Meslek Yüksekokulu Öğrencilerinin Öğrenme Sorumluluğu Düzeyinin Çeşitli Değişkenlere Göre Belirlenmesi

Fidan Hakkari̇

doi:10.24106/kefdergi.693444

Abstract

The aim of this study is to determine the level of vocational high school students' learning responsibility. Learning Responsibility Scale (SCQ) was used for collection of data. The study, which designed as survey model, participants consisted of 205 vocational high schools students. During the data analysis, mean, standard deviation, t-test and the one way Anova were used. As a result of the research; it was determined that students' learning responsibility level was above the average of scale. At the same time, it was determined that the students' learning responsibility scores did not differ statistically according to students' gender, class levels and place of residence. In addition, it was determined that the students' learning responsibility and its sub-dimensions scores in terms of the vocational high schools they were studying differed significantly in favor of the students of the Reyhanli Social Sciences Vocational High School and Antakya Vocational High School.

Highlights

One of the main aims of modern education is to educate individuals who use and produce knowledge, self actualization, compatible with society and academically successful
It was determined that the students' learning responsibility scores did not differ statistically according to students' gender (p=.789), class levels (p=.364) and place of residence (p=.223, p
As a result of the research; it was determined that students' learning responsibility levels were above the scale average

Summary

Introduction

One of the main aims of modern education is to educate individuals who use and produce knowledge, self actualization, compatible with society and academically successful. The academic success of students depends on internal factors and the external environment. Internal factors include completing tasks, fulfilling their motivation, abilities, responsibilities, and academic aspirations. The external factors include the classroom environment in which teachers and peers play a key role, the corporate culture, resources and other factors in the educational environment that affect the experiences of students (Tran & Vu, 2016). Constructivism, which is one of the student-centered learning theories, necessitates the student to assume its responsibilities in the teaching process (Henson, 2003). This theory has taken place in primary and secondary schools in Turkey in 2004, it has been realized in 2005-2006 academic year (Gömleksiz & Bulut, 2007)

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