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Yıl 2014, Cilt: 10 Sayı: 3, 723 - 738, 04.08.2014

Hasan Keskin

Öz

This study aimed to determine the explanatory and predictive relationships between the variables of online reading, library use, attitudes towards computers, and the size of the settlement where schools are located. The dependent variable of the study is online reading, while the independent variables are library use, attitudes towards computers, and the size of the settlement where schools are located. In line with this aim, the data on Turkey provided by PISA 2009 were analyzed. The missing values were excluded from data analysis. As a result, the data obtained from 4670 students and 169 schools in total were subject to data analysis. As the data included a multilevel structure, Hierarchical Linear Modelling (HLM) analysis was conducted. As a result of HLM analysis, it was determined that the students' online reading scores varied depending on the schools and students. The results of the study reveal that library use and attitudes towards computers account for 14% of the variability at the level of students, while the site of the settlement where schools are located accounts for 17% of the variability at the level of schools.

Anahtar Kelimeler

Online reading library computer attitude PISA

Kaynakça

  • Alvermann, D. E. (2008). Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research? Journal of Adolescent & Adult Literacy, 52(1), 8-19.
  • Atar, H. Y., & Atar, B. (2012). Examining the Effects of Turkish Education Reform on Students’ TIMSS 2007 Science Achievements. Educational Sciences: Theory & Practice, 12(4), 2621-2636.
  • Bastug, M., & Keskin, H. K. (2012). Comparison of Reading Skills in Terms of the Reading Environment: Screen vs. paper. Journal of graduate school of social sciences of Ataturk University, 16(3), 73-83.
  • Coiro, J. (2012). The New Literacies of Online Reading Comprehension: Future Directions. The Educational Forum, 76(4), 412-417.
  • Coiro, J., & Dobler, E. (2007). Exploring the Online Reading Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet. Reading Research Quarterly, 42(2), 214-257.
  • Collins, K. M. T., Onwuegbuzie, A. J., & Jiao, Q. G. (2008). Reading Ability and Computer-Related Attitudes among African American Graduate Students. CyberPsychology & Behavior, 11(3), 347-350.
  • EARGED. (2010). PISA 2009 Ulusal ön raporu. . Ankara: Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı.
  • Erstad, O. (2006). A new direction? Education and Information Technologies, 11(3-4), 415-4
  • Fidan, N. K. (2008). İlköğretimde Araç Gereç Kullanımına İlişkin Öğretmen Görüşleri. Kuramsal Eğitimbilim Dergisi, 1(1), 48-61.
  • Garson, G. D. (2013). Introductory Guide to HLM With HLM 7 Software. In G. D. Garson (Ed.), Hierarchical Linear Modeling: Guide and Applications (pp. 5596): Sage Publications.
  • Guthrie, J. T., & Greaney, V. (1991). Literacy Acts. In R. Barr, M. L. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 68-96). New York: Longman.
  • Gümüş, S. (2013). Investigating the Factors Affecting Information and Communication Technology (ICT) Usage of Turkish Students in PISA 2009. Turkish Online Journal of Educational Technology - TOJET, 12(1), 102-107. Güneş, F. (2010). Öğrencilerde Ekran Okuma ve Ekranik Düşünme. MKÜ Sosyal Bilimler Enstitüsü Dergisi(14), 1-20.
  • Güneş, F. (2013). Türkçe öğretimi: Modeller ve yaklaşımlar. Ankara: Pegem Akademi.
  • Hogg, M. A., & Vaughan, G. M. (2011). Social psychology (İ. Yıldız & A. Gelmez, Trans.): Pearson/Prentice Hall.
  • Hox, J. J. (2010). Multilevel Analysis: techniques and applications (Second ed.). New York: Routledge.
  • IRA-Lab. (2014). Information Research and Analysis (IRA) Lab. University of North Texas. Retrieved 002014, from http://txcdk.unt.edu/iralab/sites/default/files/HLM_SPSS_Handout.pdf
  • Karchmer-Klein, R., & Shinas, V. H. (2012). Guiding Principles for Supporting New Literacies in Your Classroom. Reading Teacher, 65(5), 288-293.
  • Keskin, H. K. (2013). Azerbaijan in PIRLS 2011: A path analysis in light of reading data. Journal of Language and Literature 4(2), 122-130.
  • Larson, L. C. (2009). Reader Response Meets New Literacies: Empowering Readers in Online Learning Communities. Reading Teacher, 62(8), 638-648.
  • Lee, Y.-H., & Wu, J.-Y. (2012). The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: Exploring the relationship between the old and new reading literacy. Learning and Individual Differences, 22(3), 336-342.
  • Leu, D. J., O'Byrne, W. I., Zawilinski, L., McVerry, J. G., & Everett-Cacopardo, H. (2009). Expanding the New Literacies Conversation. Educational Researcher, 38(4), 264-269.
  • Liu, Z. (2005). Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of Documentation, 61(6), 700-712. McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading Attitudes of Middle School Students: Results of a U.S. Survey. Reading Research Quarterly, 47(3), 283-306.
  • MEB. (2013). Şehir okullarını farklı kılan şey nedir? [OECD Bülteni]. Retrieved 002014, from http://pisa.meb.gov.tr/wp-content/uploads/2013/09/pisabulteni-mayis.pdf
  • Mills, K. A., & Levido, A. (2011). iPed: Pedagogy for Digital Text Production. The Reading Teacher, 65(1), 80-91.
  • OECD. (2010). PISA 2009 Assessment Framework Key Competencies in Reading, Mathematics and Science: Key Competencies in Reading, Mathematics and Science: OECD Publishing.
  • OECD. (2012). PISA 2009 Technical Report: OECD Publishing.
  • Özdamar, K. (2011). Paket Programlar ile İstatistiksel Veri Analizi-1. Eskişehir: Kaan Kitabevi.
  • Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2 ed.). Newbury Park, CA: Sage Publications.
  • Saracaloğlu, A. S., Dedebali, N. C., & Karasakaloğlu, N. (2011). The 8 th Grade Students’ Speeds Silent Reading and Levels of Reading Comprehension. Journal of Education Faculty of Ahi Evran University, 12(3), 177-193.
  • Whitmire, E. (2003). Cultural diversity and undergraduates’ academic library use. The Journal of Academic Librarianship, 29(3), 148-161.
  • Woltman, H., Feldstain, A., MacKay, J. C., & Rocchi, M. (2012). An introduction to hierarchical linear modeling. Tutorials in Quantitative Methods for Psychology 8(1), 52-69.
  • Yılmaz, H. B., & Aztekin, S. (2012). Türkiye’deki 15 yaş grubu öğrencilerin matematik okuryazarlığı başarılarını etkileyen bazı faktörlerin okul ve öğrenci düzeyine göre incelenmesi. Paper presented at the X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi.
  • Zenotz, V. (2012). Awareness development for online reading. Language Awareness, 21(1-2), 85-100.

