Investigation of the Learning Strategies of Pedagogical Formation Certificate Program Students in Terms of Some Variables

Harun Şahin,Muhammed Ali Özkan

doi:10.5539/ies.v13n3p18

Abstract

The purpose of the current study is to investigate the use of learning strategies by students enrolled at the education faculty pedagogical formation program in their education life in relation to some variables such as gender, age, mother and father’s education level and graduated undergraduate program. The study group of the current research is comprised of a total of 217 students attending the pedagogical formation certificate program in the Education Faculty of Burdur Mehmet Akif Ersoy University in the 2015-2016 academic year. In order to determine the students’ learning strategies, the 32-item Learning Strategies Scale developed by Açıkgöz (1996) and revised by Güvenç (2009) was used. In the analysis of the collected data, SPSS 24 program package was employed and frequencies, percentages, arithmetic means, t-test ve Kruskal Wallis test were used. It was concluded that the students’ learning strategies do not vary significantly depending on gender, age, mother and father’s education level and the undergraduate program they graduated from.

Highlights

With the advent of the 21st century, there is a greater need for students who can take most of the responsibility for their own learning so that they can organize their own learning to be more successful and have a better standing in the world where lifelong learning is gaining greater importance and developments in science and technology and social change take place rapidly (Sucuoğlu, 2003)
The following findings have been obtained for the first sub-problem “What are the learning strategies used by the students attending the pedagogical formation certificate program in their learning process?”
The following findings have been obtained for the second sub-problem “Do the learning strategies used by the students attending the pedagogical formation certificate program in their learning process vary significantly depending on gender?”

Summary

Introduction

With the advent of the 21st century, there is a greater need for students who can take most of the responsibility for their own learning so that they can organize their own learning to be more successful and have a better standing in the world where lifelong learning is gaining greater importance and developments in science and technology and social change take place rapidly (Sucuoğlu, 2003). It can be said that the rapidly increasing need for information in social life necessitates changes in the education programs of schools from primary education to higher education all over the world. In order to meet the qualified human needs of the information society, educating individuals who are learning to learn should be the primary objective of the education system. In this respect, in educational programs, it should be aimed to impart more advanced knowledge to students in such a way as to enable them to accumulate knowledge and to use and produce it as required by the age of information. This process, which can be described as learning to learn, can be expressed as the student’s taking the responsibility for his/her learning and deciding which activities he/she should be engaged in to fulfil this responsibility

Objectives

Methods

Results