Evaluation of secondary school students (5th grade) views on learning and studying responsibility

The purpose of this study is to evaluate the views of secondary school students about the responsibility of learning and studying. In the research, exploratory design was used from mixed method designs. The population of the research consists of 1385 students studying in 10 secondary schools in the central district of Bartin province. The research was conducted with 1138 students and was reached 82.17 % of the target population. As a quantitative data collection tool, learning and studying responsibility scale consisting of a total of 18 items, 9 items of the study responsibility sub-dimension and 9 items of the study responsibility sub-dimension, were used. In the qualitative part of the study, case study design was used and the current situation regarding student opinions was tried to be revealed. 13 students who are selected thorough easily accessible sampling method from secondary schools in the the population of the research consist the qualitative study group of the study. As a qualitative data collection tool, semi-structured interview form consisting of 6 items including learning responsibility and study responsibility sub-dimensions was used. The semi-structured interview form was developed by one professor and two teachers and it was developed by reviewing its suitability for the purpose. The data of the interviews were analyzed with descriptive analysis technique. Quantitative and qualitative data were presented sequentially in the conclusion and discussion section, evaluation and comments were made. Recommendations are presented under two headings to be on related research and researchers. The findings obtained from the research overlap with the point that female students have more responsibility for learning and studying than male students. Learning responsibility and studying responsibility differed from school to school. The activities of the students at home were mostly focused on doing homework, reading books, revising subjects, and solving tests. It was seen that the students showed responsibility for doing homework, they did their homework frequently, and the reasons for doing homework were listed in order to learn more, to see it as their responsibility and not to take low grade. In the students' expressions, the reason for coming before of the lesson from the game was due to their belief in having a good profession. It was seen that from the views of the students, the students had a desire to learn and they liked to learn many new things, to learn and to increase their school success. When the homework was not done, the most common ailments were sadness, hesitation from teacher, anxiety of humiliation, anxiety of failure, anxiety, inability to sleep and feeling of responsibility. While students are not forced to study by their parents, the parents are the most supportive of them in terms of lesson monitoring and control. While studying, the most preferred strategies are focused on repetition and writing. The opinions are that most of the students take regular notes and their reasons are listed as remembering / understanding well and exams / lessons. The reasons for not taking notes are listed as dislike / fatigue, boredom, not needing to write. At the point of giving responsibility to children at home, it should be acted without discriminating between boys and girls and the responsibility of learning and studying should be increased in boys. Studies should be planned to support the responsibility for learning and studying at home. The practices in the schools must be emphasised to lead to student to do their homework with a sincere motivation, not to avoid the teacher. Students should be directed to planned study without being deprived of the game, and non-responsible students should be given responsibility even if they take small steps. Responsible students should be supported to increase their success by continuing the lesson follow-up. Students should be motivated to keep a regular note.