MUHASEBE DERSİ ALAN ÖĞRENCİLERİN ÖĞRENME YAKLAŞIMLARININ BELİRLENMESİ ÜZERİNE BİR ARAŞTIRMA: DİCLE ÜNİVERSİTESİ ÖRNEĞİ

Çalışma şatları ve öğrenme yaklaşımları, verilen eğitim sonuçlarını artırabilir veya zayıflatabilir. Bu nedenle eğitimcilerin öğrencilerinin çalışma şartları ve öğrenme yaklaşımları hakkında bilgi sahibi olmaları oldukça önemlidir. Bu çalışmanın amacı muhasebe derslerinden en az bir tanesi almış olan öğrencilerin öğrenme yaklaşımlarının demografik ve belirlenen değişkenler ile arasında bir farklılaşmanın olup olmadığını belirlemektir. Bu amaç doğrultusunda Dicle Üniversitesinde öğrenim gören 1828 öğrenciye yüz yüze anket uygulaması yapılmıştır. Elde edilen verilere “t” testi ve tek yönlü varyans analizi (one-way Anova) yapılmıştır. Çalışma sonucunda öğrencilerin derin öğrenme eğilimleri ile yaş, sınıf, mezun olunan lise, bölüm ve muhasebe derslerini tekrar etme sıklığı arasında istatistiki olarak anlamlı bir ilişki olduğu tespit edilmiştir. Yüzeysel öğrenme eğilimleri ile cinsiyet, mezun olunan lise, tercih sırası ve muhasebe derslerini tekrar etme sıklığı arasında istatistiki olarak anlamlı bir ilişki olduğu tespit edilmiştir. Stratejik öğrenme eğilimleri ile yaş, sınıf, mezun olunan lise, tercih sırası ve muhasebe derslerini tekrar etme sıklığı arasında istatistiki olarak anlamlı bir ilişki olduğu tespit edilmiştir. Sonuç olarak öğrencilerin stratejik öğrenme yaklaşımına daha eğimli olduğu tespit edilmiştir.

A RESEARCH ON DETERMINATION OF LEARNING APPROACHES OF ACCOUNTING LESSON STUDENTS: THE EXAMPLE OF DİCLE UNIVERSITY

Working conditions and learning approaches can increase or weaken the results of education. For this reason, educators must know working conditions and learning approaches of their students. This study aims to determine whether there is a difference between the learning approaches of students who have taken at least one of the accounting courses with demographic variables and some variables. For this purpose, face to face questionnaire was applied to 1828 students studying at Dicle University. The results were obtained by applying “t” test and one-way ANOVA analysis were performed on the data. As a result of the study, it was determined that there was a statistically significant relationship between the students' deep learning tendencies and the frequency of repeating age, class, graduated high school, department and accounting courses. It was found that there is a statistically significant relationship between superficial learning tendencies and gender, high school graduation, order of preference and frequency of repetition of accounting courses. It was found that there was a statistically significant relationship between strategic learning tendencies and age, class, high school graduation, order of preference and frequency of repetition of accounting courses. As a result, it is determined that students are more inclined to strategic learning approach.

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