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BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA

Year 2004, Volume: 4 Issue: 1, 31 - 43, 01.05.2004

Yasemin Arbak Ömür Özmen Ömür Saatçıoğlu

Abstract

Bu çalışmada bilişsel tarz, öğrenme stratejileri ve becerilerinin farklı öğrenme ortamlarında öğrenme performansı üzerindeki etkisinin incelenmesi amaçlanmıştır. Bu çerçevede Dokuz Eylül Üniversitesi İşletme Fakültesi’nin dört farklı bölümünde eğitim gören 2.-4. sınıf öğrencilerinin oluşturduğu çalışma örneklemi toplam 310 kişiden oluşmaktadır. Elde edilen sonuçlar bilişsel tarz farklılıklarının ve kullanılan öğrenme stratejilerinin öğrenci performansı açısından önemli olduğunu gösterirken, bir beceri ölçütü olarak alınan ÖSYM TM puanı öğrenci performansı ile ilişkili bulunmamıştır. Çalışmada elde edilen bir diğer önemli bulgu ise, öğrenme stratejisi kullanımlarının öğrencilerin bilişsel tarzına bağlı olarak farklılıklar göstermesidir

References

  • AMSTRONG, Steven J. (2000): “The Influence of Individual Cognitive Style on Performance in Management Education”, Educational Psychology, Cilt: 20, Sayı: 3, ss. 323-338.
  • BAYNE, Rowan (1997): The Myers-Briggs Type Indicator : A Critical Review and Practical Guide, London, Nelson Thomes Ltd.
  • BIGGS, John (2001): “Enhancing in Learning : A Matter of Style and Approach”. In Stenberg Robert J. and Zhang Li. Ed. Perspectives on Thinking, Learning, and Cognive Styles, ss. 73-102, London, Lawrence Erlbaum Associates, Publishers.
  • BORG, Mary O. ve STRANAHAN, Harriet A. (2002): “Personality Type and Student Performance in Upper Level Economics Courses: The Importance of Race and Gender”, Journal of Economic Education, Cilt: 33, Sayı:1, ss. 3-14.
  • COWAN, David A. (1989): “An Alternative to the Dichotomous Interpretation of Jung’s Psychological Functions : Developing a More Sensitive Measurement Technology”, Journal of Personality Assessment , Cilt:53, Sayı: 3, ss. 459-471.
  • CURRY, Lynn (1983): An organization of Learning Styles Theory and Constructs. Eric Document.235185.
  • ENTWISTLE, Noel James (1988): “Motivational Factors in Students Approaches to Learning”, In Schemck RR (ed.). Learning Strategies and Learning Styles, ss. 21-49, New York, Plenum Pres.
  • FELDER, Richard (1996): “Matters of Style”, ASEE Prism , Cilt:6, Sayı: 4, ss.18-23.
  • FELDER Richard, FELDER, Gary N. ve DIETZ, E.Jacquelin (1998): “A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisions with Traditionaly Taught Students”, Journal of Engineering Education , Cilt:4, ss. 469- 480.
  • GOLDSTEIN, Kenneth M., ve BLACKMAN, Sheldan (1978): Cognitive Style: Five Approaches to Relevant Research, New York , Wiley.
  • GRIGORENKO, Elena ve STENBERG, Robert J. (1995): “Thinking Styles”. In Saklofske DH., Zeidner M (eds.). International Handbook of Personality and Intelligence, ss. 205-230, Newyork, Plenum Press.
  • KIRBY, John R. (1988): “Style, Strategy and Skill in Reading”, In Schemck RR (ed.). Learning Strategies and Learning Styles, ss. 3-18, New York, Plenum Pres.
  • KOLB, David A. (1984): Experiential Learning : Experience as The Source of Learning and Development, New Jersey, Prentice-Hall.
  • LETTERI, Charles A. (1980): “Cognitive Profile : Basic Determinant of Academic Achievement”, The Journal of Educational Research , Cilt:73, ss. 195-209.
  • MCCAULLEY, Mary H. (1990): “The MyersBriggs Type Indicator : A Measure for Individuals and Groups”, Measurement and Evaluation in Counseling and Development, Cilt:22, Sayı: 4, 07481756.
  • MESSICK, Samuel (1984): “The Nature of Cognitive Styles: Problems and Promises in Educational Research”, Educational Psychologist, Cilt: 19, Sayı:2, ss. 59-74.
  • MORGAN, Harry (1997): Cognitive Styles and Classroom Learning, London, Praeger.
  • RENZULLI, Joseph S ve DAI, D.Y. (2001): “Abilities, Interests, and Styles as Apttitudes for Learning: A Person-Situation Interaction Perspective”. In Stenberg Robert J. and Zhang Li Ed. Perspectives on Thinking, Learning, and Cognitive Styles, ss. 23-46, London, Lawrence Erlbaum Associates, Publishers.
  • RIDING, Richard ve RAYNER, Stephen G. (2002): Cognitive Styles and Learning Strategies : Understanding Styles Differences in Learning and Behavior, London, David Fulton Publishers.
  • ROSS, Jonathan L., DRYSDALE, Maureen T.B., SCHULTZ, Robert A. (2001): “Cognitive Learning Styles and Academic Performance in Two Postsecondary Computer Application Courses”, Journal of Research on Technology in Education, Cilt: 33, Sayı: 4 , ss. 400-412.
  • SADLER-SMITH, Eugene (2001), “The Relationship Between Learning Style and Cognitive Style”, Personality and Individual Differences, Cilt: 30, Sayı:4, ss. 609-616.
  • SCHMECK, Ronald R. (1988): “An Introduction to Strategies and Styles of Learning” . In Schmeck Ronald R (ed.). Learning Strategies and Learning Styles, 3-18, New York , Plenum Pres.
  • SCHMECK, Ronald R vd (1977): “Development of Self Report Inventory for Assessing Individual Differences in Learning Processes", Applied Psychological Measurement, Cilt:1, ss. 413-431.
  • STENBERG, Robert J. ve GRIGORENKO Elena (2001): “A Capsule History of Theory and Research on Styles”. In Stenberg RJ. and Zhang Lifang Ed. Perspectives on Thinking, Learning, and Cognive Styles, ss. 1-22. London, Lawrence Erlbaum Associates, Publishers.
  • WHEELER, Patrick (2001): “The Myers Briggs Type Indicator and Applications to Accounting Education and Research”. Issues in Accounting Education, Cilt: 16, Sayı: 1, ss. 125-150.
  • WITKIN, Herman A vd. (1971): A Manual for the Embedded Figures Texts, Palo Alto, CA, Consulting Psychologist Press.
  • WEINSTEIN, Claire (1988): “Assesment and Training of Student Learning Strategies” in Schmeck R.R. Ed. Learning Strategies and Learning Styles, New York, Plenum Press.