An Investigation of Factors Influencing Online Reading / Çevrimiçi Okumayı Etkileyen Bazı Değişkenlerin İncelenmesi

Yıl 2014, Cilt: 10 Sayı: 3, 723 - 738, 04.08.2014

Hasan Keskin

Öz

Bu çalışmada, online okuma, kütüphane kullanma, bilgisayar tutumu ve okulların bulunduğu yerleşim yeri büyüklüğü değişkenleri arasındaki açıklayıcı ve yordayıcı ilişkilerin ortaya konması amaçlanmıştır. Araştırmanın bağımlı değişkeni online okuma; bağımsız değişkenleri ise kütüphane kullanma, bilgisayar tutumu ve okulun bulunduğu yerleşim yeri büyüklüğüdür.  Bu amaca yönelik PISA 2009 Türkiye verileri kullanılmıştır. Kayıp veriler analiz dışı tutularak, toplamda 4670 öğrenci ile 169 okulun verileri analiz edilmiştir. Veriler çok düzeyli bir yapıda olduğu için Hiyerarşik Lineer Modelleme (HLM) analizi yapılmıştır. HLM analizi sonucunda öğrencilerin online okuma puanlarının okul ve öğrenci düzeyinde değişkenlik gösterdiği belirlenmiştir. Analiz sonuçları, öğrenci düzeyindeki varyansın %14'ünün kütüphane kullanma ve bilgisayar tutumu; okul düzeyindeki varyansın ise %17'sinin okulunu bulunduğu yerleşim yeri büyüklüğü değişkenleri tarafından açıklandığını göstermektedir.

