Öğrenci̇leri̇ni̇n Yaşam Boyu Öğrenme Hakkindaki̇ Tutumlarinin Değerlendi̇ri̇lmesi̇ (original) (raw)
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EVALUATION OF THE VIEWS OF VOCATIONAL SCHOOL STUDENTS ABOUT LIFELONG LEARNING 1
Lifelong Learning is defined as all kinds of learning activities covering concepts like self-recognition, recognition of environment, and of the world, social and personal development, professional development, civil and social employment, modernization, renewal, second chance. This research's purpose is to determine the views of the students studying at vocational schools about Lifelong Learning considering some demographic variables. The sample of the research constitutes 1113 students who are studying in the Health Services School of Vocational Education, Çölemerik Vocational School, and Yüksekova Vocational School under Hakkari University. In the research, 'General Screening Model' which is the one of the descriptive methods was used. Validity and reliability studies of 25-item 'Lifelong Learning Scale' used in the research were conducted and Cronbach's Alpha internal reliability coefficient was calculated as 0,858. According to the results obtained in the research, it was determined that the students attach importance to verbal expression of feelings, and communication in the mother tongue, but give less weight to turning thoughts in to action, and confidentiality of communication. In addition, such results have been reached in the research that there is no a significant difference of opinions related to gender between female and male students.
An Analytical Study Towards Students Awareness of Lifelong Learning All Through Their Lives
International refereed academic social sciences journal, 2016
Lifelong Learning is all learning activities which are performed all through life to recognize yourself and the world, acquire new knowledge and skill, invest in yourself, upgrade basic skills, get second opportunity, offer learning facilities in advance level, create employment, improve knowledge, skills and sufficiency. Purpose of this survey is to determine student's perceptions about Lifelong Learning by taking some demographic variables into consideration. 766 students who study in Adana Vocational School bounded to Çukurova University consist of the sample of the survey. In the survey, General Screening Model was used. In research, it was concluded that student paid attention to subjects such as making learning enjoyful, use of technology in the learning and delivering education to all groups of age but they didn't embrace subjects such as less healthy self-control by experienced people, use of technology for only learning purpose, at the level expected. In addition, in the survey, it was concluded that there was no statistical, meaningful difference of opinion between 1st grade and 2nd grade students depending on class-level variable.
The Analysis of High School Students' Tendencies about Lifelong Learning
Universal Journal of Educational Research
This study was conducted to analyze whether there was a significant difference among secondary school students' tendencies about lifelong learning in terms of gender and grade variables. The participants were 466 students studying at different high schools in the central province of Siirt at 9 th , 10 th and 11 th grades, who were chosen randomly. 'Lifelong Learning Tendencies Scale' created by Coskun (2009) which has 27 items in it was used to gather related data. Frequency, mean and Mann-Whitney U test were used to evaluate the data. The results of the study showed that the participants' motivation and persistence levels were high in terms of lifelong learning tendency, however lack of interest and organization of learning subcomponents appeared to be at medium level according to student answers. Generally speaking, lifelong learning tendencies of high school students were at medium level. There was a statistically significant difference for the girls as for lifelong learning tendency but there was not such a difference among the students according to class grade variable.
2020
In this study, it is aimed to examine the lifelong learning tendencies of secondary school students and their attitudes towards English as a foreign language and whether there are differences in terms of gender, grade level and school type in terms of these two structures. The population of the study is composed of 744 students, 358 female and 386 male students selected from seven secondary schools by cluster sampling in 2017-2018 academic year, in the secondary schools in Kaynarca district of Sakarya province. Correlational survey model was used to examine these relationships. The 17-item Lifelong Learning Trends Scale developed by Gur-Erdogan and Arsal (2016) was used to measure participants' lifelong learning tendencies. In order to measure the attitudes of the participants towards the English course, a 30-item Attitudes towards English Scale, which was developed by Hanci-Yanar (2008), was used. In the study, there was a moderate significant relationship between students’ lif...
The Adaptation of Lifelong Learning Scale into Turkish Culture
Journal of Family, Counseling and Education, 2016
The purpose of the study was to analyze the reliability and validity of the Lifelong Learning Scale (WielkLLS) which was developed by Wielkiewicz and Meuwissen (2014) and adapt the scale into Turkish culture. First of all the English form was translated intoTurkish by 5 English experts and translated into English. Then, they translated into English again for language validation. Another study was done for language validation. A piloting section was happened with ELT students at Sakarya University. First, the English version of the scale was applied to the students and then they did the same for the Turkish version of the scale. The correlation between two applications was found .81. The study was done with 399 candidate teacher students who are studying at Sakarya University Education Faculty. The reliability of the scale was found Cronbach's alpha .78. Confirmatory factory analysis of the 16-item loaded one factor and unidimensional scale was done (X²= 277.09, DF= 64, RMSEA= .091, NFI= .92, NNFI= .93, CFI= .94, IFI= .94, SRMR= .061). All findings shows that the scale is valid and realiable enough to measure the lifelong learning tendencies of students in Turkish culture.
