ÖĞRENCİLERİN BİLGİSAYAR KULLANIMI, OKULA KARŞI TUTUMLARI VE KİTAP OKUMAK İÇİN GEÇİRDİKLERİ ZAMAN ARASINDAKİ İLİŞKİ: PISA VERİLERİNİN ANALİZİ

Öz

COVID-19 salgını, tüm eğitim sistemini tehlikeye atarak ve yaşamı tamamen durdurarak benzeri görülmemiş zararlara neden olmuştur. Çevrimiçi öğrenmeye hızlı geçiş ile, öğrenciler uzaktan eğitimin bilinmeyenleri nedeniyle çok fazla stres ile mücadele etmek durumunda kalmışlardır. Ne yazık ki, uzaktan eğitime geçişin 2020'de bitmesi beklenirken, bu süre beklenmedik bir biçimde uzamıştır ve günümüzde çevrimiçi öğretme ve öğrenme eğitimin kaçınılmaz bir parçası haline gelmiştir. Buna ek olarak, bilgisayarların evlerde eğitim amaçlı kullanımının hızla artımasının öğrencilerin performansı ve tutumları üzerindeki etkisi, incelenmesi gereken çok önemli bir soru haline gelmekedir. Bilgisayarlar tamamlayıcı olmaktan, öğrenme ortamının ve öğrencilerin günlük yaşamının çekirdeği olmaya geçmesi durumu, öğrenme sürecine müdahale ederek, öğrencilerin sosyal ve entelektüel gelişim fırsatlarını ciddi bir ölçüde kısıtlayabilir. Evde eğitim amaçlı bilgisayar kullanımının bu derece büyümesinin olası sonuçları incelenmelidir. Bu nedenle, bu çalışma bilgisayar kullanımının öğrencilerin okuma alışkanlıkları ve okula karşı tutumları ile ilişkili olup olmadığını anlamaya amaçlamaktadır. Bu hipotize edilmiş modeli test etmek için “Yapısal Eşitlik Modelleme” tekniği kullanılmıştır. Öğrencilerin bilgisayar kullanımı ile okuma alışkanlıkları ve okula yönelik tutumları arasındaki ilişkiyi gösteren yol modeli test edilmiştir. Yol modeli analizine göre, evde bilgisayar kullanımı ile okula karşı tutum arasında ve evde bilgisayar kullanımı ile okuma keyfi süresi arasında negatif bir ilişki olduğu görünmektedir.

Anahtar Kelimeler

• Bilgisayar kullanımı
• Okula karşı tutum
• Okuma alışkanlıkları

AN ANALYSIS OF PISA DATA TO EXPLORE THE RELATIONSHIP BETWEEN STUDENTS’ COMPUTER USE, ATTITUDES TOWARD SCHOOL AND READING ENJOYMENT TIME

Öz

The COVID-19 pandemic has caused unprecedented damages by putting lives into a complete shutdown endangering the entire education system. With the swift shift to online learning, students have to face numerous types of struggles causing a lot of stress due to the unknowns of distance learning. Unfortunately, although this transition was supposed to end in 2020, it was inevitably prolonged and it looks like online teaching and learning will be an inevitable part of education. In addition to that, as use of technology continues its rapid growth among students, both within and outside of the educational context, its effect on students’ performance and attitudes becomes an increasingly important question to address. If computers move from being supplements to being the core of the learning environment and students’ daily life, this may constraint opportunities for social and intellectual development interfering with the learning process. This study will try to understand if computer and Internet use are correlated with students’ reading habits and attitudes toward school. For testing that hypnotized model, the technique of SEM (Structural Equation Modeling) is used. The path model indicating the relationship between students’ computer use and their reading habits and attitudes toward school is tested. According to the path model analysis, computer and Internet use in school are positively related with Internet use at home that seems to have a negative relationship with reading enjoyment time.

Anahtar Kelimeler

• Computer use
• Attitude toward school
• Reading habits

Kaynakça

1. Abdullah, Z. D., Ziden, A. B. A., Aman, R. B. C., & Mustafa, K. I. (2015). Students’ attitudes towards information technology and the relationship with their academic achievement. Contemporary Educational Technology, 6 (4), 338-354.
2. Abu-Hilal, M. M. (2000). A structural model of attitudes towards school subjects, academic aspiration and achievement. Educational Psychology, 20(1), 75-84.
3. Alliance for Childhood. (2004). Tech tonic: Towards a new literacy of technology. College Park, MD: Author.
4. Anand, V. (2007). A study of time management: the correlations between video game usage and academic performance markers. CyberPsychology and Behavior, 10(4), 552e559. http://dx.doi.org/10.1089/cpb.2007.9991.
5. Ayieko, R. A., Gokbel, E. N., & Nelson, B. (2017). Does Computer Use Matter? The Influence of Computer Usage on Eighth-Grade Students' Mathematics Reasoning. In FIRE: Forum for International Research in Education (Vol. 4, No. 1, pp. 67-87). Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015.
6. Bugeja, M. J. (2007). Distractions in the wireless classroom. Chronicle of Higher Education, 53(21), C1–C4.
7. Chen, Y. F., and Peng, S. S., (2008). University students' internet use and its relationships with academic performance, interpersonal relationships, psychosocial adjustment, and self-evaluation. CyberPsychology and Behavior, 11(4), 467e469. http://dx.doi.org/10.1089/cpb.2007.0128.
8. Chou, C. (2001). Internet heavy use and addiction among Taiwanese college students: an online interview study. CyberPsychology and Behavior, 4(5), 573e585.

