Abstract:

The purpose of the study is to identify whether there is a significant difference between the Deep Approach (DY) and the Surface Approach (YY) points of the courses registered in the pedagogical formation program, whether the DY and YY points vary according to gender and whether the course study approach points do not match the academic success points. The data was obtained from the courses who participated in the certificate program of pedagogical formation education opened at an university located in eastern Turkey. The study includes 187 courses, including 72 men and 115 women. The scale of the course study approaches, developed by Biggs, Kember and Leung, was used by Yılmaz and Orhan to identify the course study approaches. There are two sub-scales, DY and Y, and two sub-scales, which consist of the human question of each sub-scale. There are significant differences between the DY points and the YY points between the DY points and the DY points. The results of the multi-linear regression conception have been found that DY and YY points are meaningful indicators of academic success (R: .365, R2: .133; βDY: .276; βYY: -.160, p < .001), the academic success of DY is positive, and the negative direction of YY is negative, and that 13.3% of the variability observed in academic success can be explained by learning approaches.

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