Değer tercihleri ve öğrenme stilleri arasındaki ilişkinin incelenmesi
Küçük Resim Yok
Tarih
2009
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, eğitim fakültesinde öğrenim görmekte olan üniversite öğrencilerinin değer tercihleri ile öğrenme stilleri arasındaki ilişkinin incelenmesidir. Araştırmanın yöntem kısmında, araştırmanın felsefesi, modeli, örneklemi, verilenlerin toplanması ve verilerin çözümlenmesi üzerinde durulmuştur. Araştırma veri bağlamında nicel bir paradigmaya sahiptir. Çalışmada, ilişkisel tarama modeli kullanılmıştır. Örneklem olarak zaman, maddiyat ve çaba sarf etme etkenleri ile ilgili tasarruf amacıyla uygun amaçlı örneklem kullanılmıştır. Araştırmanın örneklemini belirlerken, tesadüfî küme örnekleme yöntemi seçilmiştir. Bu araştırmanın evreni, 2008–2009 öğretim yılında Selçuk Üniversitesi Eğitim Fakültesi’nde öğrenim görmekte olan üniversite öğrencilerinden oluşmaktadır. Araştırmanın örneklemi ise, eğitim fakültesinde öğrenim gören 293 üniversite öğrencisinden oluşmaktadır. Araştırmalarda genel olarak mülakatlar, açık uçlu ve Likert ölçekli anketler olmak üzere üç tür veri toplama yöntemi kullanılmaktadır. Bu bağlamda araştırma verileri öğrenme stilleri ölçeği (Otrar, 2008), Schwartz Değerler Listesi (1992) ve kişisel bilgi formu kullanılarak toplanmıştır. Araştırmada veriler toplandıktan sonra, araştırmanın amacı doğrultusunda; her iki ölçeğe ait alt boyutlardan elde edilen puanlara göre Pearson Momentler Çarpımı Korelâsyon katsayıları hesaplanmış, öğrenme stillerinin değeri açıklama ve yordama gücünün belirlenmesinde çoklu regresyon analizi yapılmıştır. Araştırma sonucunda, öğrenme stilleri alt boyutları ile değerler ölçeği alt boyutları arasında anlamlı bir ilişkinin bulunduğu görülmektedir.
This study aims to investigate the relationship between value preferences and learning styles of university students registered at a faculty of education. The methods section of the paper outlines the research approach, model, sample, data collection and data analysis. The research belongs to the quantitative paradigm in terms of the nature of data. Relational survey model was employed as the research method. Sample of the study was chosen based on convenience purposeful sampling which aims to economise on time, money and effort (Patton, 1990). The sampling method used in this study was random cluster sampling. The population of the study consisted of university degree students registered at Selçuk University Education Faculty in the 2008-2009 academic year. The sample drawn from the population consisted of 293 university students registered at the education faculty. Three main types of data collection methods are generally widely employed in research; which are interviews, open-ended questionnaires and Likert type questionnaires. Likert type questionnaires were used for data collection in the current study. These were a learning styles inventory (Otrar, 2008), Schwartz Values List (1992) and a personal information form. After the data collection, in line with the research aims, Pearson Product Moments correlation coefficients were calculated for the scores obtained from sub-dimensions of both scales. Multiple Regression analysis was carried out to determine how well learning styles can explain and predict values. Learning styles are defined as “cognitive, affective and psychological personal characteristics which are stable indicators of how learners perceive the learning environment, how they interact with it and how they react to it (Keefe, 1979;cited in: Park, 2001). Learning styles involve many sociological, cognitive and affective elements entirely based on character (Tai, 1999). People’s learning varies in relation to variables such as their motivation, interest in learning, value judgements and self-confidence. These constitute the affective dimension of learning styles (Snyder 1997). It has been mentioned above that learning styles are related to different variables. Thus, what is relevant here is the concept of values which is another variable of this study. The teaching of values and morals addresses the affective domain and targets attitudinal change in students. Therefore, it has a different structure than the lessons that address the cognitive domain. In order to realise attitudinal change it is crucial for the learner to internalise the information provided. This is related to the processes of acceptance, appropriation and possession of information (Yılmaz, 2007). Values are not unilateral and one-to-one in interpersonal relationships (Aydın, 2003). Thus, it is possible to relate values to people’s already existent or re-acquired behaviours. Values appear as criteria in an individual’s thoughts, attitudes, behaviours and work and constitute an integral element of societal coherence (Durmuş, 1996). Within this perspective, values also contribute to the formation of people’s personality. All actions of the individual are either directly or indirectly manipulated by values. As part of this process, the significance of values in one’s learning is an undeniable fact. Based on the results of this study, the findings about the relationship between students’ value preferences and learning styles are discussed. However, a limited number of previous studies were found in the literature either in relation to the sample or to the data collection tools. Therefore, some of the literature in the field was integrated in the discussion. The findings of this study indicated that there is a significant relationship between the sub-dimensions of learning styles scale and values scale and also that learning styles predict values significantly.
