Alevi Öğrencilerin Din Kültürü ve Ahlak Bilgisi Dersine Karşı Tutumları Üzerine Bir Değerlendirme
A Review on The Attitudes of The Alevi Students Towards Religious Culture and Moral Knowledge Course
Yazar: Gencer, Nevzat
Dergi: Hitit Üniversitesi İlahiyat Fakültesi Dergisi, Vol. 19 No. 1, 2019
Anahtar kelimeler: Psychology of Religion,Religious Culture and Moral Knowledge,RCAMK,Attitude,Alevi ; Din Psikolojisi,Din Kültürü ve Ahlak Bilgisi,DKAB,Tutum,Alevi

Buaraştırmada, Alevi vatandaşların yoğun olarak yaşadığı Çorum ili BahçelievlerMahallesinde bulunan dört ortaokulda öğrenim gören Alevi öğrencilerin Din Kültürüve Ahlak Bilgisi (DKAB) dersine yönelik tutumlarının çeşitli değişkenler açısındanincelenmesi amaçlanmaktadır. “Tabakalı Örnekleme” yöntemiyle belirlenenörneklem, okulların 6., 7. ve 8. sınıflarında okuyan 184 öğrencidenoluşmaktadır. Araştırma verilerini toplamak için “Kişisel Bilgi Anketi” ve"Din Kültürü ve Ahlak Bilgisi Dersi Tutum Ölçeği" kullanılmıştır. 20maddelik Din Kültürü ve Ahlak Bilgisi Dersi Tutum Ölçeğinin Cronbach Alphagüvenirlik katsayısı 0,97 olarak bulunmuştur. Anket ve ölçek yoluyla toplananverilerin değerlendirilmesinde SPSS 16.0 paket programı kullanılmıştır. Araştırmaproblemlerinin test edilmesinde t-testi ve varyans analizi kullanılmıştır. Çoklukarşılaştırmalarda ise Tukey ve Tamhane’s T2 testlerinden faydalanılmıştır. Denencelerintest edilmesinde 0,05 anlamlılık düzeyi esas alınmıştır. Araştırma bulgularınagöre, öğrencilerin DKAB dersine yönelik tutumları genel olarak olumludur.Ayrıca öğrencilerin DKAB dersine yönelik tutum düzeyleri ile cinsiyetleri,sınıf seviyeleri, anne-babanın öğrenim düzeyi, DKAB dersi başarı durumu, DKABdersi ve DKAB öğretmeni ile ilgili düşüncesi, DKAB öğretmeninin ders işlemeyöntemini beğenme, DKAB öğretmeninin öğrencilere karşı tutumu ve aileninöğrencisinin dini bilgi almasını isteyip istememe durumu arasında anlamlı birfaklılaşma bulunmuştur. Bununla birlikte; ailenin gelir durumu, öğrencinindiğer derslerdeki başarı durumu, okul dışında dini eğitim alıp almama durumuile DKAB dersine yönelik tutumu arasında anlamlı bir farklılaşma yoktur.

AbstractIn this study, it is aimed toexamine the attitudes of Alevi students towards the Religious Culture and MoralKnowledge (RCAMK) course in terms of various variables in four secondaryschools in Bahçelievler neighborhood of Çorum province where Alevi citizensdensely live. The sample, whichwas determined by the "Stratified Sampling" method, consists of 184students in the 6th, 7th and 8th grades of the schools. “Personal InformationQuestionnaire” and “Religious Culture and Moral Knowledge Attitude Scale” wereused to collect the research data. The Cronbach Alpha reliability coefficientof the 20-item Religious Culture and Moral Knowledge Attitude Scale was foundto be 0.97. SPSS 16.0 package program was used to evaluate the data collectedthrough questionnaire and scale.T-testand variance analysis were used to test the research problems. Tukey andTamhane’s T2 tests were also used for multiple comparisons. A significance level of 0.05 was taken as the basisfor testing the hypotheses. According to the findings of the study, theattitudes of the students towards the RCAMK course are generally positive. Inaddition, a significant difference was found to be between the students'attitude levels towards RCAMK course and their gender, class levels, the levelof education of the parents, the success of RCAMK course, students' opinions asto RCAMK course and RCAMK teacher, liking the teaching methods of the RCAMKcourse teacher, the attitude of the RCAMK course teacher towards the students,parents' attitude as to whether they wish their children to receive religiousinformation or not. However; there isno significant difference between the income level of the family, the successof the students in other courses, the state of having religious educationoutside the school, and the attitude towards the course.SummaryThis study was carried out atfour secondary schools located in Bahçelievler Neighbourhood where Alevicitizens densely live. The aim is to examine the attitudes of Alevi studentstowards the Religious Culture and Moral Knowledge (RCAMK) course in terms ofvarious variables. A sample of 184 subjects was taken from the total population(n=1884) by using the “Stratified Sampling” method. The data was collectedusing the “Personal Information Questionnaire”, designed by the researcher and“Religious Culture and Moral Knowledge Attitude Scale”. “RCAMK” consists of 20items and in the study, the Cronbach's Alpha reliability coefficient of the20-item-scale was found to be 0.97. SPSS 16.0 package program was used toanalyze the data and t-test and variance analysis were used to test theresearch problems. Tukey and Tamhane’s T2 tests were used for multiplecomparisons. According to the findings