Teaching Quality and Accreditation Perceptions of Students Studying at the Faculty of Health Sciences: A Descriptive and Correlational Study

Gülsüm Çonoğlu; Mustafa Süslü; Nisa Nur Yalçınöz; Rümeysa Duyar

Article Details

Teaching Quality and Accreditation Perceptions of Students Studying at the Faculty of Health Sciences: A Descriptive and Correlational Study

Authors:

Gülsüm Çonoğlu | Mustafa Süslü | Nisa Nur Yalçınöz | Rümeysa Duyar

Publisher:

Zonguldak Bulent Ecevit University

Main Topics:

Yükseköğretimde Kalite Güvencesi | Lisans ve Lisansüstü Eğitim Programlarının Akretitasyonu

Journal:

Yükseköğretim ve Bilim Dergisi Vol.15 Issue 1, pp.37-45

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001347481

pISSN:

2146-5959

Keywords:

Abstract:

 Paradigms such as qualified education in the national and international arena, competition increase the value and importance of a universitys education and teaching quality and an accredited program. In this context, it is valuable to obtain the views of students benefiting from these programs on their perceptions of the quality of teaching and accreditation in order to measure the quality of education provided. This research is a descriptive and correlational study conducted to determine the perception levels of teaching quality and accreditation of students studying in a health sciences faculty and to investigate the relationship between the two perceptions. The research sample consisted of 860 students studying at a health sciences faculty in the 2023-2024 academic autumn semester who volunteered to participate in the research. The data of the study were collected using the Introductory Information Form, the University Teaching Quality Perception Scale and the Accreditation Perception Scale. The IBM 25.0 package programme was used for data analysis. The level of significance was accepted as a p-value of less than 0.05. The mean age of the students participating in the study was 20.432.21 years. 84.5 of the students were female, 34.3 were first-year students, 76.5 were Anatolian High School graduates and 42.3 were studying nursing. When the findings regarding the students teaching quality and accreditation perception levels were examined, the lowest mean score was found in the teaching conditions sub-dimension of the the University Teaching Quality Perception Scale 3.36.69, while the highest mean score was found in the teaching staff sub-dimension of the the University Teaching Quality Perception Scale 3.65.66. It was found that there was a weakly positive, significant relationship between the mean scores of the four subscales of the the University Teaching Quality Perception Scale and the mean scores of both subscales of the Accreditation Perception Scale scale p0.05. In addition, it was found that nursing students perception of accreditation was higher than that of students in other departments. As a result of this study, important findings revealed for higher education institutions that do not have institutional or program accreditation andor are preparing for accreditation.

 Paradigms such as qualified education in the national and international arena, competition increase the value and importance of a universitys education and teaching quality and an accredited program. In this context, it is valuable to obtain the views of students benefiting from these programs on their perceptions of the quality of teaching and accreditation in order to measure the quality of education provided. This research is a descriptive and correlational study conducted to determine the perception levels of teaching quality and accreditation of students studying in a health sciences faculty and to investigate the relationship between the two perceptions. The research sample consisted of 860 students studying at a health sciences faculty in the 2023-2024 academic autumn semester who volunteered to participate in the research. The data of the study were collected using the Introductory Information Form, the University Teaching Quality Perception Scale and the Accreditation Perception Scale. The IBM 25.0 package programme was used for data analysis. The level of significance was accepted as a p-value of less than 0.05. The mean age of the students participating in the study was 20.432.21 years. 84.5 of the students were female, 34.3 were first-year students, 76.5 were Anatolian High School graduates and 42.3 were studying nursing. When the findings regarding the students teaching quality and accreditation perception levels were examined, the lowest mean score was found in the teaching conditions sub-dimension of the the University Teaching Quality Perception Scale 3.36.69, while the highest mean score was found in the teaching staff sub-dimension of the the University Teaching Quality Perception Scale 3.65.66. It was found that there was a weakly positive, significant relationship between the mean scores of the four subscales of the the University Teaching Quality Perception Scale and the mean scores of both subscales of the Accreditation Perception Scale scale p0.05. In addition, it was found that nursing students perception of accreditation was higher than that of students in other departments. As a result of this study, important findings revealed for higher education institutions that do not have institutional or program accreditation andor are preparing for accreditation.

 Paradigms such as qualified education in the national and international arena, competition increase the value and importance of a universitys education and teaching quality and an accredited program. In this context, it is valuable to obtain the views of students benefiting from these programs on their perceptions of the quality of teaching and accreditation in order to measure the quality of education provided. This research is a descriptive and correlational study conducted to determine the perception levels of teaching quality and accreditation of students studying in a health sciences faculty and to investigate the relationship between the two perceptions. The research sample consisted of 860 students studying at a health sciences faculty in the 2023-2024 academic autumn semester who volunteered to participate in the research. The data of the study were collected using the Introductory Information Form, the University Teaching Quality Perception Scale and the Accreditation Perception Scale. The IBM 25.0 package programme was used for data analysis. The level of significance was accepted as a p-value of less than 0.05. The mean age of the students participating in the study was 20.432.21 years. 84.5 of the students were female, 34.3 were first-year students, 76.5 were Anatolian High School graduates and 42.3 were studying nursing. When the findings regarding the students teaching quality and accreditation perception levels were examined, the lowest mean score was found in the teaching conditions sub-dimension of the the University Teaching Quality Perception Scale 3.36.69, while the highest mean score was found in the teaching staff sub-dimension of the the University Teaching Quality Perception Scale 3.65.66. It was found that there was a weakly positive, significant relationship between the mean scores of the four subscales of the the University Teaching Quality Perception Scale and the mean scores of both subscales of the Accreditation Perception Scale scale p0.05. In addition, it was found that nursing students perception of accreditation was higher than that of students in other departments. As a result of this study, important findings revealed for higher education institutions that do not have institutional or program accreditation andor are preparing for accreditation.

