BEDEN EĞİTİMİ VE SPOR YÜKSEKOKULU ÖĞRENCİLERİNİN ÖĞRENME VE DERS ÇALIŞMA YAKLAŞIMLARI İLE SINAV KAYGI DÜZEYLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Öz

Bu çalışmada farklı öğrenme ve ders çalışma yaklaşımlarına sahip öğrencilerin sınav kaygı düzeyleri belirlenerek öğrenme ve ders çalışma yaklaşımları ile sınav kaygısı ilişkisinin incelenmesi amaçlanmıştır. Öğrencilerin sınav kaygı düzeylerinin belirlenmesi için Spielberger 1980 tarafından geliştirilen Öner ve Albayrak Kaymak 1993 tarafından Türkçeye uyarlanan Sınav Kaygısı Envanteri SKE , ders çalışma ve öğrenme yaklaşımlarının tespit edilmesi için Hounsell, Entwistle, Anderson ve ark. 2002 tarafından geliştirilen Topkaya, Yaka & Öğretmen 2011 tarafından Türkçeye uyarlanan Öğrenme ve Ders Çalışma Yaklaşımları Envanteri ÖDYE kullanılmıştır. ÖDYE 5'li likert 18 maddeden oluşmaktadır. SKE 4'lü Likert 20 maddeden oluşmaktadır. Toplanan verilerin analizi için SPSS 16.0 paket programında One-Way ANOVA, Indipendent T-Test kullanılmıştır. Uygulanan ölçeklerin örneklem grubuna uygun olup olmadığını belirlemek için Doğrulayıcı Faktör Analizi DFA kullanılmıştır. Öğrenme ve ders çalışma yaklaşımında bölümler arasında farklılığa bakıldığında yüzeysel ve derinlemesine yaklaşımda anlamlı farklılık bulunmazken, stratejik yaklaşımda anlamlı farklılık elde edilmiştir p0.05 . Duyuşsallık, Kuruntu ve Toplam Sınav Kaygısı değerlerinde cinsiyetler arasında anlamlı bir farklılık bulunmuştur p

Anahtar Kelimeler

• Ders Çalışma Yaklaşımı, Öğrenme Yaklaşımı, Sınav Kaygısı

EXAMINATION OF THE RELATION BETWEEN SCHOOL OF PHYSICAL EDUCATION AND SPORT STUDENTS' APPROACH TO LEARNING AND STUDYING AND TEST ANXIETY

Öz

In this study, the aim of this study was to examine the relation between school of physical education and sport students' approach to learning and studying and test anxiety. Students in departments of physical education and sport teacher n=103 , coaching education n=155 and sport management n=110 at Mugla Sıtkı Koçman University participated in the study n=368 . 145 of participant were female, 223 of them were male. Test Anxiety Inventory TAI , developed by Speilberger 1980 and adapted to Turkish by Öner and Albayrak-Kaymak 1993 cited in Erözkan, 2004 , was used to identify students' test anxiety levels. Approaches to Learning and Studying Inventory ALSI , developed by Hounsell, Entwistle, Anderson et al. 2002 and adapted to Turkish by Topyaka, Yaka and Öğretmen 2011 , was used to identify students' approaches to learning and studying. ALSI consists of 18 items with 5 Likert. TAI consists of 20 items with 4 likert. One-Way ANOVA and Independent T-Test in SPSS 16.0 were used to analyze the collected data. Confirmatory Factor Analysis CFA was used to find out whether used inventories were suitable for the sample. When the differences about approaches to learning and studying between departments were examined, while no significant difference was found in surface and deep approaches, significant difference was found in strategic approaches. No significant difference was found between grades. Significant gender differences were found in emotionality, worry and total test anxiety. Positive correlation was found between surface approach and emotionality, worry and total test anxiety. Consequently, it was found that students who adopt surface approach have high-test anxiety, because it was found that while adopting surface approach, students could have high-level of emotionality and worry. It is important to create learning environment that discourage students to adopt surface approach

Anahtar Kelimeler

• Studying Approach, Learning Approach, and Test Anxiety.

Kaynakça

1. 1. Biggs, J.B. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.
2. 2. Biggs, J. B. (1999a). What the Student Does: teaching for enhanced learning, Higher Education Research & Development, 18(1), 57-75.
3. 3. Biggs, J. B. (1999b). Teaching for quality learning at university. Buckingham: Open University Press.
4. 4. Biggs, J. B., Tang, C. (2011). Teaching for Quality Learning at University What the Student Does. (4. Edition). New York: The Society for Research into Higher Education & Open University Press.
5. 5. Case, J. M., Marshall, D. (2009). Teaching and Learning. Malcolm Tight, Ka Ho Mok, JeroenHuisman & Christopher Morphew (Eds), in The Routledge International Handbook of Higher Education. New York: Routledge.
6. 6. Campos, B., Keltner, D., Tapias, M. P. (2004). Emotion. Charles D. Speilberger (Ed.) In Encyclopedia of Applied Psychology. (1. Baskı). Elsevier Academic Press.
7. 7. Doctor, R. M., Altman, F. (1969). Worry and emotionality as components of test anxiety: Replication and further data. Psychological Reports, 24, 563-568.
8. 8. Eley, M. G. (1992). Differential adoption of study approaches within individual students. Higher Education, 23(3), 231254.URL:http:/links.jstor.org/sici?sici=00181560 %28199204%2923%3A3%3C231%3ADAOSAW%3 E2.0.CO%3B2-C.

