Clinical Trial Details
— Status: Recruiting
Administrative data
| NCT number |
NCT06297733 |
| Other study ID # |
IstanbulBUFC3 |
| Secondary ID |
|
| Status |
Recruiting |
| Phase |
|
| First received |
|
| Last updated |
|
| Start date |
April 1, 2024 |
| Est. completion date |
July 1, 2024 |
Study information
| Verified date |
April 2024 |
| Source |
Istanbul Bilgi University |
| Contact |
Ender Ersin Avci, PhD |
| Phone |
2167775701 |
| Email |
ersin.avci[@]marmara.edu.tr |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Observational
|
Clinical Trial Summary
The quality and quantity of learning are determined by the learning approach adopted by the
student. When learning and studying approaches are mentioned, individual differences between
learners' learning intentions during a learning situation or while studying and what types of
strategies are used to achieve these intentions come to mind. These learning approaches are
thought to determine the quality of learning outcomes. Many measurement tools have been
developed to quantitatively measure learning and studying approaches. These developed tools
are mostly applied at the higher education level. Among the purposes of using measurement
tools; These include identifying low-performing students through screening, evaluating and
identifying areas of difficulty that require prediction or improvement plans, evaluating
before and after academic improvement programs, and raising awareness and advising students
on their academic strengths and weaknesses.
When multidimensional measurement tools that evaluate students' study approaches and skills
are examined, it is seen that the use of the Approaches and Study Skills Inventory for
Students (ASSIST) tool has become widespread in recent years. This vehicle; It has been
reported that it measures learning strategies and skills for different students and is
sensitive enough to distinguish between learning types.
The Portuguese, Norwegian and Danish versions of the survey, which was developed in English
and intended to be translated into Turkish as the Study Skills and Approaches Scale, have
also been translated, its psychometric properties have been demonstrated and it has been
observed that it is becoming widespread in the literature.
Description:
The quality and quantity of learning are determined by the learning approach adopted by the
student. When learning and studying approaches are mentioned, individual differences between
learners' learning intentions during a learning situation or while studying and what kind of
strategies are used to achieve these intentions come to mind. Many measurement tools have
been developed to quantitatively measure learning and studying approaches. These developed
tools are mostly applied at the higher education level. Among the purposes of using
measurement tools; These include identifying low-performing students through screening,
evaluating and identifying areas of difficulty that require prediction or improvement plans,
evaluating before and after academic improvement programs, and raising awareness and advising
students on their academic strengths and weaknesses.
When multidimensional measurement tools that evaluate students' study approaches and skills
are examined, it is seen that the use of the Approaches and Study Skills Inventory for
Students (ASSIST) tool has become widespread in recent years. This vehicle; It has been
reported that it measures learning strategies and skills for different students and is
sensitive enough to distinguish between learning types.
The Portuguese, Norwegian and Danish versions of the survey, which was developed in English
and intended to be translated into Turkish as the Study Skills and Approaches Scale, have
also been translated, its psychometric properties have been demonstrated and it has been
observed that it is becoming widespread in the literature.
It is aimed to ensure the validity and reliability of this tool, which evaluates superficial,
deep and strategic learning approaches on students in various undergraduate departments, and
to use it as an objective scale.
The first comprehensive ASSIST assessment tool was first developed in 1998 and was structured
as 64 items and 16 subheadings. The first and third sections of the form are small
subsections in which the individual describes his or her learning and indicates learning
preferences regarding different course types. The second part of the form, which
distinguishes learning types and constitutes the focus of this study, took its final form as
a 52-item, 5-point Likert form and three factors were identified as its psychometric
properties were examined over time (Tait et al., 1998).
It is scored as 5=strongly agree, 4=agree, 3=not sure, 2=disagree, 1=strongly disagree. There
are no reverse coded items.
There are 20 items assessing deep learning, 16 items measuring surface learning, and 16 items
measuring strategic learning. Items measuring learning types are in mixed order.
