THE LEARNING STYLE PREFERENCES AND THE EFFECT OF SELF-CONTROLLED LEARNING STATUS  OF SPORTS SCIENCES STUDENTS ON THEIR ACADEMIC ACHIEVEMENT

Bijen Filiz; Ayşe Önal

Makale detayları

THE LEARNING STYLE PREFERENCES AND THE EFFECT OF SELF-CONTROLLED LEARNING STATUS OF SPORTS SCIENCES STUDENTS ON THEIR ACADEMIC ACHIEVEMENT

Yazarlar:

Bijen Filiz | Ayşe Önal

Yayıncı:

Ankara University

Ana Başlıklar:

Spor Faaliyetleri Yönetimi | Spor ve Rekreasyon | Spor Hekimliği

Dergi:

SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi Vol.21 Issue 2, pp.98-111

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001292121

pISSN:

1304-284X

Anahtar kelimeler:

Özet:

 The aim of this study is to investigate the effects of learning style preferences and self-controlled learning situations of students studying at the Faculty of Sport Sciences FSS on their academic achievement. The study group of the research, in which the relational screening model, one of the quantitative research methods, was used, consisted of 348 volunteer students selected by easy sampling method, studying at FSS in the 2021-2022 academic year. In the study, academic grade averages of the students in the spring term, Grasha-Riechmann Learning Styles Inventory and Self-Controlled Learning Inventory were used as data collection tools. In the analysis of the data, frequency and percentage analysis to measure the findings related to the demographic characteristics of the students; pearson correlation coefficient test to examine the relationship among sub-dimensions; Multiple linear regression analysis was used to determine the predictive level of self-controlled learning and learning style preferences on their academic achievement. In the study, it was determined that there was a positive and significant relationship between metacognitive processing and motivation with students academic achievement, metacognitive processing, motivation, and competitive learning style predicted academic achievement positively, cognitive processing and participatory learning style predicted academic achievement negatively. As a result, it is seen that self-controlled learning increases and affects academic achievement in students, competitive learning style affects academic achievement positively and participatory learning style affects it negatively. In this context, it is thought that directing students to self-controlled learning and arranging the course environments according to their learning styles will increase their academic achievement.

 The aim of this study is to investigate the effects of learning style preferences and self-controlled learning situations of students studying at the Faculty of Sport Sciences FSS on their academic achievement. The study group of the research, in which the relational screening model, one of the quantitative research methods, was used, consisted of 348 volunteer students selected by easy sampling method, studying at FSS in the 2021-2022 academic year. In the study, academic grade averages of the students in the spring term, Grasha-Riechmann Learning Styles Inventory and Self-Controlled Learning Inventory were used as data collection tools. In the analysis of the data, frequency and percentage analysis to measure the findings related to the demographic characteristics of the students; pearson correlation coefficient test to examine the relationship among sub-dimensions; Multiple linear regression analysis was used to determine the predictive level of self-controlled learning and learning style preferences on their academic achievement. In the study, it was determined that there was a positive and significant relationship between metacognitive processing and motivation with students academic achievement, metacognitive processing, motivation, and competitive learning style predicted academic achievement positively, cognitive processing and participatory learning style predicted academic achievement negatively. As a result, it is seen that self-controlled learning increases and affects academic achievement in students, competitive learning style affects academic achievement positively and participatory learning style affects it negatively. In this context, it is thought that directing students to self-controlled learning and arranging the course environments according to their learning styles will increase their academic achievement.

 The aim of this study is to investigate the effects of learning style preferences and self-controlled learning situations of students studying at the Faculty of Sport Sciences FSS on their academic achievement. The study group of the research, in which the relational screening model, one of the quantitative research methods, was used, consisted of 348 volunteer students selected by easy sampling method, studying at FSS in the 2021-2022 academic year. In the study, academic grade averages of the students in the spring term, Grasha-Riechmann Learning Styles Inventory and Self-Controlled Learning Inventory were used as data collection tools. In the analysis of the data, frequency and percentage analysis to measure the findings related to the demographic characteristics of the students; pearson correlation coefficient test to examine the relationship among sub-dimensions; Multiple linear regression analysis was used to determine the predictive level of self-controlled learning and learning style preferences on their academic achievement. In the study, it was determined that there was a positive and significant relationship between metacognitive processing and motivation with students academic achievement, metacognitive processing, motivation, and competitive learning style predicted academic achievement positively, cognitive processing and participatory learning style predicted academic achievement negatively. As a result, it is seen that self-controlled learning increases and affects academic achievement in students, competitive learning style affects academic achievement positively and participatory learning style affects it negatively. In this context, it is thought that directing students to self-controlled learning and arranging the course environments according to their learning styles will increase their academic achievement.