9. 9. Entwistle, N. (2000). Promoting deep learning through teaching and assessment: conceptual frameworks and educational contexts. Paper presented at TLRP Conference,Leicester, Great Britain.
10. 10. Entwistle, N. (2001). Approaches to learning and perceptions of the learning environment: Introduction to the Special Issue. Higher Education, 22, 201-204.
11. 11. Entwistle, N. (2004). Approaches to learning and levels of understanding: Influences and responsibilities. [online]. http://www.ucd.ie/lsu/Entwhistle.pdf. (10 December 2012).
12. 12. Entwistle, N., McCune, V. (2004). The Conceptual Bases of Study Strategy Inventories. Educational Psychology Review,16(4), 325–345.
13. 13. Ergene, T. (2011). The Relationships among Test Anxiety, Study Habits, Achievement, Motivation, and Academic Performance among Turkish High School Students.EğitimveBilim, 36(160), 320- 330.
14. 14. Erözkan, A. (2004). Üniversite Öğrencilerinin Sınav Kaygısı ve Başa Çıkma Davranışları. MuğlaÜniversitesi SBE Dergisi, 12, 13–38.[In Turkish]
15. 15. Farooqi, Y. N., Ghani, R., Spielberger, C. D. (2012). Gender Differences in Test Anxiety and Academic Performance of Medical Students. International Journal of Psychology and Behavioral Sciences, 2(2), 38-43. DOI: 10.5923/j.ijpbs.20120202.06.
16. 16. Peters, D, Jones, G., Peters, J. (2007) Approaches to Studying, Academic Achievement and Autonomy, in Higher Education Sports Students. Journal of Hospitality, Leisure, Sport and Tourism Education, 6(2), 16-28. DOI:10.3794/johlste.62.132.
17. 17. Hounsell, D., Entwistle, N., Anderson, C. & ark. (2002). Enhancing teaching-learning environments in undergraduate students (ETL). [Online]http://www.etl.tla.ed.ac.uk/questionnaires/ET LQ.pdf.
18. 18. Liebert, R. M., Morris, L. W. (1967). Cognitive and emotional components of test anxiety: a distinction and some initial data. Psychological Reports, 20, 975-978.
19. 19. Putwain, D. W. (2008): Deconstructing test anxiety. Emotional and Behavioural Difficulties, 13(2), 141- 155. DOI: 10.1080/13632750802027713.
20. 20. Ramdsen, P. (1992). Learning to teach in higher education. London and New York: Routledge Falmer.
21. 21. Richardson, J. T. E. (2004). Students’ perceptions of academic quality and approaches to studying in distance education.British Educational Research Journal, 31(1), 7–27.
22. 22. Richardson, J. T. E., Barnes, L., Fleming, J. (2004). Approaches to studying and perceptions of academic quality in deaf and hearing students in higher education.Deafness and Education International, 6, 100−122 doi:10.1002/dei.170.
23. 23. Richardson, J. T. E. (2008). Approaches to studying among deaf students in higher education. In M. Marschark, & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 387−410). New York: Oxford University Press.
24. 24. Richardson, J. T. E. (2009). What Can Students’ Perceptions of Academic Quality Tell Us? Research Using the Course Experience Questionnaire. Malcolm Tight, Ka Ho Mok, JeroenHuisman&Christopher orphew (Eds), in The Routledge International Handbook of Higher Education. New York: Routledge.
25. 25. Richardson, J. T. E. (2010). Conceptions of learning and approaches to studying among white and ethnic minority students in distance education. British Journal of Educational Psychology, 80, 535–556.
26. 26. Richardson, J. T. E. (2011). Approaches to studying, conceptions of learning and learning styles in higher education. Learning and Individual Differences, 21, 288–293.
27. 27. Rowe, J. W. K. (2001) Approaches to Study by First Year Engineering Students. http://www.hull.ac.uk/engprogress/Prog1Papers/SH URowe.pdf
28. 28. Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453– 472.
29. 29. Speilberger, C. D. (2011). Test Anxiety Inventory. http://www.mindgarden.com/docs/TAISample.pdf
30. 30. Topkaya,N.,Yaka,B.,Öğretmen,T.(2011).Öğrenme veders çalışma yaklaşımları envanteri'nin uyarlanması ve ilgili yapılarla ilişkisinin incelenmesi. Eğitim ve Bilim, 36(159), 192-204. .[In Turkish]
31. 31. Toubiana, J. (2005). Evaluation of Test Anxiety Using Pictorial Evaluation of Test Reactions (PETER). Charles D. Spielberger, Irwin Sarason (Eds.) In Stress and Emotion: Anxiety, Anger, and Curiosity Stress and Emotion (17. Baskı). New York: Routledge.
32. 32. Vermetten, Y. J., Lodewijks, H. G., Vermunt, J. D. (1999). Consistency and variability of learning strategies in different university
33. courses.HigherEducation, 37, 1–21. 33. Zeidner, M. (1998). Test Anxiety The State of the Art. New York: Plenum.