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    Relationship Between The Level of Foreign Language Learning and the Cognitive and Affective Features of Students of Physical Education and Sports School
    (Çanakkale Onsekiz Mart Üniversitesi, 2014) Saracaloğlu, A.Seda; Varol, S. Rana; Evin Gencel, İlke
    The importance of knowing a foreign language is a fact accepted by everyone. Learning a foreign language requires an affective and functional education. The research on the relationship between foreign language learning level and cognitive and affective features is significant to create effective learning environments. This study, in accordance with this purpose, utilized one group pretest-posttest design and examined the relationship between foreign language learning level of university students in the preparatory school of foreign languages and their cognitive and affective features. 39% (n=86) of the participants consisted of the students are female, and 61% (n=122) are male. To determine the affective features within the framework of the study, Attitude Scale towards Foreign Language (Saracaloğlu,1992) and Academic Self-Concept Scale (Arseven, 1979) were utilized while in order to determine the cognitive features, the average of high school grade points, foreign language success in high school, attendance to courses and final grade in preparatory school were taken into consideration. The study determined that there are highly positive relationships between success level of foreign language preparatory class, and attitude towards foreign language, academic self-concept, success average of foreign language, average of high school diploma grade and attendance to courses.
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    The relationship between the attitudes of medical school students towards problem-based learning and their self-directed learning readiness
    (Çanakkale Onsekiz Mart Üniversitesi, 2016) Yurdal, Mustafa Onur; Evin Gencel, İlke
    The aim of this study was to examine the relationship between the attitudes of the medical school students undergoing Problem-Based Learning (PBL) towards PBL and their levels of self-directed learning readiness. The comparison method of this study was based on relational survey model. The participants of the study was the Medical Faculty of Çanakkale Onsekiz Mart University in Turkey. There were 336 students in the first, second and third terms in the academic year of 2014-2015, and the practices related to PBL were performed with 33 groups of students. Each group was composed of approximately 10-12 students. Students were randomly assigned to each group. The study was conducted with 11 groups of students randomly selected, undergoing the exercises of PBL. The data of the study were collected by the Attitude towards ProblemBased Learning Scale developed by Kemahlı and Alper (2006) and the Self-Directed Learning Readiness Scale (SDLRS) developed by Fisher and et al. (2001) and adapted into Turkish by Şahin and Erden (2009). The study revealed a negative, insignificant relationship between the total scores of the students in regard to PBL and the scores in regard to SDLRS. Further, the study found that there was a significant relationship between the sub-scale of self-management of the scale of SDLR and the sub-scale of problem-solving and group work of the scale of PBL and that there were significant relationships between the sub-scale of eagerness to learn, problem-solving and group work of these scales.