Tüketicilerin satın alma davranışlarında marka sadakati - Trabzonspor kulübü örneği
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Sinop Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı tüketicilerin taraftarı oldukları spor kulübünün ürünlerine yönelik satın alma davranışlarında marka sadakatlerini belirlemektir. Araştırmanın örneklemini 2019-2020 sezonundaki 542 Trabzonspor kulübü taraftarı oluşturmaktadır. Veri toplama yöntemi olarak literatürden elde edilen bilgiler doğrultusunda oluşturulan anket formu kullanılmıştır. Form; katılımcıların tanımlayıcı bilgilerinin elde edildiği altı soru ile satin alma davranışlarında marka sadakatlerini belirlemeye yönelik 32 sorudan oluşmaktadır ayrıca katılımcıların önerilerini iletebileceği bir açık uçlu soru da bulunmaktadır. Anketin Cronbach alpha güvenilirlik değeri 0,816'dır. Cinsiyet, yaş, eğitim durumu, aylık gelir, maça gitme sıklığı ve maçı televizyondan izleme sıklığına yönelik sorular taraftarların tanımlayıcı bilgilerini elde etmek için kullanılmıştır. Satın alma davranışlarında marka sadakatlerini belirlemeye yönelik hazırlanan sorular beşli likert tipi derecelendirme içermektedir. Verilerin hesaplanmasında ve değerlendirilmesinde IBM SPSS 21.0 yazılımı kullanılmıştır. Anket sorularının her biri ayrı ayrı değerlendirilmiştir. İstatistiksel anlamlılık düzeyi p<0,05 olarak belirlenmiştir. İkili grup karşılaştırmalarında Mann Whitney U, çoklu grup karşılaştırmalarında ise Kruskal Wallis ile Dunn-Bonferroni post-hoc testi kullanılmıştır. Trabzonspor taraftarları; kadınlara oranla erkeklerin sayıca fazla olduğu, ağırlıklı olarak 18-39 yaş aralığında, lisans mezunu, gelir düzeyi 0-2000 tl ile 5001 tl ve üstü aralıklarında olan, sezon içerisinde 0-11 maça giden ve 24 ve üzeri maçı televizyondan canlı izleyenlerden oluşmaktadır. Tüketicilerin taraftarı oldukları spor kulübünün ürünlerine yönelik satın alma davranışlarında marka sadakatleri belirlenmiştir. Bu çalışmanın, marka sadakati adına çaba harcayan spor kulüplerine katkı sağlayacağı ve bu alanda daha doğru adımların atılmasına kılavuzluk edeceği düşünülmektedir.
The aim of this study was to examine the effect of interactive videos in volleyball education. A total of 105 fifth and sixth grade students (43 boys, 62 girls) from Şehit Halil Özdogru Secondary School in Sinop province participated in the research. Interactive Video Group (EVG), Video Group (VG) and Control group (KG) are included in the study. A volleyball training program consisting of seven videos was applied to the experimental groups for two weeks. The interactive videos watched by the EVG group include single or multiple choice questions, true false statements and drag and drop activities. The VG group watched the same videos without the added features for interaction. ADDIE Model was used in instructional design. "Personal Information Form", "Volleyball Cognitive Field Test" and "Learning Object Evaluation Scale" were used as data collection tools. IBM SPSS 21.0 software was used to evaluate the data. Statistical significance level was determined as p<0.05.The level of normality was checked with the One-Sample Kolmogorov-Smirnov test, and the equality of variance was checked with the Levene test. Paired sample t, independent sample t, one-way analysis of variance ANOVA, post-hoc LSD and Tamhane tests were applied. When the fifth grade, sixth grade and general situation are taken into account by group, there is a statistically significant difference between the pre- and post-test volleyball knowledge level score averages of EVG and VG, and effect size is great (p<.05) and not in KG (p>.05). Considering the relationship between the groups, the mean scores of volleyball knowledge level of EVG compared to VG and KG and of VG according to KG in terms of post-test results are higher, show a statistically significant difference and effect size is great (p<.05). When the videos are evaluated according to the usability, perceived learning and engagement sub-dimensions, there is no statistically significant difference between EVG and VG (p>.05). Students think that interactive and non-interactive videos are usable, high levels of perceived learning and increase participation. The use of interactive video in sports education should be encouraged as it has many advantages.
The aim of this study was to examine the effect of interactive videos in volleyball education. A total of 105 fifth and sixth grade students (43 boys, 62 girls) from Şehit Halil Özdogru Secondary School in Sinop province participated in the research. Interactive Video Group (EVG), Video Group (VG) and Control group (KG) are included in the study. A volleyball training program consisting of seven videos was applied to the experimental groups for two weeks. The interactive videos watched by the EVG group include single or multiple choice questions, true false statements and drag and drop activities. The VG group watched the same videos without the added features for interaction. ADDIE Model was used in instructional design. "Personal Information Form", "Volleyball Cognitive Field Test" and "Learning Object Evaluation Scale" were used as data collection tools. IBM SPSS 21.0 software was used to evaluate the data. Statistical significance level was determined as p<0.05.The level of normality was checked with the One-Sample Kolmogorov-Smirnov test, and the equality of variance was checked with the Levene test. Paired sample t, independent sample t, one-way analysis of variance ANOVA, post-hoc LSD and Tamhane tests were applied. When the fifth grade, sixth grade and general situation are taken into account by group, there is a statistically significant difference between the pre- and post-test volleyball knowledge level score averages of EVG and VG, and effect size is great (p<.05) and not in KG (p>.05). Considering the relationship between the groups, the mean scores of volleyball knowledge level of EVG compared to VG and KG and of VG according to KG in terms of post-test results are higher, show a statistically significant difference and effect size is great (p<.05). When the videos are evaluated according to the usability, perceived learning and engagement sub-dimensions, there is no statistically significant difference between EVG and VG (p>.05). Students think that interactive and non-interactive videos are usable, high levels of perceived learning and increase participation. The use of interactive video in sports education should be encouraged as it has many advantages.
Açıklama
Anahtar Kelimeler
Spor, Sports
