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Social and Behavioral Sciences
Procedia - Social and Behavioral Sciences 116 (2014) 2424 - 2429 —
5th World Conference on Educational Sciences - WCES 2013
Analyzing KPSS scores of prospective teachers who graduated from two different programs in terms of different variables (Kastamonu
province sample)
Atila Qaglar*, Muammer Ergun, Ergun Recepoglu
Assist. Prof., Kastamonu University, Faculty of Education, Department of Educational Sciences, 37200, Kastamonu-Turkey
Abstract
The aim of this study is to investigate KPSS scores of prospective teachers graduated from elementary science education and elementary social studies education programs in faculty of education in terms of different variables. This research is a descriptive study and at the same time, it has the historical nature as it covers a period of six years. The population of the study are 1056 prospective teachers who graduated from Kastamonu University Faculty of Education between 2004 and 2009. In data analysis, t-test in binary comparisons, One-way ANOVA test in multiple comparisons was used. The relationship between scores was calculated with Pearson Correlation Coefficient. According to research findings, there is a meaningful difference in the distribution of KPSS scores of science and social sciences education program graduates according to years, gender and type of high school they graduated. There is a meaningful difference in the distribution of KPSS scores of social sciences education program graduates and science education program graduates. Prospective teachers graduated from science education program are more successful than prospective teachers graduated from social sciences education program statistically. Positive meaningful relationship was found between KPSS scores and Faculty graduation means.
© 2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of Academic World Education and Research Center. Keywords: Prospective teachers, KPSS scores, science education, social studies education
1. Introduction
The examination which ten thousands prospective teachers graduated from faculty of education and the owners of pedagogical formation enter, under the name of Public Personnel Selection Examination (KPSS) is carried out on a regular basis every year. Due to the number of prospective teachers graduated is more than the need for teachers, such an examination is vitally needed. Such examinations were applied between years 1985 and 1991 for the first time, and they are named "teacher qualification exams". Finally, in the examination held in 1991 given vacancies wasn't filled; so this examination, losing its functionality, was terminated (Eraslan, 2004). In 2001, Public Vocational Exam (KMS) and almost a year after with no. 3975 dated 03.18.2002 decision of the Council of
* Corresponding name:Atilla Qaglar Tel.: +09-505-501-2556 E-mail address: acaglar@kastamonu.edu.tr
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Selection and/or peer-review under responsibility of Academic World Education and Research Center. doi:10.1016/j.sbspro.2014.01.586
Ministers according to regulations(Official Gazette, 2002) provisions about first appointed people to public office, Public Personnel Selection Examination (KPSS) were started to be carried out by the Student Selection and Placement Center (OSYM). Generally the reason of the exams was to determine announced vacancies filled to what extent. Because if people applied fewer than need, the prospective teacher were assigned regardless of the obtained score. In 1996, the need for primary school teacher was filled by unemployed graduates, ones who don't have pedagogic formation were assigned as teachers. Gradually with the growing number of graduates from faculties of education the need to assign with examination is emerged again and graduates are assigned according to Ministry of Finance's quota and KPSS order of success.
In a study based on the views of students who enter KPSS, prospective teachers want their entering score to their faculty and graduation degree taken into account, they define that for the exam's liberal education, general ability and educational sciences sections aren't sufficient to ensure measurement; it's not a good technique (Eraslan, 2004). Prospective teachers express their opinion that in this exam not only cognitive skills but also affective skills must be measured. Besides they define that the exam is only a contest and qualifying examination, it doesn't contribute to teaching profession, it's emphasized that because of test anxiety students can't give the necessary importance to professional courses in faculty and also they state that in order to success in KPSS need to take additional and special courses is emerged.
In this study KPSS scores of prospective teachers graduated from elementary science education and elementary social studies education programs in faculty of education was investigated in terms of different variables
The population of the study is 1056 prospective teachers who graduated from Kastamonu University Faculty of Education between 2004 and 2009. 529 prospective teachers are graduated from Elementary Science Education Program and 527 teacher prospective teachers are graduated from Elementary Social Studies Education Program.
This research is a descriptive study and at the same time, it has the historical nature as it covers a period of six years, in this study, answers to the following sub-problems were sought:
1. How is the level of KPSS scores of prospective teachers who graduated from science education programs according to years, gender and type of high school?
2. How is the level of KPSS scores of prospective teachers who graduated from social sciences education programs according to years, gender and type of high school?
3. Is there a meaningful difference between KPSS scores of prospective teachers who graduated from science education programs and social sciences education programs?
4. Is there a meaningful relationship between KPSS scores and faculty graduation means?
In order to answer these questions in data analysis, t-test in binary comparisons, One-way ANOVA test in multiple comparisons was used. The relationship between scores was calculated with Pearson Correlation Coefficient.
