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Bu araştırmanın amacı öğretmen adaylarının baskın öğrenme stillerine göre yapılandırılmış öğretimin, akademik başarıları üzerindeki etkisini incelemektir. Araştırmada öntest-sontest deney-kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen Başarı Testi ile Riechmann ve Grasha tarafından geliştirilen ve Kılıç (2011) tarafından Türkçeye uyarlanan Grasha ve Riechmann Öğrenme Stilleri Ölçeği kullanılmıştır. Araştırmaya Fırat Üniversitesi Fen Bilgisi ve Türkçe Öğretmenliği lisans programındaki 109 öğretmen adayı (94 kadın ve 15 erkek) katılmıştır. Araştırmada, deney ve kontrol grupları yansız atama sonucunda oluşturulmuştur. Öğrenme stillerine dayalı öğretimin yapıldığı deney grubu öğretmen adaylarının akademik başarılarının, kontrol grubu öğretmen adaylarına göre anlamlı düzeyde yüksek olduğu belirlenmiştir. Öğrenme stiline dayalı öğretimin, akademik başarı üzerinde orta düzeyde etki gücüne sahip olduğu görülmektedir. Bu doğrultuda öğretmen eğitimindeki niteliği artırmak amacıyla öğretmen adaylarının baskın öğrenme stillerinin dikkate alınması önemli bir değişken olarak görülebilir. Yükseköğretim kurumlarında öğretmen adaylarının öğrenme stillerine uygun öğretim programları hazırlanması ve uygulanması önerilmektedir.
The purpose of this research is to study the impact of teaching, structured according to the dominant learning styles of teachers candidates on their academic achievements. The study used a semi-experimental pattern of the pre-test-sontest experiment-control group. The research has developed the success test by Riechmann and Grasha as a data collection tool and has used the Grasha and Riechmann learning styles scale adapted by Sword (2011). The research was attended by 109 teachers candidates (94 women and 15 men) in the Fırat University of Science and Turkish Teaching bachelor's program. In the research, the experiment and control groups were created as a result of unreflective assignment. The teaching on the basis of learning styles in which the experiment group teachers candidates has been determined to have a significant high level of academic achievement compared to the control group teachers candidates. It is seen that teaching based on learning style has a medium level of influence on academic success. In this regard, considering the dominant learning styles of the teacher candidates in order to improve the quality of the teacher education can be seen as an important variable. In higher education institutions, it is recommended that teachers candidates prepare and implement teaching programs in accordance with their learning styles.
teachers’ dominant learning styles on their academic achievement. Pre-test and post-test experimental-control group quasi-experimental design was used in this research. The data of this research was gathered through the academic achievement test developed by the researchers, and the Grasha & Riechmann Learning Styles Scale developed by Riechmann & Grasha and adapted to Turkish by Kılıç (2011). The participants in this research were 109 pre-service teachers (94 females and 15 males) enrolled in the departments of Science Teaching and Turkish Language Teaching at Fırat University. Experimental and control groups were formed as a result of unbiased appointment. It was determined that the academic achievement of the experimental-group for which the teaching was designed based on their dominant learning styles was higher than the control group. It is seen that teaching based on learning style has a medium level of effect on academic achievement. Accordingly, considering the dominant learning styles of pre-service teachers can be seen as an important variable in order to increase the quality in teacher education. In higher education institutions, it is recommended to prepare and implement curriculum suitable for pre-service teachers’ learning styles.
Field : Fen Bilimleri ve Matematik
Journal Type : Uluslararası
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