| dc.creator |
Medine Baran |
|
| dc.creator |
Hülya Aslan Efe |
|
| dc.creator |
Mukadder Baran |
|
| dc.date |
2014-03-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:20:21Z |
|
| dc.date.available |
2015-08-12T11:20:21Z |
|
| dc.identifier |
1305-9076 |
|
| dc.identifier |
1305-905X |
|
| dc.identifier |
https://doaj.org/article/944791a3efc14edd8e5018619be00190 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/28201 |
|
| dc.description |
The present study aimed at determining the cognitive learning styles of 2nd, 3rd and 4th grade science-class students from different high schools and at investigating the influence of their demographic background and of their attitudes towards computers on the distribution of their learning styles. In the study, as the data collection tools, the 56-item Briggs-Myers Type Indicator Scale (BMTIS) developed by Briggs-Myers (BMTG) (alpha=.74), the 24-item Computer Attitude Scale developed by Askar and Orcan (1987) (alpha=.89) and a personal information form made up of 10 items were used. The data obtained at the end of the study were analyzed with ANOVA and Chi-square tests found in the SPSS 15.0 package program. The interpretations of the findings obtained as a result of the analyses revealed that the cognitive learning styles of the study group students were mostly observed to be the style of introversion-intuitiveness-thinking-judgment with a rate of 13,9% and that the lowest cognitive learning styles of the students belonged to the extrovert-intuitive-sensual-perceptive style with a rate of 2,1%. In addition, when the students’ demographic information and their attitude scores regarding computers were examined, it was seen that these variables did not have any influence on the students’ cognitive learning styles. |
|
| dc.language |
English |
|
| dc.language |
Turskish |
|
| dc.relation |
http://www.world-education-center.org/index.php/cjes/article/view/5-5/pdf_251 |
|
| dc.relation |
https://doaj.org/toc/1305-9076 |
|
| dc.relation |
https://doaj.org/toc/1305-905X |
|
| dc.rights |
CC BY-NC |
|
| dc.source |
Cypriot Journal of Educational Sciences , Vol 09, Iss 01, Pp 40-49 (2014) |
|
| dc.subject |
cognitive learning styles |
|
| dc.subject |
high school |
|
| dc.subject |
students |
|
| dc.subject |
demographic informations |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
An Intervention to Promote Mental Health and Well-Being an Investigation of High School Students’ Cognitive Learning Styles with Respect to Certain Variables |
|
| dc.type |
article |
|