.: ORİJİNAL ARAŞTIRMA
Proje Tabanlı Öğretimin Öğrencilerin Yaşam Boyu Öğrenme Eğilimleri ve Öz Etkililik-Öz Yeterlik Algısına Etkisi
The Effect of Project-Based Teaching on Students? Lifelong Learning Trends and Self-Efficacy Perception
Turkiye Klinikleri J Nurs Sci. 2019;11(3):273-80
doi: 10.5336/nurses.2018-63781
Makale Dili: TR
Tam Metin
ÖZET
Amaç: Proje tabanlı öğretimin öğrencilerin yaşam boyu öğrenme eğilimleri ve öz etkililiköz yeterlik algısına etkisini belirlemektir. Gereç ve Yöntemler: Tek grup ön test-son test deneysel bir çalışma olarak yürütülen bu araştırmanın örneklemini, Adnan Menderes Üniversitesi Hemşirelik Fakültesinde 2017-2018 eğitim-öğretim yılında hemşirelikte öğretim dersini alan ve çalışmaya katılmaya gönüllü 172 öğrenci oluşturdu. Verilerin toplanmasında ?bilgi formu?, ?Yaşam Boyu Öğrenme Eğilim Ölçeği? ve ?Öz Etkililik-Öz Yeterlik Ölçeği? kullanıldı. Verilerin değerlendirilmesinde sayı, yüzde, aritmetik ortalama, bağımlı gruplarda t-testi kullanıldı. Kullanılan ölçeklerin çalışma için geçerlik güvenirlik katsayısı Cronbach alfa güvenirlik katsayısı ile hesaplandı. Bulgular: Araştırmaya katılan öğrencilerin yaş ortalaması 21,76±1,58 yıl olup, %70,3?ünün kız, %29,7?sinin erkek olduğu belirlendi. Öğrencilerin yaşam boyu öğrenme eğilim ölçeği toplam skor ortalamasının proje tabanlı öğretim öncesi 66,79±9,57, sonrası 62,90±18,74 olarak bulundu. Ölçeğin ikinci alt boyutu olan gelişime açıklık alt boyutu puan ortalaması eğitim öncesi 22,43±6,83, eğitim sonrası ise 24,22±3,77 olarak saptandı. Öğrencilerin öz etkililiköz yeterlik ölçeği toplam skor ortalamasının proje tabanlı öğretim öncesi 58,65±9,03, sonrası 86,19±13,88 olduğu belirlendi. Öğrencilerin proje tabanlı öğretim öncesi ve sonrası öz etkililiköz yeterlik ölçeği puan ortalamaları arasında ise istatistiksel olarak anlamlı bir fark olduğu saptandı. Sonuç: Proje tabanlı öğretim yönteminin öğrencilerin yaşam boyu öğrenme süreçlerini etkilemediği, fakat öğrencilerin öz etkilik-öz yeterlik algısını yüksek düzeyde etkilediği belirlenmiştir.
Anahtar Kelimeler: Hemşirelik; öz etkilik-yeterlik; proje tabanlı öğretim; yaşam boyu öğrenme
Amaç: Proje tabanlı öğretimin öğrencilerin yaşam boyu öğrenme eğilimleri ve öz etkililiköz yeterlik algısına etkisini belirlemektir. Gereç ve Yöntemler: Tek grup ön test-son test deneysel bir çalışma olarak yürütülen bu araştırmanın örneklemini, Adnan Menderes Üniversitesi Hemşirelik Fakültesinde 2017-2018 eğitim-öğretim yılında hemşirelikte öğretim dersini alan ve çalışmaya katılmaya gönüllü 172 öğrenci oluşturdu. Verilerin toplanmasında ?bilgi formu?, ?Yaşam Boyu Öğrenme Eğilim Ölçeği? ve ?Öz Etkililik-Öz Yeterlik Ölçeği? kullanıldı. Verilerin değerlendirilmesinde sayı, yüzde, aritmetik ortalama, bağımlı gruplarda t-testi kullanıldı. Kullanılan ölçeklerin çalışma için geçerlik güvenirlik katsayısı Cronbach alfa güvenirlik katsayısı ile hesaplandı. Bulgular: Araştırmaya katılan öğrencilerin yaş ortalaması 21,76±1,58 yıl olup, %70,3?ünün kız, %29,7?sinin erkek olduğu belirlendi. Öğrencilerin yaşam boyu öğrenme eğilim ölçeği toplam skor ortalamasının proje tabanlı öğretim öncesi 66,79±9,57, sonrası 62,90±18,74 olarak bulundu. Ölçeğin ikinci alt boyutu olan gelişime açıklık alt boyutu puan ortalaması eğitim öncesi 22,43±6,83, eğitim sonrası ise 24,22±3,77 olarak saptandı. Öğrencilerin öz etkililiköz yeterlik ölçeği toplam skor ortalamasının proje tabanlı öğretim öncesi 58,65±9,03, sonrası 86,19±13,88 olduğu belirlendi. Öğrencilerin proje tabanlı öğretim öncesi ve sonrası öz etkililiköz yeterlik ölçeği puan ortalamaları arasında ise istatistiksel olarak anlamlı bir fark olduğu saptandı. Sonuç: Proje tabanlı öğretim yönteminin öğrencilerin yaşam boyu öğrenme süreçlerini etkilemediği, fakat öğrencilerin öz etkilik-öz yeterlik algısını yüksek düzeyde etkilediği belirlenmiştir.
