22 SES 04 F JS, Joint Session NW 03 with NW 22
Paper Session Joint Session NW 03 with NW 22
The purpose of the research was to explore the effect of international high school programme on later achievement and development of university students in Turkey. There are different curricula used in international education, the most common in Turkey is the Diploma Programme (DP) of the International Baccalaureate Organisation (IBO). The number of national and international schools that apply to DP has increased rapidly in Turkey. The problem this study attempts to tackle is how the combination of international and national curricula helps Turkish students prepare for university education. There are studies that compare national and international programs by exploring the views of Turkish students, teachers or administrators, but the number of these studies is limited (Bora, 2010; Çam Aktaş, 2013; Demirer, 2002).
Some private schools started to offer the International Baccalaureate Diploma Programme (IBDP) as an add-on program to national high school programme. This created new models and opportunities for high schools in Turkey, and soon other private schools and one public school started to show interest in IBDP. As a part of the study, the academic performance and skills of students who have followed the national high school programme (non-IBDP graduates) and IBDP was compared to students who have followed only the national high school programme. Furthermore, students’ perceptions of their overall preparedness for the college were investigated.
The research questions are listed below:
1. How does university academic performance compare between IBDP graduates and non-IBDP graduates?
a. university cumulative grade point average (cGPA)
b. individual subject grades
c. graduation rates
2. How do the skills compare between IBDP graduates and non-IBDP graduates?
a. sense of belonging
b. critical thinking
c. time management
3. How do IBDP graduates perceive the IB prepared them for university and how do these perceptions differ between IBDP graduates and non-IBDP graduates?
a. sense of belonging
b. critical thinking
c. academic preparation
d. time management
Ayas, A. Aydın, E., & Çorlu, M. S. (2013). Mathematics and science assessment in the Turkish educational system. An overview. Middle Grades Research Journal, 8(2). Bora, N. (2010). Uluslararası bakalorya diploma programının (IB) öğretmen ve öğrencilerin iklimi ile ilgili algıları üzerindeki etkisi (Master’s thesis). Britton, B. and Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge. Çam Aktaş, B. (2013). Ortaöğretimde ulusal bakalorya programı ile ulusal programdaki anadil öğretimi derslerinin eleştriel düşünme becerileri açısından karşılaştırılması (Doctoral dissertation). Demirer, V. (2002). Uluslararası bakalorya (IB) programı uygulayan özel okullarda çalışan öğretmenlerin bu programa karşı olan tutumlarının iş tatminlerine yansıması (Master’s thesis). Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79-90. OECD-Organisation for Economic Co-operation and Development. (2010). Economic policy reforms: going for growth. Retrieved from http://www.oecd.org/turkey/44652674.pdf Öztürk, İ. H. (2011) Curriculum reform and teacher autonomy in Turkey: The case of the history teaching. International Journal of Instruction, 4(2), 113-128. SHL. (2005). Management and Graduate Item Bank 1-4. Surrey: SHL.
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