Araştırma Makalesi
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Examination of 7th Grade Students' Readiness, Expectations, Satisfaction and Academic Achievement Levels for Online Learning Environments

Yıl 2023, Cilt: 24 Sayı: 3, 1910 - 1929, 31.12.2023
https://doi.org/10.17679/inuefd.1341434

Öz

This study examined the readiness, expectation, satisfaction level and academic achievement levels of secondary school 7th grade students for social studies course, digital library environments. The study group of the research consists of students studying in two secondary schools located in the city center of Ardahan. There are 34 students in total, 18 students in the experimental group and 16 students in the control group. In the study, the pretest/posttest unequalized control group research model, which is one of the quasi-experimental designs, was used. In the quasi-experimental study, a pre-test was applied to determine the preliminary knowledge and readiness levels of the groups about the subject to be applied before the process. Since there was no significant difference as a result of this test, the training model whose effect was expected to be measured was applied and the post-test was conducted after the application was completed. In this model, which was applied to 7th grade students, the study was carried out by making use of the contents of the "Europeana Digital Library" for the experimental group and the contents of the "Education Information Network" for the control group. In the study, “Readiness and Expectation Scale for e-Learning Process” and “Satisfaction Scale for e-Learning Process” were used as data collection tools. In addition, an academic achievement exam was applied to the students, and their academic achievements were determined by taking their 2nd semester 2nd written grades from the student information system. As a result of the study, the data obtained from the research were analyzed with the SPSS (Statistical Package for Social Sciences) 26.0 package program. As a result of this finding, the readiness levels of the 7th grade social studies students of both schools were high, and a statistically significant difference emerged in the experimental group in terms of satisfaction and academic achievement.

