Özet:

Asking for help, a self-regulating strategy, is one of the problem-solving skills that students need to deal with in their learning process. Therefore, this strategy directly affects the student’s active participation in learning processes. It is inevitable that a student who has not received the support or assistance he wants fails in the learning process. The objective of the current research that takes into account the needs of students is to investigate whether high school students, the levels of seeking assistance in the learning process; gender, class level, parent-educational status, the state of taking or not taking special lessons from any class, the priority order of whom they will ask for assistance varies or not. The research in the visual scan model, in the districts of Fatih, Şişli and Beyoğlu of Istanbul, 2018/2019 educational year, was carried out with the participation of a total of 1299 students, including 676 women (52,04) and 623 men (47,96) who continued their studies in the secondary and eighth classes of seven public schools. The data of the research was collected with the personal information form created by the researchers and the scale of asking for help in the learning process. The research data was analyzed with the SPSS 24.0 program. The analysis was carried out with reliability analysis, independent sample t test for normal distribution, one-way ANOVA variance analysis, Mann-Whitney U test, which is the non-parametric correspondence of the t test for non-normal distribution. Regression analysis has been used to determine their relationships according to the priority order of the students with the order of the people they will receive assistance. According to the research findings, the level of request for assistance in the learning process of high school students shows a significant difference according to gender, class, number of brothers and sisters, the mother’s educational status, the state of receipt of special lessons and the state of priority in requesting assistance. Nevertheless, the levels of seeking help in the learning process of students do not differ significantly according to the father’s educational status and the mother’s working status.

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