Bilişsel Giriş Davranışları ve Duyuşsal Giriş Özelliklerinin Öğrenme Düzeyine Etkisi

Abstract

AbstractIn this study, the effect of cognitive entry behaviors and affective entry characteristics on learning level was investigated. The study was conducted on 258 first year students attendi ng the Faculty of Education in the autumn semester of the 201 1 -2012 academic year. The study was conducted using the relational survey model and data was collected using the Entry Behaviors Test, Scale of Interest for the Course on Introduction to Education, Scale of Attitude for the Course on Introduction to Education, Academic Self-Efficacy Scale, and Achievement Test. It was concluded in the study that in a university-level course the variable of cognitive entry behaviors had a significant and medium-level effect on learning level in a university level course not exhibiting a strict sequential relationship, whereas the variable of affective entry characteristics did not have a significant effect on learning level. The two variables together accounted for 6% of the variability on learning level.KeywordsAcademic Self-concept, Affective Entry Characteristics, Attitude, Cognitive Entry Behaviors, Interest, Mastery Learning, Path Analysis.Cognitive entry behaviors are a form of prelearning that is required in order to learn a specific learning unit (Bloom 1998; Senemoglu, 2009). Many studies investigating the effect of pre-learning have been conducted (Alci, Erden, & Baykal, 2010; Dochy, De Ridjt, & Dyck, 2002; Hailikari, Nevgi, & Kamulainen, 2008; Hailikari, Nevgi, & LindblomYlanne, 2007; Thompson & Zamboanga, 2004). When these studies are examined, it is seen that pre-learning is a key variable regarding the level of learning. Pre-learning was reported to have had a positive and facilitating effect on learning level in 95% of studies (Dochy, Segers, & Buehl, 1999). On the other hand, although it was proven that cognitive entry behaviors, in other words pre-learning, raise learning level at primary and secondary education level, the effect of this variable on learning level at university level courses showing a low sequential relationship is controversial (Senemoglu, 1989). Therefore, to determine the effect of cognitive entry behaviors, one needs further studies into university level courses that specifically demonstrate low sequential relationship.Another student quality in the mastery learning model involves affective entry characteristics. During the learning process, students who have positive affective entry characteristics tend to be more attentive, more insistent and more successful (Anderson & Bourke, 2013). Affective entry behaviors are a combination of a student's interest in, attitude towards and academic self-concept regarding a course or the learning units of that course (Bloom, 1998). Thurstone defined attitude as the total of an individual's tendencies, emotions, prejudices, partialities, preconceptions, ideas, fears and solid and healthy beliefs concerning a specific topic (Robinson, 1975). It is widely accepted beliefs that student' attitudes towards school and courses affect their success at school and in courses (AbuHilal, 2000; Robinson, 1975). Various studies were conducted to account for the effect of attitude on achievement (Abu-Hilal, 2000; Bloom, 1998; Fakeye, 2010; Freedman, 1997; Graham, Berninger, & Fan, 2007; Inal, Evin & Saracaloglu, 2005; Ma & Xu, 2004; Nasr & Soltani, 2011; Papanastasiou & Zembylas, 2004; Rennie & Punch, 1991; Robinson, 1975; Shih & Gamon, 2001; Weinburgh, 1995; Yucel & Koc, 2011). However, different results were obtained in these studies. Robinson (1975) stated that there was not a linear relationship between attitude and achievement and this drew the attention of researchers to the possibility that there might not always be a correlation between two. In effect, it can be said that the impact of attitude on achievement may vary depending on educational stages and courses and that this is a possibility subject to further research. …