Perceived Information and Communication Competency of Students in the Context of PISA Turkey Results

Abstract

PISA, or the Programme for International Student Assessment, is an international assessment tool developed by the Organization for Economic Co-operation and Development (OECD). Today's education system aims to transform students into individuals who inquire, question, learn by doing, and subjectively internalize and make sense of what they have learned. The use of information and communication technologies enables the achievement of lasting and effective learning outcomes in teaching and learning activities. PISA measures information and communication technology (ICT) literacy, which refers to the ability to cope appropriately with today's information and communication technologies and is often referred to as ICT literacy. This study aims to answer the question "What is the status of Turkish students' ICT competency levels in the PISA 2018 assessment according to various variables?" The research can be considered as descriptive research since it describes the status of Turkish students' perceived ICT competency levels according to some variables in the PISA assessment. A simple random sampling method was used to obtain a sample representing subgroups from the entire population and to allow for hypothesis testing. The sample of the research consists of 28,746 students from OECD member countries, 31,678 students from non-OECD member countries, and 687 students from Turkey. Mann Whitney U test, Kruskal-Wallis test, and multiple regression analysis were used for data analysis. The research findings indicate that there is no significant difference in perceived ICT proficiency based on gender and age group. However, there is a difference in ICT competency based on the kind of country. Additionally, the study observed that ICT resources, interest in ICT, and the use of ICT for social interaction significantly predicted ICT competency.

Keywords

• Information and communication
• OECD
• perceived competency
• PISA.

PISA Türkiye Sonuçları Bağlamında Öğrencilerin Algılanan Bilgi ve İletişim Yeterliği

Abstract

PISA veya Uluslararası Öğrenci Değerlendirme Programı, Ekonomik İş birliği ve Kalkınma Örgütü (OECD) tarafından geliştirilen uluslararası bir değerlendirme uygulamasıdır. Bugünün eğitim sistemi, öğrencileri araştıran, sorgulayan, yaparak öğrenen ve öğrendiklerini içselleştirip öznel olarak anlamlandıran bireyler haline getirmeyi amaçlamaktadır. Bilgi ve iletişim teknolojilerinin kullanımı, öğrenme-öğretme etkinliklerinde kalıcı ve etkili öğrenmelerin gerçekleşmesine olanak sağlar. PISA bilgi iletişim yeterliliği (BİT) günümüzün bilgi ve iletişim teknolojisi ile uygun bir şekilde başa çıkma yeteneğini ifade eder ve çoğu zaman BİT okuryazarlığı olarak adlandırılır. Bu çalışmada “PISA 2018 uygulamasına Türkiye’den katılan öğrencilerin BİT yeterlik düzeylerinin çeşitli değişkenlere göre durumu nasıldır?” sorusuna yanıt aranmaktadır. Araştırmada PISA’ya Türkiye’den katılan öğrencilerin BİT yeterlik düzeylerinin bazı değişkenlere göre durumu betimlendiği için araştırmanın betimsel bir araştırma olduğu söylenebilir. Tüm evrenden alt grupları temsil edebilmesi ve hipotez yapılabilmesi için basit tesadüfi örnekleme yolu ile evrenin yaklaşık %10 kadar öğrenci çekilmiş ve örneklem elde edilmiştir. Araştırmanın örneklemini Türkiye dışındaki OECD üyesi ülkelerden 28746, OECD üyesi olmayan ülkelerden 31678 ve Türkiye’den 687 öğrenci oluşturmaktadır. Verilerin analizinde Mann Whitney U, Kruskal-Wallis testi ve çoklu regresyon analizi kullanılmıştır. Araştırma sonucunda bilgi ve iletişim yeterliğinin cinsiyete ve yaş grubuna göre farklılaşmadığı ancak ülke türüne göre farklılaştığı belirlenmiştir. Ayrıca ABİTY’in cinsiyete ve yaş grubuna göre değişmediği gözlenmiştir. BİT kaynaklarının, BİT’e yönelik ilginin, sosyal etkileşim için BİT kullanımının bilgi ve iletişim yeterliğini manidar bir biçimde yordadığı belirlenmiştir.

Keywords

• Bilgi ve iletişim
• algılanan yeterlik
• PISA
• OECD

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