Türkçe dersi öğretiminin başarısının değerlendirilmesi ve karşılaştırmalı olarak incelenmesi (Mardin-Malatya illeri örneği)

Abstract

The aim of this study is to examine the success of teaching Turkish by comparing the 4th and 5th grade students in the central primary schools of Nusaybin, Mardin with 4th and 5th grade students in the central primary schools of Malatya. In this study, the success level in Turkish lesson, of 4th and 5th grade students in the central primary schools of Nusaybin, Mardin and the success level of 4th and 5th grade students in the central primary schools of Malatya was measured by a Turkish success test Moreover, the effects of the assignment place, the education levels, the ages and the seniorities of teachers on teaching Turkish were researched. In addition to all of this, the opinions of teachers about the appropriateness the contents of Turkish language books according to their assignment place were determined. In this study, A Turkish success test was applied to 452 4th and 5th grade students, and a questionnaire was also applied to 62 teachers in these schools in order to get their opinions about the evaluations of the success of teaching Turkish by the way of comporision. The following results were obtained: 1. When we look at the total scores obtained from the Turkish success test, 4th and 5th grade students in the central primary schools of Malatya are more successful than 4th and 5th grade students in the central primary schools of Nusaybin, Mardin. 2. The teachers of the 4th and 5th grade students in Malatya found the Turkish language books sufficient in respect of contents where as the teachers of the 4th and 5th grade students in Mardin didn't find the content of the Turkish language book convenient. 3. It was determined that the success or failure of the teachers involving the sampling wasn't due to their assignment place, education levels, ages or seniorities. 4. It was It was determined that the success or failure of the teachers involving the sampling was due to the differences in the native languages. That is, the students in Nusaybin speak Kurdish in order to communicate so the used methods for teaching Turkish and the contents of the Turkish language books may cause problems on teaching Turkish. II