Uludağ Üniversitesi Eğitim Fakültesi Dergisi / Journal of Uludag University Faculty of Education

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Browsing by Department "Bilgisayar Eğitimi ve Öğretim Teknolojileri Bölümü"

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    Internet self-efficacy of secondary school students: Effects of computer use, email use and student characteristics
    (Uludağ Üniversitesi, 2012-05-25) Öncü, Semiral; Şengel, Erhan; Göktalay, Şehnaz Baltacı; Bilgisayar Eğitimi ve Öğretim Teknolojileri Bölümü
    There is a growing emphasis on the use of technology in education. For students to effectively participate in technology assisted learning, they need to be computer literate. Internet self-efficacy is a potential indicator of computer literacy. This research study discusses the factors affecting secondary school students’ Internet self-efficacy, made up of general self-efficacy and communicative selfefficacy. The data used in this study is a part of a larger data set of a research project funded between 2008 and 2010. A total of 609 secondary school students from ten different schools participated in the study. A MANCOVA was run to investigate students’ Internet self-efficacy scores based on several student-related factors. The results revealed that students were highly confident in their Internet self-efficacy. Daily computer use and weekly email use, in addition to having Internet connection at home, were found to be significantly predicting students’ Internet self-efficacy scores. The independent variables varied in terms of which dependent variables they affect. Student grade level and gender interestingly did not have any impact on the results. As the technology integrations are becoming more apparent in Turkish public schools thorough large-scale projects like FATİH, the findings of this study will be of the essence to understand the average student profiles in terms of the confidence with the technology.
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    Perceived need for course topics and student engagement in computer education
    (Uludağ Üniversitesi, 2013-06-17) Delialioğlu, Ömer; Şengel, Erhan; Öncü, Semiral; Bilgisayar Eğitimi ve Öğretim Teknolojileri Bölümü
    Student perceptions about course content, and student engagement, achievement, prior knowledge, and department of enrollment were investigated through an ex-post-facto research study at the school of education in a large university in Turkey. The following questions were explored: (1) What are the topics in computer literacy students are most and least interested in, (2) is this perception related to the department of enrollment, and (3) how do prior knowledge and department of enrollment affect engagement and achievement? ANOVA and MANOVA were used to analyze data from 212 freshmen taking the Computer-I course. It was found that students from different departments differ significantly on achievement and engagement. Moreover, achievement can be predicted from prior knowledge but prior knowledge cannot be predicted from engagement. Parallel to the literature, students who have little or no prior knowledge are less successful. Overall, students are not as much engaged in schoolwork as one would expect.