Pandemi sürecinde ilkokul öğrencilerinin teknoloji tutumları ve akademik azimlerinin matematik başarılarına etkisi
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, ilkokul öğrencilerinin teknoloji tutumları ve akademik azimlerinin matematik başarılarına etkisini tespit etmektir. Araştırma ilişkisel tarama modeli ile oluşturulmuştur. Araştırmanın evreni 2020-2021 eğitim-öğretim yılında Gaziantep ili Oğuzeli ve Şahinbey ilçelerinde öğrenim gören 3. ve 4. sınıf öğrencilerinden meydana gelmektedir. Araştırmada seçkisiz örnekleme yöntemlerinden küme örneklemi uygulanmıştır. Araştırmanın örneklemini seçkisiz örnekleme yöntemlerinden küme örneklemi yöntemi ile belirlenen 3. sınıflardan 350 ve 4. sınıflardan 246 öğrenci olmak üzere toplam 596 öğrenci oluşturmaktadır. Çalışmada 3 farklı veri toplama aracı kullanılmıştır. Bunlar, Başgül ve Bozgül (2018) tarafından geliştirilen 10 madde ve tek boyuttan oluşan "Akademik Azim Ölçeği", Balcı ve Kenar (2013) tarafından geliştirilen 15 madde 3 alt boyuttan oluşan "Öğrencilerin Derslerde Teknoloji Ürünü Kullanımına Yönelik Tutum Ölçeği" ve Balcı (2019) tarafından geliştirilen "Matematik Başarı Testi"dir. Araştırma sonuçlarına göre ilkokul 3. sınıf öğrencilerinin matematik başarılarının, cinsiyet, okul öncesi eğitimi alma ve akıllı cihaz kullanım süresi değişkenlerine göre anlamlı düzeyde farklılaştığı belirlenmiştir. İlkokul 4. sınıf öğrencilerinin matematik başarılarında cinsiyet ve okul öncesi eğitimi alma değişkenlerine göre anlamlı farklılık yokken, akıllı cihaz kullanım süresi değişkenine göre anlamlı düzeyde farklılaştığı belirlenmiştir. 3.ve 4. sınıf öğrencilerinin matematik başarı puanları ile akademik azimleri, teknoloji tutumlarının ise hoşnutluk, ilgi ve güven, teknoloji ve başarı alt boyutları arasında pozitif yönde anlamlı bir ilişki varken kaygı ve endişe alt boyutu arasında negatif yönde bir ilişki olduğu belirlenmiştir. 3. ve 4. sınıf öğrencilerinin akademik azimlerinin başarı puanı üzerinde pozitif ve anlamlı bir etkisinin olduğu, teknoloji kullanımına yönelik tutumlarının başarı puanı üzerinde negatif ve anlamlı bir etkisinin bulunduğu saptanmıştır. 3. sınıf öğrencilerinde akademik azim ve derslerde teknoloji kullanımına yönelik hoşnutluk, ilgi ve güven başarı puanını pozitif yönde etkilerken, derslerde teknoloji kullanılmasına karşı duyulan kaygı ve endişe başarı puanını negatif yönde etkilediği saptanmıştır.4. Sınıf öğrencilerinde akademik azim başarı puanını pozitif yönde etkilerken, derslerde teknoloji kullanılmasına karşı duyulan kaygı ve endişe ve derslerde kullanılan teknolojinin başarıya etkisine yönelik tutumlar başarı puanını negatif yönde etkilediği saptanmıştır. Anahtar Kelimeler: Covid-19, Pandemi Süreci, Teknoloji Tutumu, Akademik Azim, Matematik Başarısı
The aim of this research is to determine the effect of primary school students' technology attitudes and academic perseverance on their mathematics achievement. The research was created with the relational screening model. The universe of the research consists of 3rd and 4th grade students studying in Gaziantep province Oğuzeli and Şahinbey in the 2020-2021 academic year. Cluster sampling, one of the random sampling methods, was used in the study. The sample of the study consists of a total of 596 students, 350 from the 3rd grade and 246 from the 4th grade, determined by the cluster sampling method, one of the random sampling methods. Three different data collection tools were used in the study. These are the "Academic Perseverance Scale" consisting of 10 items and a single dimension developed by Başgül and Bozgül (2018), the "Attitude Scale of Students Towards the Use of Technology Products in Classes" and Balcı (2019) consisting of 15 items and 3 sub-dimensions. ) is the "Mathematics Achievement Test" developed by According to the results of the research, it was determined that the mathematics achievement of the 3rd grade primary school students differed significantly according to the variables of gender, pre-school education and the duration of use of smart devices. While there was no significant difference in the mathematics achievement of primary school 4th grade students according to gender and pre-school education variables, it was determined that it differed significantly according to the variable of smart device usage time. It has been determined