İlköğretim II. Kademe Öğrencilerinin Öğrenme Stillerinin Demografik Özellikleriyle İlişkisi
Küçük Resim Yok
Tarih
2008
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Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, ilköğretim II. kademe (6. 7. ve 8. sınıf) öğrencilerinin öğrenme sitillerinin demografik özellikleriyle ilişkisini belirlemek amacıyla yapılmıştır. Araştırmaya 2005–2006 eğitim-öğretim yılında Bolu Il Merkezinde bulunan 12 ilköğretim okulunda okuyan toplam 1498 (717 kız, 781 erkek) öğrenci katılmıştır. Araştırmada veri toplama aracı olarak 6 sorunun sorulduğu (Okul, Sınıf, Cinsiyet, Annenin ve Babanın eğitim durumu, Ailenin gelir düzeyi) kişisel bilgi anketi ve öğrencilerin öğrenme stillerini belirlemek için Kolb’un (1985) geliştirdiği “Öğrenme Stilleri Envanteri” kullanılmıştır. Toplanan verilerin çözümlenmesinde, öğrenme stillerinin belirlenmesinde frekans (f) ve yüzde (%) dağılımları ve demografik özellikleriyle ilgili verilerin karşılaştırılması içinde Ki-Kare Testi kullanılmıştır. Araştırmanın sonucunda elde edilen bulgulara göre; araştırmaya katılan ilköğretim II. kademedeki öğrencilerin %37,4’ünün değiştiren, %24’ünün özümseyen, %19,8’inin ayrıştıran, %18,8’inin yerleştiren öğrenme stiline sahip olduğu belirlenmiştir. Çalışmaya katılan toplam öğrencilerin öğrenme stillerinin cinsiyetlerine ve sınıf düzeylerine göre manidar düzeyde farklı olduğu belirlenmiştir (p<0,05). Ayrıca, öğrencilerin öğrenme stillerinin annenin, babanın eğitim durumlarına ve ailenin gelir durumlarına göre manidar düzeyde fark göstermediği belirlenmiştir (p>0,05).
The aim of this study was to determine the relationship between the learning styles of secondary school students (6th.,7th and, 8th grades) and their demographic features. 1498 students (717 girls, 781 boys) from 12 secondary schools in Bolu in the 2005-2006 school year participated in this study. A &#8220;personal information inquiry&#8221; including 6 questions (name of the school, class, gender, education level of mother and father, income level) was applied in order to collect the demographic features of the students. In addition, &#8220;Learning Styles Inventory&#8221; developed by Kolb in 1985 was used to determine their learning styles. The students&#8217; learning styles prefences were analyzed through frequency (f) and percentages (%). Students&#8217; learning styles preference were compared with gender, class level, education level of mother and father, family income level by using Chi-square Test. According to the results of the study; it was found that 37.4% of the secondary school students participating in the study have diverger, 24% of them have assimilator, 19.8% converger and 18.8% accomodator learning styles. There was a significant difference between the students&#8217; learning styles and their mothers&#8217; and fathers&#8217; level of education or the level of income level the family (p<0.05). There was also a significant difference between students&#8217; learning styles and class levels and gender (p>0.05).
The aim of this study was to determine the relationship between the learning styles of secondary school students (6th.,7th and, 8th grades) and their demographic features. 1498 students (717 girls, 781 boys) from 12 secondary schools in Bolu in the 2005-2006 school year participated in this study. A &#8220;personal information inquiry&#8221; including 6 questions (name of the school, class, gender, education level of mother and father, income level) was applied in order to collect the demographic features of the students. In addition, &#8220;Learning Styles Inventory&#8221; developed by Kolb in 1985 was used to determine their learning styles. The students&#8217; learning styles prefences were analyzed through frequency (f) and percentages (%). Students&#8217; learning styles preference were compared with gender, class level, education level of mother and father, family income level by using Chi-square Test. According to the results of the study; it was found that 37.4% of the secondary school students participating in the study have diverger, 24% of them have assimilator, 19.8% converger and 18.8% accomodator learning styles. There was a significant difference between the students&#8217; learning styles and their mothers&#8217; and fathers&#8217; level of education or the level of income level the family (p<0.05). There was also a significant difference between students&#8217; learning styles and class levels and gender (p>0.05).
Açıklama
Anahtar Kelimeler
Davranış Bilimleri, Eğitim, Eğitim Araştırmaları, Eğitim, Özel, Hemşirelik
Kaynak
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
8
Sayı
1
