Öğrenme Stiline Dayalı Eğitimin Akademik Başarıya Etkisi

Dikmen, Melih; Tuncer, Murat

doi:10.12984/egeefd.695452

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…Bireylerin benlik saygısı üzerinde okul hayatı ve akademik başarının önemli bir etkisi bulunmaktadır. Yapılan çalışmalar akademik başarının benlik saygısını yükseltici bir faktör olduğunu göstermektedir (Yenidünya, 2005;Duru ve Balkıs, 2014;Harter, 1999;Dikmen ve Tuncer, 2020). Bu bağlamda, öğrenme stillerinin akademik başarıyı arttırıcı etkisi göz önünde bulundurulduğunda, öğrenme stillerinin akademik başarıyı arttırarak bireyin benlik saygısını geliştirici bir etki yaratabildiği söylenebilir.…”

Section: öğRenme Stili Ve Benlik Saygısı Etkileşimiunclassified

Mesleki Eğitim ile Öğrenme Stili ve Benlik Saygısı Etkileşimi: Denizli Örneği

YEŞİL,

ORHAN

2023

Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi

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Çağımızda birçok toplum, mesleki eğitimin etkinliğini arttırarak üretim gücünü ve verimliliğini arttıracağını varsaymaktadır. Türkiye’de de son yıllarda mesleki eğitimin gelişmesi için çeşitli hamleler yapılmıştır. Hukuki ve yapısal çabalara karşın mesleki eğitimden beklenen olumlu çıktılar elde edilememiştir. Mesleki eğitimden beklenen önemli çıktılardan birini mezunların, psikososyal becerilerinin gelişmesinin sağlanması oluşturmaktadır. Mesleki eğitimin, kazandırdığı uzmanlık ve beceri aracılığıyla özsaygıyı geliştireceği düşünülmektedir. Araştırmanın temel amacı, Denizli ilindeki mesleki eğitim öğrencilerinin öğrenme stillerinin ve benlik saygısı düzeylerinin belirlenmesi ve çeşitli değişkenlerle olan ilişkisinin incelenmesidir. Çalışmaya Denizli ilindeki 8., 9. ve 12. sınıf öğrencileri katılmıştır (n=413). Katılımcılara Kolb Öğrenme Stili Envanteri III (Gencel, 2006), Rosenberg Benlik Saygısı Ölçeği (Çuhadaroğlu, 1986) ve özgün olarak hazırlanmış bir demografik soru formu uygulanmıştır. Sonuçlar, öğrencinin okuduğu okul türünün öğrenme stilleri ve benlik saygısı açısından anlamlı ilişkili olduğunu göstermektedir. Öğrencilerin benlik saygısı düzeyleri, annelerinin çalışma durumuna göre istatistiksel açıdan anlamlı biçimde değişmektedir. Benlik saygısı açısından ele alındığında okul zamanı dışında kalan zamanını cep telefonu, bilgisayar oyunları ve internette geçirdiklerini söyleyenlerin benlik saygıları bu faaliyetlerde bulunmayan bireylere göre anlamlı biçimde düşüktür.

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Section: öğRenme Stili Ve Benlik Saygısı Etkileşimiunclassified

Mesleki Eğitim ile Öğrenme Stili ve Benlik Saygısı Etkileşimi: Denizli Örneği

YEŞİL,

ORHAN

2023

Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi

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“…When this happens, students' differences are ignored. Also, studies show that teaching based on learning styles increases the academic success of students more than teaching without considering learning styles (Dikmen & Tuncer, 2020). For this reason, lessons should be planned according to students' learning styles to support brain development and increase achievement (Çift & Canan, 2017;Santrock, 2018).…”

Section: Introductionmentioning

confidence: 99%

A Study of Eight-Grade Students' Science Learning Styles in Terms of Some Variables

Durukan¹,

Kızkapan

Bektaş³

2021

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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The aim of this study is to examine the science learning styles of eighth grade students in terms of gender, having a study room, having internet access and future expectation variables. For this purpose, survey design was used. The sample of the study consisted of 584 eighth grade students in Kayseri. Grasha Reichmann Learning Styles Scale developed in 1996 and adapted to Turkish by Vural (2013) was used as a data collection tool. In the analysis of the data, descriptive statistical techniques and cross-table analysis were performed. It has been found that the students use collaborative and competitive learning styles at a high level and they use independent, dependent, avoidant, and participative learning styles at moderate level. In addition, while the dominant learning style of most of the students is dependent learning style. In terms of demographic variables, students' learning style preferences differ in terms of gender, having internet access, and future expectation, but it does not differ in terms of having an independent study room variable.

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The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course

Taş,

Minaz

2024

Sage Open

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Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students’ learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students’ academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4th-grade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students’ academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities.

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Öğrenme Stiline Dayalı Eğitimin Akademik Başarıya Etkisi

Cited by 4 publications

References 33 publications

Mesleki Eğitim ile Öğrenme Stili ve Benlik Saygısı Etkileşimi: Denizli Örneği

Mesleki Eğitim ile Öğrenme Stili ve Benlik Saygısı Etkileşimi: Denizli Örneği

A Study of Eight-Grade Students' Science Learning Styles in Terms of Some Variables

The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course

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