This study aims to investigate the relationship between value preferences and learning styles of university students registered at a faculty of education. The methods section of the paper outlines the research approach, model, sample, data collection and data analysis. The research belongs to the quantitative paradigm in terms of the nature of data. Relational survey model was employed as the research method. Sample of the study was chosen based on convenience purposeful sampling which aims to economise on time, money and effort (Patton, 1990). The sampling method used in this study was random cluster sampling. The population of the study consisted of university degree students registered at Selçuk University Education Faculty in the 2008-2009 academic year. The sample drawn from the population consisted of 293 university students registered at the education faculty. Three main types of data collection methods are generally widely employed in research; which are interviews, open-ended questionnaires and Likert type questionnaires. Likert type questionnaires were used for data collection in the current study. These were a learning styles inventory (Otrar, 2008), Schwartz Values List (1992) and a personal information form. After the data collection, in line with the research aims, Pearson Product Moments correlation coefficients were calculated for the scores obtained from sub-dimensions of both scales. Multiple Regression analysis was carried out to determine how well learning styles can explain and predict values. Learning styles are defined as “cognitive, affective and psychological personal characteristics which are stable indicators of how learners perceive the learning environment, how they interact with it and how they react to it (Keefe, 1979;cited in: Park, 2001). Learning styles involve many sociological, cognitive and affective elements entirely based on character (Tai, 1999). People’s learning varies in relation to variables such as their motivation, interest in learning, value judgements and self-confidence. These constitute the affective dimension of learning styles (Snyder 1997). It has been mentioned above that learning styles are related to different variables. Thus, what is relevant here is the concept of values which is another variable of this study. The teaching of values and morals addresses the affective domain and targets attitudinal change in students. Therefore, it has a different structure than the lessons that address the cognitive domain. In order to realise attitudinal change it is crucial for the learner to internalise the information provided. This is related to the processes of acceptance, appropriation and possession of information (Yılmaz, 2007). Values are not unilateral and one-to-one in interpersonal relationships (Aydın, 2003). Thus, it is possible to relate values to people’s already existent or re-acquired behaviours. Values appear as criteria in an individual’s thoughts, attitudes, behaviours and work and constitute an integral element of societal coherence (Durmuş, 1996). Within this perspective, values also contribute to the formation of people’s personality. All actions of the individual are either directly or indirectly manipulated by values. As part of this process, the significance of values in one’s learning is an undeniable fact. Based on the results of this study, the findings about the relationship between students’ value preferences and learning styles are discussed. However, a limited number of previous studies were found in the literature either in relation to the sample or to the data collection tools. Therefore, some of the literature in the field was integrated in the discussion. The findings of this study indicated that there is a significant relationship between the sub-dimensions of learning styles scale and values scale and also that learning styles predict values significantly.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Değerler Eğitimi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
7
Sayı
17
