İlkokul öğrencilerinin dijital bağımlılık düzeyleri ile matematik ders başarıları arasındaki ilişki
Küçük Resim Yok
Tarih
2023
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 dijital bağımlılık düzeyleri ile matematik ders başarıları arasındaki ilişkinin incelenmesidir. Çalışma ilişkisel tarama modeliyle oluşturulmuştur. Araştırmanın örneklemini, 2022-2023 eğitim öğretim yılında Hatay ili merkez devlet ilkokullarında öğrenim gören ve bu okullardan oranlı küme örnekleme yöntemi ile belirlenen 918 ilkokul 4. sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak; Domlu (2022) tarafından Türkçeye uyarlanan "Çocuklar İçin Dijital Bağımlılık Ölçeği" ile araştırmacı tarafından geliştirilen "Matematik Başarı Testi" ve "Kişisel Bilgi Formu" kullanılmıştır. Araştırmanın sonuçlarına göre ilkokul 4. sınıf öğrencilerinin matematik başarı düzeylerinin orta üstü olduğu tespit edilmiştir. Öğrencilerin matematik başarıları cinsiyet, destek eğitimi alma ve akıllı cihaz kullanma değişkenlerine göre anlamlı düzeyde farklılaşmazken; ailenin sosyo-ekonomik düzeyi, anne eğitim düzeyi, baba eğitim düzeyi, okul öncesi eğitim alma ve kardeş sayısı değişkenlerine göre anlamlı düzeyde farklılaştığı tespit edilmiştir. İlkokul 4. sınıf öğrencilerinin dijital bağımlılıklarının düşük olduğu görülmüştür. Öğrencilerin dijital bağımlılıkları destek eğitimi alma değişkenine göre anlamlı düzeyde farklılaşmazken; cinsiyet, ailenin sosyo-ekonomik düzeyi, anne eğitim düzeyi, baba eğitim düzeyi, okul öncesi eğitim alma, kardeş sayısı ve akıllı cihaz kullanma değişkenlerine göre anlamlı düzeyde farklılaştığı görülmüştür. Ayrıca öğrencilerin matematik başarıları ile dijital bağımlılıkları arasında negatif yönde zayıf ve anlamlı bir ilişki olduğu saptanmıştır. Son olarak yapılan basit doğrusal regresyon analizi sonuçlarına göre elde edilen model anlamlı bulunmuştur. İlkokul 4. sınıf öğrencilerinin aldatma, çatışma, yerine koyma, sorunlar, nüks etme, kaygı, duygudurum değişikliği, geri çekilme ve tolerans için dijital bağımlılıklarının matematik başarılarını yordama düzeyini belirlemeye yönelik yapılan çoklu doğrusal regresyon analizi sonuçlarına göre elde edilen model anlamlıdır.
The purpose of this research is to examine the relationship between primary school students' digital addiction levels and mathematics course success. The study was created with the relational screening model. The sample of the research consists of 918 primary school 4th grade students studying in central public primary schools in Hatay province in the 2022-2023 academic year and determined by the proportional cluster sampling method from these schools. As a data collection tool in the research; The "Digital Addiction Scale for Children" adapted to Turkish by Domlu (2022) and the "Mathematics Achievement Test" and "Personal Information Form" developed by the researcher were used. According to the results of the research, it was determined that the mathematics achievement levels of 4th grade primary school students were above average. While students' mathematics achievements do not differ significantly according to gender, receiving support training and using smart devices; It was determined that there was a significant difference according to the variables of the socio-economic level of the family, mother's education level, father's education level, pre-school education and number of siblings. It has been observed that the digital addiction of 4th grade primary school students is low. While students' digital addictions do not differ significantly according to the variable of receiving support training; It was observed that there were significant differences according to the variables of gender, socio-economic level of the family, mother's education level, father's education level, receiving pre-school education, number of siblings and smart device use. Additionally, it was determined that there was a weak and significant negative relationship between students' mathematics achievement and their digital addiction. Finally, according to the results of the simple linear regression analysis, the resulting model was found to be significant. According to the results of the multiple linear regression analysis conducted to determine the level of prediction of digital addictions of 4th grade primary school students' mathematics achievement for deception, conflict, substitution, problems, relapse, anxiety, mood change, withdrawal and tolerance, the model obtained is significant.
The purpose of this research is to examine the relationship between primary school students' digital addiction levels and mathematics course success. The study was created with the relational screening model. The sample of the research consists of 918 primary school 4th grade students studying in central public primary schools in Hatay province in the 2022-2023 academic year and determined by the proportional cluster sampling method from these schools. As a data collection tool in the research; The "Digital Addiction Scale for Children" adapted to Turkish by Domlu (2022) and the "Mathematics Achievement Test" and "Personal Information Form" developed by the researcher were used. According to the results of the research, it was determined that the mathematics achievement levels of 4th grade primary school students were above average. While students' mathematics achievements do not differ significantly according to gender, receiving support training and using smart devices; It was determined that there was a significant difference according to the variables of the socio-economic level of the family, mother's education level, father's education level, pre-school education and number of siblings. It has been observed that the digital addiction of 4th grade primary school students is low. While students' digital addictions do not differ significantly according to the variable of receiving support training; It was observed that there were significant differences according to the variables of gender, socio-economic level of the family, mother's education level, father's education level, receiving pre-school education, number of siblings and smart device use. Additionally, it was determined that there was a weak and significant negative relationship between students' mathematics achievement and their digital addiction. Finally, according to the results of the simple linear regression analysis, the resulting model was found to be significant. According to the results of the multiple linear regression analysis conducted to determine the level of prediction of digital addictions of 4th grade primary school students' mathematics achievement for deception, conflict, substitution, problems, relapse, anxiety, mood change, withdrawal and tolerance, the model obtained is significant.
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Öğretmenliği Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
