Ortaokul Öğrencilerinin Dijital Okuryazarlık Düzeyleri ile Matematik Tutumları Arasındaki İlişkinin İncelenmesi

Öz

Bu araştırma, ortaokul öğrencilerinin dijital okuryazarlık düzeyleri ile matematik dersine yönelik tutumları arasındaki ilişkiyi ve bu değişkenlerin cinsiyet ile sınıf düzeyine göre farklılaşıp farklılaşmadığını incelemeyi amaçlamıştır. İlişkisel tarama deseniyle yürütülen çalışmaya, uygunluk örneklemesiyle seçilen 92 öğrenci (5.–8. sınıf) katılmıştır. Veriler “Dijital Okuryazarlık Ölçeği” ve “Matematik Tutum Ölçeği” ile toplanmış; bağımsız örneklem t-testi, tek yönlü ANOVA ve Pearson korelasyon analizi yöntemleriyle analiz edilmiştir. Bulgular, genel olarak öğrencilerin dijital okuryazarlık düzeyleri ile matematiğe yönelik tutumları arasında anlamlı bir ilişki olmadığını göstermiştir. Ancak yalnızca dijital okuryazarlığın “günlük kullanım” alt boyutu ile matematik tutumunun “gereklilik” alt boyutu arasında anlamlı ve negatif bir ilişki bulunmuştur. Ayrıca bulgular öğrencilerin dijital okuryazarlık düzeylerinin genel olarak yüksek, matematiğe yönelik tutumlarının ise olumlu olduğunu göstermiştir. Cinsiyet ve sınıf düzeyine göre yapılan analizlerde ise dijital okuryazarlık ve matematik tutumu puanları arasında anlamlı bir farklılığa rastlanmamıştır. Bulgular, genel bir ilişki olmamakla birlikte, günlük dijital kullanım ile matematiğin gerekliliğine dair algı arasında negatif bir ilişki olduğunu ortaya koymuştur. Sonuçlar literatüre göre tartışılmıştır.

Anahtar Kelimeler

• dijital okuryazarlık
• matematik tutumu
• ortaokul
• ilişkisel tarama

Examining the Relationship Between Middle School Students’ Digital Literacy Levels and Their Attitudes Towards Mathematics

Öz

This study aimed to examine the relationship between middle school students’ digital literacy levels and their attitudes toward mathematics, as well as to determine whether these variables differ by gender and grade level. Following a correlational survey design, the study involved 92 students from grades 5 to 8, selected via convenience sampling. Data were collected using the Digital Literacy Scale and the Mathematics Attitude Scale, and analyzed with SPSS 26.0 through descriptive statistics, independent samples t-tests, one-way ANOVA, and Pearson correlation analyses. The results revealed no significant overall association between students’ digital literacy levels and their attitudes toward mathematics. However, a significant negative correlation was observed exclusively between the “daily usage” subscale of digital literacy and the “necessity” subscale of mathematics attitude. Moreover, students demonstrated generally high digital literacy levels and moderately positive attitudes toward mathematics. Analyses by gender and grade level indicated no statistically significant differences in students’ digital literacy or mathematics attitude scores. The findings showed that, although no overall relationship was present, there was a weak negative correlation between daily digital use and students’ perceptions of the importance of mathematics. The results were discussed based on the relevant literature.

