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Bu çalışma, lisans düzeyinde muhasebe derslerinden en az birini alan öğrencilerin öğrenme yaklaşımlarına eğilim düzeylerini belirlemeyi ve bazı değişkenler (cinsiyet, yaş, sınıf, eğitim şekli, mezun olunan lise türü, derslere devam durumu, dersleri tekrar etme sıklığı ve başarı durumu) ile öğrenme yaklaşımları arasında ilişki olup olmadığını ortaya koymayı amaçlamaktadır. Bu amaç doğrultusunda, Bayburt Üniversitesi İktisadi ve İdari Bilimler Fakültesi’nde muhasebe derslerinden en az birini almış olan öğrencilere anket uygulanmıştır. Uygulamaya ilişkin veriler Bağımsız T-Testi ve Tek Yönlü Varyans Analizi (ANOVA) ile test edilmiştir. Araştırma sonucunda, ne derin öğrenme ne de yüzeysel öğrenme yaklaşımı açısından baskın olarak nitelemeye yetecek kadar ciddi bir fark bulunmuştur. Ancak kısmen de olsa öğrencilerin muhasebe eğitiminde yüzeysel öğrenmeye eğilimli oldukları söylenebilir. Son olarak, yirmi bir ve üzeri yaş aralığında, dördüncü sınıf, imam hatip lisesi mezunu ve derste işlenen konuları hiç tekrar etmeyen öğrenciler yüzeysel öğrenmeye, derste işlenen konuları ders saatleri dışında sürekli olarak tekrar eden ve not ortalaması yüksek olan öğrenciler ise derin öğrenmeye daha yatkın oldukları tespit edilmiştir.
The purpose of this study is to determine the learning approach level of students who have undergraduate accounting education and it is aimed to determine whether there is a relationship between some variables (gender, age, class, type of education, type of high school graduated, attendance to classes, frequency of repeating lessons, achievement status) and learning approaches. For this purpose, a questionnaire was applied to the students who had taken at least one of the accounting courses in Bayburt University Faculty of Economics and Administrative Sciences. Questionnaire data were tested with Independent T-Test and One-way ANOVA. As a result of the research, neither a deep learning nor a surface learning approach has been found to be dominant. However, it can be said that students are more prone to surface learning in accounting education. Finally, it has been determined that students who are repeatedly taught and who have a high grade average are more likely to have a deep learning approach, while students who are in the age range of twenty-one and over, fourth grade, graduates of religious high schools and never repeating lessons have tendency to surface learning approach.
The purpose of this study is to determine learning approach level of students who have undergraduate accounting education and it is aimed to determine whether there is a relationship between some variables (gender, age, class, type of education, type of high school graduated, attendance to classes, frequency of repeating lessons, achievement status) and learning approaches. For this purpose, a questionnaire was applied to the students who had taken at least one of the accounting courses in Bayburt University Faculty of Economics and Administrative Sciences. Questionnaire data were tested with Independent T-Test and One-way ANOVA. As a result of the research, neither a deep learning nor a surface learning approach has been found to be dominant. However, it can be said that students are more prone to surface learning in accounting education. Finally, it has been determined that students who are repeatedly taught and who have a high grade average are more likely to have a deep learning approach, while students who are in the age range of twenty-one and over, fourth grade, graduates of religious high schools and never repeating lessons have tendency to surface learning approach.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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