Fizyoterapi ve Rehabilitasyon Öğrencilerinin Öğrenme Stili Tercihlerine Göre Akademik Başarı, Akademik Öz Güven ve Eğitim Ortamı Algısının Karşılaştırılması

Year 2025, Volume: 15 Issue: 2, 218 - 226, 31.08.2025

Aylin Aydoğdu Delibay , Hümeyra Kiloatar , Onur Turan , Görkem Açar

https://doi.org/10.5961/higheredusci.1561687

Abstract

Bu çalışmanın amacı lisans düzeyindeki fizyoterapi ve rehabilitasyon öğrencilerinin farklı öğrenme stili tercihlerine göre akademik
başarılarını, akademik özgüvenlerini ve öğrenme çevrelerini incelemekti.
Çalışmaya lisans düzeyindeki 180 fizyoterapi ve rehabilitasyon öğrencisi dahil edilmiştir. Bireylerin öğrenme stili tercihleri Kolb
Öğrenme Stili Envanteri-3 ile, öğrenme çevreleri Dundee Mevcut Eğitim Ortamı Değerlendirme Ölçeği (DREEM) ile, özgüvenleri ise
Akademik Özgüven Ölçeği (AÖÖ) ile değerlendirilmiştir. Bireylerin akademik başarıları Genel Akademik Not Ortalamaları aracılığıyla
değerlendirilmiştir.
Farklı öğrenme stillerini tercih eden bireylerin Akademik Özgüven Ölçeği ile ölçülen akademik özgüvenleri benzerdi (p>0,05). Farklı
öğrenme stillerini tercih eden bireylerin DREEM anketiyle ölçülen öğrenme çevresi algıları istatistiksel olarak farklıydı (p<0,05).
Özümseyen öğrenme stilini tercih eden öğrencilerinin DREEM puanı ayrıştıran ve yerleştiren öğrenme stilini tercih eden bireylere göre
daha düşük bulundu (p<0,05). Farklı öğrenme stillerini tercih eden bireylerin akademik başarıları istatistiksel olarak farklı bulundu
(p<0,05). Değiştiren ve ayrıştıran öğrenme stillerine sahip öğrenciler arasında (χ² = 16.36, p = 0.0025), ayrıca yerleştiren ve ayrıştıran
öğrenme stillerine sahip öğrenciler arasında (χ² = 16.37, p = 0.0025) istatistiksel olarak anlamlı farklılıklar bulunmuştur.
Bu çalışma, fizyoterapi ve rehabilitasyon öğrencilerinde öğrenme stili tercihlerinin akademik başarı ve öğrenme ortamı algısı üzerinde
anlamlı bir etkisi olduğunu ortaya koymuştur. Özümseyen öğrenme stiline sahip öğrencilerin eğitim ortamına yönelik memnuniyet
düzeylerinin daha düşük olduğu, ayrıştırıcı öğrenme stiline sahip öğrencilerin ise akademik başarılarının daha düşük olduğu bulunmuştur.
Buna karşılık, akademik özgüven düzeyleri öğrenme stilleri arasında anlamlı bir farklılık göstermemiştir. Bu bulgular, farklı öğrenme
stillerine uygun eğitim stratejilerinin geliştirilmesinin, fizyoterapi ve rehabilitasyon eğitiminde öğrenci memnuniyetini ve akademik
başarıyı artırabileceğini göstermektedir.

Keywords

fizyoterapi eğitimi , öğrenme stilleri , akademik başarı

Comparison of Academic Achievement, Academic Self- Confidence, and Perception of Educational Environment Based on Learning Style Preferences in Physiotherapy and Rehabilitation Students

Abstract

The aim of this study was to examine the academic achievement, academic self-confidence, and learning environments of undergraduate
physiotherapy and rehabilitation students according to their different learning style preferences.
180 undergraduate physiotherapy and rehabilitation students were included in the study. Individuals’ learning style preferences were
evaluated with the Kolb Learning Style Inventory-3, their learning environment was evaluated with the DREEM (The Dundee Ready
Education Environment Measure) survey, and their self-confidence was evaluated with the Academic Self-Confidence Scale. Individuals’
academic achievements were evaluated through their Grade Point Average (GPA).
Individuals who preferred different learning styles had similar academic self-confidence (p>0.05). Individuals who preferred different
learning styles had statistically different perceptions of the learning environment (p<0.05). The DREEM score of students who preferred the assimilating learning style was found to be lower than that of individuals who preferred the converging and accommodating learning
style (p<0.05). The academic achievements of individuals who preferred different learning styles were found to be statistically different
(p<0.05). Statistically significant differences were found between students with diverging and converging learning styles (χ² = 16.36, p =
0.0025), as well as between those with accommodating and converging learning styles (χ² = 16.37, p= 0.0025).
This study demonstrated that learning style preferences significantly influence academic success and perceptions of the educational
environment among physiotherapy and rehabilitation students. It was found that students with an assimilating learning style reported
lower satisfaction with the educational environment, while those with a diverging learning style exhibited lower academic achievement.
In contrast, academic self-confidence levels did not differ significantly among the different learning styles. These findings suggest that
developing educational strategies tailored to various learning styles may enhance student satisfaction and academic performance in
physiotherapy and rehabilitation education.

Keywords

Physiotherapy Education , Learning styles , Academic achievement

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