Adaptation of the Self-Directed Learning Self-Assessment Scale and The Self-Directed Learning Perceptions of University Students

Mehmet Ali Aykul; Ceyhun Ozan

Makale detayları

Adaptation of the Self-Directed Learning Self-Assessment Scale and The Self-Directed Learning Perceptions of University Students

Yazarlar:

Mehmet Ali Aykul | Ceyhun Ozan

Yayıncı:

Fırat University

Dergi:

Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.33 Issue 2, pp.685-700

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290258

pISSN:

1300-9702

Anahtar kelimeler:

Özet:

 In this study, it was aimed to adapt the Self-Directed Learning Self-Assessment Scale developed by Williamson 2007 to Turkish culture and to determine whether the self-directed learning perceptions of university students differ significantly according to various variables. The sample of the research consists of 441 university students studying in different departments of Atatürk University. According to the results of the exploratory factor analysis, a one-factor structure emerged. The results of confirmatory factor analysis also confirmed the single-factor structure. As a result of the research, it was revealed that university students self-learning perceptions did not show a significant difference according to gender, age, department and class variables, but showed a significant difference according to the variable of education level. It has been obtained that university students have high self-directed learning perceptions. When the means obtained from the scale are examined, the self-directed learning perceptions of university students are compared to female students compared to male students, students aged twenty-two and over compared to students under the age of twenty-two, students studying in Turkish and Social departments compared to students studying Theology, Science and Mathematics, Basic Education and Educational Sciences. According to the results, it was determined that the first-year students were higher than the second, third and fourth-year students. In addition, it was concluded that the self-directed learning perceptions of the students who received graduate education were significantly higher than those who received undergraduate education.

 In this study, it was aimed to adapt the Self-Directed Learning Self-Assessment Scale developed by Williamson 2007 to Turkish culture and to determine whether the self-directed learning perceptions of university students differ significantly according to various variables. The sample of the research consists of 441 university students studying in different departments of Atatürk University. According to the results of the exploratory factor analysis, a one-factor structure emerged. The results of confirmatory factor analysis also confirmed the single-factor structure. As a result of the research, it was revealed that university students self-learning perceptions did not show a significant difference according to gender, age, department and class variables, but showed a significant difference according to the variable of education level. It has been obtained that university students have high self-directed learning perceptions. When the means obtained from the scale are examined, the self-directed learning perceptions of university students are compared to female students compared to male students, students aged twenty-two and over compared to students under the age of twenty-two, students studying in Turkish and Social departments compared to students studying Theology, Science and Mathematics, Basic Education and Educational Sciences. According to the results, it was determined that the first-year students were higher than the second, third and fourth-year students. In addition, it was concluded that the self-directed learning perceptions of the students who received graduate education were significantly higher than those who received undergraduate education.

 In this study, it was aimed to adapt the Self-Directed Learning Self-Assessment Scale developed by Williamson 2007 to Turkish culture and to determine whether the self-directed learning perceptions of university students differ significantly according to various variables. The sample of the research consists of 441 university students studying in different departments of Atatürk University. According to the results of the exploratory factor analysis, a one-factor structure emerged. The results of confirmatory factor analysis also confirmed the single-factor structure. As a result of the research, it was revealed that university students self-learning perceptions did not show a significant difference according to gender, age, department and class variables, but showed a significant difference according to the variable of education level. It has been obtained that university students have high self-directed learning perceptions. When the means obtained from the scale are examined, the self-directed learning perceptions of university students are compared to female students compared to male students, students aged twenty-two and over compared to students under the age of twenty-two, students studying in Turkish and Social departments compared to students studying Theology, Science and Mathematics, Basic Education and Educational Sciences. According to the results, it was determined that the first-year students were higher than the second, third and fourth-year students. In addition, it was concluded that the self-directed learning perceptions of the students who received graduate education were significantly higher than those who received undergraduate education.

 Bu araştırmada, Williamson 2007 tarafından geliştirilen Kendi Kendine Öğrenme Öz Değerlendirme Ölçeğini Türk kültürüne uyarlanıp üniversite öğrencilerinin kendi kendine öğrenme algılarının çeşitli değişkenlere göre anlamlı farklılık gösterip göstermediğini belirlemek amaçlanmıştır. Araştırmanın örneklemi, Atatürk Üniversitesi bünyesinde farklı bölümlerde öğrenim gören 441 üniversite öğrencisinden oluşmaktadır. Açımlayıcı faktör analizi sonuçlarına göre tek boyutlu bir yapı ortaya çıkmıştır. Doğrulayıcı faktör analizi sonuçları da tek faktörlü yapıyı doğrulamıştır. Araştırma sonucunda, üniversite öğrencilerinin kendi kendine öğrenme algıları cinsiyet, yaş, bölüm ve sınıf değişkenlerine göre anlamlı bir farklılık göstermediği fakat öğretim kademesi değişkenine göre anlamlı bir farklılık gösterdiği ortaya çıkmıştır. Üniversite öğrencilerinin kendi kendine öğrenme algılarının yüksek olduğu elde edilmiştir. Ölçekten alınan puan ortalamalarına bakıldığı zaman üniversite öğrencilerinin kendi kendine öğrenme algılarının kadın öğrencilerin erkek öğrencilere göre yirmi iki yaş ve üzeri öğrencilerin yirmi iki yaş altı öğrencilere göre Türkçe ve Sosyal bölümlerde öğrenim gören öğrencilerin İlahiyat, Fen ve Matematik, Temel Eğitim ve Eğitim Bilimleri öğrenim gören öğrencilere göre birinci sınıfta öğrenim görenlerin ikinci, üçüncü ve dördüncü sınıfta öğrenim görenlere göre daha yüksek olduğu belirlenmiştir. Ayrıca lisansüstü eğitim alan öğrencilerin lisans eğitimi alan öğrencilere göre kendi kendine öğrenme algılarının anlamlı düzeyde yüksek olduğu sonucuna varılmıştır.

Makale detayları

Adaptation of the Self-Directed Learning Self-Assessment Scale and The Self-Directed Learning Perceptions of University Students

Yazarlar:

Mehmet Ali Aykul | Ceyhun Ozan

Yayıncı:

Fırat University

Dergi:

Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.33 Issue 2, pp.685-700

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290258

pISSN:

1300-9702

Self-directed learning

University students

Scale adaptationKendi kendine öğrenme

Üniversite Öğrencileri

Ölçek uyarlama

Sayı

Makale detayları

Adaptation of the Self-Directed Learning Self-Assessment Scale and The Self-Directed Learning Perceptions of University Students

Yazarlar: Mehmet Ali Aykul | Ceyhun Ozan

Yayıncı: Fırat University

Dergi: Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.33 Issue 2, pp.685-700

Belge Tipi: Makale

Yayın Tarihi: 5/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001290258

pISSN: 1300-9702

Self-directed learning

University students

Scale adaptationKendi kendine öğrenme

Üniversite Öğrencileri

Ölçek uyarlama

Sayı

Yazarlar:

Mehmet Ali Aykul | Ceyhun Ozan

Yayıncı:

Fırat University

Dergi:

Fırat Üniversitesi Sosyal Bilimler Dergisi Vol.33 Issue 2, pp.685-700

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290258

pISSN:

1300-9702