2. Findings
2.1. Findings related to first subproblem
Table 1. Distribution of KPSS scores of science education program graduates according to years
Year N Mean Std. Deviation Minimum Maximum Tukey HSD
2004 (1) 89 72,95 11,23 45,71 97,07
2005 (2) 86 71,07 11,04 42,31 89,34
2006 (3) 2007 (4) 90 84 75,50 76,47 10,63 10,51 48,46 47,53 91,28 95,52 (2-4),019
2008 (5) 85 75,71 12,34 42,41 91,58
2009 (6) 93 73,89 10,48 44,21 90,65
According to ANOVA test results, there is a meaningful difference in the distribution of KPSS scores of science education program graduates according to years (F(df:5-521) :2.898 and p:0,014). As variance is homogeneous as a
result of homogeneity of variance test (Levene(df:5-521) :0,990 and p:0,423), source of the difference between the groups were investigated with Tukey HSD test. As a result of Tukey HSD test, there is a meaningful difference between the KPSS scores of 2005 and KPSS scores of 2007 in the level of p:,05 (p: 0,019). According to this finding; it was found out that prospective teachers who graduated from science education program in 2007 are more successful when compared to 2005 statistically.
Table 2. Distribution of KPSS scores of science education program graduates according to gender
Sex N X Ss F t df Mean Dif. P
Male 281 73,29 11,97
Female - 16,819 -2,148 524,005 -2,06 ,032
246 75,35 10,03
As a result of t test results, there is a meaningful difference in the distribution of KPSS scores of science education program graduates according to gender in the level of p:,05. Female prospective teachers graduated from science education program are more successful than female prospective teachers graduated from science education program (p:,032)
Table 3.Distribution of KPSS scores of science education program graduates according to type of high school
Type of high school N Mean Std. Deviation Minimum Maximum Tukey HSD
Public High School (1) 259 72,31 11,13 42,963 97,070
Anatolian High School (2) 90 75,75 11,50 49,822 95,528
Anatolian Teacher High School (3) 51 72,83 12,24 42,315 90,661 (1-4) ,000
Foreign Language Weighted High School (4) 95 77,69 9,75 49,606 92,446
Other (5) 32 77,80 8,78 51,684 92,607
According to ANOVA test results, there is a meaningful difference in the distribution of KPSS scores of science education program graduates according to type of high school they graduated (F(df:4-522) :5,8 5 8 ve p:0,000). As variance is homogeneous as a result of homogeneity of variance test (Levene(df:4-522) :2.003 ve p:0,093), source of the difference between the groups were investigated with Tukey HSD test. As a result of Tukey HSD test, there is a meaningful difference in the KPSS scores of science education program graduates according to type of high school they graduated in the level of p:,001. There is a meaningful difference statistically in the KPSS scores of prospective teachers graduated from public high school and prospective teachers graduated from foreign language weighted high school. Prospective teachers graduated from foreign language weighted high school are more successful than prospective teachers graduated from public high school.(p:,000)
2.2. Findings related to second subproblem
Table 4. Distribution of KPSS scores of social sciences education program graduates according to years
Year N Mean Std. Deviation Minimum Maximum Tukey HSD
2004 (1) 91 71,04175 7,857816 55,187 93,751 (1-5),000
2005 (2) 93 69,22856 8,678609 49,226 87,757 (1-6),000
2006 (3) 81 68,91430 9,281287 41,229 84,947 (2-5),000
2007 (4) 96 68,26498 8,536032 47,724 86,404 (2-6),030
2008 (5) 77 63,35408 8,871694 43,096 84,705 (3-5),001
2009 (6) 91 65,40078 8,030790 47,674 82,409 (4-5),003
According to ANOVA test results, there is a meaningful difference in the distribution of KPSS scores of social sciences education program graduates according to years (F(df:5_523) :9,100 and p:0,000). As variance is homogeneous as a result of homogeneity of variance test (Levene(df:5-523) :0,8 0 3 and p:0,548), source of the difference between the groups were investigated with Tukey HSD test. As a result of Tukey HSD test, when we analyze distribution of KPSS scores of social sciences education program graduates according to years, there is a meaningful difference between the KPSS scores of 2004 and KPSS scores of 2008 and 2009; there is a meaningful difference between the
KPSS scores of 2005 and KPSS scores of 2008 in the level of p:,001 (p:,000). It is found that there is a meaningful difference between the KPSS scores of 2005 and KPSS scores of 2009 in the level of p:,05; and there is a meaningful difference between the KPSS scores of 2008 and KPSS scores of 2006 (p:,001) and 2007 (p: ,003) in the level of p:,01.
Table 5. Distribution of KPSS scores of science education program graduates according to gender
Cinsiyet N X Ss F t df Mean Dif. P
Erkek 266 69,50 8,60 ,026 4,530 527 3,42 ,000
Kadin 263 66,08 8,78
As a result of t test results, there is a meaningful difference in the distribution of KPSS scores of social sciences education program graduates according to gender in the level of p:,001. Male prospective teachers graduated from social sciences education program are more successful than female prospective teachers graduated from social sciences education program (p:,000).
