This study aimed to investigate the academic and AGEE(Academic Personneland Graduate Education Entrance Exam) achievement scores of pre-serviceteachers.In accordance with this purpose, it has been investigated whether the pre-service teachers' undergraduate academic achievement score and AGEEscore types differ according to gender, there is a relationship between the AGEE score types and their undergraduate academic achievement scores, and pre-service teachers' undergraduate academic achievement scores predict AGEEscore types.As it was aimed to describe the academic and AGEE achievementof the pre-service teachers,it was concluded that the descriptive survey method was the best method for this study.The study group of this research consists of 401 pre-service teachers who graduated from various departments of Atatürk University Kazım Karabekir Education Faculty in 2014 and entered AGEE.The arithmetic mean, independent samples t-test, Pearson’s Product Moment Correlation Coefficient analysis,and simple linear regression analysiswere used in accordance with the sub-problems of the study.According to the data obtained, there was no significant difference between AGEEscore types and gender of pre-service teachers.It was seen that there was a significant difference between pre-service teachers' undergraduate academic achievement scores and gender variablesin favor of female pre-service teachers.It was determined that there was a positive and significant relationship between the pre-service teachers' Verbal Weighted AGEE scores and their undergraduate academic achievement scores.It was seen that there was no significant relationship between the pre-service teachers' undergraduate academic achievement scores and other AGEE score types(Numerical Weighted AGEEand Equal Weighted AGEE).It was determined that the undergraduate academic achievement scores of the pre-service teachers predicted the Verbal Weighted AGEE score type at a low level.It was observed that theundergraduate academic achievement scores of the pre-service teachers did not predict the Numerical Weighted AGEE and Equal Weighted AGEE score types.
📌 3 Key Takeaways
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Objective & Hypothesis:This study aimed to investigate the academic and AGEE(Academic Personneland Graduate Education Entrance Exam) achievement scores of pre-serviceteachers.In accordance with this purpose, it has been investigated whether the pre-service teachers' undergraduate academic achievement score and AGEEscore types differ according to gender, there is a relationship between the AGEE score types and their undergraduate academic achievement scores, and pre-service teachers' undergraduate academic achievement scores predict AGEEscore types.As it was aimed to describe the academic and AGEE achievementof the pre-service teachers,it was concluded that the descriptive survey method was the best method for this study.The study group of this research consists of 401 pre-service teachers who graduated from various departments of Atatürk University Kazım Karabekir Education Faculty in 2014 and entered AGEE.The arithmetic mean, independent samples t-test, Pearson’s Product Moment Correlation Coefficient analysis,and simple linear regression analysiswere used in accordance with the sub-problems of the study.According to the data obtained, there was no significant difference between AGEEscore types and gender of pre-service teachers.It was seen that there was a significant difference between pre-service teachers' undergraduate academic achievement scores and gender variablesin favor of female pre-service teachers.It was determined that there was a positive and significant relationship between the pre-service teachers' Verbal Weighted AGEE scores and their undergraduate academic achievement scores.It was seen that there was no significant relationship between the pre-service teachers' undergraduate academic achievement scores and other AGEE score types(Numerical Weighted AGEEand Equal Weighted AGEE).It was determined that the undergraduate academic achievement scores of the pre-service teachers predicted the Verbal Weighted AGEE score type at a low level.It was observed that theundergraduate academic achievement scores of the pre-service teachers did not predict the Numerical Weighted AGEE and Equal Weighted AGEE score types.
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Key Findings & Data:This study aimed to investigate the academic and AGEE(Academic Personneland Graduate Education Entrance Exam) achievement scores of pre-serviceteachers.In accordance with this purpose, it has been investigated whether the pre-service teachers' undergraduate academic achievement score and AGEEscore types differ according to gender, there is a relationship between the AGEE score types and their undergraduate academic achievement scores, and pre-service teachers' undergraduate academic achievement scores predict AGEEscore types.As it was aimed to describe the academic and AGEE achievementof the pre-service teachers,it was concluded that the descriptive survey method was the best method for this study.The study group of this research consists of 401 pre-service teachers who graduated from various departments of Atatürk University Kazım Karabekir Education Faculty in 2014 and entered AGEE.The arithmetic mean, independent samples t-test, Pearson’s Product Moment Correlation Coefficient analysis,and simple linear regression analysiswere used in accordance with the sub-problems of the study.According to the data obtained, there was no significant difference between AGEEscore types and gender of pre-service teachers.It was seen that there was a significant difference between pre-service teachers' undergraduate academic achievement scores and gender variablesin favor of female pre-service teachers.It was determined that there was a positive and significant relationship between the pre-service teachers' Verbal Weighted AGEE scores and their undergraduate academic achievement scores.It was seen that there was no significant relationship between the pre-service teachers' undergraduate academic achievement scores and other AGEE score types(Numerical Weighted AGEEand Equal Weighted AGEE).It was determined that the undergraduate academic achievement scores of the pre-service teachers predicted the Verbal Weighted AGEE score type at a low level.It was observed that theundergraduate academic achievement scores of the pre-service teachers did not predict the Numerical Weighted AGEE and Equal Weighted AGEE score types.
