Measuring The Attitudes Of Secondary School Students Towards Turkish Language With Regard To Various Variables

This study aims to study the factor structure of Attitude towards Turkish Language Lesson Scale included in Primary School Turkish Language Lesson (6th, 7th, 8th Grades) Teaching Curriculum (2006) and to measure the attitudes of secondary school students towards Turkish Language with regard to various variables. Study group of this causal-comperative research consisted of 752 secondary-school students attending schools selected from different districts of Hatay province. Conclusions of this study: It was found that Attitude towards Turkish Language Lesson Scale included in Primary School Turkish Language Lesson (6th, 7th, 8th Grades) Teaching Curriculum had a two-factor structure in 16 items, explaining 49% of the total variance. It was also found that most of (59,9 %) secondary school students’ attitude towards Turkish Language lesson was positive. The female students’ attitude towards Turkish Language lesson was more positive compared to the boys. The 5th grade students had more positive attitudes (74,1% positive) towards Turkish Language lesson when compared to the 6th , 7th and 8th graders. Educational background of parents did not cause a significant difference. Attitude towards Turkish Language lesson of students, who kept diaries, was more positive compared to the ones who did not. Attitude towards Turkish Language lesson of students who read 1 to 3 books other than schoolbooks within the last year was lower compared to those who read 4 to 15 books. Attitude towards Turkish Language lesson of students who had positive evaluations about themselves was more positive compared to those who had negative evaluations. It was found that the students who always made Turkish Language lesson homeworks had more positive attitude.