Kaynakça

  • Adakawa, M. (2022). Libraries, cybersecurity, and webinars. Journal of Information Studies & Technology (JIS&T), 2022(2), 11.
  • Al-Qahtani, A., & Higgins, S. (2013). Effects of traditional, blended and e-learning on students’ achievement in higher education. Journal of computer assisted learning, 29(3), 220-234.
  • Anastasiades, P., & Zaranis, N. (2017). Research on E-Learning and ICT in Education. Educational Technology & Society, 16(4), 287-289.
  • Basith, A., Rosmaiyadi, R., Triani, S., & Fitri, F. (2020). Investigation of online learning satisfaction during COVID 19: In Relation to Academic Achievement. Journal of Educational Science and Technology, 6(3), 265-275.
  • Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital learners in higher education: Generation is not the issue. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 37(1), 1-17.
  • Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369.
  • Chien, H., Yeh, Y., & Kwok, O. (2022). How online learning readiness can predict online learning emotional states and expected academic outcomes: Testing a theoretically based mediation model. Online Learning (Newburyport, Mass.), 26(4), 193-208. https://doi.org/10.24059/olj.v26i4.3483
  • D’Angelo, C. (2016). The impact of technology: Student engagement and success. Power Learning Solutions.
  • Dias-Trindade, S., & Ferreira, A. (2020). Digital teaching skills: DigCompEdu CheckIn as an evolution process from literacy to digital fluency. Frontiers in Psychology, 18(2), 543884.
  • Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449-2472.
  • Gülbahar, Y. (2012). E-öğrenme ortamlarında katılımcıların hazır bulunuşluk ve memnuniyet düzeylerinin ölçülmesi için ölçek geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(2), 119-137.
  • Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1-32.
  • Innab, A., & Alqahtani, N. (2023). The mediating role of E‐learning motivation on the relationship between technology access and satisfaction with E‐learning. Nursing Open, 10(4), 2552-2559. https://doi.org/10.1002/nop2.1513
  • John, P., & Wheeler, S. (2015). The digital classroom: Harnessing technology for the future of learning and teaching (Cilt 18). David Fulton Publishers.
  • Joosten, T., & Cusatis, R. (2020). Online learning readiness. The American Journal of Distance Education, 34(3), 180-193. https://doi.org/10.1080/08923647.2020.1726167
  • Karasar, N. (2008). Bilimsel araştırma yöntemi. (18. baskı), Nobel Yayın Dağıtım.
  • Khannanov, A. (2008). Digital libraries in education, science and culture. Analytical survey. UNESCO Institute for Information Technologies in Education.
  • Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & education, 73(3), 121-128.
  • MEB. (2018). Güçlü yarınlar için 2023 eğitim vizyonu. Meb Yayınları.
  • Mozie, N., Che Din, S., & Mozie, Noorizan Mohamad. (2022). Exploring digital learning orientation, e-learning self-efficacy and support system on student’s ınnovative behaviour. Global Business & Management Research, 14(1), 1-8.
  • Papa, R. (2011). Technology leadership for school improvement (Cilt 6). SAGE.
  • Pham, L. T., & Dau, T. K. T. (2022). Online learning readiness and online learning system success in vietnamese higher education. The International Journal of Information and Learning Technology, 39(2), 147-165. https://doi.org/10.1108/IJILT-03-2021-0044)
  • Phoon, G., Idris, M., & Nugrahani, R. (2021). Virtual reality (VR) in 21st. century education: The opportunities and challenges of digital learning in classroom. Asian Pendidikan, 1(2), 105- 110.
  • Poce, A. (2021). Virtual museum experience for critical thinking development: First results from the national gallery of art (MOOC, US). Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 18(24), 67-83.
  • Pribeanu, C., Balog, A., & Iordache, D. (2017). Measuring the perceived quality of an AR-based learning application: a multidimensional model. Interactive Learning Environments, 25(4), 482- 495.
  • Puška, A., Puška, E., Dragić, L., Maksimović, A., & Osmanović, N. (2021). Students’ satisfaction with E-learning platforms in bosnia and herzegovina. Technology, Knowledge and Learning, 26(1), 173-191. https://doi.org/10.1007/s10758-020-09446-6
  • Qureshi, M., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in education 4.0. does it enhance the effectiveness of learning? International Journal of Interactive Mobile Technologies, 15(4), 31-47.
  • Ratten, V. (2020). Coronavirus (Covid-19) and the entrepreneurship education community. Journal of Enterprising Communities: People and Places in the Global Economy, 19(4), 18-19.
  • Redecker, C., & Redecker, Christine. (2017). European framework for the digital competence of educators: DigCompEdu.
  • Salah Dogham, R., Elcokany, N. M., Saber Ghaly, A., Dawood, T. M. A., Aldakheel, F. M., Llaguno, M. B. B., & Mohsen, D. M. (2022). Self-directed learning readiness and online learning self-efficacy among undergraduate nursing students. International Journal of Africa Nursing Sciences, 17, 1-6. 100490. https://doi.org/10.1016/j.ijans.2022.100490
  • Schleicher, A. (2019). Helping Our Youngest to Learn and Grow: Policies for Early Learning. International Summit on the Teaching Profession. (Cilt 7), ERIC.
  • Sharma, S., Hartikainen, H., Ventä-Olkkonen, L., Eden, G., Iivari, N., Kinnunen, E., . . . Sharma, Sumita. (2022). In pursuit of ınclusive and diverse digital futures: exploring the potential of design fiction in education of children. Interaction Design and Architecture (s), 7(51), 219- 248.
  • Shi, W., Cao, J., Zhang, Q., Li, Y., & Xu, L. (2016). Edge computing: Vision and challenges. IEEE internet of things journal, 3(5), 637-646.
  • Togaibayeva, A., Ramazanova, D., Yessengulova, M., Yergazina, A., Nurlin, A., & Shokanov, R. (2022). Effect of mobile learning on students’ satisfaction, perceived usefulness, and academic performance when learning a foreign language. Frontiers in Education, 2, 1-9.
  • Toker, T., Akgün, E., Cömert, Z., & Sultan, E. (2021). Eğitimciler için dijital yeterlilik ölçeği: Uyarlama, geçerlik ve güvenirlik çalişmasi. Milli Eğitim Dergisi, 50(230), 301-328.
  • Tossy, T. (2017). Measuring the impacts of e-learning on students’ achievement in learning process: an experience from tanzanian public universities. International Journal of Engineering and Applied Computer Science, 2(2), 39-46.
  • Ünlü, İ., Kaşkaya, A., & Coşkun, M. (2017). Sosyal bilgiler öğretmen adaylarının teknolojik pedagojik alan bilgisi yeterliliklerinin çeşitli değişkenlere göre incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 214-228.
  • Villalobos López, J. (2022). E-learning and modern digital professional skills for Mexico. The Annals of the University of Oradea. Economic Sciences, 31(1), 67-78.
  • Widodo, S., Wibowo, Y., & Wagiran, W. (2020). Online learning readiness during the covid-19 pandemic. Journal of Physics. Conference Series, 1700(1), 12033. https://doi.org/10.1088/1742-6596/1700/1/012033
  • Wrahatnolo, T., & Wrahatnolo, T. (2018). 21st centuries skill implication on educational system. IOP Conference Series: Materials Science and Engineering. 296, s. 012036. Taylor & Francis.
  • https://www.eba.gov.tr/( 22.08.2023)
  • https://www.europeana.eu/en/europeana-classroom, (22.07.2023)

Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet ve Akademik Başarı Düzeylerinin İncelenmesi

Yıl 2023, Cilt: 24 Sayı: 3, 1910 - 1929, 31.12.2023
https://doi.org/10.17679/inuefd.1341434

Öz

Bu çalışma ortaokul 7. sınıf öğrencilerinin sosyal bilgiler dersi, dijital kütüphane ortamlarına yönelik hazırbulunuşluk, beklenti, memnuniyet düzeyi ve akademik başarı düzeylerini incelemiştir. Araştırmanın çalışma grubunu, Ardahan il merkezinde yer alan iki ortaokulda öğrenim görmekte olan öğrenciler oluşturmaktadır. Deney grubunda 18 öğrenci, kontrol grubunda ise 16 öğrenci olmak üzere toplam 34 öğrenci bulunmaktadır. Çalışmada yarı deneysel desenlerden ön test/son test eşitlenmemiş kontrol gruplu araştırma modeli kullanılmıştır. Yarı deneysel çalışmada süreç öncesinde grupların uygulanacak konu hakkında ön bilgilerinin ve hazır bulunuşluk seviyelerinin belirlenmesi amacıyla ön test uygulanmıştır. Bu test sonucunda anlamlı bir farklılık görülmediği için etkisinin ölçülmesi beklenen eğitim modeli uygulanmış ve uygulama bittikten sonra son test yapılmıştır. 7.Sınıf öğrencilerine uygulanan bu modelde deney grubuna “Europeana Dijital Kütüphanesi” eğitim içeriklerinden kontrol grubuna “Eğitim Bilişim Ağı” içeriklerinden faydalanılarak çalışma yürütülmüştür. Çalışmada “e-Öğrenme Sürecine İlişkin Hazır Bulunuşluluk ve Beklenti Ölçeği” ile “e-Öğrenme Sürecine İlişkin Memnuniyet Ölçeği” veri toplama aracı olarak kullanılmıştır. Ayrıca öğrencilere akademik başarı sınavı uygulanmış 2. dönem 2. yazılı notları öğrenci bilgi sisteminden alınarak akademik başarıları belirlenmiştir. Çalışma sonucunda araştırmadan elde edilen veriler SPSS (Statistical Package for Social Sciences) 26.0 paket programı ile analiz edilmiştir. Bu bulgunun sonucunda her iki okulun 7.sınıf sosyal bilgiler öğrencilerinde hazırbulunuşluk seviyeleri yüksek çıkmış memnuniyet ve akademik başarı açısından deneysel grupta istatistiksel olarak anlamlı bir fark ortaya çıkmıştır.

