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Bu çalışmada, ortaokul öğrencilerinin Görsel Sanatlar Dersi kazanım ve tutumlarının öğrenme stillerine, cinsiyetlerine ve sınıf düzeylerine göre karşılaştırarak incelemesi amaçlanmıştır. Araştırma, nedensel karşılaştırma deseni temel alınarak gerçekleştirilmiştir. Kolayda ulaşılabilir örnekleme yöntemi tercih edilerek; Konya İl merkezinde bulunan bazı okullarda öğrenim gören 211 ortaokul öğrencisi rastgele seçilerek araştırmaya dahil edilmiştir. Veri toplama aracı olarak öğrenme stilleri envanteri, Görsel Sanatlar Dersi kazanım ölçekleri ve Görsel Sanatlar Dersi tutum ölçeği kullanılmıştır. Bağımsız örneklem t testi ve tek yönlü varyans analizi kullanılarak veriler analiz edilmiştir. Elde edilen sonuçlara göre, kız öğrencilerin Görsel Sanatlar Dersine yönelik tutum ve Görsel Sanatlar Dersi kazanım puanlarının daha yüksek olduğu gözlenmiştir. Altıncı ve yedinci sınıf öğrencilerinin Görsel Sanatlar Dersi tutumları, sekizinci sınıf öğrencilerinin puan ortalamalarından daha yüksektir. Araştırma sonucunda, “yerleştiren” ve “değiştiren” öğrenme stiline sahip öğrencilerin Görsel Sanatlar Dersi kazanım ve tutumlarının “özümseyen” ve “ayrıştıran” öğrenme stillerine sahip öğrencilerin puan ortalamalarından anlamlı düzeyde yüksek olduğu gözlenmiştir. Ebeveyn eğitim düzeyi yükseldikçe öğrencilerin Görsel Sanatlar Dersi kazanım ve tutum puan ortalamalarının arttığı belirlenmiştir. Elde edilen sonuçlar dikkate alınarak uygulamaya yönelik birtakım öneriler geliştirilmiştir
This study aims to study the achievements and attitudes of high school students in the Visual Arts course by comparing their learning styles, gender and class levels. The research was carried out on the basis of the causal comparison scheme. The easy-to-access sample method was preferred; 211 high school students who studied in some schools located in the center of the province of Konya were randomly selected and included in the research. The data collection tool has been used as the inventory of learning styles, the scale of earnings of the Visual Arts course and the scale of attitude of the Visual Arts course. The data was analyzed using independent sampling t test and one-way variance analysis. According to the results obtained, the attitude of girls students towards the Visual Arts Course and the Visual Arts Course earnings score were higher. The attitudes of the Visual Arts Course of the sixth and seventh class students are higher than the average score of the eighth class students. The research finds that students with "localizing" and "changing" learning styles gain and attitudes in the Visual Arts Course are significantly higher than the students with "defining" and "defining" learning styles score average. As the level of parental education rises, it is determined that students’ Visual Arts lesson earnings and attitude scores are increasing. A number of recommendations for implementation have been developed, taking into account the results obtained.
The purpose of the present study was to analyze secondary school students’ learning outcomes and attitudes of Visual Arts Class in terms of their learning styles, gender, and grade levels. The research was carried out based on the causal-comparative research pattern. Through the convenience sampling method, 211 secondary school students studying in some schools in the city center of Konya were randomly selected and included in the study. ‘Learning Styles Inventory,’ ‘Visual Arts Lesson Achievement Scales’ and ‘Visual Arts Lesson Attitude Scale’ were used as data collection tools. Data were analyzed using an independent sample t-test and one-way analysis of variance. According to the results obtained, it was observed that female students’ attitudes and achievement scores towards Visual Arts Class were higher than male students’ scores. Sixth and seventh-grade students’ Visual Arts Course attitudes were higher than the eighth-grade students’ average scores. As a result of the research, it is observed that the students who had “placing” and “changing” learning styles had significantly higher scores than the students who had “assimilating” and “decoupling” learning styles. It was determined that as the parental education level increased, students’ Visual Arts Class mean scores of achievement and attitude increased. Based on the results, some suggestions were developed for practice.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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