Ortaokul Öğrencilerinin Matematik Eğitiminde Mobil Uygulamalar Kullanım Öz Yeterliliği

Year 2022, Volume: 6 Issue: 12, 101 - 112, 30.08.2022

Tugba Guler Ahmet Berk Ustun Ahmet Yılmaz

Abstract

Bu çalışma matematik eğitiminde mobil öğrenmenin kullanımına yönelik ortaokul öğrencilerinin öz-yeterlik inançlarını incelenmeyi amaçlamaktadır. Çalışma kapsamında, ortaokul öğrencilerinin matematik dersindeki mobil cihaz kullanma öz-yeterliklerini inceleyebilmek için tarama modeli kullanılmıştır. Araştırmaya, 2020-2021 Eğitim-Öğretim döneminde Bartın İli merkez ilçeye bağlı ortaokullarda okuyan 381 öğrenci katılım sağlamıştır. Verileri toplamak için kişisel bilgi formu ve mobil öğrenme araçlarını kullanma öz-yeterliği ölçeği kullanılmıştır. Çalışmanın sonuçlarına göre, öğrencilerin mobil cihaz kullanım öz yeterliği yüksek düzeyde bulunmuş ve kullanılan ölçeğin alt faktörlerden en yüksek ortalamaya sahip olan faktörün ise “Mobil Cihazlarla Ders Etkinlikleri Yapabilme” olduğu saptanmıştır. Sınıf düzeylerine göre mobil öğrenme öz yeterlikleri incelendiğinde 5. ve 6. sınıflar ile 5. ve 7. sınıflar arasında anlamlı farklılık olduğu bulunmuştur. Mobil cihaz sahipliği bakımından en yüksek mobil cihaz kullanım öz yeterliği ortalamasına, mobil cihaza sahip katılımcıların olduğu bulunmuştur. Bununla beraber, mobil cihaza sahip öğrencilerin öz-yeterliği ile mobil cihaza sahip olmayan öğrencilerin öz-yeterliği anlamlı şekilde farklılaştığı sonucuna ulaşılmıştır. İnternet kullanım süreleri baz alındığında ise interneti günlük 1 saatten az kullanan ve 2-4 saat aralığında kullanan gruplar arasında öz-yeterlik düzeyi anlamlı şekilde farklılaşmaktadır. Ayrıca, cinsiyete göre öğrencilerin mobil öğrenme öz yeterliğinde anlamlı bir farklılık olmadığı tespit edilmiştir.

Keywords

Uzaktan eğitim, Öz yeterlik, Mobil uygulamalar, Mobil cihazlar

Secondary School Students' Self-Efficacy Towards Using Mobile Applications in Mathematics Lessons

Abstract

This study aims to examine secondary school students' self-efficacy beliefs regarding the use of mobile learning in mathematics education. Within the scope of the study, the scanning model was used to examine the secondary school students' self-efficacy in using mobile devices in the mathematics lesson. In the 2020-2021 academic year, 381 students studying at secondary schools in the central district of Bartın province participated in the research. Personal information form and self-efficacy scale of using mobile learning tools were used to collect data. According to the results of the study, the students' self-efficacy for using mobile devices was found to be high, and it was determined that the factor with the highest average among the sub-factors of the scale used was "Performing Lesson Activities with Mobile Devices". When mobile learning self-efficacy was examined according to grade levels, it was found that there was a significant difference between 5th and 6th grades and 5th and 7th grades. It was found that the participants with the highest mobile device usage self-efficacy average in terms of mobile device ownership had mobile devices. However, it was concluded that the self-efficacy of students with mobile devices and the self-efficacy of students without mobile devices differed significantly. When the duration of internet use is taken into account, the self-efficacy levels differ significantly between the groups that use the internet for less than 1 hour a day and between the groups that use the internet for 2-4 hours. In addition, it has been determined that there is no significant difference in mobile learning self-efficacy of students according to gender.

Keywords

Distance education, Self-efficacy, Mobile applications, Mobile devices

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