Kaynakça

  • Adakawa, M. (2022). Libraries, cybersecurity, and webinars. Journal of Information Studies & Technology (JIS&T), 2022(2), 11.
  • Al-Qahtani, A., & Higgins, S. (2013). Effects of traditional, blended and e-learning on students’ achievement in higher education. Journal of computer assisted learning, 29(3), 220-234.
  • Anastasiades, P., & Zaranis, N. (2017). Research on E-Learning and ICT in Education. Educational Technology & Society, 16(4), 287-289.
  • Basith, A., Rosmaiyadi, R., Triani, S., & Fitri, F. (2020). Investigation of online learning satisfaction during COVID 19: In Relation to Academic Achievement. Journal of Educational Science and Technology, 6(3), 265-275.
  • Bullen, M., Morgan, T., & Qayyum, A. (2011). Digital learners in higher education: Generation is not the issue. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 37(1), 1-17.
  • Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369.
  • Chien, H., Yeh, Y., & Kwok, O. (2022). How online learning readiness can predict online learning emotional states and expected academic outcomes: Testing a theoretically based mediation model. Online Learning (Newburyport, Mass.), 26(4), 193-208. https://doi.org/10.24059/olj.v26i4.3483
  • D’Angelo, C. (2016). The impact of technology: Student engagement and success. Power Learning Solutions.
  • Dias-Trindade, S., & Ferreira, A. (2020). Digital teaching skills: DigCompEdu CheckIn as an evolution process from literacy to digital fluency. Frontiers in Psychology, 18(2), 543884.
  • Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449-2472.
  • Gülbahar, Y. (2012). E-öğrenme ortamlarında katılımcıların hazır bulunuşluk ve memnuniyet düzeylerinin ölçülmesi için ölçek geliştirme çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(2), 119-137.
  • Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1-32.
  • Innab, A., & Alqahtani, N. (2023). The mediating role of E‐learning motivation on the relationship between technology access and satisfaction with E‐learning. Nursing Open, 10(4), 2552-2559. https://doi.org/10.1002/nop2.1513
  • John, P., & Wheeler, S. (2015). The digital classroom: Harnessing technology for the future of learning and teaching (Cilt 18). David Fulton Publishers.
  • Joosten, T., & Cusatis, R. (2020). Online learning readiness. The American Journal of Distance Education, 34(3), 180-193. https://doi.org/10.1080/08923647.2020.1726167
  • Karasar, N. (2008). Bilimsel araştırma yöntemi. (18. baskı), Nobel Yayın Dağıtım.
  • Khannanov, A. (2008). Digital libraries in education, science and culture. Analytical survey. UNESCO Institute for Information Technologies in Education.
  • Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & education, 73(3), 121-128.
  • MEB. (2018). Güçlü yarınlar için 2023 eğitim vizyonu. Meb Yayınları.
  • Mozie, N., Che Din, S., & Mozie, Noorizan Mohamad. (2022). Exploring digital learning orientation, e-learning self-efficacy and support system on student’s ınnovative behaviour. Global Business & Management Research, 14(1), 1-8.
  • Papa, R. (2011). Technology leadership for school improvement (Cilt 6). SAGE.
  • Pham, L. T., & Dau, T. K. T. (2022). Online learning readiness and online learning system success in vietnamese higher education. The International Journal of Information and Learning Technology, 39(2), 147-165. https://doi.org/10.1108/IJILT-03-2021-0044)
  • Phoon, G., Idris, M., & Nugrahani, R. (2021). Virtual reality (VR) in 21st. century education: The opportunities and challenges of digital learning in classroom. Asian Pendidikan, 1(2), 105- 110.
  • Poce, A. (2021). Virtual museum experience for critical thinking development: First results from the national gallery of art (MOOC, US). Journal of Educational, Cultural and Psychological Studies (ECPS Journal), 18(24), 67-83.
  • Pribeanu, C., Balog, A., & Iordache, D. (2017). Measuring the perceived quality of an AR-based learning application: a multidimensional model. Interactive Learning Environments, 25(4), 482- 495.
  • Puška, A., Puška, E., Dragić, L., Maksimović, A., & Osmanović, N. (2021). Students’ satisfaction with E-learning platforms in bosnia and herzegovina. Technology, Knowledge and Learning, 26(1), 173-191. https://doi.org/10.1007/s10758-020-09446-6
  • Qureshi, M., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in education 4.0. does it enhance the effectiveness of learning? International Journal of Interactive Mobile Technologies, 15(4), 31-47.
  • Ratten, V. (2020). Coronavirus (Covid-19) and the entrepreneurship education community. Journal of Enterprising Communities: People and Places in the Global Economy, 19(4), 18-19.
  • Redecker, C., & Redecker, Christine. (2017). European framework for the digital competence of educators: DigCompEdu.
  • Salah Dogham, R., Elcokany, N. M., Saber Ghaly, A., Dawood, T. M. A., Aldakheel, F. M., Llaguno, M. B. B., & Mohsen, D. M. (2022). Self-directed learning readiness and online learning self-efficacy among undergraduate nursing students. International Journal of Africa Nursing Sciences, 17, 1-6. 100490. https://doi.org/10.1016/j.ijans.2022.100490
  • Schleicher, A. (2019). Helping Our Youngest to Learn and Grow: Policies for Early Learning. International Summit on the Teaching Profession. (Cilt 7), ERIC.
  • Sharma, S., Hartikainen, H., Ventä-Olkkonen, L., Eden, G., Iivari, N., Kinnunen, E., . . . Sharma, Sumita. (2022). In pursuit of ınclusive and diverse digital futures: exploring the potential of design fiction in education of children. Interaction Design and Architecture (s), 7(51), 219- 248.
  • Shi, W., Cao, J., Zhang, Q., Li, Y., & Xu, L. (2016). Edge computing: Vision and challenges. IEEE internet of things journal, 3(5), 637-646.
  • Togaibayeva, A., Ramazanova, D., Yessengulova, M., Yergazina, A., Nurlin, A., & Shokanov, R. (2022). Effect of mobile learning on students’ satisfaction, perceived usefulness, and academic performance when learning a foreign language. Frontiers in Education, 2, 1-9.
  • Toker, T., Akgün, E., Cömert, Z., & Sultan, E. (2021). Eğitimciler için dijital yeterlilik ölçeği: Uyarlama, geçerlik ve güvenirlik çalişmasi. Milli Eğitim Dergisi, 50(230), 301-328.
  • Tossy, T. (2017). Measuring the impacts of e-learning on students’ achievement in learning process: an experience from tanzanian public universities. International Journal of Engineering and Applied Computer Science, 2(2), 39-46.
  • Ünlü, İ., Kaşkaya, A., & Coşkun, M. (2017). Sosyal bilgiler öğretmen adaylarının teknolojik pedagojik alan bilgisi yeterliliklerinin çeşitli değişkenlere göre incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 214-228.
  • Villalobos López, J. (2022). E-learning and modern digital professional skills for Mexico. The Annals of the University of Oradea. Economic Sciences, 31(1), 67-78.
  • Widodo, S., Wibowo, Y., & Wagiran, W. (2020). Online learning readiness during the covid-19 pandemic. Journal of Physics. Conference Series, 1700(1), 12033. https://doi.org/10.1088/1742-6596/1700/1/012033
  • Wrahatnolo, T., & Wrahatnolo, T. (2018). 21st centuries skill implication on educational system. IOP Conference Series: Materials Science and Engineering. 296, s. 012036. Taylor & Francis.
  • https://www.eba.gov.tr/( 22.08.2023)
  • https://www.europeana.eu/en/europeana-classroom, (22.07.2023)

