Üniversite Öğrencilerinin Öz-Yönetimli Öğrenme Becerilerinin İncelenmesi
Özet
The main purpose of this study is to identify undergraduate students’ self-directed learning skills and to reveal the variance of these skills’ according to the variables such as school type, gender, subject area, grade, academic achievement, university entrance score type, willingness to graduate studies, level of income. This study also investigates the relationship between undergraduate students’ selfdirected learning skills and lifelong learning tendencies. This study is a descriptive study and is conducted with 2600 freshman and senior students of Hacettepe University and Başkent University. The study group is composed of Engineering, Medicine, Dentistry, Fine Arts, Nursery, Health Sciences, Economics and Administrative Sciences, Educational Sciences, Science and Literature Faculties and State Conservatory students. The datum of the study were collected via “SelfDirected Learning Skills Scale” developed by the researcher and “Lifelong Learning Tendencies Scale” developed by Diker Coşkun (2009). The datum were analyzed with descriptive statistics, t-test, one way ANOVA and Pearson Product Moment Correlation Coefficient.
The results of the study are listed as below:
1. Students’ self-directed learning skills were found over the “Self Directed Learning Skills Scales average score. 2. There wasn’t any significant difference between the self-directed learning skills scores of students at Hacettepe University and Başkent University. 3. There was a significant difference between two genders’ self-directed learning skills. Female students’ scores were higher than male students’ scores. 4. There was a significant difference between student’s self-directed learning skills and subject areas. Fine Arts, Social Sciences and Medical Sciences’
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students’ scores were significantly higher than Physical Sciences’ students’ scores. 5. Self-directed learning skills did not change according to the students’ class levels. 6. There was a significant difference between academic achievement and selfdirected learning skills of students. It was found that students who had higher academic achievement had higher self-directed learning skills. 7. Examined the university entrance exam score types of Hacettepe and Başkent University students, it was found that self-directed learning skill scores of students having Talent and Turkish- Social (TS) score types were higher than the ones having Turkish-Mathematics (TM) and MathematicsScience (MF) score types. 8. It was reached that students who were willing to continue graduate studies had significantly higher scores of self-directed learning skills. 9. There wasn’t any significant difference between the self-directed learning skills scores in terms of the income levels. . 10. There was a positively, medium level relationship between students’ selfdirected learning skills and lifelong learning tendencies.
