Öğretmen Adaylarının E-Öğrenme Stilleri, Akademik Başarıları ve Eğitim Teknolojisi Öz-Yeterlik Algıları Arasındaki İlişkilerin İncelenmesi

Abstract

Bu araştırmanın amacı öğretmen adaylarının e-öğrenme stilleri, akademik başarıları ve eğitim teknolojisi öz-yeterlik algıları arasındaki ilişkilerin modellenmesidir.Bu kapsamda araştırmanın modeli betimsel taramadır. Araştırmanın çalışma grubunu 2019-2020 akademik yılı güz döneminde Türkiye’nin Batı Karadeniz Bölgesi’nde bulunan bir üniversitede öğrenim gören öğrenciler (n=262) oluşturmuştur. Veri toplama aracı olarak Şimşek ve Yazar (2016) tarafından geliştirilen “Eğitim Teknolojisi Standartları Öz-Yeterlik Ölçeği” ve Gülbahar ve Alper (2014) tarafından geliştirilen “E-öğrenme Stilleri Ölçeği” kullanılmıştır. Ayrıca öğretmen adaylarının başarı düzeylerini belirleyebilmek için dönem içi akademik not ortalamaları kullanılmıştır. Araştırma verilerinin analizinde çoklu regresyon analizi kullanılmıştır. Araştırma sonucunda öğretmen adaylarının öğrenme stillerinin akademik başarıları üzerinde etkili olduğu saptanmıştır. Öğretmen adaylarının görsel ve sezgisel öğrenme stillerinin eğitim teknolojisi öz-yeterlik inançlarının anlamlı bir yordayıcısı olduğu bulunmuştur. Ayrıca öğretmen adaylarının sezgisel öğrenme stilleri ve eğitim teknolojisi standartları öz-yeterlik algılarının akademik başarılarının anlamlı bir yordayıcısı olduğu da görülmüştür.

Keywords

• E-öğrenme stili
• Eğitim teknolojisi öz-yeterlik algısı
• Akademik başarı
• Çoklu regresyon analizi
• Öğretmen adayları.

Investigation of the Relationship between Teacher Candidates' E-Learning Styles, Academic Achievements and Educational Technology Self-Efficiency Perceptions

Abstract

The purpose of this study was to model the relationships between teacher candidates’ e- learning styles, academic achievements and educational technology self-efficacy. In this context, the model of there search is descriptive. The participants of the study were 262 students who were studying at a university in Western Black Sea region of Turkey in academic year 2014-2015 in fall semester. “Educational Technology Standards Self- Efficacy Scale” developed by Simsek and Yazar (2016) and “E-learning Styles Scale ”developed by Gulbahar and Alper (2014) were used as data collection tools. Also, it was used to academic grade score in the semester in order to determine the success levels of teacher candidates. Multiple regression analysis was used in the analysis of there search’s data. As a result of there search it was determined that the learning styles of teacher candidates have an effect on their academic success. It was found that teacher candidates' visual and intuitive learning styles were a significant predictor of educational technology self-efficacy beliefs. In addition it was found that teacher candidates ’intuitive learning styles and educational technology standards self-efficacy perceptions a significant predictor of academic success.

Keywords

• E-learning style
• Educational technology self-efficacy
• Academic achievement
• Multiple regression analysis
• Teacher candidates.

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