Relationship Between School Characteristics and Approaches to Learning

Bu çalışmada, algılanan okul özellikleri ile öğrenmeye yaklaşım arasındaki ilişki sorgulanmaktadır. Çalışmaya 1178 öğrenci (18-20 yaş aralığı) katılmıştır. Öğrencilere uygulanan ölçek demografik ve okul özelliklerine ilişkin maddeler ile temel motif, strateji ve öğrenmeye yaklaşımlarına ilişkin görüşlerini içeren bir anketten oluşmaktadır. Okul özellikleri ve öğrenmenin güdüsel bileşkeleri (yüzeysel, derin ve basanya yönelik öğrenme) arasındaki ilişki kısmi korelasyon yöntemi ile saptanmıştır. Sonuçlar, öğrenci algısına göre daha az problem (öğretmen niteliği, sınıf mevcudu veya sınıf idaresi) yaşanan okullarda derin yaklaşım ve basanya yönelik stratejilerin daha sıklıkla kullanıldığını göstermektedir.

Okul Özellikleri ve Öğrenmeye Yaklaşım Arasındaki İlişki

The present study questions the correspondence between school characteristics and approaches to learning. A total of 1178 students (age range 18-20) participated in the study. An instrument that contained items on demographic characteristics, school characteristics, and a self-report questionnaire yielding scores on basic motives, strategies and corresponding approaches to learning was administered. Partial correlations were calculated to determine the correspondence betvveen school characteristics and motivational constituents of learning (surface, deep and achieving approaches to learning). Results indicated relatively more frequent use of the deep approach and the achieving strategy in schools where students were observed to perceive fewer problems concerning teacher quality, class size or management.

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