Investigation of The Relationship Between Lifelong Learning and Epistemological Beliefs of Associate Degree Students’

Gürbüz Ocak,Akın Karakuyu

doi:10.17275/per.22.33.9.2

Abstract

The aim of this study is to investigate the relationship between lifelong learning and epistemological beliefs of associate degree students. In the study, correlational method, which is one of the qualitative research methods, was employed. The population of the study consisted of students studying at a vocational high school of a state university in Turkey and the sample of the study consisted of 360 students selected from the population through convenience sampling. In the study, the “Lifelong Learning Scale” adapted by Engin, Kör and Erbay (2017) and the “Epistemological Beliefs Scale” adapted by Aydın, Selçuk, Çakmak and İlğan (2017) were used to collect data. Descriptive statistics, pearson correlation analysis, regression analysis, hierarchical regression and two-way analysis of variance were used for data analysis. As a result of the study, a positive, significant and nearly medium level relationship was found between lifelong learning and epistemological beliefs of associate degree students. In addition, it was found that epistemological beliefs predict students’ lifelong learning by 8.7%. While there was a positive and moderate level relationship between the effort dimension, which is the sub dimension of epistemological beliefs, and lifelong learning, a positive and weak level relationship was obtained between lifelong learning and a single truth sub dimensions of the epistemological beliefs scale. On the other hand, there was almost no relationship between the ability sub dimension and students’ lifelong learning level. In addition, when the epistemological beliefs of the students and independent variables (gender, class, type of education, age, department and department type) were considered as common variables, no statistically significant difference was found in terms of lifelong learning level of the students.

Highlights

As the 21st century we live in is an age of information and technology, the structure of knowledge changes and develops day by day and is spread all over the world through communication tools
The aim of this study is to investigate the relationship between lifelong learning and epistemological beliefs of associate degree students
Aim of the Study The aim of this study is to investigate whether there is a significant relationship between lifelong learning and epistemological beliefs of associate degree students

Summary

Introduction

As the 21st century we live in is an age of information and technology, the structure of knowledge changes and develops day by day and is spread all over the world through communication tools. There is a density of information in the world, the information received at the beginning of the education life changes after graduation and remains inadequate. This has changed the function of schools and forced them to evolve into a position that directs schools to knowledge rather than to transfer information. The education that individuals receive in the formal education process has necessitated informal education, which is lifelong learning, in order to keep up with the changes in the society. The concept of lifelong learning was first introduced at a conference organized by UNESCO in Hamburg. Since the 1990s, the European Union has adopted lifelong learning as a fundamental criterion in education systems (Pepin, 2007).

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Conclusion