Self-directed learning perceptions of university students


Thesis Type: Postgraduate

Institution Of The Thesis: Ataturk University, Kâzım Karabekir Eğitim Fakültesi, Eğitim Bilimleri, Turkey

Approval Date: 2021

Thesis Language: Turkish

Student: Mehmet Ali AYKUL

Supervisor: Ceyhun Ozan

Abstract:

This study, it was aimed to adapt the 'Self-Directed Learning Self-Rating Scale' developed by Williamson (2007) to Turkish culture. It aimed to determine whether there is a significant difference in the variables (gender, department, class, etc.). Method: The survey method, one of the quantitative research methods, was used in the study. The research universe consists of the students who take part in undergraduate education programs of Atatürk University, Kazım Karabekir Faculty of Education, Faculty of Theology, Faculty of Health Sciences, and Graduate School of Educational Sciences in the 2020-2021 academic year. There were two different sample groups in the study. The first sample group was used in scale adaptation studies, and the second sample group was used to determine the self-directed learning perceptions of university students. The research sample consists of 441 university students studying in different departments of Atatürk University. As a data collection tool in the research, 'Personal Information Form' and 'Self-Directed Learning Self-Rating Scale' were used. Independent sample t-test, Mann-Whitney U test, and one-way analysis of variance were used in the analysis of the data. Findings: According to the results of the exploratory factor analysis of the scale, a one-dimensional structure emerged. Confirmatory factor analysis results also confirm the single-factor structure. It was observed that the self-directed learning perceptions of university students did not differ significantly in terms of gender, age, department, and class variables. Still, it showed a significant difference in education level. Result: It has been obtained that the self-directed learning perceptions of university students are high. It shows that female university students have higher self-directed learning perceptions and the self-directed learning perceptions of university students aged 22 and over are higher than the other age groups. Regarding the department variable, it was concluded that university students studying Turkish and Social departments had more self-directed learning than those studying Theology, Science and Mathematics, Basic Education, and Educational Sciences. In the class variable, it was determined that the first-year students were higher than the second-, third-  and fourth-year students. In addition, in the education level variable, it was concluded that the self-directed learning perceptions of the students who received postgraduate education were higher than those who received undergraduate education.