongst students of health science. Nurse Education Today, 33, 596–601. doi:10.1016/j.nedt.2012.07.010.
- Baderin, M. A. (2005). Towards improving students’ attendance and quality of undergraduate tutorials: A case study on law. Teaching in Higher Education, 10 (1): 99–116.
- Baumeister, R. F., & M. R. Leary. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. doi:10.1037/0033- 2909.117.3.497.
- Chan, R. Y. (2016). Understanding the purpose of higher education: An analysis of the economic and social benefits for completing a college degree, JEPPA, 6(5), 1-40.
- Clark, G., Gill, N., Walker, M. & Whittle, R. (2011). Attendance and performance: correlations and motives in lecture-based modules. Journal of Geography in Higher Education, 35, 199–215. doi:10.1080 /03098265.2010.524196.
- Deniz, Ü. (2022). Main problems of higher education and quests for reform in Turkey. Anatolian Journal of Education, 7(2), 173-192. https://doi.org/10.29333/aje.2022.7214a
- Dolnicar, S. (2005). Should we still lecture or just post examination questions on the web? The nature of the shift towards pragmatism in undergraduate lecture attendance. Quality in Higher Education, 11, 103–115. doi:10.1080/13538320500175027.
- Dolnicar, S., Kaiser, S., Matus, K. & Vialle, W. (2009). Can australian universities take measures to increase the lecture attendance of marketing students?” Journal of Marketing Education, 31, 203–211. doi:10.1177/0273475309345202.
- Fazey, D., & Fazey, J. (1998). Perspectives on motivation: the implications for effective learning in higher education In Motivating Students, S. Brown, S. Armstrong, and G. Thompson (Eds.), pp. 59–72. London: Kogan Page.
- Fjortoft, N. (2005). Students’ motivations for class attendance. American Journal of Pharmaceutical Education, 69, 15. doi:10.5688/aj690115.
- Friedman, P., Rodriguez, F. & McComb. J. (2001). Why students do and do not attend classes: Myths and realities. College Teaching, 49, 124–133. doi:10.1080/87567555.2001.10844593.
- Fryer, L., Ginns, P., Howarth, M., Anderson, C., & Ozono, S. (2018). Individual differences and course attendance: Why do students skip class? Educational Psychology, 38(4), 470-486. http://dx.doi.or g/10.1080/01443410.2017.1403567
- Gump, S. E. (2004). Keep students coming by keeping them interested: Motivators for class attendance. College Student Journal, 38, 157– 160.
- Gump, S. E. (2006). Guess who’s (not) coming to class: student attitudes as indicators of attendance. Educational Studies, 32, 39– 46. doi:10.1080/03055690500415936.
- Kelly, G. E. (2012). Lecture attendance rates at university and related factors. Journal of Further and Higher Education, 36, 17–40. doi:10 .1080/0309877X.2011.596196.
- Landin, M., & Perez, J. (2015). Class attendance and academic achievement of pharmacy students in a European University. Currents in Pharmacy Teaching and Learning, 7, 78-83. http:// dx.doi.org/10.1016/j.cptl.2014.09.013
- Massingham, P., & T. Herrington, T. (2006). Does attendance matter? An examination of student attitudes, participation, performance and attendance. Journal of University Teaching and Learning Practice, 3, 82–103.
- Mearman, A., Pacheco, G., Webber, D., Ivlevs, A., & Rahman, T. (2014). Understanding student attendance in business schools: An exploratory study. International Review of Economics Education, 17, 120–136. doi:10.1016/j.iree.2014.10.002.
- Mellor, D., Stokes, M., Firth, L., Hayashi, Y., & Cummins, R. (2008). Need for belonging, relationship satisfaction, loneliness, life satisfaction, Personality and Individual Differences, 45, 213-218.
- Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). San Francisco: John Wiley & Sons.
- Mızıkacı, F. (2003). Quality systems and accredition in higher education: An overview of Turkish higher education, Quality in Higher Education, 9(1), 95-106. 10.1080/13538320308160
- Miles, M. B., Huberman, A. M., & Saldana J. (2013). Qualitative data analysis: A methods sourcebook. Thousand Oaks, CA: Sage. Moore, S., Armstrong, C. & Pearson, J. (2008). Lecture absenteeism among students in higher education: A valuable route to understanding student motivation. Journal of Higher Education
- Policy and Management, 30, 15–24. doi:10.1080/13600800701457848.
