The evaluation of the views of secondary school 8 th year student on citizenship consciousness in the context of right, responsibility and participation using Hammond's model

The aim of citizenship education is to raise good citizens who are aware of citizenship, including taking action on knowledge, skills, values and attitudes, covering all aspects of citizenship (identity, rights, responsibilities, participation). The responsibility for raising good citizens rests with the family, the school and the community as well. In addition to this, governments have tended to secure their own future by placing this responsibility on schools. Citizenship education has been and continues to be one of the main issues of both states and communities such as the European Union and educators as well. In the literature, there are many researches on the philosophical, sociological and legal aspects of citizenship, as well as many studies on the knowledge, concepts, teaching materials, learning-teaching methods of citizenship education. However, research on citizenship awareness covering all aspects of citizenship is scarce. In this context, the aim of this study is to evaluate the views of 8th grade students about citizenship awareness in terms of rights, responsibilities and participation with the help of Hammond model. In the research, mixed method -where quantitative and qualitative data were used together- and Hammond Evaluation Cube Model was used as a program evaluation model. For the collection of quantitative data 634 students were reached while 54 eighth grade students were reached for the collection of qualitative data. The data for the study were collected with personal information form, Citizenship Awareness Scale, interview and scenario texts form. SPSS 21.0 and AMOS 23.0 programs were used in the analysis of quantitative data and statistical calculations were performed. For the analysis of qualitative data, content analysis method was preferred. Findings of the study suggest that the mean for the Citizenship Awareness Scale was "very high", the students had higher level of awareness towards fulfilling their responsibilities, there was a significant difference in the views of girls and boys regarding the dimensions of rights, responsibilities and participation which are sub-dimensions of citizenship awareness, there is a significant difference in favour of the students studying in the city centre, and there is no significant difference according to level of parental education and location of school variables. A student who feels belonging and loyalty to the Republic of Turkey has been described as a good citizen, who fulfils the responsibilities of citizenship such as following the rules, paying taxes, voting in elections, who is benevolent, patriotic, righteous, sensitive to his environment, highly attached to his country, who solves problems through peaceful methods, knows and protect his rights, and respect people. According to the students, his responsibilities are one of the most important things that a responsible citizen should know and perform. As the results of the study suggest, it has been found out that students' citizenship awareness status has low and negative relation with gender; low and positive relation with rights and family participation; a moderate and positive relation with the fulfilment of responsibilities and participation at school according to the correlation values. In the research, it was revealed that participants perceive the concept of rights as liberties that have limits either possessed inherently or acquired later on, their responsibilities as performing the duties, and participation as expressing their opinion. In addition, when the results of the study examined it has been observed that students do not have the knowledge, skills and values to claim their rights, think that it is important to help people and animals, fulfilling the responsibilities in the family, school and workplace, consider voting in the elections as an important citizenship duty, may exhibit behaviour of helping people abroad when needed, and have difficulty in giving explanations and examples about the dimension of participation. According to the results of the study, it can been suggested that comprehensive and participatory research on this issue can be done in Turkey, it is necessary to provide students with in-and-out-of-class learning opportunities which are based on authentic tasks to foster their sense of rights, responsibility, and participation which are parts of citizenship.