Publication: Öğrenme stilleri ile yetenekler, akademik başarı ve ÖSS başarısı arasındaki ilişkisi
Abstract
Bu araştırmanın amacı öğrenme stilleri ile yetenekler, akademik başarı ve ÖSS başarısı arasındaki ilişkiyi, öğrenme stillerinin bunları yordama gücünü belirlemektir. Araştırma kapsamında ortaöğretim düzeyi için öğrenme stilleri ölçeği geliştirilmiştir. Araştırma, on farklı lise türünden, toplam 1028 (15-18 yaş; 422 erkek, 606 bayan) lise öğrencisi üzerinde gerçekleştirilmiştir. Öğrenme stillerinin ölçülmesinde Marmara Öğrenme Stilleri Ölçeği (MÖSÖ), yeteneklerinin ölçülmesinde DAT ve Wonderlic Testi kullanılmış, akademik başarı için OÖBP, ÖSS başarısı için de OSS ham puanları kullanılmıştır. Ayrıca demografik değişkenler için de araştırmacı tarafından hazırlanan bir anketin de kullanıldığı araştırma 2004-2005 eğitim öğretim yılında gerçekleştirilmiştir. Araştırma sonunda bazı MÖSÖ alt boyutlarının cinsiyet, yaş, algılanan sosyoekonomik düzey, annenin eğitim düzeyi, babanın eğitim düzeyi, okulun niteliği, okul türü ve alan değişkenine göre istatistiksel açıdan anlamlı şekilde farklılaştığı saptanmıştır. Öte yandan MÖSÖ dokunsallık, görsellik, ve sebat alt boyutu puanlarının OÖBP’nı ve ÖSS puanlarını açıklama gücü; MÖSÖ sosyal etkileşim alt boyutu puanlarının ÖSS sözel ham puanlarını açıklama gücü istatistiksel olarak anlamlı bulunmuştur. MÖSÖ sosyal etkileşim alt boyutunun DAT alt boyutları puanlarını ve Wonderlic testi puanını yordama gücü için yapılan basit regresyon analizi sonucunda, MÖSÖ sosyal etkileşim alt boyutu puanları dil yeteneği puan varyansını; dokunsallık alt boyutu puanlarının mekanik yeteneği, mekânsal yeteneği, soyut düşünme yeteneği alt boyutları ve Wonderlic testi puanlarının toplam varyansını; görsellik alt boyutu puanları soyut düşünme yeteneği alt boyutu ve Wonderlic testi puanlarının toplam varyansını; aydınlatma alt boyutu puanları soyut düşünme yeteneği, mekânsal yetenek alt boyutu puanlarının toplam varyansın; otorite alt boyutu puanları dil yeteneği alt boyutu puan varyansını; zaman alt boyutu puanları dil yeteneği alt boyutu puan varyansını; mekânsal yetenek alt boyutu toplam varyanslarını son olarak sebat alt boyutu puanları mekânsal yetenek alt boyutu toplam varyanslarını istatistiksel olarak anlamlı biçimde açıkladığı saptanmıştır.
In this study, the relationship between learning styles, abilities, academical achievement, and OSS achievement was investigated in high school students. In addition, for this aim, a learning styles inventory was developed. Dunn and Dunn’s learning styles theory was used to develop the inventory and assess learning styles. The study was realised at the first and second semesters of 2004-2004 academic calendar. The sample was consisted of 1028 subjects, (606 female, 422 male/ ages were ranged 15 to 18). They were from ten different type high schools. Differential aptitudes test Topsever (1992) and Wonderlic General Aptitudes test standardised by Öneş, Savran, Balcı and Deniz (1996) sure was used to evaluate abilities. To measure academic achievement “academic achievement point for high school” (OÖBP) was used. The followings were concluded: 1.There are significant differences between gender groups; age groups; socio-economical status; educational levels of mothers and fathers; school types (public and private schools); school’s programme types; fields of learning groups for some MÖSÖ sub-scales. Among the research, the academic achievement was significantly correlated with the tactile, visual, an persistency sub-scales; OSS achievement (Sözel) was significantly correlated with the social interaction. In addition, MÖSÖ social interaction sub-scale was significantly correlated with DAT verbal reasoning subtest; MÖSÖ tactile sub-scale was significantly correlated with DAT mechanical reasoning, abstract reasoning subtest and Wonderlic score; MÖSÖ visual sub-scale was significantly correlated with DAT abstract reasoning subtest and Wonderlic score; MÖSÖ light sub-scale was significantly correlated with DAT space relations subtest; MÖSÖ authority sub-scale was significantly correlated with DAT language usage subtest; MÖSÖ time of day sub-scale was significantly correlated with DAT language usage subtest; MÖSÖ persistency sub-scale was significantly correlated with DAT language space relations subtest.
In this study, the relationship between learning styles, abilities, academical achievement, and OSS achievement was investigated in high school students. In addition, for this aim, a learning styles inventory was developed. Dunn and Dunn’s learning styles theory was used to develop the inventory and assess learning styles. The study was realised at the first and second semesters of 2004-2004 academic calendar. The sample was consisted of 1028 subjects, (606 female, 422 male/ ages were ranged 15 to 18). They were from ten different type high schools. Differential aptitudes test Topsever (1992) and Wonderlic General Aptitudes test standardised by Öneş, Savran, Balcı and Deniz (1996) sure was used to evaluate abilities. To measure academic achievement “academic achievement point for high school” (OÖBP) was used. The followings were concluded: 1.There are significant differences between gender groups; age groups; socio-economical status; educational levels of mothers and fathers; school types (public and private schools); school’s programme types; fields of learning groups for some MÖSÖ sub-scales. Among the research, the academic achievement was significantly correlated with the tactile, visual, an persistency sub-scales; OSS achievement (Sözel) was significantly correlated with the social interaction. In addition, MÖSÖ social interaction sub-scale was significantly correlated with DAT verbal reasoning subtest; MÖSÖ tactile sub-scale was significantly correlated with DAT mechanical reasoning, abstract reasoning subtest and Wonderlic score; MÖSÖ visual sub-scale was significantly correlated with DAT abstract reasoning subtest and Wonderlic score; MÖSÖ light sub-scale was significantly correlated with DAT space relations subtest; MÖSÖ authority sub-scale was significantly correlated with DAT language usage subtest; MÖSÖ time of day sub-scale was significantly correlated with DAT language usage subtest; MÖSÖ persistency sub-scale was significantly correlated with DAT language space relations subtest.