M.A. Theses
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Browsing M.A. Theses by Subject "Adult education -- Turkey."
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Item A descriptive analysis of decision making processes in Public Education Centers in İstanbul(Thesis (M.A.)-Bogazici University. Graduate Institute of Social Sciences, 2005., 2005.) Keser, Filiz.; Gök, Fatma.The aim of the this study was to analyze the decision making process of Public Education Centers (PECs) in İstanbul in terms of ways of decision making, participation, effect of outsiders and environment, problems in decision making process, and democracy and happiness level. To reach this aim, 12 research questions were formulated.Out of 33 PECs in İstanbul, 12 centers were selected purposefully according to complexity level. From 12 PECs, 176 educators (10 principals, 4 head of vice-principles, 19 vice-principals, 2 counselors, 45 full-time teachers/tutors, and 96 part-time teachers/tutors) were included in the study. Data was gathered through a questionnaire developed by the researcher. Quantitative and qualitative methods were utilized to analyze the data. Results demonstrated that decision making process in PECs in Istanbul was described as an autocratic process, in which majority of the decisions were made by the principals, except decisions related to course programs and participants. Limited participation was allowed for the full-time and part-time teachers and tutors and involvement of participants in decision making was very limited as well. Characteristics of the environment in which PECs exist were taken into consideration in forming the programs and activities; governmental institutions, like Provincial and Sub-provincial Directorates of National Education, governor of province and sub-provinces, NGOs and headman of the district had an effect on the decision making. The biggest problem of decision making indicated was lack of collective decision making. However, it is interesting that decision making process was considered democratic by the subjects and they reported that they were very happy to work in public education centers.Item An experimental survey study of attrition in the Turkish literacy campaign(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1982., 1982.) Atakan, Nancy C.; Kline, David.The purpose of this survey experiment study was to identify possible wastage related factors in literacy courses being conducted in the Şişli-Gültepe area of Istanbul. These courses are a part of the National Literacy Campaign which began in the Spring of 1981. The study was limited to only two types of wastage attrition and failure to receive certificates (unsuccessful completion). A sample of 179 participants was chosen on a non-probabalistic basis from seven schools in the Şişli-Gültepe areas. During the first week of classes, these students were personally interviewed using a pre-tested Entry Level Questionnaire. After the completion of the 90 hour course, a Summative Level Questionnaire was administered to the dropouts and unsuccessful completers from the initial sample. Data analysis revealed that 461 of those participating in the first week of class either dropped out or failed to receive 8 certificate. In addition, it was found that these literacy courses do not attract males, unmarried women, the working force or the destitute. Demographic factors studied did not appear to be dropout-related factors while such motivat{ onal factors as expectations regarding the course, volition, felt needs, and teacher characteristics appeared to be dropout related factors. Unsuccessful completers were found to be older than successful completers and to have less formal and nonformal education than the dropout. Both dropouts and unsuccessful completers indicated a desire for classes to meet five days a week. Dropouts felt classes should be at least three hours per day while unsuccessful complters felt two hours were sufficient. Since schools from which the sample was taken were located in business, residential, slum and 'gecekondu' areas representational of the types of areas in the Şişli-Gültepe area, it is believed tha~ these findings can be generalied to some degree to the Şişli-Gültepe area of Istanbul. However, due to a non-probabalistic sampling method, generalizability may be limited to only those schools studied. I Recommendations were made for further study to understand how and why these factors ate related to dropout and failure to succeed. Furthermore, experiments with teaching methods, materials and approaches to literacy learning are seen to be necessary to better fit the needs and interests of the illiterate population of Turkey.Item Factors related to basic numeracy skills of adults in Turkey(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Albayrak Ataklı, Pınar.; Seggie, Fatma Nevra.The first aim of this study is to investigate the level of basic numeracy skills of adults in Turkey. Secondly, it aims to determine educational and non-educational factors in predicting the basic numeracy skills of adults. The data was collected with three instruments; these are demograpic information form, numeracy attitute scale, and basic numeracy skill test paper. Research participants were selected from six Ismek course centers at the beginning of 2010- 2011 course term. The level of basic numeracy skills of adults were analyzed descriptively. The result indicates that the participants were found as highly in need of numeracy education, especially for these four subjects: using tables, charts, diagrams and line graphs to present results; selecting and use suitable methods and forms to present and describe outcomes; approximating by rounding; and finding the range for a set of data. For analyzing the factors predicting basic numeracy skills, the multiple linear regression method and one way ANOVA was used. Educational backgroud, father‟s educational background, mother‟s educational background for female participants and numeracy attitude were found as highly significant for predicting the basic numeracy skills of participants, whereas gender, age, and mother‟s educational background for male participants were not. The results indicated the necessity of establishing a national policy and curriculum for adult numeracy education in Turkey.Item Migrant adults' reasons of non-participation in organized adult education activities(Thesis (M.A.)-Bogazici University. Graduate Institute of Social Sciences, 2005., 2005.) Çankaya, Dilek.; Okçabol, Rıfat,In this study, migrant adults who migrated to İstanbul between 1985 and 2004, their non-formal and/or informal learning experiences, their reasons of non-participation in organized adult education activities and the relationship between migrants' characteristics and reasons of non-participation were investigated. The sample of the study constitute by 202 adults who were residents of Kağıthane's four neighborhoods. The data was collected by an interview using an instrument including Reasons for Non-participation Scale (RENOPAS) developed by Kirazoğlu (1996) and questions related with the demographic characteristics of the subjects. Some of the migrants defined their non-formal and/or informal learning experiences. These learning areas were categorized and named as job related learning, religious belief, skills related with women, socialization, city life, political awareness, Turkish language, learning on their own, and others. As a result of the factor analysis, the reasons of non-participation in educational activities of migrants (factors) were named as, low self-confidence, negative attitudes toward education, financial and communicational barriers, time constraints, family responsibility and familiarity with the courses, fear and hesitation regarding the environment, dissatisfaction from education, and unwillingness to participate. There were significant relationship between the factors related with the reasons of non-participation in adult education activities and migrants' demographic characteristics in different levels. There were significant differences on the factors related with gender, age, marital status, education level, occupation, house ownership, perceived financial status and SES, migration reasons, and learning experiences. Hovewer, there were no statistically significant differences on the factors related with the place of birth and migration time. Finding of the study indicate that migrant adults in İstanbul are deprived in different aspects and their needs are not satisfied properly by public adult education institutions. Hovewer, adults create their own learning areas by using different kind of sources.Item Reasons behind dropouts in adult education: a survey with students of private English language course in İstanbul(Thesis (M.A.)