- O’Keeffe, P. (2013). A sense of belonging: Improving student retention. College Student Journal, 47 (4), 605–613.
- Oldfield, J., Rodwell, J., Curry, L., & Marks, G. (2017). Psychological and demographic predictors of undergraduate non-attendance at university lectures and seminars. Journal of Further and Higher Education, 42, 509–523. doi:10.1080/030987 7X.2017.1301404.
- Patton, M.Q. (2002). Qualitative evaluation and research methods. (3rd ed.). Thousand Oaks, CA: Sage.
- Sloan, D., Manns, H., Mellor, A., & Jeffries, M. (2019). Factors influencing student non- attendance at formal teaching sessions, Studies in Higher Education, Advanced online publication. http:// dx.doi.org/10.1080/03075079.2019.1599849
- Soares, A. E. & Lopez, M. P. (2020). Are your students safe to learn? The role of lecturer’s authentic leadership in the creation of psychologically safe environments and their impact on academic performance, Active Learning in Higher Education, 21(1), 65-78. https://doi.org/10.1177/1469787417742023
- Svinicki, M., & McKeachie, W. J. (2011). Teaching online or at a distance. In W. J. McKeachie (Ed.), Teaching Tips Strategies, Research, and Theory for College and University Teachers (pp. 259- 261). Belmont: Wadsworth.
- Thomas, L. (2012). Building student engagement and belonging at a time of change in higher education. London: Paul Hamlyn Foundation.
- Wilmms, J. D. (2003). Student engagement at school: A sense of belongingand participation. Paris: OECD Publications Service.
- Woodfield, R., Jessop, D., & McMillan, L. (2006). Gender differences in undergraduate attendance rates. Studies in Higher Education, 31, 1–22. doi:10.1080/03075070500340127.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Erken Görünüm Tarihi | 29 Eylül 2023 |
| Yayımlanma Tarihi | 13 Ekim 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 13 Sayı: 2 |
Yükseköğretim Dergisi, bünyesinde yayınlanan yazıların fikirlerine resmen katılmaz, basılı ve çevrimiçi sürümlerinde yayınladığı hiçbir ürün veya servis reklamı için güvence vermez. Yayınlanan yazıların bilimsel ve yasal sorumlulukları yazarlarına aittir. Yazılarla birlikte gönderilen resim, şekil, tablo vb. unsurların özgün olması ya da daha önce yayınlanmış iseler derginin hem basılı hem de elektronik sürümünde yayınlanabilmesi için telif hakkı sahibinin yazılı onayının bulunması gerekir. Yazarlar yazılarının bütün yayın haklarını derginin yayıncısı Türkiye Bilimler Akademisi'ne (TÜBA) devrettiklerini kabul ederler. Yayınlanan içeriğin (yazı ve görsel unsurlar) telif hakları dergiye ait olur. Dergide yayınlanması uygun görülen yazılar için telif ya da başka adlar altında hiçbir ücret ödenmez ve baskı masrafı alınmaz; ancak ayrı baskı talepleri ücret karşılığı yerine getirilir.
TÜBA, yazarlardan devraldığı ve derginin çevrimiçi (online) sürümünde yayımladığı içerikle ilgili telif haklarından, bilimsel içeriğe evrensel açık erişimin (open access) desteklenmesi ve geliştirilmesine katkıda bulunmak amacıyla, bilinen standartlarda kaynak olarak gösterilmesi koşuluyla, ticari kullanım amacı ve içerik değişikliği dışında kalan tüm kullanım (çevrimiçi bağlantı verme, kopyalama, baskı alma, herhangi bir fiziksel ortamda çoğaltma ve dağıtma vb.) haklarını (ilgili içerikte tersi belirtilmediği sürece) Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported (CC BY-NC-ND4.0) Lisansı aracılığıyla bedelsiz kullanıma sunmaktadır. İçeriğin ticari amaçlı kullanımı için TÜBA'dan yazılı izin alınması gereklidir.