Year 2004, Volume: 4 Issue: 1, 31 - 43, 01.05.2004

Yasemin Arbak Ömür Özmen Ömür Saatçıoğlu

Abstract

This study has aimed to investigate how cognitive style, learning strategy and skill differences influence student performance in different learning environments. In this respect, the study sample consisted of 310 students studying in four different departments of the Business Administration Faculty of Dokuz Eylül University. Results show that cognitive styles and learning strategies are important in explaining student performance, while the university admission test as a measure of student skills had no effect on student performance. An other important finding was that the use of learning strategies differed with respect to cognitive styles.

References

  • AMSTRONG, Steven J. (2000): “The Influence of Individual Cognitive Style on Performance in Management Education”, Educational Psychology, Cilt: 20, Sayı: 3, ss. 323-338.
  • BAYNE, Rowan (1997): The Myers-Briggs Type Indicator : A Critical Review and Practical Guide, London, Nelson Thomes Ltd.
  • BIGGS, John (2001): “Enhancing in Learning : A Matter of Style and Approach”. In Stenberg Robert J. and Zhang Li. Ed. Perspectives on Thinking, Learning, and Cognive Styles, ss. 73-102, London, Lawrence Erlbaum Associates, Publishers.
  • BORG, Mary O. ve STRANAHAN, Harriet A. (2002): “Personality Type and Student Performance in Upper Level Economics Courses: The Importance of Race and Gender”, Journal of Economic Education, Cilt: 33, Sayı:1, ss. 3-14.
  • COWAN, David A. (1989): “An Alternative to the Dichotomous Interpretation of Jung’s Psychological Functions : Developing a More Sensitive Measurement Technology”, Journal of Personality Assessment , Cilt:53, Sayı: 3, ss. 459-471.
  • CURRY, Lynn (1983): An organization of Learning Styles Theory and Constructs. Eric Document.235185.
  • ENTWISTLE, Noel James (1988): “Motivational Factors in Students Approaches to Learning”, In Schemck RR (ed.). Learning Strategies and Learning Styles, ss. 21-49, New York, Plenum Pres.
  • FELDER, Richard (1996): “Matters of Style”, ASEE Prism , Cilt:6, Sayı: 4, ss.18-23.
  • FELDER Richard, FELDER, Gary N. ve DIETZ, E.Jacquelin (1998): “A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisions with Traditionaly Taught Students”, Journal of Engineering Education , Cilt:4, ss. 469- 480.
  • GOLDSTEIN, Kenneth M., ve BLACKMAN, Sheldan (1978): Cognitive Style: Five Approaches to Relevant Research, New York , Wiley.
  • GRIGORENKO, Elena ve STENBERG, Robert J. (1995): “Thinking Styles”. In Saklofske DH., Zeidner M (eds.). International Handbook of Personality and Intelligence, ss. 205-230, Newyork, Plenum Press.
  • KIRBY, John R. (1988): “Style, Strategy and Skill in Reading”, In Schemck RR (ed.). Learning Strategies and Learning Styles, ss. 3-18, New York, Plenum Pres.
  • KOLB, David A. (1984): Experiential Learning : Experience as The Source of Learning and Development, New Jersey, Prentice-Hall.
  • LETTERI, Charles A. (1980): “Cognitive Profile : Basic Determinant of Academic Achievement”, The Journal of Educational Research , Cilt:73, ss. 195-209.
  • MCCAULLEY, Mary H. (1990): “The MyersBriggs Type Indicator : A Measure for Individuals and Groups”, Measurement and Evaluation in Counseling and Development, Cilt:22, Sayı: 4, 07481756.
  • MESSICK, Samuel (1984): “The Nature of Cognitive Styles: Problems and Promises in Educational Research”, Educational Psychologist, Cilt: 19, Sayı:2, ss. 59-74.
  • MORGAN, Harry (1997): Cognitive Styles and Classroom Learning, London, Praeger.
