The Investigation Of The Online Pedagogical Formation Students’ Academic Achievements According To Learning Styles And Genders
1th International Conference On Advances in Engineering Sciences , Phuket, Tayland, 3 - 05 Temmuz 2017, ss.13-17, (Tam Metin Bildiri)
- Yayın Türü: Bildiri / Tam Metin Bildiri
- Basıldığı Şehir: Phuket
- Basıldığı Ülke: Tayland
- Sayfa Sayıları: ss.13-17
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Ankara Üniversitesi Adresli: Hayır
Özet
This study was carried out to investigate whether the academic success of the students taking the Pedagogical Formation Education courses in the online learning environment at Sakarya University changed according to their learning styles and genders. The cross-sectional scanning model was used in the research. Of the students who participated in the survey, 158 (58.1%) were female and 114 were female. Of the students, 188 (69.1%) were the only students while 84 were working in addition to their studentships. Research 1 measurement tool was used in the study. This tool is Kolb's learning style inventory. Besides this tool, it is the academic success scores that students have achieved as a result of pedagogical formation training. Among the students participating in the research, 98 (36%) were found to have a converger learning style, 27 (9,9%) assimilator, 94 (34,6%) accomodator and 53 (19,5%) diverger learning style. Age ranges of students were between 18 and 30 and the average is 21.76 (1.78). Academic success scores range from 15 to 100. The mean of academic success scores (SS) is 58.81 (15.91). This range is above the average level. In the survey, the data were obtained by hand distribution of the questionnaire and taking academic success scores from the pedagogical formation unit. In the analysis of the data, t-test and one way analysis were used. The results of the study showed that the means of academic success scores of students with the converger learning style (X = 66,42) and students with the accomodator learning style (X = 66,66) were found to be significantly higher than the students with assimilator (X = 39,31) and diverger (X = 40,78) learning styles. This finding suggests that students with learning-based learning style have higher academic success in online learning environments than students with an application-based learning style. This is an expected finding. Because in the online learning environment, online videos, live lectures and electronic lecture notes and e-mailing are included. In this respect, lessons are aimed at watching rather than practicing. Furthermore, it is known that only seven surveyor's theoretical and practical applications of the seven grades are required by the calculation-based application. In this respect, it is natural that the learning styles based on the watching in the theoretical courses are successful. There was no statistically significant difference in academic success scores according to gender in the study (t270 = -1.49, p> .05). Again, there was no statistically significant difference in the academic success scores of students who did or did not work (t270 = -1,37, p> .05). In these findings, designing lessons suitable for application-based learning styles in lessons for online learning environments is suggested for academic success