İlkokul öğrencilerinin siber aylaklık seviyeleri ile matematik ders başarıları arasındaki ilişki
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, ilkokul 3. ve 4. sınıf öğrencilerinin siber aylaklık seviyeleri ile matematik ders başarıları arasındaki ilişki incelenmiştir. Araştırma ilişkisel tarama modeli kullanılarak gerçekleştirilmiştir. Çalışmanın evrenini, 2023-2024 eğitim öğretim yılında Gaziantep ilinde öğrenim gören ilkokul 3. ve 4. sınıf öğrencileri oluşturmaktadır. Bu evren içerisinden oranlı küme örnekleme yöntemi ile seçilen 484 3. sınıf öğrencisi ve 518 4. sınıf öğrencisi olmak üzere toplam 1002 öğrenci araştırmanın örneklemini oluşturmaktadır. Çalışmada veri toplama aracı olarak; Balcı (2019) tarafından geliştirilen " Matematik Başarı Testi" ve araştırmacı tarafından geliştirilen "Kişisel Bilgi Formu" ile "İlkokul Öğrencileri İçin Siber Aylaklık Ölçeği" kullanılmıştır. Araştırmanın sonuçlarına göre ilkokul 3. sınıf öğrencilerinin matematik ders başarıları orta üstü, siber aylaklık düzeyleri ise düşük seviyededir. Matematik başarılarında ve siber aylaklık seviyelerinde cinsiyet ve kendisine ait oda bulunma değişkenine göre anlamlı bir farklılık bulunamamıştır. Kardeş sayısı değişkenine göre öğrencilerinin kardeş sayısı arttıkça matematik ders başarısının azaldığı sonucuna ulaşılmıştır. İlkokul 4. sınıf öğrencilerinin ise matematik ders başarıları ve siber aylaklık seviyeleri orta üstü düzeydedir. Erkek öğrencilerinin kız öğrencilerden daha fazla siber aylaklık davranışları sergilediği sonucuna ulaşılmıştır. Kardeş sayıları ve kendisine ait oda bulunma durumuna göre matematik başarıları ve siber aylaklık seviyelerinde anlamlı farklılık bulunamamıştır. İlkokul 3. ve 4. sınıf öğrencilerinin okul öncesi eğitim alma durumlarına göre matematik başarılarında okul öncesi eğitim alanların lehine anlamlı bir farklılık olduğu belirlenmiştir. Anne ve baba eğitim seviyesi arttıkça matematik ders başarısı artmaktadır. Siber aylaklık seviyesinde okul öncesi eğitim alma ve anne baba eğitim düzeyi değişkenine göre anlamlı farklılık bulunamamıştır. Günlük akıllı cihaz kullanım süreleri ile matematik ders başarıları arasında anlamlı farklılık bulunamamıştır. Ancak akıllı telefon ile geçirilen süre arttıkça siber aylaklık seviyelerinin arttığı sonucuna ulaşılmıştır. İlkokul 3. sınıf öğrencilerinin matematik başarıları ve siber aylaklık seviyeleri arasında anlamlı ilişki bulunamamıştır. İlkokul 4. sınıf öğrencilerinin matematik başarıları ve siber aylaklık seviyeleri arasında ise negatif yönde, zayıf ve anlamlı bir ilişki saptanmıştır. Anahtar Kelimeler: Başarı, ilkokul, matematik, siber aylaklık, teknoloji
In this study, the relationship between cyberloafing levels and mathematics course success of 3rd and 4th grade primary school students was examined. The research was conducted using the relational screening model. The population of the study consists of 3rd and 4th grade primary school students studying in Gaziantep in the 2023-2024 academic years. A total of 1002 students, 484 3rd grade students and 518 4th grade students, selected from this universe by proportional cluster sampling method, constitute the sample of the research. As a data collection tool in the study; "Mathematics Achievement Test" developed by Balcı (2019) and "Personal Information Form" and "Cyberloafing Scale for Primary School Students" developed by the researcher were used. According to the education of the research, the success of 3rd grade primary school students in mathematics lessons is above average, and their cyberloafing level is low. No significant difference was found in mathematics achievement and cyberloafing levels according to gender and having a room of one's own. According to the number of siblings variable, it was concluded that as the number of siblings of the students increases, their mathematics success decreases. Primary school 4th grade students' mathematics achievement and cyberloafing levels are above average. It was concluded that male students exhibited more cyberloafing behaviors than female students. No significant difference was found in mathematics achievement and cyberloafing levels according to the number of siblings and having their own room. It has been determined that there is a difference in the mathematics achievement of 3rd and 4th grade primary school students, depending on their pre-school education, in favor of those who received pre-school education. As the education level of the mother and father increases, mathematics course success increases. No significant difference was found in the level of cyberloafing according to the variable of receiving pre-school education and parents' education level. No significant difference was found between daily smart device usage time and mathematics course achievement. However, it has been concluded that as the time spent with the smartphone increases, cyberloafing levels increase. No significant relationship was found between mathematics achievement and cyberloafing levels of 3rd grade primary school students. A negative, weak and significant relationship was found between mathematics achievement and cyberloafing levels of 4th grade primary school students. Keywords: Success, primary school, mathematics, cyberloafing, technology
In this study, the relationship between cyberloafing levels and mathematics course success of 3rd and 4th grade primary school students was examined. The research was conducted using the relational screening model. The population of the study consists of 3rd and 4th grade primary school students studying in Gaziantep in the 2023-2024 academic years. A total of 1002 students, 484 3rd grade students and 518 4th grade students, selected from this universe by proportional cluster sampling method, constitute the sample of the research. As a data collection tool in the study; "Mathematics Achievement Test" developed by Balcı (2019) and "Personal Information Form" and "Cyberloafing Scale for Primary School Students" developed by the researcher were used. According to the education of the research, the success of 3rd grade primary school students in mathematics lessons is above average, and their cyberloafing level is low. No significant difference was found in mathematics achievement and cyberloafing levels according to gender and having a room of one's own. According to the number of siblings variable, it was concluded that as the number of siblings of the students increases, their mathematics success decreases. Primary school 4th grade students' mathematics achievement and cyberloafing levels are above average. It was concluded that male students exhibited more cyberloafing behaviors than female students. No significant difference was found in mathematics achievement and cyberloafing levels according to the number of siblings and having their own room. It has been determined that there is a difference in the mathematics achievement of 3rd and 4th grade primary school students, depending on their pre-school education, in favor of those who received pre-school education. As the education level of the mother and father increases, mathematics course success increases. No significant difference was found in the level of cyberloafing according to the variable of receiving pre-school education and parents' education level. No significant difference was found between daily smart device usage time and mathematics course achievement. However, it has been concluded that as the time spent with the smartphone increases, cyberloafing levels increase. No significant relationship was found between mathematics achievement and cyberloafing levels of 3rd grade primary school students. A negative, weak and significant relationship was found between mathematics achievement and cyberloafing levels of 4th grade primary school students. Keywords: Success, primary school, mathematics, cyberloafing, technology
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Öğretmenliği Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
