Bilişim Teknolojileri ve Yazılım Dersi Öğretmen Adaylarının Programlamaya İlişkin Algılanan Öz Yeterliklerinin Farklı Değişkenler Açısından İncelenmesi

Yıl 2018, Cilt: 26 Sayı: 6, 2163 - 2176, 15.11.2018

Arif Akçay , Ahmet Naci Çoklar

https://doi.org/10.24106/kefdergi.2904

Cited By: 2

Öz

Programlama becerileri, teknolojinin toplumlardaki yansımalarına ayak
uydurmak adına temel bilişim teknolojileri okur-yazarlığının yeterli olmadığı
günümüzde kazanılması ve uygulanması gerekli olan becerilerdir. Programlama
becerilerinin kazanılması amacı ile yapılan programlama eğitimleri, hem eğitsel
hem de toplumsal yararlar sağlamaktadır. Öğrencilerin yapılan programlama
eğitimi sürecinde başarılı olma durumları üzerinde birden çok etken
bulunmaktadır. Bu etkenlerden biri de öz yeterliliktir. İlköğretimde
yetiştirilmesi beklenen öğrenci profili göz önüne alındığında Bilişim
Teknolojileri ve Yazılım dersi öğretmen adaylarının çeşitli programlama
becerilerini elde etmesi ve bu süreçte etkili olan değişkenlerin incelenmesi
önemlidir. Buradan yola çıkarak çalışmada Bilişim Teknolojileri ve Yazılım
dersi öğretmen adaylarının programlamaya ilişkin algılanan öz yeterliliklerinin
çeşitli değişkenler ile incelenmesi amaçlanmıştır. Araştırmada nicel araştırma
yöntemlerinden nedensel-karşılaştırma modeli kullanılmıştır. Araştırmaya 8
farklı üniversitenin BÖTE bölümlerinde okuyan 1. ve 4. sınıf öğrencileri
katılım göstermişlerdir. Araştırmada Ramalingam ve Wiedenbeck (1998) tarafından
geliştirilen Altun ve Mazman (2012) tarafından Türkçeye uyarlanan
“Programlamaya İlişkin Öz Yeterlilik Algısı Ölçeği” kullanılmıştır. Verilerin
analizinde t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır.
Araştırmanın sonucunda Bilişim Teknolojileri ve Yazılım dersi öğretmen
adaylarının programlamaya ilişkin algılanan öz yeterliliklerinin
cinsiyetlerine, sınıf düzeylerine, bölüm tercih sebeplerine, mezun olunan lise
eğitimlerine ve algılanan yabancı dil düzeylerine göre anlamlı farklılık
gösterdikleri görülmüştür.

Anahtar Kelimeler

Programlama, öz yeterlilik, öğretmen adayları

Investigation of Perceived Self-Efficacy of Pre-Service Information Technology and Software Teachers for Programming Regarding Different Variables

Öz

Programming skills are the skills that need to be acquired and applied
in today when literacy of basic information technologies is not enough to keep
pace with the reflections of technology in society.  Programming training with the intent of
acquiring programming skills provides both educational and social benefits.
There are multiple factors that influence students' success in the programming
training process. One of these factors is self-efficacy. Considering the
student profile expected to be trained in primary education, it is important
that the teacher candidates of Information Technologies and Software course
acquire various programming skills and the variables that are effective in this
process to be examined. From this, it is aimed to examine the perceived self-efficacy
of Information Technology and Software course teacher candidates' programming
skills by using various variables in the study. A causal-comparison model of
quantitative research methods was used in the research. The first and fourth
grade students studying at 8 different universities in CEIT (Computer Education
and Information Technologies) department participated in the research. The
"Programming Self-Efficacy Perception Scale" developed by Ramalingam
and Wiedenbeck (1998) and adapted to Turkish by Altun and Mazman (2012) was
used in the research. In the analysis of the data, t-test and one-way analysis
of variance (ANOVA) were used. As a result of the research, it is observed that
the perceived programming self-efficacy of the Information Technologies and
Software course teacher candidates differ significantly based on gender, class
levels, department choice reasons, graduated high school education and
perceived foreign language levels.