Ayrıntılar

Birincil Dil Türkçe
Konular Öğretim Teknolojileri, Sosyal Bilgiler Eğitimi
Bölüm Makaleler
Yazarlar

İhsan ÜNLÜ 0000-0003-2769-8966

Rıdvan KALKAN 0000-0002-6352-6371

Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 24 Sayı: 3

Kaynak Göster

APA ÜNLÜ, İ., & KALKAN, R. (2023). Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet ve Akademik Başarı Düzeylerinin İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 24(3), 1910-1929. https://doi.org/10.17679/inuefd.1341434
AMA ÜNLÜ İ, KALKAN R. Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet ve Akademik Başarı Düzeylerinin İncelenmesi. INUEFD. Aralık 2023;24(3):1910-1929. doi:10.17679/inuefd.1341434
Chicago ÜNLÜ, İhsan, ve Rıdvan KALKAN. “Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet Ve Akademik Başarı Düzeylerinin İncelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24, sy. 3 (Aralık 2023): 1910-29. https://doi.org/10.17679/inuefd.1341434.
EndNote ÜNLÜ İ, KALKAN R (01 Aralık 2023) Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet ve Akademik Başarı Düzeylerinin İncelenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24 3 1910–1929.
IEEE İ. ÜNLÜ ve R. KALKAN, “Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet ve Akademik Başarı Düzeylerinin İncelenmesi”, INUEFD, c. 24, sy. 3, ss. 1910–1929, 2023, doi: 10.17679/inuefd.1341434.
ISNAD ÜNLÜ, İhsan - KALKAN, Rıdvan. “Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet Ve Akademik Başarı Düzeylerinin İncelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 24/3 (Aralık 2023), 1910-1929. https://doi.org/10.17679/inuefd.1341434.
JAMA ÜNLÜ İ, KALKAN R. Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet ve Akademik Başarı Düzeylerinin İncelenmesi. INUEFD. 2023;24:1910–1929.
MLA ÜNLÜ, İhsan ve Rıdvan KALKAN. “Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet Ve Akademik Başarı Düzeylerinin İncelenmesi”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 24, sy. 3, 2023, ss. 1910-29, doi:10.17679/inuefd.1341434.
Vancouver ÜNLÜ İ, KALKAN R. Çevrim İçi Öğrenme Ortamlarına Yönelik 7.Sınıf Öğrencilerinin Hazırbulunuşluk, Beklenti, Memnuniyet ve Akademik Başarı Düzeylerinin İncelenmesi. INUEFD. 2023;24(3):1910-29.

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