Fatma BAŞALAN İZ, Tangül AYTUR ÖZEN, İsmihan Yağmur AYDEMİR

Gündüz ve İkinci Öğretimin Biyolojik Ritim ve Akademik Başarı İle İlişkisi

Bu araştırma, birinci ve ikinci öğretim programında okuyan üniversite öğrencilerinde biyolojik ritim ile akademik başarıyı incelemeyi amaçlamıştır. Araştırma betimleyici tiptedir. Örneklem 777 hemşirelik öğrencisinden oluşmaktadır. Veri toplamada; değişkenleri inceleme formu, “Sabahçıl-Akşamcıl Anketi”, “Biyolojik Ritim Değerlendirme Görüşmesi Ölçeği” ve “Başarı Algısı Değerlendirme Ölçeği” kullanılmıştır. Birinci öğretim öğrencilerin %71’i sabahçıl-akşamcıl açısından ara tip özellikte ve biyolojik ritim ölçek puanı 49.30±7.27 dir. Başarı puanları 2.51±0.47 olup kendilerini orta düzeyde başarılı olarak değerlendirmektedirler. İkinci öğretim öğrencilerin %69’u sabahçıl-akşamcıl açısından ara tip özellikte ve biyolojik ritim ölçek puanı 50.26±7.68 dir. Akademik başarı puanları 2.42±0.47 olup kendilerini orta düzeyde başarılı olarak değerlendirmektedirler. Öğrencilerin çoğunun orta tip ve düzensiz biyolojik ritimlere sahip olduğu görülmüştür. Sabah eğitimi öğrencilerinin akademik başarı puanları ikinci öğretim eğitimi öğrencilerine göre daha yüksektir; algılanan akademik başarı her iki grupta da ortalamaydı. İkinci öğretim öğrencilerinin akademik başarısı, uyku ve beslenme alışkanlıkları olumsuz etkilendiğinden eğitim gündüz yapılmalıdır.

Anahtar Kelimeler:

Biyolojik ritm, akademik başarı, üniversite öğrencisi, kronotip

The Relationship of Morning and Evening Education with Biological Rhythm and Academic Achievement

This study aims to analyze the biological rhythm and academic achievement of university students studying in morning and evening education programs. This is a descriptive study. Its sample group consists of 777 nursing students. “The form for inspection by variables”, “Morningness-Eveningness Questionnaire”, “Biological Rhythms Interview of Assessment Scale” and “Perceived Achievement Assessment Scale” were used in data collection. 71% of the students receiving morning education were of moderate type in terms of morningness-eveningness and had a biological rhythm scale score of 49.30±7.27. Their achievement score was 2.51±0.47 and they assessed themselves as having moderate achievement. 69% of the students receiving evening education were of moderate type in terms of morningness-eveningness and they had a rhythm scale score of 50.26±7.68. Their academic achievement score was 2.42±0.47 and they assessed themselves as having moderate achievement. Most of the students had intermediate-type and irregular biological rhythms. Morning education students have higher academic achievement scores than evening education students; however, perceived academic achievement is average in both groups. As the academic success, sleep, and eating habits of evening education students are negatively affected, education should be carried out during the daytime.

Keywords:

biological rhythm, academic achievement, university students, chronotype,

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