Özet:

The Memorization of the Qur'an (Hafızlık) began with the encouragement of the Prophet to his companions and today it is a part of religious education by institutionalizing and continuing its existence. In our world, the education of the Qur’an memorization continues in boarding schools and day courses affiliated to the Presidency of Religious Affairs and has an important place in the society. In the present day, hundreds of students in Qur’an Courses graduate by completing the memorization. This education is carried out within the framework of the programs determined by the Presidency of Religious Affairs. In this process, there are some problems such as the lack of implementation of educational programs, the physical deficiencies of the Qur'an courses, the inadequacy of the instructors, the excessive expectations of the students from the course and the instructors, the inability of the prepared programs to meet the local needs. On the other hand, academic studies conducted in line with the opinions of students and instructors on the subject include suggestions aimed at detecting problems and increasing the quality of the education of the memorization. However, no study has been done from the perspective of the students who dropped out of the course, and therefore, there was a need for research in this area. In the study, the reasons affecting the process of the course dropouts are examined from the perspective of the individuals who started education in the Qur'an courses that provide hafız education but left it without completing the memorization of Qur’an, and the instructors who gave education in these courses. The concept of “course dropouts” has not been used in the literature until now, and this concept has been tried to be produced by being inspired by the concept of school dropout. In this context, it is thought that the concept of dropout in Qur'an course can be defined as the students’ dropout of the courses who started to the Qur'an courses to become hafız and start the education then leave the course for various reasons. This study, which is prepared with a qualitative method, aims to reveal the reasons for leaving the course. The study group of the research consists of individuals who left the boarding Qur'an course affiliated to the Presidency of Religious Affairs in Turkey and the instructors who teach in these courses. In the sample, face-to-face interviews were conducted with eighteen individuals who dropped out Qur'an course and six Qur'an course teachers. A semi-structured interview form was used in the interviews. Content analysis was used in the data analysis of the research. In the study, firstly, the audio recordings of the obtained data were listened to and transcribed without any changes. The themes and categories were determined by reading and reviewing the data obtained over and over again, taking into account the questions in the form. The created categories were reviewed and similar contents were gathered under the same heading. The reasons for leaving the Qur'an course, which is the main problem of the study, are classified under the themes of instructor-based, student-based, course-based and family-based in line with the opinions of the participants. Teacher changes, punishments given by the instructors, and lack of guidance can be listed as the problems arising from the teacher. There are also some situations originating from the students, and they are classified as failure, peer influence, adolescence and advanced age problems. Some problems arising from the courses result in dropouts as well. When we look at these, the students construe that the course life is routine and boring. The problems arising from the family are family pressure, deterioration of family integrity and marriage. When the interviews with individuals and teachers who left the Qur'an course are examined, it is seen that leaving the Qur'an course happens due to some problems, there are many reasons that led the student to this process, and suggestions are presented.

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