Anahtar Kelimeler

• digital literacy
• mathematics attitude
• middle school
• correlational survey

Kaynakça

1. Adal, A. A., & Yavuz, İ. (2017). Ortaokul Öğrencilerinin Matematik Öz Yeterlik Algıları İle Matematik Kaygı Düzeyleri Arasındaki İlişki. International Journal of Field Education, 3(1), 20-41.
2. Alemany-Arrebola, I., Ortiz-Gómez, M. del M., Lizarte-Simón, E. J., & Mingorance-Estrada, Á. C. (2025). The attitudes towards mathematics: analysis in a multicultural context. Humanities and Social Sciences Communications, 12(1), 254. https://doi.org/10.1057/s41599-025-04548-x
3. Alharthi, M. S. (2023). Investigation of students’ attitudes toward mathematics in middle schools in Saudi Arabia. European Journal of Education Studies, 10(4). https://doi.org/10.46827/ejes.v10i4.4742
4. Amzalag, M., Kadusi, D., & Peretz, S. (2024). Enhancing Academic Achievement and Engagement Through Digital Game-Based Learning: An Empirical Study on Middle School Students. Journal of Educational Computing Research, 62(5), 989-1013. https://doi.org/10.1177/07356331241236937
5. Aydoğdu, Ö. U., & Faiz, M. (2024). Examination of Middle School Students’ Digital Literacy Levels. Journal of Interdisciplinary Education: Theory and Practice, 6(2), 86-108. https://doi.org/10.47157/jietp.1482171
6. Ayhan, N., Akman, E., & Narmamatova, T. (2025). Digital transformation and cyberbullying in education: an evaluation on children in Kyrgyzstan. International Journal of Adolescence and Youth, 30(1). https://doi.org/10.1080/02673843.2025.2498058
7. Bansal, C., & Misra, P. K. (2021). Digital Literacy of School Students in India: A Study. Learning Community: An International Journal on Educational and Social Development, 12(2). https://doi.org/10.30954/2231-458X.02.2021.3
8. Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134-168. https://doi.org/10.1037/bul0000307

