Öğretmen Adaylarının Çalışma Becerilerine Yönelik Algılarının İncelenmesi Ereğli Eğitim Fakültesi Örneği

Abstract

Her yaştan insan için gerekli olan çalışma becerileri yaşam boyu öğrenme kapsamında değerlendirilen becerilerdendir. Bu çalışmanın amacı da geleceğin öğretmenleri olan öğretmen adaylarının yaşam boyu öğrenme kapsamında değerlendirilen çalışma becerilerinin ne düzeyde olduğunun belirlenmesine yöneliktir. Yapılan bu çalışma betimsel nitelikte olup, desen olarak tarama modeli kullanılmıştır. Araştırma sürecinde elde edilen veriler 2017-18 eğitim-öğretim döneminde öğrenim gören 1254 öğrenciyi kapsamaktadır. Çalışmada veri toplama aracı olarak “Çalışma Becerileri Envanteri” kullanılmıştır. Değişkenlere ilişkin elde edilen puanların normal dağılıma uygun olmadığı belirlenmiştir. Bu bakımdan öğrencilerin çalışma beceri düzeylerinin cinsiyet, bölüm ve sınıf düzeyine göre değişip değişmediği parametrik olmayan istatistiksel analizler kullanılarak hesaplanmıştır. Sonuç olarak öğretmen adaylarının çalışma becerilerine yönelik algıları cinsiyet, sınıf düzeyi ve program türüne göre anlamlı farklılıklar göstermiştir

Keywords

• Çalışma Becerileri, Öğretmen Adayları

Perceptions of Prospective Teachers towards Study Skills Example of Eregli Faculty of Education

Abstract

Study skills crucial for people of all ages are skills that evaluated within the scope of lifelong learning. The aim of this study was to determine the level of study skills of prospective teachers, who are the teachers of the future, evaluated within the scope of lifelong learning. The study adopted a descriptive survey design. Data were obtained from 1254 students studying in the academic year 2017-18. “Study Skills Inventory” was used as a data collection instrument. It was observed that the data had not a normal distribution. In this regard, non-parametric statistical analyzes were used to determine whether the prospective teachers' study skill levels varied according to gender, program and class level. As a result, the perceptions of prospective teachers about study skills showed significant differences according to gender, class level, and program type

Keywords

• Study Skills, Prospective Teachers

References

1. Agnew, N. C., Slate, J. R., Jones, C. H. & Agnew, D. M. (1993). Academic behaviors as a function of academic achievement, locus of control, & motivational orientation. NACTA Journal, 37(2), 24-27.
2. Ahmad, A. M. M. (2018). Bad Study Habits of EFL Learners as Indicators of their Poor Performance: A Case of the University of Bisha. International Journal of Applied Linguistics and English Literature, 7(2), 185-196.
3. Aluja, A., & Blanch, A. (2004). Socialized personality, scholastic aptitudes, study habits, and academic achievement: Exploring the link. European Journal of Psychological Assessment, 20(3), 157-165.
4. Ayodele, C. S. & Adebiyi, D. R. (2013). Study habits as influence of academic performance of university undergraduates in Nigeria. Research Journal in Organizational Psychology and Educational Studies, 2(3), 72 - 75.
5. Cerna, M. A., & Pavliushchenko, K. (2015). Influence of study habits on academic performance of international college students in Shanghai. Higher Education Studies, 5(4), 42.
6. Christian, J., 1983. Study habits as a function of need achievement. Asian Journal of Psychology and Education, 11(1), 6-12.
7. Cottrell, S. (2001). Teaching study skills and supporting learning. Palgrave Macmillan: Basingstoke.
8. Credé, M. & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425-453.