that there is a positive and significant relationship between the mathematics achievement scores of the 3rd and 4th grade students and their academic perseverance, and the technology attitudes of the sub-dimensions of contentment, interest and trust, technology and success, while there is a negative relationship between the anxiety and worry sub-dimensions. It was determined that the academic perseverance of the 3rd and 4th grade students had a positive and significant effect on the achievement score, and their attitudes towards the use of technology had a negative and significant effect on the success score. It was determined that while academic perseverance and satisfaction with the use of technology in the lessons, interest and confidence in the 3rd grade students affected the success score positively, the anxiety and worry about the use of technology in the lessons negatively affected the success score.4. While academic perseverance positively affected the achievement score of grade students, it was determined that the anxiety and worry about the use of technology in the lessons and the attitudes towards the effect of the technology used in the lessons on the success negatively affected the success score. Keywords: Covid-19, Pandemic Process, Technology Attitude, Academic Perseverance, Mathematics Success
The aim of this research is to determine the effect of primary school students' technology attitudes and academic perseverance on their mathematics achievement. The research was created with the relational screening model. The universe of the research consists of 3rd and 4th grade students studying in Gaziantep province Oğuzeli and Şahinbey in the 2020-2021 academic year. Cluster sampling, one of the random sampling methods, was used in the study. The sample of the study consists of a total of 596 students, 350 from the 3rd grade and 246 from the 4th grade, determined by the cluster sampling method, one of the random sampling methods. Three different data collection tools were used in the study. These are the "Academic Perseverance Scale" consisting of 10 items and a single dimension developed by Başgül and Bozgül (2018), the "Attitude Scale of Students Towards the Use of Technology Products in Classes" and Balcı (2019) consisting of 15 items and 3 sub-dimensions. ) is the "Mathematics Achievement Test" developed by According to the results of the research, it was determined that the mathematics achievement of the 3rd grade primary school students differed significantly according to the variables of gender, pre-school education and the duration of use of smart devices. While there was no significant difference in the mathematics achievement of primary school 4th grade students according to gender and pre-school education variables, it was determined that it differed significantly according to the variable of smart device usage time. It has been determined that there is a positive and significant relationship between the mathematics achievement scores of the 3rd and 4th grade students and their academic perseverance, and the technology attitudes of the sub-dimensions of contentment, interest and trust, technology and success, while there is a negative relationship between the anxiety and worry sub-dimensions. It was determined that the academic perseverance of the 3rd and 4th grade students had a positive and significant effect on the achievement score, and their attitudes towards the use of technology had a negative and significant effect on the success score. It was determined that while academic perseverance and satisfaction with the use of technology in the lessons, interest and confidence in the 3rd grade students affected the success score positively, the anxiety and worry about the use of technology in the lessons negatively affected the success score.4. While academic perseverance positively affected the achievement score of grade students, it was determined that the anxiety and worry about the use of technology in the lessons and the attitudes towards the effect of the technology used in the lessons on the success negatively affected the success score. Keywords: Covid-19, Pandemic Process, Technology Attitude, Academic Perseverance, Mathematics Success
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Öğretmenliği Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