9. Bayrakcı, S., & Narmanlıoğlu, H. (2021). Digital Literacy as Whole of Digital Competences: Scale Development Study. Düşünce Ve Toplum Sosyal Bilimler Dergisi(, 4, 1-3.
10. Bilge, B., & Kılcan, B. (2020). Ortaokul Öğrencilerinin E-Okuryazarlığa İlişkin Tutumlarının Çeşitli Değişkenler Açısından İncelenmesi. Journal of Innovative Research in Social Studies, 3(2), 114-130. https://doi.org/10.47503/jirss.795841
11. Breit, M., Schneider, M., & Preckel, F. (2025). Mathematics achievement and learner characteristics: A systematic review of meta-analyses. Learning and Individual Differences, 118, 102621. https://doi.org/10.1016/j.lindif.2024.102621
12. Busnawir, B., Kodirun, K., Sumarna, N., & Alfari, Z. (2023). Analysis of the Effect of Social Skills and Disposition of Digital Literacy on Mathematical Literacy Ability. European Journal of Educational Research, volume-12-2023(volume-12-issue-1-january-2023), 59-69. https://doi.org/10.12973/eu-jer.12.1.59
13. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2024). Eğitimde bilimsel araştırma yöntemleri (36. bs). Pegem Akademi.
14. Christensen, R., & Knezek, G. (2020). Indicators of middle school students’ mathematics enjoyment and confidence. School Science and Mathematics, 120(8), 491-503. https://doi.org/10.1111/ssm.12439
15. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2. bs). Erlbaum.
16. Courtney, M., Karakus, M., Ersozlu, Z., & Nurumov, K. (2022). The influence of ICT use and related attitudes on students’ math and science performance: multilevel analyses of the last decade’s PISA surveys. Large-scale Assessments in Education, 10(1), 8. https://doi.org/10.1186/s40536-022-00128-6
17. Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage publications, Inc.
18. Dursun, Z. B., & Ulum, H. (2024). The Effect of Educational Digital Games on Mathematics Attitude in Primary School. The Universal Academic Research Journal, 6(4), 202-213. https://doi.org/10.55236/tuara.1487240
19. Ertem, H. Y. (2021). Examination of Turkey’s PISA 2018 reading literacy scores within student-level and school-level variables. Participatory Educational Research, 8(1), 248-264. https://doi.org/10.17275/per.21.14.8.1
20. Eshet, Y. (2004). Digital Literacy: A Conceptual Framework for Survival Skills in the Digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
21. Fennema, E., & Sherman, J. A. (1976). Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes toward the Learning of Mathematics by Females and Males. Journal for Research in Mathematics Education, 7(5), 324. https://doi.org/10.2307/748467
22. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8. bs). McGraw-Hill.
23. Hastürk, H. G. (2024). Examination of elementary school students digital literacy levels in terms of different variables. Education Mind. https://doi.org/10.58583/EM.3.3.6
24. Hernandez-Martinez, P., & Keane, T. (2025). Learning mathematics and its relevance through a digital storytelling assessment task at university. International Journal of Mathematical Education in Science and Technology, 56(5), 811-827. https://doi.org/10.1080/0020739X.2023.2295895
25. Hidayat, R., Mohd Saad, M. R., & Wewe, M. (2025). A meta-analysis of the effect of metacognitive instruction on mathematics achievement. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2517510
26. Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students’ cognitive and affective domain: A systematic review. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1105806
27. Idil, F. H., Narli, S., & Aksoy, E. (2016). Using Data Mining Techniques Examination of the Middle School Students’ Attitude towards Mathematics in the Context of Some Variables. International Journal of Education in Mathematics, Science and Technology, 4(3), 210. https://doi.org/10.18404/ijemst.02496
28. Jin, K.-Y., Reichert, F., Cagasan, L. P., de la Torre, J., & Law, N. (2020). Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences. Computers & Education, 157, 103968. https://doi.org/10.1016/j.compedu.2020.103968
29. Joshi, D. R., Sharma Chapai, K. P., Upadhayaya, P. R., Adhikari, K. P., & Belbase, S. (2025). Effect of using digital resources on mathematics achievement: Results from PISA 2022. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2488161
30. Karasar, N. (2024). Bilimsel araştırma yöntemi: kavramlar ilkeler teknikler (39. bs). Nobel Akademik Yayıncılık.
31. Kaya, M., & Imer, G. (2020). Investigation of the Relationship between Digital Citizenship and Digital Literacy Levels of Secondary School Students. International Journal of Scientific and Technological Research, 6(12), 9-19. https://doi.org/10.7176/JSTR/6-12-02
32. Kiwanuka, H. N., Van Damme, J., Van den Noortgate, W., & Reynolds, C. (2022). Temporal relationship between attitude toward mathematics and mathematics achievement. International Journal of Mathematical Education in Science and Technology, 53(6), 1546-1570. https://doi.org/10.1080/0020739X.2020.1832268
