Farklı Öğrenme Stillerine Sahip Üniversite Öğrencilerinde Fiziksel Aktivite, Yorgunluk ve Muskuloskeletal Ağrının Karşılaştırılması

Year 2020, Volume: 5 Issue: 3, 243 - 248, 30.09.2020

İlknur Naz Gürşan , Melissa Köprülüoğlu , Zeynep Taşkın Pınar Erkan Müberra Şahin

Abstract

Amaç: Üniversite öğrencilerinde öğrenme stilleri öğrenme süreci ve akademik başarı ile ilişkili olup, eğiticiler için önem taşımaktadır. Yapılan çalışmalarda öğrenme stillerinin farklı faktörlerden etkilendiği gösterilmiş olmakla birlikte bu konuda var olan bilgiler çelişkili olup öğrenme stilleri ile fiziksel aktivite, yorgunluk ve muskuloskeletal ağrıyı ilişkilendiren herhangi bir çalışmaya rastlanmamıştır. Çalışmamızın amacı, farklı öğrenme stillerine sahip üniversite öğrencilerinde fiziksel aktivite, yorgunluk ve muskuloskeletal ağrının karşılaştırılmasıdır.

Gereç ve Yöntem: Kesitsel olarak planlanan çalışmamıza; 125 gönüllü üniversite öğrencisi [Ortanca yaş; 21 (20/22) yıl] dâhil edildi. Öğrenciler; Öğrenme Stilleri Envanteri ile sahip oldukları öğrenme stillerine göre bedensel, işitsel ve görsel olmak üzere üç gruba ayrıldı. Fiziksel aktivite değerlendirilmesi için Uluslararası Fiziksel Aktivite Anketi Kısa Formu, yorgunluk düzeylerinin değerlendirilmesi için Yorgunluk Şiddet Ölçeği, muskuloskeletal ağrı değerlendirilmesi için İskandinav Kas İskelet Sistemi Sorgusu kullanıldı.

Bulgular: Öğrencilerin ortanca total fiziksel aktivite skorları 2220 (1092/3800) MET-dakika/hafta, yorgunluk skorları ise 4 (3/5) idi. Gruplar arasında yorgunluk şiddetleri ve fiziksel aktivite skorları açısından anlamlı fark bulunamadı (p>.05). Görsel öğrenme stiline sahip öğrencilerde bel ve boyun ağrısı görülme yüzdesi diğer gruplara göre anlamlı olarak daha fazlaydı (p<.05).

Sonuç: Çalışmamızda farklı öğrenme stillerine sahip üniversite öğrencilerinin fiziksel aktivite ve yorgunluk düzeylerinin benzer olduğu ancak görsel öğrenme stiline sahip öğrencilerde bel ve boyun ağrılarının daha fazla görüldüğü sonucuna varıldı.

Abstract

Objective: Learning styles in university students are associated with the learning process and academic success and are important for educators. Although studies have shown that learning styles are affected by different factors, the available information is contradictory and no studies associating learning styles with physical activity, fatigue and musculoskeletal pain have been found. The purpose of our study is to compare physical activity, fatigue, and musculoskeletal pain in university students with different learning styles.

Material and Methods: In our cross-sectional study; 125 volunteer university students [Median age; 21 (20/22) years] were included. Students were divided into three groups as physical, auditory, and visual learning styles according to the Learning Styles Inventory. International Physical Activity Questionnaire Short Form for the physical activity assessment, Fatigue Severity Scale for the assessment of fatigue levels, and Nordic Musculoskeletal Questionnaire for the musculoskeletal pain assessment were used.

Findings: The median total physical activity score was 2220 (1092,3800) METmin/ week and fatigue score was 4 (3,5). There was no significant difference between the fatigue and physical activity scores of the groups (p>.05). The percentage of neck and low back pain in students with visual learning style was significantly higher than the other groups (p<.05).

Conclusion: In our study, the fatigue and physical activity scores were similar in students with different learning styles, however, low back and neck pains were more common in students with the visual learning style.

Keywords

Fiziksel aktivite, Öğrenme Stilleri, Üniversite Öğrencileri, muskuloskeletal ağrı, yorgunluk

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