Investigation of Self-Efficacy Perceptions Regarding the 21st Century Skills of University Students Enrolled in Different Faculties

İskender Daşdemir,Ege University, Turkey ,Aylin Mentiş Köksoy

doi:10.31014/aior.1993.04.04.368

Abstract

The 21st-century skills are considered to be needed by individuals in a changing world. The aim of this research study is to determine whether or not the self-efficacy perceptions of students enrolled in the Faculty of Education, the Faculty of Literature, and the Faculty of Nursing (health) pertaining to the 21st-century skills cause any difference among the faculties. The population of the research is comprise of 1,056 students, 841 females and 215 males, at Ege University during the fall semester of the 2018-2019 academic year. “21st Century Skills Self-efficacy Perception” scale, which has 3 subdimensions such as “Learning and Renewal (LR) Skills,” “Life and Career (LC) Skills,” and “Information, Media and Technology (IMT) Skills,” is utilized in the study. The research study is designed in accordance with the causal-comparative model. In the data analysis, independent groups t-test is performed to detect differences in terms of gender, whereas the one-way analysis of variance) techniques are conducted to detect differences in terms of faculties. The margin of error is determined as .05 in the study. No significant difference is detected in the LR skills of university students in terms of the gender variable. It is found that a significant difference exists according to gender in the subdimension of LC skills. No significant difference is observed according to gender variable in the subdimension of IMT skills of university students. According to this result, the LC skills of female students are detected to be higher than that of male students. It is observed that the LR skills of the students in the faculty of education are higher than that of the students in the faculty of health sciences. It is determined that a significant difference exists in the LC skills of university students according to the faculty of education variable. It is determined that the LC skills of the students in both the faculties of education and literature are higher than that of the students in the faculty of health sciences. Furthermore, it is determined that the IMT skills of the students in the faculty of education and the faculty of literature are higher than that of the students in the faculty of health sciences.

Highlights

From 2008 to 2010, project-based learning (PBL) was the focus of a major professional development effort, the Teacher Leadership Institute (TLI), undertaken by the West Virginia Department of Education (WVDE).TLI is an annual yearlong professional development experience, with an intensive weeklong residency, to support teams of teacher leaders from each county
The treatment population was defined as the subset of West Virginia educators who had participated in weeklong PBL professional development sessions led by Buck Institute for Education (BIE) and WVDE Office of Instruction (OI) staff during SY2008, SY2009, and/or SY2010 and who appeared to be using PBL to a significant extent4
We started by confirming that teachers in the PBL-using category more frequently reported extended professional development and class time devoted to extended assignments or projects (Table A 5, p. 69 in Appendix E)

Summary

Introduction

From 2008 to 2010, project-based learning (PBL) was the focus of a major professional development effort, the Teacher Leadership Institute (TLI), undertaken by the West Virginia Department of Education (WVDE). As an indicator of teacher leadership and professional development involvement we asked teachers whether their work had included a significant focus on technology integration, formative and benchmark assessments, or project-based learning, the extent of their professional development overall (in hours), and whether they had helped lead professional development sessions in the past year. As an indicator of the overall level of academic performance in the target class, we asked teachers whether most of the students in this class were behind, at, or ahead of the expected achievement level for their grade. We asked about teachers’ assessment of student learning of academic content, the hours per week an average student might be expected to continue working on their assignments outside of class, and how much time stu-

Methods

Results

Discussion

Conclusion