Anahtar Kelimeler

Programming, self-efficacy, teacher candidates

Kaynakça

• Akcaoglu, M. (2014). Learning problem-solving through making games at the game design and learning summer program. Educational Technology Research and Development, 62(5), 583–600. https://doi.org/10.1007/s11423-014-9347-4
• Akpınar, Y., & Altun, A. (2014). Bilgi toplumu okullarında programlama eğitimi gereksinimi. İlköğretim Online, 13(1), 1–4.
• Altun, A., & Mazman, S. G. (2012). Programlamaya ilişkin öz yeterlilik algısı ölçeğinin Türkçe formumun geçerlilik ve güvenirlik çalışması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 3(2), 297–308.
• Ambrosio, A. P., Costa, F. M., Almeida, L., Franco, A., & Macedo, J. (2011). Identifying cognitive abilities to improve CS1 outcome. In Proceedings of 41st ASEE|IEEE Frontiers in Education Conference (p. F3G–1–F3G–7). Rapid C. https://doi.org/10.1109/FIE.2011.6142824
• Askar, P., & Davenport, D. (2009). An investigation of factors related to self-efficacy for Java programming among engineering students. The Turkish Online Journal of Educational Technology, 8(1). Retrieved from http://files.eric.ed.gov/fulltext/ED503900.pdf
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New Jersey: Prentice-Hall, Inc.
• Clements, D. H., & Gullo, D. F. (1984). Effects of computer programming on young children’s cognition. Journal of Educational Psychology, 76(6), 1051–1058. https://doi.org/10.1037/0022-0663.76.6.1051
• Corneliussen, H. G., & Prøitz, L. (2016). Kids Code in a rural village in Norway: could code clubs be a new arena for increasing girls’ digital interest and competence?. Information Communication and Society, 19(1), 95–110. https://doi.org/10.1080/1369118X.2015.1093529
• Dekhane, S., Xu, X., & Tsoi, M. Y. (2013). Mobile app development to increase student engagement and problem solving skills. Journal of Information Systems Education, 24(4), 299–308
• Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Computers and Education, 58, 240–249. https://doi.org/10.1016/j.compedu.2011.08.006
• Doukakis, S., Giannakos, M. N., Koilias, C., & Vlamos, P. (2013). Measuring students’ acceptance and confidence in algorithms and programming: The impact of engagement with CS on Greek secondary education. Informatics in Education, 12(2), 207–219.
• Erdoğan, B. (2005). Programlama başarısı ile akademik başarı, genel yetenek, bilgisayara karşı tutum, cinsiyet ve lise türü arasındaki ilişkilerin incelenmesi. Yüksek Lisans Tezi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
• Fessakis, G., Gouli, E., & Mavroudi, E. (2013). Problem solving by 5-6 years old kindergarten children in a computer programming environment: A case study. Computers & Education, 63, 87–97. https://doi.org/10.1016/j.compedu.2012.11.016
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
• Govender, D. W., & Basak, S. K. (2015). An investigation of factors related to self- efficacy for java programming among computer science education students. Journal of Governance and Regulation, 4(4), 612–619.
• Gülmez, I. (2009). Programlama öğretiminde görselleştirme araçlarının kullanımının öğrenci başarı ve motivasyonuna etkisi. Yüksek Lisans Tezi. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
• Hawi, N. (2010). Causal attributions of success and failure made by undergraduate students in an introductory-level computer programming course. Computers & Education, 54, 1127–1136. https://doi.org/10.1016/j.compedu.2009.10.020
• Holvikivi, J. (2010). Conditions for successful learning. In Key Competencies In The Knowledge Society (pp. 155–164). Berlin Heidelberg: Springer.
• International Society for Technology in Education. (2011). ISTE standarts for computer science educators. https://www.iste.org/standards/for-computer-science-educators adresinden 12.02.2018 tarihinde erişilmiştir.
• Israel, M., Wherfel, Q. M., Pearson, J., Shehab, S., & Tapia, T. (2015). Empowering K–12 Students With Disabilities to Learn Computational Thinking and Computer Programming. TEACHING Exceptional Children, 48(1), 45–53. https://doi.org/10.1177/0040059915594790
• Jegede, P. O. (2009). Predictors of Java programming self-efficacy among engineering students in a Nigerian University. International Journal of Computer Science and Information Security, 4(1).
• Jones, S., & Burnett, G. (2008). Spatial ability and learning to program. Human Technology, 4(1), 47–61. https://doi.org/10.17011/ht/urn.200804151352
