Investigation of the Relationship Between Preservice Teachers' Lifelong Learning Skills and Game Perceptions

Year 2023, Volume: 5 Issue: 2, 628 - 643, 28.12.2023

Yasemin Kuzu , Esin Şimşek Altıparmak

https://doi.org/10.51535/tell.1343479

Abstract

In this study, in which the quantitative research approach was adopted, we examined the relationship between the lifelong learning skills of preservice teachers and their game perceptions with the relational survey model. We used the descriptive survey model to investigate whether the preservice teachers' lifelong learning skills and game perceptions differ according to gender, grade level, number of books read, maternal/paternal education level and family income level. The sample consists of 1071 (Female: 823; Male: 248) preservice teachers who have studied at various universities in Turkey in the 2021-2022 academic year. We used the convenience sampling model in the choosing of relevant universities. In the data collection process of this study, we used two different measurement tools, 30 items “Lifelong Learning Skills Scale” and 20 items “Game Perception Scale. The results show that there is a significant difference between the function of the game, the level of interest/interest/discovery in the game and gender in favor of female. We found that preservice teachers' increased grade level, increased frequency of reading books, and higher levels of maternal education enhance their lifelong learning skills. We observed that a positive and meaningful relationship between preservice teachers’ lifelong learning skills and play perceptions. We also found that preservice teachers with a high level of education and income of parents have high communication skills in a foreign language. On the contrary, we observed that preservice teachers with lower levels of income have higher gaming perceptions.

Keywords

Lifelong learning, Game perception, Preservice teacher

Öğretmen Adaylarının Yaşam Boyu Öğrenme Becerileri ile Oyun Algıları Arasındaki İlişkinin İncelenmesi

Abstract

Nicel araştırma yaklaşımının benimsendiği bu çalışmada, öğretmen adaylarının yaşam boyu öğrenme becerileri ile oyun algıları arasındaki ilişki ilişkisel tarama modeli ile incelenmiştir. Adayların yaşam boyu öğrenme eğilimleri ve oyun algılarının cinsiyete, sınıf düzeyine, kitap okuma sayısına, anne/baba eğitim düzeyine ve ailenin gelir düzeyine göre farklılaşıp farklılaşmadığı betimsel tarama modeli ile araştırılmıştır. Araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılında Türkiye'nin çeşitli üniversitelerinde öğrenim gören 1071 (Kadın: 823; Erkek: 248) öğretmen adayı oluşturmaktadır. İlgili üniversitelerin seçiminde kolay ulaşılabilir örnekleme yöntemi, bu üniversitelerde öğrenim gören öğretmen adaylarının seçiminde amaçlı örnekleme yöntemi kullanılmıştır. Bu çalışmanın veri toplama sürecinde 30 maddelik “Yaşam Boyu Öğrenme Becerileri Ölçeği” ve 20 maddelik “Oyun Algısı Ölçeği” olmak üzere iki farklı ölçme aracı kullanılmıştır. Elde edilen sonuçlar oyunun işlevi, oyuna ilgi/merak/keşfetme düzeyi ve cinsiyet arasında kadınlar lehine anlamlı bir fark olduğunu göstermektedir. Adayların sınıf düzeylerinin artmasının, kitap okuma sıklıklarının artmasının ve anne eğitim düzeylerinin yüksek olmasının yaşam boyu öğrenme becerilerini arttırdığı tespit edilmiştir. Öğretmen adaylarının yaşam boyu öğrenme becerileri ile oyun algıları arasında pozitif ve anlamlı bir ilişki gözlenmiştir. Ayrıca anne ve baba eğitim düzeyi ve gelir düzeyi yüksek olan adayların yabancı dilde iletişim becerilerinin yüksek olduğu görülmüştür. Aksine gelir düzeyi düşük olan adayların oyun algılarının daha yüksek olduğu gözlemlenmiştir.

Keywords

Yaşam boyu öğrenme, Oyun algısı, Öğretmen adayı

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