O OSNUTKU I RADU STUDENTSKE UDRUGE iTHEom
2017
Development is one of the basic and key issues of the social sciences that due to its importance and the particular status that it has in the transformations of human society, it has attracted the serious attention of many scholars. Given the fact that people's attitudes usually influences their actions and behaviors, and also because attitudes are among the important factors that have an impact on development, since negative attitude about the consequences of development can cause people to resist it, therefore it is necessary to study what factors can affect people's orientation towards development. The present study aims to investigate into social and economic factors that may be related to the developmental orientation of the residents of the city of Shahr-e Kord in the province of Chahar Mahal and Bakhtiari. The research method employed was survey and data gathering tool was questionnaire. The questions had face validity and their Cronbach's alpha coefficient for reliability was above the 0.7 threshold. The research population consisted of all residents of Shahr-e Kord who were 15 years of age and above, of which, using the Cochran's formula, 384 individuals were selected as the sample. The results showed that the average for developmental orientation was 2.87 of 5. Statistical analysis of the data showed that having external experiences (t= 4.37), gender (t= 5.34), place of residence (f= 5.7), religiosity (r= 0.18), educational level (r= 0.48), and media usage (r= 0.36) were significantly related to developmental orientation.
Üniversite Meslek Yüksekokulu Öğrencilerinin Yabancı Dil Öğrenmeye İlişkin Düşünceleri
Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 2018
Understanding language learner beliefs, in other words understanding what language learners accept as true or real, has recently been stressed in educational research. This is mainly because language learning beliefs are regarded as fundamental in the language learning process and in learners progress. Therefore, finding out language learner beliefs about language learning will not only be helpful in forming effective learning methods but also provide guidelines for language teachers, syllabus planners and policy makers to suit their teaching methods, syllabuses, and policies to meet learner beliefs and expectations. This paper reports on a descriptive study of language learning beliefs held by 296 university vocational school students studying in the two-year associate degree programs at Mehmet Akif Ersoy University (MAKÜ), Gölhisar Vocational School and Gölhisar Health Services Vocational School. Horwitz BALLI (Beliefs About Language Learning Inventory) was used to assess learners" beliefs. The data were analyzed descriptively and the results were provided in tables with their relevant percentages. The results of this study demonstrated that university vocational school learners have a range of beliefs both similar to and different from those revealed by previous research on learner beliefs about language learning. The study concludes with suggestions that the identification of learner beliefs about language learning may lead to increased awareness on the part of the learners themselves, syllabus planners and policy makers.
Anthropological Attitudes and Views of the Teachers Towards Lifelong Learning
The Anthropologist
In the study, the General Screening Model, which is one of the descriptive methods has been used. Validity and reliability studies of the 19-item Lifelong Learning Attitude Scale used in the study were conducted and the Cronbach's Alpha internal reliability coefficient was calculated as 0.94. According to the results obtained in the study, such results have been reached that the teachers have some basic information about Lifelong Learning, they rely on their vocational knowledge, therefore, they do not need vocational knowledge, however, they do not use numerous key features of lifelong learning in their lives and there is no difference of opinions related to the age between female and male teachers in terms of lifelong learning.
www.ijcer.net Students’ Attitudes towards Vocational Foreign Language Course
2017
The aim of the study was to determine students’ attitudes towards Vocational Foreign Language Course and if the their attitudes display significant differences in terms of gender, age, department, the place they live, passing marks, the type of high school they graduated from, their mothers’ and fathers’ graduation levels and being abroad. The study was carried out in descriptive survey method. The population of the study comprised of senior students at two vocational colleges of Nevşehir Hacı Bektaş Veli University in 2015-2016 spring semester. “Attitude Scale towards Vocational Foreign Language Course” was used to collect data. Data were analyzed using independent samples t-test and one-way ANOVA. The findings revealed that students, in general, have positive attitudes towards Vocational Foreign Language Course and their attitudes differed in terms of gender, age, department and passing mark; however, their attitudes did not have a difference in terms of other variables.
People must constantly develop and renew themselves individually, socially, professionally and anthropologically throughout their lives in the social world. In a world where the societies are rapidly modernizing and both, employment and competences are increasing rapidly, individuals should be able to adapt to socio-cultural and social development through the individuals' self-knowledge, development and training in every field throughout life. The objective of this paper is to try to determine the knowledge, attitudes and perceptions of the students studying at vocational schools about Lifelong Learning Approach, also considering some demographic variables. According to the results obtained in the paper, it was concluded that the students in vocational schools have partial information about the Lifelong Learning Approach, have adopted some of the basic principles of the approach and use some of the features of the approach in their lives intentionally but do not know some basic principles of the approach.