Barriers to Effective Learning of High School Students in Turkey

Yıl 2016, , 161 - 173, 01.07.2016

Eda Gürlen Tuğba Cihan

https://doi.org/10.21449/ijate.245195

Cited By: 2

Öz

This study aims to present the development and validation process of a scale to explore the learning barriers of high school students in Turkey. For this purpose, a scale was developed and administered to 316 high school students studying in the different counties of Ankara in the spring term of 2014-2015 academic year. Gathering the data, an exploratory factor analysis was run through SPSS Package program to see the structure of the interrelationships among the variables under six tests. Furthermore, a reliability analysis was conducted to the items under each test in the scale. As a result, one factor appeared under each test when the eigenvalues and variance percentages were examined, making six factors in total. The Cronbach’s Alpha Reliability Coefficient was calculated as to be significant for each test, which showed that the tests were reliable. Finally, some items were excluded from the scale. 

Anahtar Kelimeler

emotional learning barriers, motivational learning barriers, self-regulation, self-efficacy, motivation

Barriers to Effective Learning of High School Students in Turkey

Öz

This study aims to present the development and
validation process of a scale to explore the learning barriers of high school
students in Turkey. For this purpose, a scale was developed and administered to
316 high school students studying in the different counties of Ankara in the
spring term of 2014-2015 academic year. Gathering the data, an exploratory
factor analysis was run through SPSS Package program to see the structure of the interrelationships
among the variables under six tests. Furthermore, a reliability analysis was
conducted to the items under each test in the scale. As a result, one
factor appeared under each test when the eigenvalues and variance percentages
were examined, making six factors in total. The Cronbach’s Alpha Reliability
Coefficient was calculated as to be significant for each test, which showed
that the tests were reliable. Finally, some items were excluded from the scale. 

Anahtar Kelimeler

emotional learning barriers, motivational learning barriers, self-regulation, self-efficacy, motivation

Kaynakça

• Arroyo, A. A., Rhoad, R., & Drew, P. (1999). Meeting diverse student needs in urban schools: Research-based recommendations for school personnel. Preventing School Failure, 43, 145–153.
• Brophy, J. (1998). Motivating students to learn. New York: McGraw-Hill.
• Brown, B.L. (1999). Self-efficacy beliefs and career development. ERIC Digest. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, the Ohio State University.
• Dennis, S. L. & Osterholt, D. A. (2011). Holistic support that promotes student learning. The New England of Higher Education New England Board of Education at www.nebhe.org/thejournal/holistic-support-that-promotes-student-learning/
• Dennis, S. L. & Osterholt, D. A. (2014) Assessing and addressing student barriers: implications for today’s college classroom. About Campus, 18(6), 18-24.
• Department of Education (1997). Quality education for all: overcoming barriers to learning and development. Report of the NCSNET & NCESS. Pretoria: Government Printer.
• Department of Education (2001). Education White Paper 6: special needs education: building an inclusive education and training system. Pretoria: Government Printer.
• Pintrich, P.R., & De Groot, E. (1990). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
• Pintrich, P. R. (2000). The roal of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich and M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
• Preacher, K. J. & MacCallum R. C. (2003). Repairing Tom Swift’s electric factor analysis machine. Understanding Statistics. 2(1), 13-43.
• Young, S. H., & Vrongistinos, K. (2002). In-service teachers’ self-regulated learning strategies related to their academic achievement. Journal of Instructional Psychology, 29(3), 147-154.
• Zimmerman, B. J. (1986). Development of self-regulated learning: which are the key subprocesses? Contemporary Educational Psychology, 16, 307-313.