Examination of instructional procedures and learning resources within the context of european union higher education quality indicators (The sample of Gaziantep University)

The purpose of the present study is to determine whether there is a significant relationship between the level of academic achievement of B. A. students in Gaziantep University and the quality of teaching process and learning resources of their higher education institution in 2014-2015 educational year in line with the European Union higher education institutions student-centered quality indicators. In this respect, after obtaining a variety of demographic findings, students' perceptions about the following sub-dimensions were determined: Integration and teaching processes, career guidance services, library facilities and services, communication with the faculty administration and the academics, students' registrar's office, physical learning conditions, campus life, research activities, assessment and evaluation and course contents. The study was designed in the correlational survey model and its data were obtained by applying the scale to randomly selected 796 students. In data analysis, SPSS 20 program was used and the following parametric analyses were applied to the data set showing normal distribution: Independent Samples T Test, multivariate analysis of variance and Multiple Linear Regression and .05 was accepted as the significance level. According to research findings, the participants expressed their opinions in neutral way regarding the teaching process and learning resources in their higher education institution; their views differed significantly in some of the sub-dimensions according to their gender and in all of the sub-dimensions according to faculty they study; the 4 sub-dimensions - career guidance services, teaching processes, campus life and exam expectations - were found to predict about %15 of students' academic grades. In this respect, it is extrapolated that some variables related to the teaching process and learning resources in higher education institutions have a significant role in student achievement. The findings and results were discussed in parallel with similar researches in the literature and some recommendations were taken place in this respect. Key Words: European Union, higher education, quality indicators, student-centered quality, student achievement.