of the research, students generally havepositive attitudes towards the RCAMK course (X=3,4279). In addition, asignificant difference was found to be between the students' attitude levelstowards RCAMK course and their gender, class levels, the level of parentseducation, the success of RCAMK course, students' opinions regarding RCAMK courseand RCAMK teacher, enjoying the teaching methods of the RCAMK course teacher,teacher’s attitude towards the students, parents' attitude as to whether theywish their children to receive religious information or not. However; there is no significant difference betweenthe income level of the family, the success of the students in other courses,the state of having religious education outside the school, and the attitudetowards the course. The details of the findings are as follow:52.2% of the participants werefemale and 47.8% were male. In the context of gender variable; it was foundthat the mean score of the attitude towards the RCAMK course is higher in malestudents (Female X=3,2490, Male X=3,6068). In otherwords, the gender variable has a significant effect on students' attitudestowards the RCAMK course.Students’ attitudes for the RCAMK course varyaccording to the class level. Research findings have revealed that the higherthe grade level is, the lower the students' attitudes for the course become.It has been established that the economic status ofthe families is not an effective factor in the students’ attitude for thecourse. That is to say, according to the families' perception of their economicstatus, there is no difference in the students’ attitudes towards the course.Parent's educationlevel is an important factor in the attitude towards the course. Although itcannot clearly be said that there is a decrease in the students’ attitudes towardsthe course as parents’ education level increases, in the groups withsignificant differentiation, it has been determined that the students whoseparents have a higher education have the lowest attitudes towards the course.There is a positive correlation between the successof the RCAMK course and the attitude for that course. It has been observed thatthe students' attitude for the RCAMK course increases as the success level inthe course gets higher. Students’ attitude in the “very good” group is thehighest.There is no significant relationship between the students’success in other subjects at school and the attitude towards the RCAMK course.However, the students perceiving their achievement in the other subjects at amoderate level have higher attitudes for the course than the ones perceivingtheir success in the other subjects as "good" and "verygood".Another finding is that students enjoying the course havemore positive attitudes. The teacher is an important factor in the students’ attitudetowards the lesson. The results of the research have shown that students wholike RCAMK teachers have more positive attitudes than those who do not like theteachers of the course.The attitude level of the students enjoying teachingmethods of RCAMK course teachers increases in a positive way.The attitude levels of the students thinking theirteachers as "democratic" are more positive than the attitudes of thestudents considering their teachers as "authoritarian" and"indifferent".The affirmative religious attitude of the parentspositively affects the child and his/her negative attitude may negativelyaffect the child's religious attitude. The results of the research haverevealed that the students whose parents wish them to receive religiousinformation have a more positive attitude towards the course than the attitudesof the students whose parents do not wish that.Except for school, no significant difference has beendetermined between the attitudes towards the RCAMK course of the students whohave received religious education in the mosque or cemevi and the students whohave not received religious education. This has been explained by the fact thatthere may be several other factors affecting attitudes.The recommendations presented in accordance with theresearch findings are:1. Investigating the factorsaffecting the decreasing attitudes for RCAMK course as the grade levelincreases,2. Examining the attitudes ofthe Alevi students at the secondary education with respect to RCAMK course, andcomparing the result with these findings.3. Alleviating the concerns ofAlevi citizens about the RCAMK course informing them about the changes made inthe curriculum and course content.4. Ensuring coordination withstakeholders to establish democratic learning environments,5. Conducting studies toincrease the professional competence of RCAMK teachers in the field of Alavismsubjects,6. Taking necessary measuresfor the implementation and extensification of the services provided in themosques in accordance with the pedagogical principles.