The relationship between university students’ approaches to learning and their time spared for studying
Yükleniyor...
Dosyalar
Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi Eğitim Fakültesi Dergisi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The objective of this research is to present whether approaches to learning of
university students show difference according to the gender, class level and academic
success and determine the relationship between the time spared for studying and
approaches to learning by the students. The research has been conducted on spring
term of 2014-2015 academic year. 406 students, who study at 1st and 4th classes of
İzmir Ege University, Kocaeli University and Balıkesir Necati Bey Education Faculty
have been included in the research. The research data have been collected through
Learning Approaches Inventory (ASSIST). According to the data obtained through the
research, no significant difference has been found for gender and class level (between
1st and 4th class) for the scores obtained by the prospective teachers both from the
learning approaches inventory and its sub dimensions. According to the other
findings obtained through the research, there is positive relation between the
approaches to learning of the prospective teachers and academic successes and there
is no robust relation between time spared to study by the students and their
approaches to learning.
Açıklama
İnönü University Journal of the Faculty of Education Vol 17, No 2, 2016.
Anahtar Kelimeler
Study time, Approaches to learning
Kaynak
İnönü Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
17
Sayı
2
Künye
Bıyıklı, C. (2016). The relationship between university students’ approaches to learning and their time spared for studying. İnönü University Journal of the Faculty of Education Vol 17, No 2, 2016.
