Student’s beliefs about using worked–example based video podcast in mathematics courses

Serpil Yorgancı

doi:10.17275/per.16.12.3.3

EN

Student’s beliefs about using worked–example based video podcast in mathematics courses

Abstract

The goal of the study is to explain the behavioral, normative and control beliefs of vocational college students about their intentions in using worked –example based video podcast (WEBVP) technology in mathematics courses. The research is based on the framework of the Theory of Planned Behavior (TPB). It was carried out on 110 students of Computer Programming Department of Erzurum Vocational College during the spring semestre of 2014- 2015 academic year. Data were collected by employing a questionnaire form (n=110) containing open-ended and close-ended questions developed by the researcher and semi-structured interviews (n=25). The results showed that the students’ intentions to use WEBVP in mathematics course are under the influence of their behavioral beliefs such as convenience to individual learning, repeatability and usage of advanced technology and their normative beliefs having social support. In addition, the control beliefs in which conceptual structure of mathematics, academic proficiency and individual learning differences are determined to be forcing factors, and the opportunity to reach information, elasticity in space and time and saving of time are determined to be facilitating factors also significantly affect the students’ intentions to use WEBVP.

Keywords

Key words: worked–example based video podcast,mathematics,theory of Planned Behavior

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Serpil Yorgancı

Publication Date

October 1, 2016

Submission Date

August 9, 2016

Acceptance Date

September 20, 2016

Published in Issue

Year 2016 Volume: 3 Number: 3

DOI

https://doi.org/10.17275/per.16.12.3.3

IZ

https://izlik.org/JA25MM78TS

APA

Yorgancı, S. (2016). Student’s beliefs about using worked–example based video podcast in mathematics courses. Participatory Educational Research, 3(3), 20-35. https://doi.org/10.17275/per.16.12.3.3

AMA

1.Yorgancı S. Student’s beliefs about using worked–example based video podcast in mathematics courses. PER. 2016;3(3):20-35. doi:10.17275/per.16.12.3.3

Chicago

Yorgancı, Serpil. 2016. “Student’s Beliefs about Using Worked–example Based Video Podcast in Mathematics Courses”. Participatory Educational Research 3 (3): 20-35. https://doi.org/10.17275/per.16.12.3.3.

EndNote

Yorgancı S (October 1, 2016) Student’s beliefs about using worked–example based video podcast in mathematics courses. Participatory Educational Research 3 3 20–35.

IEEE

[1]S. Yorgancı, “Student’s beliefs about using worked–example based video podcast in mathematics courses”, PER, vol. 3, no. 3, pp. 20–35, Oct. 2016, doi: 10.17275/per.16.12.3.3.

ISNAD

Yorgancı, Serpil. “Student’s Beliefs about Using Worked–example Based Video Podcast in Mathematics Courses”. Participatory Educational Research 3/3 (October 1, 2016): 20-35. https://doi.org/10.17275/per.16.12.3.3.

JAMA

1.Yorgancı S. Student’s beliefs about using worked–example based video podcast in mathematics courses. PER. 2016;3:20–35.

MLA

Yorgancı, Serpil. “Student’s Beliefs about Using Worked–example Based Video Podcast in Mathematics Courses”. Participatory Educational Research, vol. 3, no. 3, Oct. 2016, pp. 20-35, doi:10.17275/per.16.12.3.3.

Vancouver

1.Serpil Yorgancı. Student’s beliefs about using worked–example based video podcast in mathematics courses. PER. 2016 Oct. 1;3(3):20-35. doi:10.17275/per.16.12.3.3