An Investigation of Students’ Computer Attitudes in PISA 2012 Turkey Sampling

Year 2015, Special Issue 2015 II, 34 - 45, 01.12.2015

Cem Oktay Güzeller , Levent Ertuna

https://doi.org/10.17275/per.15.spi.2.5

Cited By: 1

Abstract

The purpose of this research is to determine the students’ attitudes towards computers with reference to PISA 2012 Turkey sample. The study analyzes whether the attitudes of students differ according to gender, school type, region and time spent on the internet at home and at school both on weekdays and at the weekends. It is framed in the form of a descriptive survey research. The sample consists of 4538 15-year-old Turkish students who took PISA 2012. The data was collected through the two-dimensional Attitudes towards Computers Scale (ATTCOMPS) used in PISA 2012. As for the data analysis, firstly, a Confirmatory Factor Analysis (CFA) was administered for the construct validity of the ATTCOMPS and the two-dimensional structure of the scale consisting of the importance of the Computer as a Tool for School Learning (CATFSL) and the Limitations of the Computer as a Tool for School Learning (LCATFSL) was verified. During the second phase, Cronbach Alpha coefficient was calculated in order to measure the internal consistency of the scale. To analyze the possible significant differences among the groups in terms of students’ attitudes regarding the sub-dimensions of ATTCOMPS, a multivariate variance analysis tool MANOVA was utilized. The findings of the research show that CATFSL did not differentiate with reference to gender whereas the LCATFSL released significant differences in favour of girls. In terms of school type, there was a significant difference only between general high schools and vocational high schools with reference to CATFSL. However,  the LCATFSL released significant differences among all types of schools. With regard to the results of the region variable, there was no significant difference for CATFSL. Nonetheless, with reference to the LCATFSL, the participants in the Mediterrenean Region had the lowest attitude and there was a significant difference among the students’ attitudes in Aegean, East Marmara and West Black Sea Regions. Lastly, the findings of the weekly time spent on the internet variable indicated that both CATFSL and LCATFSL release meaningful differences

Keywords

Attitudes towards computers, PISA, Gender, School type, region, internet usage duration

