Abstract
This study was conducted to examine the differences between the study approach of students studying in Physical Education and Faculties of Education. For the study, DumlupA±nar University School of Physical Education and Sports and Faculty of Education students were voluntarily participated to the study. As a data collection tool, conducted with the Turkish adaptation by Yilmaz and Orhan (2011), the studying process approach scale (SPQ) was used in the study. In the study, frequency and percentage descriptive statistical methods were used to determine the distribution of the personal information of the participants in the analysis of data obtained in the study. To determine the distribution of data, the sample Kolmogorov-Smirnov normality test and, for the identification of significant differences, the t test analysis and two way MANOVA analyses were used (p = 0.05). As a result, in the participants' study approach, in the deep approach subdimension, a significant difference was found between school of Physical Education and Sport students and Faculty of Education students. Physical Education students (3,09 +/- 0,69) have a higher average than education students (2,92 +/- 0,65). Also, it was determined that there was a significant difference in the study approach of participants based on gender (p < 0.05). Key words: Physical education and sport, education, study approach.
Highlights
Education, is intended to access information, organise information, assess knowledge, offer information and to be equipped with communication skills
Researches related to the use of learning strategies and academic achievement show the
In the study two different department were chosen because of the differences between theoretical and practical lesson numbers of students of school of Physical Education and Sport and faculty of education were enrolled in this study
Summary
Education, is intended to access information, organise information, assess knowledge, offer information and to be equipped with communication skills. In order to implement these basic aims, the teaching-learning process should be effective and long lasting in terms of learners (Yilmaz et al, 2010). Our age is the age of information and increasing knowledge, skills, attitudes and behaviours to be gained in learning day by day requires individuals to know effective learning (Kaya and Akçin, 2002).
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