Middle school teachers and students opinions on skill-based questions: A mixed methods research

This research examines the opinions of secondary school teachers and students regarding skill-based questions. In the qualitative dimension of the research, teachers' opinions about skill-based questions regarding students' learning experience, success, integration into teaching processes and suitability of the curriculum were examined. In the quantitative dimension, students' opinions on skill-based questions were examined according to variables such as gender, grade level, place of residence, frequency of reading books and frequency of reference book use. The research was conducted using an exploratory design, which is a mixed method. In the qualitative section, interviews were conducted with teachers using the phenomenological design, and in the quantitative section, a scale was applied to the students using the survey model. The population of the research consisted of teachers and students in secondary schools in Malatya. 20 teachers were selected as samples for the qualitative section and 2294 students for the quantitative section. As data collection tools, 'Teacher Interview Form on Skill-Based Questions' was used with the teachers, and 'Student Opinions Scale on Skill-Based Questions' was used with explanations. The qualitative data of the study were analyzed using descriptive analysis and the quantitative data were analyzed using SPSS, and since the assumption of normality could not be met, non-parametric tests were preferred.. The findings are presented using descriptive analysis and statistical tests to understand teachers' and students' views on skill-based questions. In the research evaluating the effect of skill-based questions on factors such as students' learning experience, success, integration into teaching processes and suitability for the curriculum, it is seen that students find these questions difficult and negatively affect their motivation. In the findings evaluating the impact on student success, the importance of students having basic skills such as reading comprehension skills in order to solve such questions is emphasized. In addition, it has been stated that these questions nourish and develop students' skills, and especially contribute to their reading comprehension skills. The findings examined in terms of integration into teaching processes and suitability to the curriculum are that educators want to use such questions frequently in their lessons, but factors such as physical conditions and lesson durations make this integration difficult. Regarding compatibility with the curriculum, it was stated that skills-based questions are compatible with the aims of the Ministry of Education curriculum, but it is a deficiency that the textbooks do not have content supporting these questions. According to the findings regarding the gender variable in the quantitative dimension of the research, it was observed that female students exhibited a more positive attitude towards skills-based questions and that these questions were less challenging, more motivating, more effective and more functional for them. Similarly, in the findings regarding the grade level variable, it was determined that students at lower grade levels approached such questions more positively and found these questions less challenging. The analyzes show that students studying in the city center and district center and students who read books more frequently view skill-based questions more positively and find such questions less challenging.