• Kanaparan, G., Cullen, R., & Mason, D. (2017). Effect of self-efficacy and emotional engagement on introductory programming students. In 28th Australasian Conference on Information Systems (pp. 1–11). Tasmania.
• Karasar, N. (2013). Bilimsel araştırma yöntemi (25. Basım). Ankara: Nobel Yayıncılık.
• Lau, W. W. F., & Yuen, A. H. K. (2011). Modelling programming performance: Beyond the influence of learner characteristics. Computers & Education, 57, 1202–1213. https://doi.org/10.1016/j.compedu.2011.01.002
• Leeper, R. R., & Silver, J. L. (1982). Predicting success in a first programming course. In Proceedings of the 13th SIGCSE Technical Symposium on Computer Science Education (Vol. 14, pp. 147–150). https://doi.org/10.1145/953051.801357
• Liao, Y.-K. C., & Bright, G. W. (1991). Effects of computer programming on cognitive outcomes: A meta-analysis. Journal of Educational Computing Research, 7(3), 251–268. https://doi.org/10.2190/E53G-HH8K-AJRR-K69M
• Mazman, S. G., & Altun, A. (2013). Programlama - I dersinin BÖTE bölümü öğrencilerinin programlamaya ilişkin öz yeterlilik algıları üzerine etkisi. Journal of Instructional Technologies & Teacher Education, 2(3), 24–29.
• Milic, J. (2009). Predictors of success in solving programming tasks. The Teaching of Mathmetics, 12(1), 25–31.
• Milli Eğitim Bakanlığı. (2017a). Bi̇li̇şi̇m Teknoloji̇leri̇ ve Yazılım dersi̇ öğreti̇m programı. Ankara: Milli Eğitim Bakanlığı.
• Milli Eğitim Bakanlığı. (2017b). Öğretmenlik mesleği genel yeterlikleri. Ankara: Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.
• Nowaczyk, R. H. (1983). Cognitive skills needed in computer programming, https://www.learntechlib.org/p/136288/ adresinden 15.02.2018 tarihinde erişilmiştir.
• Özmen, B., & Altun, A. (2014). Undergraduate students’ experiences in programming: Difficulties and obstacles. Turkish Online Journal of Qualitative Inquiry, 5(3), 9–27. https://doi.org/10.17569/tojqi.20328
• Özyurt, Ö., & Özyurt, H. (2015). A study for determining computer programming students’ attitudes towards programming and their programming self-efficacy. Eğitimde Kuram ve Uygulama, 11(1), 51–67. https://doi.org/10.17244/eku.53204
• Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.
• Qian, Y., & Lehman, J. D. (2016). Correlates of success in introductory programming: A study with middle school students. Journal of Education and Learning, 5(2), 73–83. Retrieved from http://www.ccsenet.org/journal/index.php/jel/article/view/56888
• Ramalingam, V., & Wiedenbeck, S. (1998). Development and validation of scores on a computer programming self-efficacy scale and group analyses of novice programmer self-efficacy. Journal of Educational Computing Research, 19(4), 367–381. https://doi.org/10.2190/C670-Y3C8-LTJ1-CT3P
• Sebetci, Ö., & Aksu, G. (2014). Öğrencilerin mantıksal ve analitik düşünme becerilerinin programlama dilleri başarısına etkisi. Journal of Educational Sciences & Practices, 13(25), 65–83.
• United Nations Educational Scientific and Cultural Organization. (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development. (J. Anderson & T. van Weert, Eds.). Paris: UNESCO.
• Wiedenbeck, S., LaBelle, D., & Kain, V. (2004). Factors affecting course outcomes in introductory programming. In Proceedings of the 16th Workshop of the Psychology of Programming Interest Group (pp. 97–110). Carlow, Ireland. Retrieved from http://www.ppig.org/papers/16th-wiedenbeck.pdf
• Yağcı, M. (2016). Bilişim teknolojileri (BT) öğretmen adaylarının ve bilgisayar programcılığı (BP) öğrencilerinin programlamaya karşı tutumlarının programlama öz yeterlilik algılarına etkisi. International Journal of Human Sciences, 13(1), 1418–1432. https://doi.org/10.14687/ijhs.v13i1.3502
• Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self-efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48(3), 789–801. https://doi.org/10.1111/bjet.12453
• Yurdugül, H., & Aşkar, P. (2013). Learning programming, problem solving and gender: A longitudinal study. Procedia - Social and Behavioral Sciences, 83, 605–610. https://doi.org/10.1016/j.sbspro.2013.06.115
• Yurdugül, H., & Gültekin, K. (2009). Çokluortamın bilgisayar programlama başarısı üzerine etkisi. In Proceedings of 9th International Educational Technology Conference (pp. 449–457). Ankara, Turkey.
• Yükseköğretim Kurumu. (2007). Eğitim fakülteleri öğretmen yetiştirme lisans programları. Ankara. http://www.yok.gov.tr/documents/10279/49665/bilgisayar_ogretim/86c99d2e-3973-41c6-9e98-ed6d816391db adresinden 09.07.2018 tarihinde erişilmiştir.