MYO Öğrencilerinin İnternet Kullanım Amaçlarının İncelenmesine İlişkin Bir Araştırma

Bu çalışmada, Meslek Yüksek Okulu MYO öğrencilerinin; interneti bireysel ve eğitimsel açıdan kullanım düzeyleri ve nasıl kullandıklarının belirlenmesi amaçlanmaktadır. Ayrıca bu amaçların sınıf, program ve cinsiyet farklılığına göre değişip değişmediği incelenmiştir. Araştırmanın çalışma grubunu 2009-2010 öğretim yılında Pamukkale Üniversitesi Denizli MYO, Gazi Üniversitesi Atatürk MYO, Akdeniz Üniversitesi Akseki MYO, Selçuk Üniversitesi Teknik Bilimler MYO TBMYO , Süleyman Demirel Üniversitesi TBMYO ve Kırklareli Üniversitesi Lüleburgaz MYO’larında öğrenim gören ve ölçme aracına cevap veren 1. ve 2. sınıf öğrencisi toplam 687 öğrenci oluşturmaktadır. İnternet kullanım amaçlarınıölçme aracıanketler öğrencilere elden ulaştırılarak yüz yüze görüşme yöntemi ile doldurulmasıtemin edilmiştir. Anketler aracılığıile toplanan veriler bilgisayara girilmişve SPSS 12.0 for Windows programıortamında analiz edilmiştir. Verilerin çözümlenmesinde aritmetik ortalama ve standart sapmanın yanısıra, t-testi analizi ve Mann Whitney U Testi kullanılmıştır. Analiz sonucu oluşturulan tabloların değerlendirilmesinin ardından sonuç ve öneriler yapılmıştır.

Critical thinking and creativity are becoming the standards of the 21st century people. Despite the use of the products of science and technology and the facilities for consumers, the fact that individuals should think and generate ideas while using the techno-scientific outputs is a necessity not only in terms of socio-economy but also in terms of settling social problems. All members of a developing society must be closely connected with production process as well as consumption process. Akpınar, 1999:148 . Today, reaching, valuing, organizing, using and sharing information have been of capital importance. Considering all of those, it can be stated that using all kinds of equipments which will enable individuals to reach, use and spread information will be a must. It can be also suggested that information technologies are compulsive powers for culture and economy Karahan ve İzci, 2001 . In our day, information is a byword for “power”. The power of the information rises to the surface especially in times of chaos and change. The role of information technologies in effectively forming, transmitting, developing and sharing process of information is indisputable. Thus, this manifests the indispensable and critical importance of information technologies for all countries. Halawi vd., 2006 . High quality national education, advanced scientific fields and activities, producing and transforming high technology are needed to be able to accommodate information age. Kutlu, 2000; Meder, 2001 . Arranging learning environments according to the conditions and expectations by reconsidering the needs of students and society is essential. It is needed to provide all facilities which will enable students to reach, use, produce and improve information to prepare such environment. Akkoyunlu, 2002 . Members of a profession need to improve themselves continuously and accommodate changes and developments for the continuity of success in professional life. Reaching information sources is important in this process. Internet has become the most important way of reaching those sources most effectively. Özen vd., 2004 . Required knowledge and experience which students need to have, who receive education at VHS Vocational High Schools which satisfy intermediate member need by training technicians for industry, are becoming very important for their professional life. This background also affects the industry directly. Understanding how and for which purposes students use internet, which enable them to follow professional and general developments, is a finding which can be considered in education. In this research; determining how and in which extent VHS students use internet in terms of individual and educational perspectives is intended. Following sub problems are tried to be answered in line with the said general goal: • How often do the students use the internet? • For which purposes do the students use the internet? • Do the internet using purposes vary according to 1st and 4th year difference? • Do the internet using purposes vary according to the gender? This study has been made based on scanning model. Study group of the research consists of total 687 1st and 2nd year students who answered measuring instrument and study at Pamukkale University Denizli VHS, Gazi University Atatürk VHS, Akdeniz University Akseki VHS, Selçuk University Technical Sciences VHS TSVHS , Süleyman Demirel University TSVHS and Kırklareli University Lüleburgaz VHS, in 2009-2010 semesters. Survey is utilized as data collecting instrument in the research. The survey used in Özdemir and Usta’s study 2007 is benefited to form survey items. The Cronbach Alfa reliability co-efficient of the survey is calculated 0.86. Thus, it can be stated that the survey has a rather high reliability. The data which was collected via surveys was entered into the computer and analyzed at SPSS 11.0 for Windows environment. The conclusions and suggestions were drawn and made, respectively, after having assessed the tables which were formed in consequence of the analyses. The interval width of Likert scale was calculated through “sequence width /intended group number” formula. It is observed that VHS students use internet mostly sending e-mails and on-line chatting for communication purposes. 1styear students use e-mails more than 2nd year students. Receiving/sending e-mail and on-line chatting rates among the classes are similar. Mainstream education students use internet for on-line chatting more than evening education students. On the other hand, evening education students receive/send e-mail more than mainstream education students. Gender factor makes a meaningful difference in communication-purpose internet using. Males use internet more for communication-purpose compared to females. In terms of educational purpose, it can be stated that students use the internet mostly to do research related to lesson and homework. It is observed that the participation rates in e-mail groups and forums are low. In terms of educational purpose, it can be suggested that 1st year students participate e-mail groups and forums more than senior class students. In terms of educational purpose, mainstream students use internet for student affairs more than evening students. However, evening students use internet for receiving course more than mainstream students. Females use internet for the procedures related to student affairs more than males. On the other side, males use e-mail groups and forums more than females. In terms of information research purpose, it can be stated that students use the internet mostly for listening/downloading music, watching tv/video and reading electronic newspapers/magazines. It is observed that general information research purpose internet use rate among VHS students is lower compared to the results of the former research. 56% of all students have never had a bet İddia etc. online. Nonetheless, 11.9% of students express that they have a bet online “always and often”. It can be suggested that generally, VHS students utilize internet for fun. In terms of general information research purpose internet use, mainstream students use internet for information research and downloading software more than evening students. However, evening students use internet for playing online games and joining competitions more than mainstream students. it can be indicated that gender factor is a significant variable, in terms of information research purpose internet use. The significant difference is in favor of males. Males use internet for researching information more than females. Approximately half of the respondent students do not use the internet for commercial purposes. Considering economic conditions of the students, it can be suggested that they do not need such use. However, as for utilizing many Cv collecting internet sites on which job applications are made, consciousness-raising activities can be done. 1st year students do online banking transactions and use internet commercially more than 2nd year students. It is observed that programme variable does not comprise an important difference in commercial internet use. Gender variable makes a important difference in commercial transaction purpose internet use. Difference is in favor of males. It can be stated that males use internet for commercial transactions more than females