  • RENZULLI, Joseph S ve DAI, D.Y. (2001): “Abilities, Interests, and Styles as Apttitudes for Learning: A Person-Situation Interaction Perspective”. In Stenberg Robert J. and Zhang Li Ed. Perspectives on Thinking, Learning, and Cognitive Styles, ss. 23-46, London, Lawrence Erlbaum Associates, Publishers.
  • RIDING, Richard ve RAYNER, Stephen G. (2002): Cognitive Styles and Learning Strategies : Understanding Styles Differences in Learning and Behavior, London, David Fulton Publishers.
  • ROSS, Jonathan L., DRYSDALE, Maureen T.B., SCHULTZ, Robert A. (2001): “Cognitive Learning Styles and Academic Performance in Two Postsecondary Computer Application Courses”, Journal of Research on Technology in Education, Cilt: 33, Sayı: 4 , ss. 400-412.
  • SADLER-SMITH, Eugene (2001), “The Relationship Between Learning Style and Cognitive Style”, Personality and Individual Differences, Cilt: 30, Sayı:4, ss. 609-616.
  • SCHMECK, Ronald R. (1988): “An Introduction to Strategies and Styles of Learning” . In Schmeck Ronald R (ed.). Learning Strategies and Learning Styles, 3-18, New York , Plenum Pres.
  • SCHMECK, Ronald R vd (1977): “Development of Self Report Inventory for Assessing Individual Differences in Learning Processes", Applied Psychological Measurement, Cilt:1, ss. 413-431.
  • STENBERG, Robert J. ve GRIGORENKO Elena (2001): “A Capsule History of Theory and Research on Styles”. In Stenberg RJ. and Zhang Lifang Ed. Perspectives on Thinking, Learning, and Cognive Styles, ss. 1-22. London, Lawrence Erlbaum Associates, Publishers.
  • WHEELER, Patrick (2001): “The Myers Briggs Type Indicator and Applications to Accounting Education and Research”. Issues in Accounting Education, Cilt: 16, Sayı: 1, ss. 125-150.
  • WITKIN, Herman A vd. (1971): A Manual for the Embedded Figures Texts, Palo Alto, CA, Consulting Psychologist Press.
  • WEINSTEIN, Claire (1988): “Assesment and Training of Student Learning Strategies” in Schmeck R.R. Ed. Learning Strategies and Learning Styles, New York, Plenum Press.
There are 27 citations in total.

Details

Other ID JA96MY78AY
Journal Section Research Article
Authors

Yasemin Arbak This is me

Ömür Özmen This is me

Ömür Saatçıoğlu This is me

Publication Date May 1, 2004
Published in Issue Year 2004 Volume: 4 Issue: 1

Cite

APA Arbak, Y., Özmen, Ö., & Saatçıoğlu, Ö. (2004). BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA. Ege Academic Review, 4(1), 31-43.
AMA Arbak Y, Özmen Ö, Saatçıoğlu Ö. BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA. ear. May 2004;4(1):31-43.
Chicago Arbak, Yasemin, Ömür Özmen, and Ömür Saatçıoğlu. “BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA”. Ege Academic Review 4, no. 1 (May 2004): 31-43.
EndNote Arbak Y, Özmen Ö, Saatçıoğlu Ö (May 1, 2004) BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA. Ege Academic Review 4 1 31–43.
IEEE Y. Arbak, Ö. Özmen, and Ö. Saatçıoğlu, “BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA”, ear, vol. 4, no. 1, pp. 31–43, 2004.
ISNAD Arbak, Yasemin et al. “BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA”. Ege Academic Review 4/1 (May 2004), 31-43.
JAMA Arbak Y, Özmen Ö, Saatçıoğlu Ö. BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA. ear. 2004;4:31–43.
MLA Arbak, Yasemin et al. “BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA”. Ege Academic Review, vol. 4, no. 1, 2004, pp. 31-43.
Vancouver Arbak Y, Özmen Ö, Saatçıoğlu Ö. BİLİŞSEL TARZ VE ÖĞRENME BİÇİMİNİN ÖĞRENCİ PERFORMANSI AÇISINDAN ÖNEMİ: İŞLETME FAKÜLTESİ ÖĞRENCİLERİ ÜZERİNDE BİR ARAŞTIRMA. ear. 2004;4(1):31-43.