Anahtar Kelimeler: Hemşirelik; öz etkilik-yeterlik; proje tabanlı öğretim; yaşam boyu öğrenme
ABSTRACT
Objective: The aim of this study was to determine the effect of project-based teaching on lifelong learning trends and self-efficacy perception. Material and Methods: The sample of this study, which was conducted as a single group pre-test-posttest experimental study, consisted of 172 voluntary students who were enrolled in Adnan Menderes University School of Nursing in 2017-2018 academic year. ?Information form?, ?Lifelong Learning Trends Scale? and ?Self-Efficacy Scale? were used to collect data. The data were collected before and after the ?Teaching in Nursing? course which was carried out according to the project based teaching method. In the evaluation of the data, number, percentage, arithmetic mean, t test were used. The reliability coefficient of the scales used for the study was calculated with Cronbach alpha reliability coefficient. Results: The mean age of the students who participated in the study was 21.76±1.58 years, 70.3% of them were females, 29.7% of them were male. The total score mean of the students? lifelong learning trends scale was 66.79±9.57 before the project-based teaching and 62.90±18.74 after the study. The sub-dimension of openness to development, second sub-dimension of the scale, was found to be 22.43±6.83 before the training and 24.22±3.77 after the training. Total score mean of self-efficacy scale was 58.65±9.03 and 86.19±13.88 before and after project-based teaching respectively. The difference between the means of openness to development sub-dimension was found to be significant. A statistically significant difference was found between the self-efficacy scale mean scores of the students before and after the project-based teaching. Conclusion: It has been determined that project-based teaching method does not affect students? lifelong learning processes but students' perceptions of self-efficacy-competence are highly affected.
Keywords: Nursing; self-efficacy; project-based teaching; lifelong learning
Objective: The aim of this study was to determine the effect of project-based teaching on lifelong learning trends and self-efficacy perception. Material and Methods: The sample of this study, which was conducted as a single group pre-test-posttest experimental study, consisted of 172 voluntary students who were enrolled in Adnan Menderes University School of Nursing in 2017-2018 academic year. ?Information form?, ?Lifelong Learning Trends Scale? and ?Self-Efficacy Scale? were used to collect data. The data were collected before and after the ?Teaching in Nursing? course which was carried out according to the project based teaching method. In the evaluation of the data, number, percentage, arithmetic mean, t test were used. The reliability coefficient of the scales used for the study was calculated with Cronbach alpha reliability coefficient. Results: The mean age of the students who participated in the study was 21.76±1.58 years, 70.3% of them were females, 29.7% of them were male. The total score mean of the students? lifelong learning trends scale was 66.79±9.57 before the project-based teaching and 62.90±18.74 after the study. The sub-dimension of openness to development, second sub-dimension of the scale, was found to be 22.43±6.83 before the training and 24.22±3.77 after the training. Total score mean of self-efficacy scale was 58.65±9.03 and 86.19±13.88 before and after project-based teaching respectively. The difference between the means of openness to development sub-dimension was found to be significant. A statistically significant difference was found between the self-efficacy scale mean scores of the students before and after the project-based teaching. Conclusion: It has been determined that project-based teaching method does not affect students? lifelong learning processes but students' perceptions of self-efficacy-competence are highly affected.
Keywords: Nursing; self-efficacy; project-based teaching; lifelong learning
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