Abstract:
The aim of this study is to determine learning approaches of university preparatory
school students and to investigate whether their learning approaches change
according to their gender, type of university entrance score, type of high school that
they graduated and their English proficiency level. Study group of this study is
composed of 210 students studying at preparatory school of a public university. For
data collection, "Learning Approaches Scale" developed by Ekinci (2008) was used in
this study. Data collected was analyzed with descriptive statistics (mean and
standard deviation) and parametric tests (t-test, ANOVA, MANOVA). As a result of
the research, it was found that the majority of the students tend to use deep learning
approaches. Moreover, it was found that there is no significant difference between
students' learning approaches and their gender, and their university entrance score
type, but there is a significant difference between students' learning approaches and
type of high school that they graduated, and their English proficiency level.