References

• Adalıer, A. (2012). Turkish and English Language Teacher Candidates’ Perceived Computer SelfEfficacy and Attitudes Toward Computer. The Turkish Online Journal of Educational Technology, 11(1), 192- 201.
• Altun, T. (2011). İlköğretim öğrencilerinin bilgisayara yönelik tutumlarının incelenmesi: Trabzon ili örneği. Turkish Journal of Computer and Mathematics Education, 2(1), 69-86.
• Aydın, A., Erdağ, Ç. ve Taş, N. (2011). 2003–2006 PISA okuma becerileri sonuçlarının karşılaştırmalı olarak değerlendirilmesi: en başarılı beş ülke ve Türkiye. Kuram ve Uygulamada Eğitim Bilimleri Dergisi,11, 665-673.
• Berkant, H. G. (2013). Öğretmen Adaylarının Bilgisayara Yönelik Tutumlarının ve Öz-Yeterlik Algılarının ve Bilgisayar Destekli Eğitim Yapmaya Yönelik Tutumlarının Bazı Değişkenler Açısından İncelenmesi. The Journal of Instructional Technologies &Teacher Education, 3,11-22.
• Berkant, H. G. & Efendioğlu, A. (May, 2011). Faculty of education students’ attitudes toward computer and making computer supported education. Paper presented at International Educational Technology Conference (IETC) 2011, 25-27 May 2011, Istanbul, Turkey, (pp. 543-548).
• Büyüköztürk, Ş.(2009). Sosyal Bilimler için Veri Analizi El Kitabı İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum (10.Baskı). Ankara: PegemA Yayıncılık.
• Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. (Birinci Baskı). Ankara: Pegem Akademi.
• Caner, H., Civelek, A., Özder, H., & Güzer, B., (2006). Ortaöğretim öğrencilerinin bilgisayara yönelik tutumları ile akademik başarıları arasındaki ilişki. 7. Eğitim Teknolojileri Kongresi, Doğu Akdeniz Üniversitesi.
• Cohen, J.(1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
• Çakır, O. (2012). Students' self confidence and attitude regarding computer: An international analysis based on computer availability and gender factor. Social and Behavioral Sciences, 47, 1017 – 1022.
• Çelik, H.C. ve Ceylan, H. (2009). Lise Öğrencilerinin Matematik ve Bilgisayar Tutumlarının Çeşitli Değişkenler Açısından Karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 26, 92-101.
• Demir, Ö. ve Yurdugül, H. (2014). Ortaokul ve lise öğrencileri için bilgisayara yönelik tutum ölçeğinin Türkçe’ye uyarlanması. Eğitim ve Bilim, 39(176).
• Gökalp, S., & Aydın, T. (2013). Teknik program öğrencilerinin bilgisayar ve internet kullanımına yönelik tutumlarının analizi. Bülent Ecevit Üniversitesi Fen Bilimleri Dergisi, 2 (2), 127-134.
• Gürbüzoğlu-Yalmancı, S. ve Aydın, S. (2014). Ortaokul öğrencilerinin teknolojiye yönelik tutumlarının bazı değişkenler açısından incelenmesi, Ege Eğitim Dergisi, (15)1, 125-138.
• Güzeller, O.C. (2011). PISA 2009 Türkiye örnekleminde öğrencilerin bilgisayar öz-yeterlik inançları ve bilgisayar tutumları arasındaki ilişkinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 12 (4), 183-203.
• Hair, J. F., William, Jr., Black, C., Babin, B. J., and Anderson, R. E. (2014). Multivariate data analysis (Seventh Ed.). London: Pearson Publications. New York: Springer Science+Business Media.
• Hochberg Y.& Tamhane, A.C. (1987). Multiple comparison procedures. New York: John Wiley & Sons press.
• Holloway, S. D. (2005). Increasing technology integration throuh collaboration between media specialists and teachers. Retrived from http://teach.valdosta.edu/are/vol4no1/pdf/HollowaySArticle_0426.pdf
• Kaptan, S. (1998). Bilimsel araştırma ve istatistik teknikleri (11.Baskı). Ankara: Tek Işık Web Ofset. Karakaya, K. (2010). An investigation of English language teachers' attitudes toward computer technology and their use of technology in language teaching. (Unpublished master‟s thesis). Middle East Technical University, Ankara.
• Keskin, N., & Ertuğrul, İ. (2010). Buldan MYO Büro Yönetimi Öğrencilerinin bilgisayar kullanı¬mına yönelik tutumlarının belirlenmesine ilişkin alan çalışması. Uluslararası İktisadi ve İdari İncelemeler Dergisi, 3 (59), 1-20.
• Kline, R.B. (2010). Principles and practice of structural equation modeling (Third Edition). New York: Guilford Press.
• Köse, S. ve Gezer, K. (2006). Buldan (Denizli) ilçesi lise öğrencilerinin bilgisayara yönelik tutumları. Buldan Sempozyumunda sunulmuş sözlü bildiri. Pamukkale Üniversitesi, T.C. Buldan Kaymakamlığı, Buldan Belediyesi, Denizli.
• Kumar, P. ve Kumar, A. (2003). Effect of a web-based project on preservice and inservice teachers’ attitude toward computers and their technology skills. Journal of Computing in Teacher Education, 19(3), 87-92.
• Liao, Y.-K. C. (1999). Gender differences on attitudes toward computers: A meta analysis. Society For Information Technology & Teacher Education International Conferance. San Antonio.
• Mardia, K. V. (1970). Measures of multivariate skewness and kurtosis with applications. Biometrika, 57, 519–530.
• Meelissen, M. ve Drent, M. (2008). Gender differences in computer attitudes: Does the school matter? Computers in Human Behavior, 24(3), 969-985.
• Muthen, B. & Kaplan, D. (1985). A comparison of some methodologies for the factor analysis of non-normal Likert variables. British Journal of Mathematical and Statistical Psychology, 38, 171-189.
• Myers, J. M. ve Halpin, R. (2002). Teachers’ attitudes and use of multimedia technology in the classroom: Constructivist-based professional development training for school districts. Journal of Computing in Teacher Education, 18(4), 133-140.
• OECD (2013), PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. Erişildi http://www.oecd-ilibrary.org/education/pisa-2012-assessment-and-analytical-framework_9789264190511-en
• Pallant, J. (2005). SPSS Survıval Manual: A Step by Step Guıde to Data Analysis Using SPSS for Wındows. Australia: Australian Copyright.
• Pektaş, Ş. T. & Erkip, F. (2006). Attitudes of design students toward computer usage in design. International Journal of Technology and Design Education, 16(1), 79-95.
• PISA. (2012). Student questionnaire data file. Retrieved from http://pisa2012.acer.edu.au/downloads. php
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Test of significance and descriptive goodness-of-fit measures. Methods of Psychological Research-Online, 8 (2), 23–74.
• Schleicher, A. (2007). Can competencies assessed by PISA be considered the fundamental school knowledge 15 year olds should possess? Journal of Educational Change, 349-357.
• Şahinkayası, Y. (2008). A cross-cultural comparison modeling of information and communication technologies aspects affecting mathematical and problem solving literacy and perceptions of policy makers. (Unpublished doctoral dissertation). Orta Doğu Teknik University, Ankara, Turkey.
• Şerefhanoğlu, H., Nakiboğlu, C. & Gür, H. (2008). İlköğretim ikinci kademe öğrencilerinin bilgisayara yönelik tutumlarının çeşitli değişkenler açısından incelenmesi: Balıkesir örneği. İlköğretim Online, 7 (3): 785-799.
• Tabachnick, B. G. & Fidell, L. S. (2001). Using Multivariate Statistics (Forth Ed.). London: Pearson.
• Tekindal, B., Ertekin, A.R. & Tekindal, M.A. (2010). Meslek Liselerinde Eğitim-Öğretim Gören Örgencilerin Bilgisayara Yönelik Tutumlarının Değerlendirilmesi (Yozgat ili Yerköy ilçesi Örneği). Bilişim Teknolojileri Dergisi, 3 (1), 23-30.
• Teo, T. (2006). Attitudes toward computers: A study of post-secondary students in Singapore. Interactive Learning Environments, 14(1), 17-24.
• Teo, T. (2008). Pre-service teachers‟ attitudes towards computer use: A Singapore survey, Australasian Journal of Educational Technology, 24(4):413-424.
• Tezci, E. (2009) Teachers‟ effect on ict use in education: the Turkey sample, Procedia Social and Behavioral Sciences, 1, pp. 1285–1294.
• Usta, H., G. (2014). PISA 2003 ve PISA 2012 matematik okuryazarlığı üzerine uluslararası bir karşılaştırma: Türkiye ve Finlandiya. Unpublished doctoral dissertation, Ankara Üniversitesi, Ankara, Turkey.
• Üzel, D. ve Özdemir, E. (2008). İlköğretim Matematik Öğretmenliği (İMÖ) Öğrencilerinin Bilgisayara Yönelik Tutumlarıyla Öğrencilerin Başarılarının İncelenmesi. 8th International Educational Technology Conference, Anadolu Üniversitesi, Eskişehir, 6-9 Mayıs 2008, 274-279.
• Yıldırım, S. (2000). Effects of an educational computing course on pre-service and in-service teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479–495.