OKULDA VE OKUL DIŞINDA BİLGİ VE İLETİŞİM TEKNOLOJİLERİNİN KULLANIMININ ÖĞRENCİLERİN PISA 2012 PERFORMANSIYLA İLİŞKİSİNİN İNCELENMESİ

Year 2016, Volume: 24 Issue: 1, 251 - 262, 15.07.2016

Safiye Bilican Demir Özen Yıldırım

Abstract

Bu çalışmanın amacı, PISA 2012 uygulamasına katılmış 8. sınıf Türk öğrencilerinin matematik, fen ve okuma performanslarının, okul içinde ve dışında bilgi ve iletişim teknolojileri (BİT) kullanımıyla ilişkisini aşamalı doğrusal modelleme yoluyla ortaya koymaktır. Araştırmanın örneklemini PISA 2012 uygulamasına katılmış 4848 öğrenci oluşturmaktadır. Araştırmada, matematik, fen ve okuma alanları bilişsel alan başarı testleri ve öğrenci BİT anketi aracılığı ile toplanan verilerden yararlanılmıştır. Veriler çok boyutlu modellemeyle analiz edilmiştir. Öğrencinin matematik, fen ve okuma performansındaki değişimin küçük ama anlamlı bir kısmı BİT’e dayalı değişkenlerce açıklamaktadır. Öğrencinin okul içerisinde bilgisayarı okul görevlerini yerine getirmek için kullanması ilgili bağımlı değişkenlerle negatif ilişki gösterirken, öğrencinin bilgisayarın yanı sıra diğer iletişim teknolojileri kullanması pozitif ilişki göstermektedir. Ayrıca öğrencinin okul dışında interneti eğlence amaçlı kullanma sıklığı fen ve matematik alanları için öğrenci performansını artırmaktadır.

Keywords

BIT, matematik performansı, fen performansı, okuma performansı, PISA 2012, aşamalı doğrusal modeller

An Examination Of The Relationship Between Information Communication Technology At School Or Outside Of School And Student’s Performance In Pisa 2012

Abstract

The purpose of this study is to determine the relationship between home and school related ICT variables and student’s performance at math, science and reading in PISA 2012. The sample of the study is composed of 4848 Turkish students. Existing data were used from PISA 2012 and they were obtained from cognitive domains (math, science and reading) tests and ICT survey. Hierarchical linear models were used as a data analysis method. The findings of the study demonstrated that ICT variables explained significantly small variance at math, science and reading performances. There was a significant negative relationship between student’s performances and using computer for school tasks at school. Despite this negative relationship, the result also showed that if student has and uses other educational technologies such as laptop, printer and internet frequently in school, his performances will increase. Also using computer for entertainment at home has a positive impact on student’s math and science performance

Keywords

ICT, math performance, science performance and reading performance, PISA 2012, Hierarchical linear models

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