Yükseköğretimde Öğrencilerin Hakkaniyete Dayalı Eğitim Algısının Çeşitli Değişkenler Açısından İncelenmesi

Abstract

The main purpose of this study is to determine the relationship between the equity perception of the undergraduate students and to investigate the educational equity perception of the students based on different variables. For this purpose, a scale was developed by the researcher named as “Equity Scale” in order to collect data. Pilot study consisted of 219 junior and senior university students while the main study contained 906 junior and senior university students studying at three different state universities and they were chosen according to stratified sampling method. SPSS 26 program was used for Exploratory Factor Analysis (EFA) and also Amos 24 was used for Confirmatory Factor Analysis (CFA). As a result of this, a valid and reliable “Equity Scale” was structured consisting of 22 items presenting three dimensions which were named as “fair distribution of organizational sources”, “professor-student communication” and “access”. In the analysis of the data obtained from 906 students, descriptive statistics such as arithmetic mean, standard deviation, t-test, one-way Anova analyzes were used. According to the findings of the study, it was revealed that educational equity perception of the students was on moderate level in the factors named as “fair distribution of organizational sources” and “access” and sufficient level in the factor named as “professor-student communication”. Moreover, there were statistically significant differences between the educational equity perception of the students and its dimensions, based on all the variables such as “gender, university, parent educational level, total family income” etc. except for “students’ accommodation” variable.