Evaluation of the degree of reaching of affective goals at the elementery level in Turkish national education system

This study was designed to understand 8th elementary school students? abilityfor achieving general elementary school level goals according to these students andtheir teachers? point of views. Additionally, value education was evaluated in termsof teachers? perspectives throughout this study. To ascertain students? value systemthe researcher developed various instruments, which are a traditional value scale, ademocratic values scale, a study-work values scale, a scientific values scale and abasic values scale. Also a teacher value scale was developed to examine teachers?opinions about students? value system and value education.The study was carried on the urban district schools of Ankara, Turkey in2002-2003. The participants of this study were 360 8th grade elementary schoolstudents and 44 teachers selected from those districts schools.The data were collected from the teachers and the students by using the studyinstruments. The data obtained were analysed by means of the SPSS (The StatisticalPacket for Social Sciences). As primary data analysis, the frequency and percentileof participants? individual information was defined. Additionally, frequency andpercentile of teachers? activities and tehir opinions about value education werecalculated. İn order to determine the students? values aritmetical means and standartdeviations were used. T-test was employed for two-way comprasions of values andone-way variance analysis was used in order to compare more than two variables.Whether there were significant differences between the options of participants weretested at the level of 0.05. The fallowing results were concluded;1. Gender was not a determining factor for development of students?traditional, study-work, and scientific values.2. Girls developed considerably more democratic and basic values than boysdid.3. Students? socio-economical status did not affect these students? democratic,scientific and basic values development.4. Students? socio-economical status significantly influenced their traditionaland study-work values development. Students who were from high level socio-economical status developed less traditional values than students who were from lowand middle level socio-economical status did. In terms of study-work values,students who were in low level socio-economical status developed less study-workvalues than others did.5. The means of teachers? opinions about students? values were less then thestudents? value scores calculated from the value scales.6. The teachers used mainly teacher-centered and verbal basedcommunication activities for their practices in value education.7. According to the teachers, values taught in the schools were not supportedby the parents and out of school environment. Furthermore, there was nocollaboration between school and parents in value education. In addition to that therewas a significant diffrence between school and parents? objectives about valueeducation.