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Conclusion & Impact:This study aimed to investigate the academic and AGEE(Academic Personneland Graduate Education Entrance Exam) achievement scores of pre-serviceteachers.In accordance with this purpose, it has been investigated whether the pre-service teachers' undergraduate academic achievement score and AGEEscore types differ according to gender, there is a relationship between the AGEE score types and their undergraduate academic achievement scores, and pre-service teachers' undergraduate academic achievement scores predict AGEEscore types.As it was aimed to describe the academic and AGEE achievementof the pre-service teachers,it was concluded that the descriptive survey method was the best method for this study.The study group of this research consists of 401 pre-service teachers who graduated from various departments of Atatürk University Kazım Karabekir Education Faculty in 2014 and entered AGEE.The arithmetic mean, independent samples t-test, Pearson’s Product Moment Correlation Coefficient analysis,and simple linear regression analysiswere used in accordance with the sub-problems of the study.According to the data obtained, there was no significant difference between AGEEscore types and gender of pre-service teachers.It was seen that there was a significant difference between pre-service teachers' undergraduate academic achievement scores and gender variablesin favor of female pre-service teachers.It was determined that there was a positive and significant relationship between the pre-service teachers' Verbal Weighted AGEE scores and their undergraduate academic achievement scores.It was seen that there was no significant relationship between the pre-service teachers' undergraduate academic achievement scores and other AGEE score types(Numerical Weighted AGEEand Equal Weighted AGEE).It was determined that the undergraduate academic achievement scores of the pre-service teachers predicted the Verbal Weighted AGEE score type at a low level.It was observed that theundergraduate academic achievement scores of the pre-service teachers did not predict the Numerical Weighted AGEE and Equal Weighted AGEE score types.
🔬Design:Survey & Empirical Study
📍Scope:2014 Verileri
⚙️Variables:Domain Parameters
Abstract
This study aimed to investigate the academic and AGEE(Academic Personneland Graduate Education Entrance Exam) achievement scores of pre-serviceteachers.In accordance with this purpose, it has been investigated whether the pre-service teachers' undergraduate academic achievement score and AGEEscore types differ according to gender, there is a relationship between the AGEE score types and their undergraduate academic achievement scores, and pre-service teachers' undergraduate academic achievement scores predict AGEEscore types.As it was aimed to describe the academic and AGEE achievementof the pre-service teachers,it was concluded that the descriptive survey method was the best method for this study.The study group of this research consists of 401 pre-service teachers who graduated from various departments of Atatürk University Kazım Karabekir Education Faculty in 2014 and entered AGEE.The arithmetic mean, independent samples t-test, Pearson’s Product Moment Correlation Coefficient analysis,and simple linear regression analysiswere used in accordance with the sub-problems of the study.According to the data obtained, there was no significant difference between AGEEscore types and gender of pre-service teachers.It was seen that there was a significant difference between pre-service teachers' undergraduate academic achievement scores and gender variablesin favor of female pre-service teachers.It was determined that there was a positive and significant relationship between the pre-service teachers' Verbal Weighted AGEE scores and their undergraduate academic achievement scores.It was seen that there was no significant relationship between the pre-service teachers' undergraduate academic achievement scores and other AGEE score types(Numerical Weighted AGEEand Equal Weighted AGEE).It was determined that the undergraduate academic achievement scores of the pre-service teachers predicted the Verbal Weighted AGEE score type at a low level.It was observed that theundergraduate academic achievement scores of the pre-service teachers did not predict the Numerical Weighted AGEE and Equal Weighted AGEE score types.
Özet
Bu çalışmadaöğretmen adaylarının akademik ve ALES (akademik personel ve lisansüstü eğitimi giriş sınavı) başarı puanlarının incelenmesiamaçlanmıştır.Bu amaç doğrultusunda; öğretmen adaylarının lisans akademik başarı puanı ve ALES puan türlerinincinsiyete göre farklılık gösterip göstermediği, ALES puan türleri ile lisans akademik başarı puanları arasında bir ilişkinin olup olmadığı ve lisans akademik başarı puanınınALES puan türlerini yordayıp yordamadığı araştırılmıştır. Öğretmen adaylarının akademik ve ALES başarısının betimlenmesi amaçlandığından, bu araştırma için en iyi yöntemin betimsel tarama yöntemi olduğuna karar verilmiştir. Bu araştırmanın çalışma grubu, 2014 yılında Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi’nin çeşitli bölümlerinden mezun olup ALES’e girmiş 401öğretmen adayından oluşmaktadır. Araştırmanın alt problemlerine uygun olarak aritmetik ortalama, bağımsız gruplar için t testi, Pearson Momentler Çarpımı Korelâsyon analizi ve basit doğrusal regresyon analizi kullanılmıştır. Elde edilen verilere göre; öğretmen adaylarının ALES puan türleri ile cinsiyet değişkeni arasında anlamlı bir fark olmadığı görülmüştür.Öğretmen adaylarının lisans akademik başarı puanları ile cinsiyet değişkeni arasında kadın öğretmen adayları lehine anlamlı farklılık olduğu görülmüştür. Öğretmen adaylarının Sözel Ağırlıklı ALES puanları ile lisans akademik başarı puanları arasında pozitif ve anlamlı bir ilişkinin olduğu belirlenmiştir. Öğretmen adaylarının lisans akademik başarı puanları ile diğer ALES puan türleri (Sayısal Ağırlıklı ALES ve Eşit Ağırlıklı ALES) arasında anlamlı bir ilişkinin olmadığı görülmüştür.Öğretmen adaylarının lisans akademik başarı puanlarının, Sözel Ağırlıklı ALES puan türünü düşük düzeyde yordadığı belirlenmiştir. Öğretmen adaylarının lisans akademik başarı puanlarının, Sayısal Ağırlıklı ALES ve Eşit Ağırlıklı ALES puan türlerini yordamadığı görülmüştür.
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Cite This Article
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