The affective readiness of the students at the faculty of theology towards reading the Quran and Tajwid Courses Kastamonu example)

The question of "What is the level of affective readiness of the students of the faculty of Theology at Kastamonu University for reading Quran and Tajweed lesson" forms the main problem of this study. In the first phase of forming Affective Readiness Scale (ARS), which is intended to be developed in accordance with the purpose of the study, a 40-item ARS was formed consisting of "motivation, willingness, anxiety" sub-dimension in accordance with field survey and 7 different expert opinions. Within the scope of the pilot application, a ARS questionnaire study was conducted with 200 developed students of Kastamonu University Faculty of Theology who were selected by "proportional element sampling method". SPSS 22 program was used in the analysis of the obtained data, and the validity reliability analysis (AFA-DFA) of the scale was performed to provide the desired structure in the scale. As the model of the research; of the descriptive research methods, "the general screening model" was used. The study group was formed by taking the "proportional element sampling" method from the sampling types in the selection of the studying universe. The study group consisted of 133 students from Kastamonu University Faculty of Theology, preparatory class students, 128 from 2nd grade students, 125 from 3rd grade students, and 140 from 4th grade students. In the 2018-2019 Fall semester, the study group of the Faculty of Theology of Kastamonu University was conducted with the ARS developed within the scope of the research. Statistical analysis and analysis of the obtained quantitative data were made with SPSS 22 program and the following findings were reached. When the motivation, willingness and anxiety levels of the study group in terms of the variables of motivation, willingness and anxiety towards The Quran and Tajweed courses are examined, there is a strong positive correlation between motivation willingness (r = 732), a weak negative between motivation and anxiety (r =-, 276), a moderately negative between willingness and anxiety (r =-, 376). Class variable is above motivation, willingness and anxiety; that memory education is above willingness and anxiety; another variable, which is taking a private course, has an effect on motivation, willingness and self-esteem. While the motivation, willingness and anxiety variables related to work life were only effected on anxiety, the age variable was found to have an effect on motivation, willingness and anxiety.