Table 6. Distribution of KPSS scores of social sciences education program graduates according to type of high school
Type of high school
Mean Std. Deviation Minimum Maximum Tukey HSD
Public High School (1) 396 68,54 8,51 41,229 91,643
Anatolian High School (2) Anatolian Teacher High School (3) Foreign Language Weighted High School (4) 27 52 19 67,02 62,12 64,04 8,86 8,87 7,31 47,674 46,323 50,586 80,368 81,437 77,980 (1-3),000 (3-5),000
Other(5) 35 70,52 9,80 52,722 93,751
According to ANOVA test results, there is a meaningful difference in the distribution of KPSS scores of science education program graduates according to type of high school they graduated (F(df:4_524) :8,197 and p:0,000). As variance is homogeneous as a result of homogeneity of variance test (Levene(df:4-524) :0,622 and p:0,647) source of the difference between the groups were investigated with Tukey HSD test. As a result of Tukey HSD test, there is a meaningful difference in the KPSS scores of social sciences education program graduates according to type of high school they graduated in the level of p:,001. There is a meaningful difference statistically in the KPSS scores of prospective teachers graduated from public high school and both prospective teachers graduated from Anatolian Teacher high schools and prospective teachers graduated from other high schools in the level of p:,001. (p:,000)
2.3. Findings related to third subproblem
Table 7. Distribution of KPSS scores according to programs
Program N X Ss F t df Mean Dif. P
Science education 527 74,25 11,15 29,872 10,411 1000,938 6,45 ,000
Social Sciences education 529 67,80 8,85
As a result of t test results, there is a meaningful difference in the distribution of KPSS scores of social sciences education program graduates and science education program graduates in the level of p:,001. Prospective teachers graduated from science education program are more successful than prospective teachers graduated from social sciences education program statistically. (p:,000)
2.4. Findings related to fourth subproblem
The relationship between KPSS scores and Faculty graduation means was analyzed with Pearson Correlation Coefficient, and positive meaningful relationship was found ( r: 0,355 ve p:,000) in the level of p:0,001,
3. Discussion and comment
In a study, relationship between primary school and music education prospective teachers' attitudes towards teaching profession and KPSS anxiety was analyzed and it resulted that primary school education prospective teachers are more successful than music education prospective teachers, test score isn't differentiated according to department and gender, especially academic success isn't related to KPSS score and female students' academic success is higher than male students (Gormen and Balgami§, 2005). In a study by Gormen and Balgami§, it is found that there is no difference according to departments and genders, but in this study it's found that there is a difference in KPSS scores in terms of both for department and gender. Also it's found that while science education female prospective students are more successful, social sciences education male prospective students are more successful. A positive correlation is found in relationship between academic success and KPSS scores. Koq and Polat (2007) state that academic success must be effective in teacher assignments, students who graduate from faculty in first ten degree must be exempted from KPSS. In study analyzing the relationship between ÖSS success and KPSS success, it's found that success is affected positively but the relationship between them is pretty low (Bastürk, 2008). It's determined that there is a positive, directly proportional but normal relationship between university academic success and KPSS success. In terms of genders, KPSS success is more on the female part and has a meaningful difference. These findings comply with the study's findings. Positive correlation is found between academic success and KPSS.
A larger study based on analyzing factors affecting KPSS success (Kamer and Ergün, 2008). ÖSS, KPSS, faculty academic success scores and high school academic success scores of 2275 prospective teachers who graduated in 2004, 2005 and 2006, are researched in terms of gender, department and graduation year variables. It's not found a relationship between graduates' KPSS and ÖSS scores but calculating Pearson Correlation Coefficient it's found a meaningful relationship between academic success and KPSS. In another study with the same year prospective teachers' answers to KPSS questions are analyzed according to different variables, their correct and wrong answers are studied in terms of their high school, gender, department and graduation year variables (Kamer and Ergün, 2008). While there is a meaningful difference for correct answers' number in general ability test according to years, in wrong answers' numbers there isn't a meaningful difference. Only for 2006 it's found a meaningful difference in general culture test, in educational sciences test there is a meaningful difference in terms of correct and wrong answers in every three year.
4. Conclusion
According to research findings, It was found that there is a meaningful difference in the distribution of KPSS scores of science and social sciences education program graduates according to years, gender and type of high school they graduated. There is a meaningful difference in the distribution of KPSS scores of social sciences education program graduates and science education program graduates. Prospective teachers graduated from science education program are more successful than prospective teachers graduated from social sciences education program statistically. Positive meaningful relationship was found between KPSS scores and Faculty graduation means.
References
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