9. Ethington, C. (1991) A test of a model of achievement behaviors, American Educational Research Journal, 28, pp. 155-172.
10. Fairlie, R. W., and Robinson, J. (2013). Experimental evidence on the effects of home computers on academic achievement among school children. American Economic Journal: Applied Economics, 5(3), 211–240.
11. Fiorini, M. (2010). The effect of home computer use on children’s cognitive and non-cognitive skills. Economics of Education Review, 29(1), 55–72.
12. Fraillon, J., Ainley, J., Schulz, W., Friedman, T., and Gebhardt, E. (2014). Preparing for life in a digital age. The IEA international computer and information literacy study international report. New York: Springer.
13. Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers and Education, 50(3), 906–914.
14. Fuchs, T., and Wößmann, L. (2004). Computers and student learning: Bivariate and multivariate evidence on the availability and use of computers at home and at school. Brussels Economic Review, 47, 359–385.
15. Germann, P. J. (1988). Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school. Journal of research in science teaching, 25(8), 689-703.
16. Göksu, İ., & Bolat, Y. İ. (2020). Teknoloji kullanımı Türkiye’de öğrencilerin akademik başarılarını etkiliyor mu? Bir Meta-Analiz çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 10(1), 138-176.
17. Gürcan, F., & Özyurt, Ö. (2020). Emerging trends and knowledge domains in E-learning researches: Topic modeling analysis with the articles published between 2008-2018. Journal of Computer and Education Research, 8(16), 738-756.
18. Grimes, D., and Warschauer, M. (2008). Learning with laptops: A multi-method case study. Journal of Educational Computing Research, 38(3), 305–332.
19. Healy, J. (1999). Failure to connect: How computers affect our children's minds—and what we can do about it. New York: Simon and Schuster.
20. Holcomb, L. B. (2009). Results and lessons learned from 1:1 laptop initiatives: A collective review. TechTrends, 53(6), 49–55.
21. Hu, L. T., and Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1), 1-55.
22. Hussain, I. (2007). A study of student’s attitude towards virtual education in Pakistan. Turkish Journal of Distance Learning, 8(2), 69-79.
23. Jacobsen, W. C., and Forste, R. (2011). The wired generation: academic and social outcomes of electronic media use among university students. CyberPsychology, Behavior, and Social Networking, 14(5), 275e280. http://dx.doi.org/10.1089/cyber.2010.0135.
24. Jan, S. (2018). Investigating the Relationship between Students' Digital Literacy and Their Attitude towards Using ICT. International Journal of Educational Technology, 5(2), 26-34.
25. Junco, R. (2012). In-class multitasking and academic performance. Computers in Human Behavior, 28(6), 2236–2243.
26. Kerlinger, F. (1984) Liberalism and Conservatism: the nature and structure of social attitudes (Hillsdale, NJ, Lawrence Erlbaum Associates).
27. Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: The Guilford Press
28. Kubey, R. W., Lavin, M. J., and Barrows, J. R. (2001). Internet use and collegiate academic performance decrements: early findings. Journal of Communication, 51(2), 366e382.
29. Kulik, J. (1994). Meta-analytic studies of finding on computer-based instruction. In E.L. Baker, and H.F. O’Neil, Jr. (Eds.). Technology assessment in education and training. Hillsdale, NJ: Lawrence Erlbaum.
30. Kurt, A. A., Küçük, B., Boynukara, M., & Odabaşı, F. (2021). Dijital Çelinme: bir kavram çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 11(1), 48-64.
31. Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), 284-296.
32. Loong, E. Y., & Herbert, S. (2012). Student perspectives of web-based mathematics. International Journal of Educational Research, 53, 117-126. doi:10.1016/j.ijer.2012.03.002
33. Marois, R., and Ivanoff, J. (2005). Capacity limits of information processing in the brain. Trends in Cognitive Science, 9(6), 296e305.
34. Marsh, H. and Yeung, A.S. (1998) Longitudinal structural equation models of academic self-concept and achievement: gender differences in the development of math and English constructs, American Educational Research Journal, 35, pp. 705-735.
35. McCoy, B. (2013). Digital distractions in the classroom: Student classroom use of digital devices for non-class related purposes. Journal of Media Education, 4, 5–14.
36. Monsell, S. (2003). Task switching. Trends in Cognitive Science, 7(3), 134e140. http://dx.doi.org/10.1016/S1364-6613(03)00028-7.
37. Mumtaz, S. (2001). Children's enjoyment and perception of computer use in the home and the school. Computers and Education, 36(4), 347-362.