33. Kocabatmaz, H., & Saraçoğlu, G. K. (2024). The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class. Participatory Educational Research, 11(2), 230-244. https://doi.org/10.17275/per.24.28.11.2
34. Koç Koca, A., & Keleş, M. Ö. (2023). Investigating the Mathematical Problem-Solving Attitudes of Gifted Students at Different Educational Levels. Journal of Computer and Education Research, 11(22), 986-1002. https://doi.org/10.18009/jcer.1350674
35. Korkmaz, O., & Colak Kilic, H. (2024). Secondary School Students’ Digital Literacy Skills, Social Media Addictions and Attitudes to Social Media Use. International Journal of Technology in Education, 7(4), 883-902. https://doi.org/10.46328/ijte.809
36. Küçükoğlu, U., & İncikabı, L. (2020). Ortaokul Öğrencilerinin Matematik Tarihi Hakkında Dijital Öykü Tasarım Süreçleri ve Bu Deneyimlerine Yönelik Görüşlerinin İncelenmesi. Türk Akademik Yayınlar Dergisi (TAY Journal), 4(2), 179-198.
37. Lafifa, F., & Rosana, D. (2023). Exploring the Digital Literacy Profile: A Closer Look Based on Gender. Proceedings of the International Joint Conference on Arts and Humanities 2023 (IJCAH 2023), 1924-1934. https://doi.org/10.2991/978-2-38476-152-4_194
38. Lilian, A. (2022). Motivational beliefs, an important contrivance in elevating digital literacy among university students. Heliyon, 8(12), e11913. https://doi.org/10.1016/j.heliyon.2022.e11913
39. Meskini, N., Lamtai, M., Chakit, M., El Aameri, M., Sfendla, A., Loukili, N., & Ouahidi, M. L. (2024). The relationship between smartphone overuse, anxiety, and depression among middle school adolescents in the city of Kenitra, Morocco: a cross-sectional study. Middle East Current Psychiatry, 31(1), 75. https://doi.org/10.1186/s43045-024-00466-x
40. OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
41. OECD. (2024). Education Policy Outlook 2024: Reshaping Teaching into a Thriving Profession from ABCs to AI. https://doi.org/10.1787/dd5140e4-en
42. Önal, N. (2013). Ortaokul Öğrencilerinin Matematik Tutumlarına Yönelik Ölçek Geliştirme Çalışması. İlköğretim Online, 938-948.
43. Pala, Ş. M., & Başıbüyük, A. (2020). Ortaokul Beşinci Sınıf Öğrencilerinin Dijital Okuryazarlık Düzeylerinin İncelenmesi. Cumhuriyet International Journal of Education. https://doi.org/10.30703/cije.672882
44. Poçan, S., İlhan, A., & Gemcioğlu, M. (2022). Problem çözme becerisi ve matematik tutumunun matematik başarısı üzerindeki etkisi: Ortaokul öğrencilerine yönelik bir yol analizi çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 62, 86-104. https://doi.org/10.21764/maeuefd.818887
45. Schoenherr, J., Schukajlow, S., & Pekrun, R. (2025). Emotions in mathematics learning: a systematic review and meta-analysis. ZDM – Mathematics Education, 57(4), 603-620. https://doi.org/10.1007/s11858-025-01651-w
46. Seçkin Kapucu, M., Özcan, H., & Karakaya Özyer, K. (2021). The Relationship Between Secondary School Students’ Digital Literacy Levels, Social Media Usage Purposes And Cyberbullying Threat Level. International Journal of Modern Education Studies, 5(2). https://doi.org/10.51383/ijonmes.2021.136
47. Sevgi, S., & Orman, F. (2020). An Investigation, Based on Some Variables, into the Attitudes of Middle School Students towards Mathematics and Metacognitive Skills. İlköğretim Online, 183-197. https://doi.org/10.17051/ilkonline.2020.649375
48. Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (3. bs). Pearson.
49. Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students’ mathematics achievement: A meta‐analysis. Journal of Computer Assisted Learning, 35(3), 407-420. https://doi.org/10.1111/jcal.12347
50. Tuncer, M., & Yılmaz, Ö. (2016). Ortaokul öğrencilerinin matematik dersine yönelik tutum ve kaygılarına ilişkin görüşlerinin değerlendirilmesi. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 13(2), 47-64.
51. UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? GEM Report UNESCO. https://doi.org/10.54676/UZQV8501
52. Vila, C. (2019). Attitudes Toward Mathematics: A Quantitative Study On The Changing Attitudes Toward Mathematics For Middle School Students. The Interdisciplinary Journal of Advances in Research in Education, 2(1), 1-28. https://doi.org/10.55138/sq104284cve
53. Wakhata, R., Balimuttajjo, S., & Mutarutinya, V. (2024). Relationship between students’ attitude towards, and performance in mathematics word problems. PLOS ONE, 19(2), e0278593. https://doi.org/10.1371/journal.pone.0278593
54. Yıldırım, M., Kesik, C., & Ciğerci, F. M. (2023). The effect of digital literacy levels and e-learning attitudes on screen reading self-efficacy: A structural equation modelling. Journal of Educational Technology and Online Learning, 6(3), 625-646. https://doi.org/10.31681/jetol.1253186
55. Zeng, C. (2025). The effects of students’ backgrounds, attitudes, and ICT familiarity on mathematical literacy: latent profile analysis and lasso regression. Education and Information Technologies, 30(5), 5451-5475. https://doi.org/10.1007/s10639-024-13028-9