Öz-düzenleyici öğrenme becerilerinin kademik başarı ile ilişkisi: Hacettepe Üniversitesi Tıp Fakültesi örneği

Bu çalışmanın amacı tıp fakültesi öğrencilerinin öz-düzenleyici öğrenme becerilerine ilişkin bir betimleme yapmak, ayrıca başarı düzeyine göre öz-düzenleyici öğrenme becerilerini incelemektir. Araştırmada betimsel yöntem kullanılarak nicel ve nitel veri toplama yöntemleri birlikte kullanılmıştır. Araştırmaya Hacettepe Üniversitesi Tıp Fakültesi ilk üç yıl öğrencileri (810 öğrenci) katılmıştır. Ayrıca çalışmada 9 öğrenci ile birebir görüşme yapılmıştır. Çalışmada Özdüzenleyici Öğrenme Becerileri Ölçeği ve görüşme formu kullanılmıştır. Akademik başarı düzeyi için ders kurulu sınavı puanlarının ortalaması kullanılmıştır. Akademik başarı düzeyleri ile öz-düzenleyici öğrenme beceri düzeyleri arasında yüksek başarılı öğrenciler lehine fark belirlenmiştir. Çalışmanın nitel bulgularında başarılı öğrencilerin öz-düzenleyici öğrenmenin tüm aşamalarında bu becerileri daha çok kullandıkları gözlenmiştir. Yapılan görüşmelerde öğrenme birbiri ardına gelen beş aşamada açıklanmıştır: öğrenme için harekete geçme, mevcut durumun değerlendirmesi ve gereksinimlerin belirlenmesi, amaçların belirlenmesi, öğrenmeyi planlama ve uygulama, ürünün ve kullanılan yolun değerlendirilmesi.

The relationship between self-regulated learning skills and achievement: A case from Hacettepe University Medical School

The aim of this study is to describe the medical students’ self-regulated learning skills and to examine differences between self-regulated learning skills and achievement. Both quantitative and qualitative methods were used in this descriptive study. Out of 810 first three year students of Hacettepe University, Faculty of Medicine took part in the study. Moreover, nine students were interviewed. Data gathering instruments were the self-regulated learning skills scale and the interview form. The average score of the committee exams were used for determining the achievement level. The statistical differences were determined between students’ self-regulated learning skills and their achievement levels. The successful students were observed more self-regulated learning skills in all stages of learning in the qualitative study. The learning was described in successive five stages during the interviews: action to learning, determining and assessment of needs, determining of objectives, planning and implementation of learning, assessment of outcomes and strategies.

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