Thesis Type: Postgraduate
Institution Of The Thesis: Middle East Technical University, Faculty of Education, Department of Educational Sciences, Turkey
Approval Date: 2019
Student: Azer Güzeldereli
Supervisor: HANİFE AKARAbstract:
The purpose of the study was to reveal to what extent the English Preparatory Program students in a state university perceived themselves empowered and to find out whether their empowerment perceptions differed regarding their gender and achievement. Additionally, the study aimed to explore the factors enabling student empowerment and the barriers to it from students’ perspective. The study attempted to shed light on what kind of actions could be taken through curricular and extra-curricular activities to improve students’ empowerment perceptions. For this purpose, a cross-sectional survey research design was employed through “Student Empowerment Questionnaire” (SEQ) developed by the researcher. The Cronbach’s Alpha for the whole scale was found .91 while the reliability coefficients for each subscale ranged between .75 and .94. The questionnaire was administered to 366 students in cluster randomly selected classes at an English Preparatory Program. The findings indicated a ‘moderate’ empowerment level based on the students’ overall mean scores obtained from SEQ. Regarding gender, there was not a statistically difference between the overall SEQ mean scores of males and females. However, students’ overall empowerment mean scores differed significantly among achievement groups. In the subscales of SEQ, only achievement variable had a significant effect on Choice, Impact and Academic Self-efficacy. The content analysis results regarding the enablers and barriers of student empowerment, the themes of ‘teacher-student relations’ and ‘instruction’ were identified as the current enablers while the themes of school location, school administration, teachers, curricular and extra-curricular activities and resources were stated as the current barriers.