 Bu çalışmanın amacı, Spor Bilimleri Fakültesinde SBF öğrenim gören öğrencilerin, öğrenme stili tercihleri ve öz kontrollü öğrenme durumlarının akademik başarılarına etkisini araştırmaktır. Nicel araştırma yöntemlerinden, ilişkisel tarama modelinin kullanıldığı araştırmanın çalışma grubunu, SBFde 2021-2022 akademik yılda öğrenim gören, kolay örnekleme yöntemi ile seçilen 348 gönüllü öğrenci oluşturmuştur. Çalışmada veri toplama aracı olarak öğrencilerin bahar dönemindeki akademik not ortalamaları, Grasha-Riechmann Öğrenme Stilleri Envanteri ve Öz Kontrollü Öğrenme Envanteri kullanılmıştır. Verilerin analizinde, öğrencilerin tanımlayıcı bilgileri için frekans ve yüzde analizi; akademik başarı, öz kontrollü öğrenme ve öğrenme stili tercihleri düzeylerini belirlemek için aritmetik ortalama ve standart sapma; akademik başarı ve alt boyutlar arasındaki ilişkiyi incelemek için pearson kolerasyon katsayısı testi; öz kontrollü öğrenme ve öğrenme stili tercihlerinin akademik başarılarını yordama düzeylerini belirlemek için çoklu doğrusal regresyon analizinden yararlanılmıştır. Çalışmada, öğrencilerin akademik başarı, öz kontrollü öğrenme ve öğrenme stili tercihlerine ilişkin ortalamaların orta düzeyde olduğu belirlenmiştir. Ayrıca, öğrencilerin akademik başarıları ile üst bilişsel işleme r.14, p.05 ve motivasyon r.14, p.05 arasında pozitif yönlü anlamlı bir ilişki olduğu; üst bilişsel işleme ß.132, p.01, motivasyon ß.166, p.01 ve rekabetçi öğrenme stilinin ß.016, p.01 akademik başarıyı pozitif yönde, bilişsel işleme ß-.128, p.01 ve katılımcı öğrenme stilinin ß-.015, p.01 ise akademik başarıyı negatif yönde yordadığı tespit edilmiştir. Sonuç olarak, öğrencilerde öz kontrollü öğrenmenin akademik başarıyı artırdığı ve etkilediği; rekabetçi öğrenme stilinin akademik başarıyı pozitif, katılımcı öğrenme stilinin ise negatif yönde etkilediği görülmektedir. Bu bağlamda, öğrencilerin öz kontrollü öğrenmeye yönlendirilmelerinin ve öğrenme stillerine göre ders ortamlarını düzenlemenin akademik başarılarını arttıracağı düşünülmektedir.

Makale detayları

THE LEARNING STYLE PREFERENCES AND THE EFFECT OF SELF-CONTROLLED LEARNING STATUS OF SPORTS SCIENCES STUDENTS ON THEIR ACADEMIC ACHIEVEMENT

Yazarlar:

Bijen Filiz | Ayşe Önal

Yayıncı:

Ankara University

Ana Başlıklar:

Spor Faaliyetleri Yönetimi | Spor ve Rekreasyon | Spor Hekimliği

Dergi:

SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi Vol.21 Issue 2, pp.98-111

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001292121

pISSN:

1304-284X

Learning style

self-controlled learning

academic achievement

sports science studentÖğrenme stili

öz kontrollü öğrenme

akademik başarı

spor bilimleri öğrencisi

Sayı

Makale detayları

Yazarlar: Bijen Filiz | Ayşe Önal

Yayıncı: Ankara University

Ana Başlıklar: Spor Faaliyetleri Yönetimi | Spor ve Rekreasyon | Spor Hekimliği

Dergi: SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi Vol.21 Issue 2, pp.98-111

Belge Tipi: Makale

Yayın Tarihi: 6/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001292121

pISSN: 1304-284X

Sayı

Yazarlar:

Bijen Filiz | Ayşe Önal

Yayıncı:

Ankara University

Ana Başlıklar:

Spor Faaliyetleri Yönetimi | Spor ve Rekreasyon | Spor Hekimliği

Dergi:

SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi Vol.21 Issue 2, pp.98-111

Belge Tipi:

Makale

Yayın Tarihi:

6/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001292121

pISSN:

1304-284X