The Examination of Learning Strategies of Vocational College Students Concerning Various Variables

Ali Osman ENGIN1, Murat KORUCUK2,*
1Ataturk University, Kazim Karabekir Faculty of Education, TURKEY
2Kafkas University, Sarikamis Vocational College, TURKEY


Purpose: This study aims to examine the learning strategies of university students concerning various variables.

Method: The population of this study, which was a quantitative research method, included students studying at Sarikamis Vocational College of Kafkas University in the fall semester of 2018-2019 academic year. The sample of this study consisted of 341 students selected by a simple random sampling method. As data collection tools, “Personal Information Form” and “Learning Strategies Determination Scale” (LSDS) developed by Guven (2004) were used. As a result of the analyzes conducted to determine whether normality assumptions were met, the data were distributed normally and provided the necessary conditions for parametric tests. Thus, independent samples t-test and one-way analysis of variance (ANOVA) were used for data analysis.

Findings: In this study, the answers of the students to the Learning Strategies Determination Scale (LSDS) were evaluated, and it was determined that the learning strategy that students had the most (high level) was the rehearsal strategy and the least (middle level) was the organizational strategy.

Implications for Research and Practice: As a result of this research, statistically significant differences were found between the students’ learning strategies and their gender, forms of level (daytime teaching/evening education), departments and high school achievement scores, and no statistically significant differences were found between the educational strategies of the students and the educational level of parents. Various suggestions have been developed in line with the results of this research.

Keywords: Learning strategies, vocational college students, learn to learn.