9. Çolakoğlu, Ö.M. & Mahiroğlu, A. (2018). Çalışma becerileri envanterinin öğretmen adayları örneğinde Türkçe’ye uyarlanması. Kastamonu Education Journal, 26(4), 1307-1318.
10. Devine, T. G. (1987). Teaching study skills: a guide for teachers. Allyn and Bacon: Boston.
11. Ergür, D. ve Saraçbaşı, T. (2009). İngiliz dilbilimi öğrencilerinin akademik çalışma becerilerinin özdeğerlendirilmesi. Eğitim ve Bilim, 34(151), 17-29.
12. Field, A. (2005). Discovering statistics using SPSS (2nd ed.). Sage Publication: London.
13. Gall, M. D. (1990). Tools for learning: a guide to teaching study skills. Association for supervision and curriculum development, VA: Alexandria.
14. Gettinger, M. & Seibert, J. K. (2002). Contributions of study skills to academic competence. School Psychology Review, 31(3), 350-365.
15. Hazard, L.L. & Nadeau, J.J. (2006). Students success. Pearson Custom Publishers: Boston.
16. Hoover, J. J. & Patton, P. R. (1995). Teaching students with learning problems to use study skills: a teacher’s guide. Pro- Ed.: Austin, TX.
17. Jansen, E. P., & Suhre, C. J. (2010). The effect of secondary school study skills preparation on first-year university achievement. Educational studies, 36(5), 569-580.
18. Jones, C. H., Slate, J.R. & Kyle, A. (1992). Study skills of teacher education students. The Teacher Educator, 28, 7-15.
19. Jones, C. H., Slate, J. R. & Marini, I. (1995). Locus of Control, Social Interdependence, Academic Preparation, Age, Study Time, and the Study Skills of College Students. Research in the Schools, 2(1), 55-62.
20. Kaur, A. & Pathania, R. (2015). Study habits and academic performance among late adolescents. Studies on Home and Community Science, 9(1), 33-35.
21. Koki, A. T. A. & Abdullahi, U. (2014). Gender Differences in Study Habit Skills of Undergraduate Students of Yobe State University, Damaturu, Yobe State, Nigerıa. Knowledge Review, 31(2).
22. Meneghetti, C., De Beni, R. & Cornoldi, C. (2007). Strategic Knowledge and Consistency in Students with Good and Poor Study Skills. European Journal of Cognitive Psychology, 19(4/5), 628-649.
23. Mushoriwa, T. (2009). The Study Strategy–Performance Function among Students in Three Teachers’ Colleges in Masvingo and Harare, Zimbabwe. Nigerian Journal of Guidance and Counselling, 14(1).
24. Naqvi, S.,Chikwa, G., Menon, U. & Al Kharusi, D. (2018). Study skills assessment among undergraduate students at a private university college in Oman. Mediterranean Journal of Social Sciences, 9(2), 139-147.
25. Onwuegbuzie, A. J. &Daley, C. E. (1998). Study skills of undergraduates as a function of academic locus of control, self-perception, and social interdependence. Psychological Reports, 83(2), 595-598.
26. Onwuegbuzie, A.J., Slate J.R., Peterson, F., Watson, M. & Schwartz, R.A. (2000). Factors associated with underachievement in educational research courses. Research in the Schools, 7, 53-65.
27. Onwuegbuzie, A.J., Slate, J.R. & Schwarts, R.A. (2001). Role of studying skills in graduate-level educational research courses. The Journal of Educational Research, 94(4), 238-246.
28. Ossai, M. C. (2012). Age and gender differences in study habits: A framework for proactive counselling against low academic achievement. Journal of Educational and Social Research, 2(3), 67-73.
29. Pepe, K. (2012). A result of the relationship between study skills of students and their GPA. Procedia-Social and Behavioral Sciences, 47, 1048-1057.
30. Proctor, B. E., Prevatt, F. F., Adams, K. S., Reaser, A. & Petscher, Y. (2006). Study skills profiles of normal-achieving and academically-struggling college students. Journal of College Student Development, 47(1), 37-51.
31. Rohwer, W. (1984). An invitation to the developmental psychology of studying. Applied Developmental Psychology, 1, 74-114.
32. Schunk, D. H. (2000). Learning theories: an educational perspective. Prentice-Hall: Upper Saddle River, NJ.
33. Slate, J. R.,Jones, C. H. & Charlesworth, J. R. (1990). Relationship of conceptions of intelligence to preferred teaching behaviors. Action in Teacher Education, 12(1), 25-29.
34. Slate, J.R, Jones, C.H. & Harlan, E.J. (1998). Study skills of students at a post-secondary vocational-technical institute. Journal of Industrial Teacher Education, 35, 57-70.
35. Thomas, A. (1993). Study skills. OSSC Bulletin, 36(5), n5.
36. Wingate, U. (2006). Doing away with ‘study skills’. Teaching in Higher Education, 11(4), 457-469.
37. Yıldırım, A., Doğanay, A., Türkoğlu A. (2000). Okulda başarı için ders çalışma ve öğrenme yöntemleri. Seçkin Yayıncılık: Ankara.
38. Zimmerman, B. J. & Cleary, T. J. (2009). Motives to self-regulate learning: A social cognitive account. K. R. Wenzel& A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 247-264). Routledge/Taylor & Francis Group: New York, NY, US.