No abstract

This study aimed to determine students" preferred learning styles, academic achievement and to investigate whether there was a significant difference in students" preferred learning style and academic achievement level according to their program and gender. This study involved in 433 students from Erzincan Faculty of Education in the 2006-2007 academic year. Turkish version of Kolb Learning Style Inventory (LSI) was used to collect the data about student"s learning style. The data about students" academic achievement were collected from Faculty records. The data that was obtained from LSI and Faculty records was analyzed using by t-test, ANOVA and chi-square techniques. The results show that academic achievement of female students was significantly higher than male students" and learning style do not differ significantly in relation to the gender. In addition, the level of academic achievement and learning style was found significantly different according to the enrolling teacher education program. The other findings showed that 43.6 % of the students were converger, 29.3 % of students were assimilator, 16.3 % of the students were accommodator, and 10.8 % of the students were diverger. There was not any difference between students" grade point average as to learning style. Key Words: Learning style, academic achievement, faculty of education * Assist. Prof. Dr., Erzincan University, Faculty of Education e-posta: hhbahar@hotmail.com ** Res. Assist., Erzincan University, Faculty of Education e-posta: yozen24@hotmail.com *** Res. Assist., Erzincan University, Faculty of Education e-posta: fikretgul@hotmail.com Hüseyin Hüsnü BAHAR, Yener ÖZEN, Fikret GÜLAÇTI 70 SUMMARY Purpose and significance:There are a lot of variable that affect on students" level of academic achievement. Generally, these variables which connect with physiological, psychological and social condition are known as "learning variables". At the same time, one of the learning variables is the learning style. The arrangement of teaching and learning environment point of learning style is important as to reach to the educational aims. This study aimed to determine students" preferred learning styles, academic achievement and to investigate whether there was a significant difference in students" preferred learning style and academic achievement level according to their program and gender. This study involved in 433 students from Erzincan Faculty of Education in the 2006-2007 academic year. Method:In the Kolb"s Learning Model, learning style of the person is a circular form. Using Learning Style Inventory (LSI), place of person in this circle is determined. There are four individual learning styles for this circle: concrete experience (CE); reflective observation (RO); abstract conceptualization (AC) and active experimentation (AE). Learning strategies to clear the learning styles are different from each other. There are four learning modes: options relating to "feeling" for concrete experience; "watching" for reflective observation; "thinking" f...

ÖzBu araştırmada lise öğrencilerinin sosyal görünüş kaygı düzeyleri ile cinsiyet, okul, anne ve baba öğrenim durumları, algılanan sosyo-ekonomik düzey, kardeşler arasındaki doğum sırası, algılanan anne baba tutumu, arkadaş ilişkileri, okul başarısı, fiziksel görünüşün değerlendirmesi ve özgüven düzeyi değişkenleri arasında anlamlı bir fark olup olmadığı araştırılmıştır. Bu amaç doğrultusunda çalışmaya Erzincan İli Refahiye İlçesinde farklı liselere devam etmekte olan 115 (64 kız, 51 erkek) öğrenci katılmıştır. Doğan (2011) tarafından Türkçeye uyarlanan "Sosyal Görünüş Kaygısı Ölçeği Ergen Formu" kullanılmıştır. Ayrıca araştırmacı tarafından "Kişisel Bilgi Formu" hazırlanmış ve uygulanmıştır. AbstractThe study aimed to investigate if there is a significant difference between the anxiety level of high school students and the variables of gender, school, education status of mother and father, perceived socioeconomic status, the birth order among siblings, perceived mother and father attitude, relationship between friends, school success, the evaluation of physical appearance and the level of self-esteem. With this purpose the research has been carried out on 115 high school students (64 girls, 51 boys) who are students from different high schools in the province of Refahiye / Erzincan. Social Appearance Anxiety scale Adolescent From which is translated into Turkish by Doğan (2011) is used. In addition, Personal Information From is prepared and used by the researcher. This investigation is a descriptive research in the scanning model. T-test and simple correlation analyzes have been used to collect the data of the research. The results of the research have been revealed that there is a significant differentiation between the social appearance anxiety and the self-esteem. The students with low self-esteem have much more social appearance anxiety than the students with high sels-esteem. According to the evaluations of physical appearance, social appearance anxiety is indicated a statistically significant difference. It is seen that the average point of students who do not like their physical appearance is significantly higher than the average point of students who likes a little, who is hesitant , who likes much and who likes very much. According to friendship relations social appearance anxiety is indicated a statistically significant difference. The ones whose relationship with their friends is somewhat in defining is statistically higher than the ones who defines as very much and extremely. There is no statistically significant difference between the other variables.

No abstract

Bu araştırma tarama modelinde betimsel bir çalışmadır. Verilerin analizinde t-testi, Tek Yönlü Varyans Analizi Regrasyon analizi kullanılmıştır. Araştırma sonucunda cinsiyet değişkeni ile algılanan anne tutumları, algılanan baba tutumları ve flört kaygısı puanları arasında istatistiksel açıdan anlamlı farklılık olduğu görülmüştür. Öğrencilerin yaşadıkları bölge değişkeni ile algıladıkları anne ve baba tutumları arasında anlamlı bir fark bulunamazken, flört kaygısıyla anlamlı bir farklılık bulunmuştur. Anne çalışma değişkenine göre algıladıkları anne tutum puanları arasında istatistiksel açıdan anlamlı bir fark vardır. Anne çalışma değişkeni ile flört kaygısı puanları arasında anlamlı bir farklılık yoktur. Baba çalışma değişkeni ile algılanan baba tutum puanları ve flört kaygısı puanları arasında istatistiksel açıdan anlamlı bir farklılık yoktur. Öğrencilerin anne babalarının evlilik şekli değişkeni ile algıladıkları anne tutum puanları ve flört kaygısı puanları arasında anlamlı fark bulunamamıştır. Öğrencilerin anne babalarının evlilik şekli değişkeni ile algıladıkları baba tutum puanları arasında anlamlı farklılık görülmüştür.

No abstract

No abstract

No abstract