Anahtar Kelimeler

Çevrimiçi/online okuma kütüphane bilgisayar tutumu PISA

Kaynakça

  • Alvermann, D. E. (2008). Why Bother Theorizing Adolescents' Online Literacies for Classroom Practice and Research? Journal of Adolescent & Adult Literacy, 52(1), 8-19.
  • Atar, H. Y., & Atar, B. (2012). Examining the Effects of Turkish Education Reform on Students’ TIMSS 2007 Science Achievements. Educational Sciences: Theory & Practice, 12(4), 2621-2636.
  • Bastug, M., & Keskin, H. K. (2012). Comparison of Reading Skills in Terms of the Reading Environment: Screen vs. paper. Journal of graduate school of social sciences of Ataturk University, 16(3), 73-83.
  • Coiro, J. (2012). The New Literacies of Online Reading Comprehension: Future Directions. The Educational Forum, 76(4), 412-417.
  • Coiro, J., & Dobler, E. (2007). Exploring the Online Reading Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet. Reading Research Quarterly, 42(2), 214-257.
  • Collins, K. M. T., Onwuegbuzie, A. J., & Jiao, Q. G. (2008). Reading Ability and Computer-Related Attitudes among African American Graduate Students. CyberPsychology & Behavior, 11(3), 347-350.
  • EARGED. (2010). PISA 2009 Ulusal ön raporu. . Ankara: Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı.
  • Erstad, O. (2006). A new direction? Education and Information Technologies, 11(3-4), 415-4
  • Fidan, N. K. (2008). İlköğretimde Araç Gereç Kullanımına İlişkin Öğretmen Görüşleri. Kuramsal Eğitimbilim Dergisi, 1(1), 48-61.
  • Garson, G. D. (2013). Introductory Guide to HLM With HLM 7 Software. In G. D. Garson (Ed.), Hierarchical Linear Modeling: Guide and Applications (pp. 5596): Sage Publications.
  • Guthrie, J. T., & Greaney, V. (1991). Literacy Acts. In R. Barr, M. L. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 68-96). New York: Longman.
  • Gümüş, S. (2013). Investigating the Factors Affecting Information and Communication Technology (ICT) Usage of Turkish Students in PISA 2009. Turkish Online Journal of Educational Technology - TOJET, 12(1), 102-107. Güneş, F. (2010). Öğrencilerde Ekran Okuma ve Ekranik Düşünme. MKÜ Sosyal Bilimler Enstitüsü Dergisi(14), 1-20.
  • Güneş, F. (2013). Türkçe öğretimi: Modeller ve yaklaşımlar. Ankara: Pegem Akademi.
  • Hogg, M. A., & Vaughan, G. M. (2011). Social psychology (İ. Yıldız & A. Gelmez, Trans.): Pearson/Prentice Hall.
  • Hox, J. J. (2010). Multilevel Analysis: techniques and applications (Second ed.). New York: Routledge.
  • IRA-Lab. (2014). Information Research and Analysis (IRA) Lab. University of North Texas. Retrieved 002014, from http://txcdk.unt.edu/iralab/sites/default/files/HLM_SPSS_Handout.pdf
  • Karchmer-Klein, R., & Shinas, V. H. (2012). Guiding Principles for Supporting New Literacies in Your Classroom. Reading Teacher, 65(5), 288-293.
  • Keskin, H. K. (2013). Azerbaijan in PIRLS 2011: A path analysis in light of reading data. Journal of Language and Literature 4(2), 122-130.
  • Larson, L. C. (2009). Reader Response Meets New Literacies: Empowering Readers in Online Learning Communities. Reading Teacher, 62(8), 638-648.
  • Lee, Y.-H., & Wu, J.-Y. (2012). The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: Exploring the relationship between the old and new reading literacy. Learning and Individual Differences, 22(3), 336-342.
  • Leu, D. J., O'Byrne, W. I., Zawilinski, L., McVerry, J. G., & Everett-Cacopardo, H. (2009). Expanding the New Literacies Conversation. Educational Researcher, 38(4), 264-269.
  • Liu, Z. (2005). Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of Documentation, 61(6), 700-712. McKenna, M. C., Conradi, K., Lawrence, C., Jang, B. G., & Meyer, J. P. (2012). Reading Attitudes of Middle School Students: Results of a U.S. Survey. Reading Research Quarterly, 47(3), 283-306.
  • MEB. (2013). Şehir okullarını farklı kılan şey nedir? [OECD Bülteni]. Retrieved 002014, from http://pisa.meb.gov.tr/wp-content/uploads/2013/09/pisabulteni-mayis.pdf
  • Mills, K. A., & Levido, A. (2011). iPed: Pedagogy for Digital Text Production. The Reading Teacher, 65(1), 80-91.
  • OECD. (2010). PISA 2009 Assessment Framework Key Competencies in Reading, Mathematics and Science: Key Competencies in Reading, Mathematics and Science: OECD Publishing.
  • OECD. (2012). PISA 2009 Technical Report: OECD Publishing.
  • Özdamar, K. (2011). Paket Programlar ile İstatistiksel Veri Analizi-1. Eskişehir: Kaan Kitabevi.
  • Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2 ed.). Newbury Park, CA: Sage Publications.
  • Saracaloğlu, A. S., Dedebali, N. C., & Karasakaloğlu, N. (2011). The 8 th Grade Students’ Speeds Silent Reading and Levels of Reading Comprehension. Journal of Education Faculty of Ahi Evran University, 12(3), 177-193.
  • Whitmire, E. (2003). Cultural diversity and undergraduates’ academic library use. The Journal of Academic Librarianship, 29(3), 148-161.
  • Woltman, H., Feldstain, A., MacKay, J. C., & Rocchi, M. (2012). An introduction to hierarchical linear modeling. Tutorials in Quantitative Methods for Psychology 8(1), 52-69.
  • Yılmaz, H. B., & Aztekin, S. (2012). Türkiye’deki 15 yaş grubu öğrencilerin matematik okuryazarlığı başarılarını etkileyen bazı faktörlerin okul ve öğrenci düzeyine göre incelenmesi. Paper presented at the X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi.
  • Zenotz, V. (2012). Awareness development for online reading. Language Awareness, 21(1-2), 85-100.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hasan Keskin

Yayımlanma Tarihi 4 Ağustos 2014
Gönderilme Tarihi 25 Aralık 2013
Yayımlandığı Sayı Yıl 2014 Cilt: 10 Sayı: 3

Kaynak Göster

APA Keskin, H. (2014). An Investigation of Factors Influencing Online Reading / Çevrimiçi Okumayı Etkileyen Bazı Değişkenlerin İncelenmesi. Eğitimde Kuram Ve Uygulama, 10(3), 723-738. https://doi.org/10.17244/eku.27265
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