Examination of individual innovation levels and lifelong learning trends of students with physical education and sports high school students: Bartın University example

The world constantly changing, developing and renewing the individual needs constant improvement and learning. The active learning experience of the individual, which is only possible with education, should be supported by educational institutions. Today, in the training of qualified individuals; it is influential for students to have active and sustainable learning skills throughout their lifetimes, to be aware of changing and evolving conditions and to be open to innovation. It is therefore necessary to support innovation in all aspects and to provide innovative education in the development of societies in academic and social settings. Universities rather than being an institution that teaches information to individuals, it is the consciousness of individual learning responsibility must be institutions that develop learning skills and ensure that these skills are sustainable for life. In this context, in this research, it is aimed to reveal individual innovation levels and lifelong learning tendencies of the students of School of Physical Education and Sports and to examine the relation between them. At the same time, it has been examined whether some demographic variables have an impact on students' individual innovation levels and lifelong learning trends. The study universe of the research; Bartin University School of Physical Education and Sports, 2017-2018 academic year is composed of students studying in the spring semester. The sample of the study consisted of 783 students attending Bartin University School of Physical Education and Sports in the spring term of 2017-2018 academic year. The research was a quantitative study and was conducted by relational screening method. As data collection tool in the study, prepared by the researcher "Personal Information Form" Hurt, Joseph and Cook (1977) developed by Kılıçer and Odabasi (2010) adapted to Turkish five-point likert type with 20 items" Individual Innovation Scale (IIS)" and consisting of 27 items developed by Diker-Coskun and Demirel (2010) "Lifelong Learning Tendency Scale (LLTS)" were used. Independent group t-test, one-way analysis of variance (ANOVA), Tukey test and Pearson correlation analyzes were performed on the data obtained from the study. In addition, descriptive statistics such as frequency, percent, standard deviation and mean were used. The data were analyzed and interpreted using statistical techniques with the help of SPSS 22.0. As a result of the research, According to individual innovation scores, 56.4% were found to be highly innovative, 24.5% moderately innovative and 19% lowly innovative. In addition, according to the individual innovation scores of the Physical Education and Sports College students, 49.6% were "Early Majority", 30.4% were "Early Adopters" and 12.9% were in the "Late Majority" categories; and at least "Laggards" (3.3%). The "Innovators" category included 30 students (3.8%). While there was a statistically significant difference between the IIS mean scores of the participants according to gender, department, class, residence, high school type, income variables; parent education status, mother education status, and active (licensed) sporting status variables. While there was a statistically significant difference between participants' mean scores of LLTS points according to gender, class, high school type, income and post graduate education (master / doctorate) it was observed that there was no significant difference according to the variables of education, residence, father education status, mother education status, active (licensed) sporting status. As a result of the analysis of the correlations made to show the relationship between participants' age variables and IIS and LLTS sub-factors, Statistically significant relationships were found in the sub-factors of IIS (change resistance, opinion leadership, risk taking) and in the sub-factors of LLTS (motivation, learning disability). Finally, correlations between subscales of the scale were found as a result of the correlation analysis performed to show the relationship between subscales of IIS and LLTS according to the scale point averages of the participants. It was concluded that the individual innovation levels of Physical Education and Sports College students affect lifelong learning trends.