Gazi university student profile

In this research, to reveal a profile related to the students of Gazi University; the relationship between the different variables like gender, age, type of secondary school they graduated from, type of enrollment with Gazi University (ÖSS, additinal quota, special ability, YÖS, TCS etc.), the city where the parents of these students live, whether the students is the 1st in his secondary school or not, score percetage of ÖSS, ÖSS selection order, whether the family of the students do have a social security or not and academic success grade. Besides, the relationship between the gender, age and selection order of the students which are thought to affect their choice of deparment are studied. In addition, a study of demographic characteristics of these students is pointed out. This research is carried out to support the studies of our university which pays attetion to the scientific studies, by identifying the profiles of the students of Gazi University. The results gathered at the end of this research will shed light on the students to have better idea of their opportunities and handicaps; on the university to know more about their pros and cons and also to better shape the student policies and strategies which are planned to put into action in the future. The findings were collected from 73288 students who enrolled in one the departments of Gazi University within Ankara in 2000-2006. (Depending on the analysis, the number of observation varies.) Ankara units cover 14 faculties, 2 highschools and 5 vocational high schools. In the analysis of the data gathered from the research, statistical analysis of SPSS 13.0, Pearson Correlation Analysis, x2 test, Regression Analysis, Independent t test, Kruskal Wallis H and Mann Whitney U tests were used. In the light of these findings, there are considerable correlations between the following points: students? genders to academic department preference, their ages to academic department preference, the period of discipline penalty to the type of penalty, the type of penalty to their academic preference, the type of penalty to their graduated high schools, their academic departments to their preference order of OSS (*national examination for university entry held once every year), the social security vi of the parents to the academic department preferences. The type of the high schools finished by the faculty students, college students and vocational schools students and their academic success differentiate respectively. The students? major in OSS examination, ages and genders affect their academic success obviously. The placement order of the students at Faculty and Nursery Vocational School has a meaningful correlation with the order of graduations from these institutions but the same case is not valid for vocational school students. The academic success of the students following the morning courses and the evening courses at the faculty or college does not vary very much, but there is a remarkable difference between these morning and evening students at vocational schools. Upon the t-test conducted between the students who entered the university by the first OSS placement and those entered by the late placement, it was found out that there was a remarkable dissimilarity. When the academic success of the students who entered university by OSS examination is compared to those entered by special skills, a considerable difference in their academic success is evident. When the academic grades of the students placed by YOS (*Foreign Student Examination) and TCS (*Turk Republics with Turk and Relative Communities Examination), we do not observe such a big gap. According to the success survey of the students in terms of the city where their parents live, whether the student was the first at the high school and whether their parents have a social security, the students have different level of success from each others. According to the academic success survey at OSS placement examination, the students from faculty and vocational schools have remarkable difference. There is no such difference for Nursery Vocational School students between their OSS preference order and their academic grades. According to the t-test carried out to compare the percentage of the students at OSS examination and their academic success, their academic grades vary considerably. There is a meaningful correlation between the top ten graduates of faculty and Nursery Vocational School and their results at the OSS examination. In the same case, such correlation could not be established for vocational students. There is a close correlation between the top 10 ranking students of faculty and Nursery Vocational School in university entry and their OSS examination results obtained. In the same case, there is no similar correlation between the academic success grades and the OSS points for Nursery Vocational School. The faculty students whose OSS percentage is equal to 10 or less have a slight positive correlation between their OSS points and their academic grades. The vocational school students whose OSS percentage is equal to 10 or less do not have a direct correlation between academic grades and their OSS points. There is considerable correlation between the academic success and the OSS points for those students who achieved to be within the best 10% in their academic grades from faculty and vocational school. Same correlation does not exist for Nursery Vocational students.