Ortaokul Öğrencilerinin Dijital Okuryazarlık Düzeyleri ile Matematik Tutumları Arasındaki İlişkinin İncelenmesi

Abstract

Bu araştırma, ortaokul öğrencilerinin dijital okuryazarlık düzeyleri ile matematik dersine yönelik tutumları arasındaki ilişkiyi ve bu değişkenlerin cinsiyet ile sınıf düzeyine göre farklılaşıp farklılaşmadığını incelemeyi amaçlamıştır. İlişkisel tarama deseniyle yürütülen çalışmaya, uygunluk örneklemesiyle seçilen 92 öğrenci (5.–8. sınıf) katılmıştır. Veriler “Dijital Okuryazarlık Ölçeği” ve “Matematik Tutum Ölçeği” ile toplanmış; bağımsız örneklem t-testi, tek yönlü ANOVA ve Pearson korelasyon analizi yöntemleriyle analiz edilmiştir. Bulgular, genel olarak öğrencilerin dijital okuryazarlık düzeyleri ile matematiğe yönelik tutumları arasında anlamlı bir ilişki olmadığını göstermiştir. Ancak yalnızca dijital okuryazarlığın “günlük kullanım” alt boyutu ile matematik tutumunun “gereklilik” alt boyutu arasında anlamlı ve negatif bir ilişki bulunmuştur. Ayrıca bulgular öğrencilerin dijital okuryazarlık düzeylerinin genel olarak yüksek, matematiğe yönelik tutumlarının ise olumlu olduğunu göstermiştir. Cinsiyet ve sınıf düzeyine göre yapılan analizlerde ise dijital okuryazarlık ve matematik tutumu puanları arasında anlamlı bir farklılığa rastlanmamıştır. Bulgular, genel bir ilişki olmamakla birlikte, günlük dijital kullanım ile matematiğin gerekliliğine dair algı arasında negatif bir ilişki olduğunu ortaya koymuştur. Sonuçlar literatüre göre tartışılmıştır.

Keywords

• dijital okuryazarlık
• matematik tutumu
• ortaokul
• ilişkisel tarama

Examining the Relationship Between Middle School Students’ Digital Literacy Levels and Their Attitudes Towards Mathematics

Abstract

This study aimed to examine the relationship between middle school students’ digital literacy levels and their attitudes toward mathematics, as well as to determine whether these variables differ by gender and grade level. Following a correlational survey design, the study involved 92 students from grades 5 to 8, selected via convenience sampling. Data were collected using the Digital Literacy Scale and the Mathematics Attitude Scale, and analyzed with SPSS 26.0 through descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlation analyses. The results revealed no significant overall association between students’ digital literacy levels and their attitudes toward mathematics. However, a significant negative correlation was observed exclusively between the “daily usage” subscale of digital literacy and the “necessity” subscale of mathematics attitude. Moreover, students demonstrated generally high digital literacy levels and moderately positive attitudes toward mathematics. Analyses by gender and grade level indicated no statistically significant differences in students’ digital literacy or mathematics attitude scores. The findings showed that, although no overall relationship was present, there was a weak negative correlation between daily digital use and students’ perceptions of the importance of mathematics. The results were discussed based on the relevant literature.

Keywords

• digital literacy
• mathematics attitude
• middle school
• correlational survey

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