 Ulusal ve uluslararası alanda nitelikli eğitim, rekabet gibi paradigmalar bir üniversitenin eğitim-öğretim kalitesinin ve bir akredite programın değerini ve önemini artırmaktadır. Bu bağlamda, bu programlardan yararlanan öğrencilerin, verilen eğitimin niteliğini ölçmek için öğretimin kalitesi ve akreditasyon algılarına ilişkin görüşlerinin alınması değerlidir. Bu araştırma, bir sağlık bilimleri fakültesinde öğrenim gören öğrencilerin öğretim kalitesi ve akreditasyon algı düzeylerini belirlemek ve iki algı arasındaki ilişkiyi araştırmak amacıyla yapılan tanımlayıcı ve ilişki arayıcı tipte bir çalışmadır. Araştırmanın örneklemini, 2023-2024 eğitim öğretim güz döneminde bir sağlık bilimleri fakültesinde öğrenim gören ve araştırmaya katılmaya gönüllü olan 860 öğrenci oluşturmuştur. Araştırmanın verileri Tanıtıcı Bilgi Formu, Üniversite Öğretim Kalitesi Algısı Ölçeği ve Akreditasyon Algısı Ölçeği kullanılarak toplanmıştır. Verilerin analizinde IBM 25.0 paket programı kullanılmıştır. Anlamlılık düzeyi 0.05ten küçük p değerleri olarak kabul edilmiştir. Araştırmaya katılan öğrencilerin yaş ortalaması 20.432.21dir. Öğrencilerin 84.5i kadın, 34.3ü birinci sınıf, 76.5i Anadolu Lisesinden mezunu olup, 42.3ü Hemşirelik bölümünde öğrenim görmektedir. Öğrencilerin öğretim kalitesi ve akreditasyon algısı düzeylerine ilişkin bulguları incelendiğinde; en düşük puan ortalaması Üniversite Öğretim Kalitesi Algısı Ölçeğinin Öğretim Koşulları alt boyutunda 3.36.69 iken, en yüksek puan ortalaması Üniversite Öğretim Kalitesi Algısı Ölçeğinin Öğretim Elemanları alt boyutunda 3.65.66 bulunmuştur. Üniversite Öğretim Kalitesi Algısı Ölçeği dört alt boyutunun puan ortalamaları ile Akreditasyon Algısı Ölçeğinin her iki alt boyutunun puan ortalamaları arasında pozitif yönde zayıf güçte anlamlı bir ilişki olduğu bulunmuştur p0.05. Ayrıca, hemşirelik bölümü öğrencilerinin diğer bölümlerdeki öğrencilere göre akreditasyon algı düzeyleri daha yüksek bulunmuştur. Bu çalışmanın sonucunda kurumsal ya da program akreditasyonuna sahip olmayan veveya akredite olma hazırlığı yapan yükseköğretim kurumları için önemli bulgular ortaya konmuştur.

Article Details

Teaching Quality and Accreditation Perceptions of Students Studying at the Faculty of Health Sciences: A Descriptive and Correlational Study

Authors:

Gülsüm Çonoğlu | Mustafa Süslü | Nisa Nur Yalçınöz | Rümeysa Duyar

Publisher:

Zonguldak Bulent Ecevit University

Main Topics:

Yükseköğretimde Kalite Güvencesi | Lisans ve Lisansüstü Eğitim Programlarının Akretitasyonu

Journal:

Yükseköğretim ve Bilim Dergisi Vol.15 Issue 1, pp.37-45

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001347481

pISSN:

2146-5959

accreditation

curriculum

quality in higher education

quality perceptionakreditasyon

eğitim programı

kalite algısı

yükseköğretimde kalite

Issues

Article Details

Authors: Gülsüm Çonoğlu | Mustafa Süslü | Nisa Nur Yalçınöz | Rümeysa Duyar

Publisher: Zonguldak Bulent Ecevit University

Main Topics: Yükseköğretimde Kalite Güvencesi | Lisans ve Lisansüstü Eğitim Programlarının Akretitasyonu

Journal: Yükseköğretim ve Bilim Dergisi Vol.15 Issue 1, pp.37-45

Document Type: Article

Publication Date: 4/2025

Document Language: Turkish

Document ID (Org No.): 2001347481

pISSN: 2146-5959

Issues

Authors:

Gülsüm Çonoğlu | Mustafa Süslü | Nisa Nur Yalçınöz | Rümeysa Duyar

Publisher:

Zonguldak Bulent Ecevit University

Main Topics:

Yükseköğretimde Kalite Güvencesi | Lisans ve Lisansüstü Eğitim Programlarının Akretitasyonu

Journal:

Yükseköğretim ve Bilim Dergisi Vol.15 Issue 1, pp.37-45

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001347481

pISSN:

2146-5959