Evaluation of the views of the secondary school students, teachers and administrators on the factors affecting the student success by pareto analysis

This research is a quantitative study that aims to reveal the views of administrators, teachers and students regarding the factors affecting the success of students at the secondary school level, perceptions of success, the factors affecting success, classifying these items by Pareto Analysis method and separating them according to their importance and obtaining up-to-date solutions for success. The target population of the study is the students studying in the public secondary schools in Etimesgut and Sincan districts of Ankara, the branch teachers and administrators working. Since it is not possible to reach the entire target population, cluster sampling was used. In cluster sampling, samples were taken from each cluster to represent the universe. While taking samples from each cluster, the participants were randomly selected. Accordingly, 450 students and branch teachers and 50 school administrators were reached. A semi-structured interview form developed by the author and the consultant was used as the data collection tool. Student, teacher and administrator views on student success were classified in the prioritized fishbone diagram and then analyzed with Pareto Analysis. When the 80% part of the Pareto Analysis that dyeing the perceptions of success of students, teachers and administrators is examined; the goals, efforts, motivation and academic success achieved are common and "1. It is seen that it constitutes the "Priority Perceptions of Achievement" class. When the results of examining the book of sharing the student achievement book according to the students, teachers and administrators are examined; study, family support, motivation, positive school climate, teacher interests "1. It is seen that it constitutes the "Priority Factors" group. In the remaining 20% or "2. He sees that in the "Priority Factors" and "3rd Priority Factors" classes, sufficient self-regulation skills, items related to the right technology and physical objects emerged. The student success question of all groups was answered, the question answering the question answering the question was answered. For example; While family interest was a positive common factor for all groups, family disinterest was again a common negative factor for all groups. The negative factor comments of all groups except indifference to the family, "1. It is observed that the factors related to the "Priority Factors" or the deficiencies in the self-regulation skills of the class with 80% slice, negative friend, negative use of technology are combined. In the remaining 20% or "2. Priority Factors "and" 3. In the "Priority Factors" class, all groups; It was determined that he expressed a common opinion on problems with teachers, negative school climate and health problems. The 1664 solution proposals obtained in the solution proposals were classified and discussed under the themes of education system, family, economy, technology, students, and environment.