38. Neuman, S. B. (1995). Literacy in the television age: The myth of the TV effect. Norwood, N.J.: Ablex.
39. OECD. (2015). Students, computers and learning: Making the connection. Paris: OECD Publishing.
40. Oehlkers, W. J., and DiDonato, C. (2012). Will Technology Advance Learning, or Prove a Distraction?. Education Week.
41. Ophir, E., Nass, C., and Wagner, A. D. (2009). Cognitive control in media multitaskers. Proceedings of the National Academy of Sciences of the United States of America: Social Sciences e Psychological and Cognitive Science, 106(37), 15583e15587. http://dx.doi.org/10.1073/pnas.0903620106.
42. Ravitz, J., Mergendoller, J. and Rush, W. (2002, April). Cautionary tales about correlations between student computer use and academic achievement. Paper presented at annual meeting of the American Educational Research Association. New Orleans, LA.
43. Rosén, M., and Gustafsson, J. E. (2016). Is computer availability at home causally related to reading achievement in grade 4? A longitudinal difference in differences approach to IEA data from 1991 to 2006. Large-scale Assessments in Education, 4(1), 5.
44. Rosén, M., and Gustafsson, J.-E. (2014). Has the increased access to computers at home caused reading achievement to decrease in Sweden? In R. Strietholt, W. Bos, J.-E. Gustafsson, and M. Rosén (Eds.), Educational policy evaluation through international comparative assessments. Muenster, New York: Waxmann Verlag.
45. Rosenqvist, J., Lahti-Nuuttila, P., Holdnack, J., Kemp, S. L., and Laasonen, M. (2016). Relationship of TV watching, computer use, and reading to children's neurocognitive functions. Journal of Applied Developmental Psychology, 46, 11-21.
46. Sana, F. (2012). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers and Education, 62, 24–31.
47. Schacter, J. (2001). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf
48. Schofield, H. (1982) Sex, grade level, and the relationship between mathematics attitude and achievement in children, Journal of Educational Research, 75, pp. 280-284.
49. Skolnik, R., and Puzo, M. (2008). Utilization of laptop computers in the school of business classroom. Academy of Educational Leadership Journal, 12(2), 1–10.
50. Skoric, M. M., Teo, L. L. C., and Neo, R. L. (2009). Children and video games: Addiction, engagement, and scholastic achievement. Cyberpsychology and Behavior, 12(5), 567–572. http://dx.doi.org/10.1089/cpb.2009.0079.
51. Sharif, I., Wills, T. A., and Sargent, J. D. (2010). Effect of visual media use on school performance: A prospective study. Journal of Adolescent Health, 46(1), 52–61. http:// dx.doi.org/10.1016/j.jadohealth.2009.05.012.
52. Srite, M., Thatcher, J. B., & Galy, E. (2008). Does within-culture variation matter? An empirical study of computer usage. Journal of Global Information Management (JGIM), 16(1), 1-25.
53. Streiner, D. L. (2006). Building a better model: an introduction to structural equation modelling. The Canadian Journal of Psychiatry, 51(5), 317-324.
54. Subrahmanyam, K., Kraut, R. E., Greenfield, P. M., and Gross, E. F. (2000). The impact of home computer use on children’s activities and development. Children and Computer Technology, 10(2), 123–144.
55. Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers & Education, 51(3), 1392-1404. doi:10.1016/j.compedu.2008.01.003
56. Vigdor, J. L., Ladd, H. F., and Martinez, E. (2014). Scaling the digital divide: Home computer technology and dtudent achievement. Economic Inquiry, 52(3), 1103–1119.
57. Weglinsky, H. (1998). Does It Compute? The Relationship between Educational Technology andStudent Achievement in Mathematics. Princeton, NJ: ETS Policy Information Center. Available online:http://www.ets.org/research/pic/technology.html.
58. Wenglinsky, H. (2005). Technology and achievement: The bottom line. Educational Leadership, 63(4), 29.
59. Wittwer, J., and Senkbeil, M. (2008). Is students’ computer use at home related to their mathematical performance at school? Computers and Education, 50(4), 1558–1571.
60. Wentworth, D. K., and Middleton, J. H. (2014). Technology use and academic performance. Computers and Education, 78, 306-311.
61. Wilkins, J. L., and Ma, X. (2003). Modeling change in student attitude toward and beliefs about mathematics. The Journal of Educational Research, 97(1), 52-63.
62. Wittwer, J., & Senkbeil, M. (2008). Is students’ computer use at home related to their mathematical performance at school? Computers & Education, 50(4), 1558-1571. doi:10.1016/j.compedu.2007.03.001
63. Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., and Nosko, A. (2012). Examining the impact of off-task multitasking with technology on real-time classroom learning. Computers and Education, 58(1), 365–374.