-Bogazici University. Graduate Institute of Social Sciences, 2005., 2005.) Cıngıllıoğlu, Salih.; Kızıltepe, Zeynep.Dropouts are a serious problem with adult educational institutions in Turkey. Dropout students either cancel their registration before they complete the school, or they stop attending to the classes. Statistics released by the State Institute of Statistics Devlet İstatistik Enstitüsü-DİE has shown the great gap between the number of the adults starting an English course and the number of adults completing the course. Dropouts have been an important and detrimental factor affecting the eventual success of adult education programs. So far, quite a few number of studies have been done in order to pinpoint the reasons leading the students to drop out courses they have started. As a result of these international and national studies, some reasons have been identified to be important on student dropouts from adult education programs. Some researchers grouped reasons for dropping out according to trends based on: psycho-social variables such as goal-setting, motivation, personality, resistance, interaction patterns, life change, and commitment; socio-economic/demographic variables such as gender, race, employment, age, family members, and income/poverty level; situational variables such as childcare and transportation needs; academic variables such as last grade attended, educational status, placement level, ability, and testing scores; and institutional variables such as class time, format, numbers, location, instructor, and recruitment procedures. In order to find out more about the reasons the participant adults to English language schools in İstanbul, Turkey stated, a questionnaire has been developed. The reasons in the questionnaire came through review of literature on dropout studies and by browsing through petitions given to school administrations by students to cancel their registration. Moreover, interviews carried out with educational consultants and directors provided some other reasons to be included in the questionnaire. The questionnaire has been applied in the pilot study, and some adjustments made under the supervision of the professors advising the study. The final form of the questionnaire then has been applied to 283 individuals from various conveniently selected private English language schools in İstanbul. The results of the questionnaire have been analyzed using various statistical techniques including T-test and One-Way ANOVA, and Scheffe. It has been found that the foremost reasons to drop out the courses were about lack of time. A considerable percentage of the respondents stated they couldn't find time either for the course or studying. It also became clear that expectations of some students have not been satisfactorily met by the schools, which in turn leads to dropping out. Moreover, a majority of students mentioned not being able to find time for social activities and dropped out the schools. Finally, demographic characteristics such as gender, age, level of education, marital status, employment status, level of income, and source of payment have been influential on the proximity of the reasons stated.Item The effect of people education center's literacy courses on women's lives(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2008., 2008.) Yazlık, Özlem.; Gök, Fatma.This theses aims to explore the effect of People’s Education Centers’ (PEC) literacy courses on women’s lives through an exploration of their perceptions of the changes that happened in their lives as a result of their participation in the course. For this case study method was used and semi-structured interviews were carried out with seven women participants who completed Level 1 Literacy courses offered by Kağıthane/Gültepe PEC. Women’s accounts of the changes that occurred as a result of their participation in the course revealed that after the course all participants were able to travel, read and write to carry on their tasks without having to rely on others. All women in the study felt themselves more self-confident as a result of attending the course. As for changes in the relations in their families women in the study who had been working outside the house for a long time felt that they always had a certain say in the decisions taken in the family. After the course all women in the study started to put themselves as role models for other illiterate women in their family or community. The analysis of the interviews suggested that women in the study challenged economic constraints, patriarchal power structures and dominant gender roles in order to attend and continue the literacy course so that they could have an increasing sense of independence and self-reliance in their lives. They all wanted to keep or increase the sense of independence they had in their lives.Item The effects of people education centers' literacy courses on participants' lives(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Erbay, Ayhan.; Gök, Fatma.The aim of this study is to find out the effects of literacy acquisition on adults’ lives by exploring their background profiles, (e.g. their life history, their economic and social background, their demographic information like age, gender, marital status, etc.) literacy course experiences, and thoughts pertaining literacy’s effect. In order to find effects of literacy course, case study method was used and semi-structured interviews were carried with both Level 1 and Level 2 literacy course participants in Kadıköy People’s Education Center. Results of this study can be grouped in two categories. The first is participation process of adults and second is outcomes of literacy courses. Almost all participants had similar life histories which triggered them to looking for new solutions in order to cope with life. Age and psychological status of participants were especially powerful inputs in participation process. On the other hand, results that appeared after their participation in the courses all participants were able to travel, read and write in order to perform in their daily lives without having rely on others. Also, all participants in this study felt themselves more confident, improve their communication skills and develop sense of empowerment. The outcomes of this study underlined that literacy course must be separated according to age and psychological status of participants where needs and aims of participants differentiate. Moreover; strategies, aims, and methods of literacy education should be improved according to participants needs.