Çevrimiçi Ödevlerde Dikkat Dağılması Ölçeğinin Türkçeye Uyarlanması

Year 2022, Issue: 54, 878 - 897, 28.12.2022

Arif Akçay

https://doi.org/10.53444/deubefd.1088246

Abstract

Bu çalışmanın amacı, özgün formu Xu ve arkadaşları (2020) tarafından geliştirilen “Çevrimiçi Ödevlerde Dikkat Dağılması Ölçeği” nin Türk kültürüne uyarlamaktır. Bu ölçek öğrencilerin çevrimiçi ödevlerde algıladıkları dikkat dağılması durumlarının incelenmesi için kullanılmaktadır. Çalışma üç aşamada gerçekleşmiştir. Hazırlık aşamasında ölçeği geliştiren yazarlardan izin alınmış ve Türkçe diline çevirisi yapılmıştır. I. aşamaya 212 öğrenci katılım göstermiştir. Bu aşamada ölçeğin psikometrik özelliklerinin incelenmesi için açımlayıcı ve doğrulayıcı faktör analizi gerçekleştirilmiştir. Açımlayıcı faktör analizinde sonucunda tek faktör, dört maddeden oluşan ölçek formuna ulaşılmıştır. Doğrulayıcı faktör analizi sonucunda ise madde-yapı ilişkisi incelenmiş ve oluşturulan modelin iyi uyum gösterdiği görülmüştür. Ayrıca yapılan geçerlik ve güvenirlik analizlerinde AVE değeri .556, Cronbach Alpha iç tutarlık katsayısı .733, McDonald Omega katsayısı .735, birleşme güvenirliği .833 olarak elde edilmiştir. Yapılan analizler neticesinde uyarlanan ölçek formunun geçerli ve güvenilir olduğu belirlenmiştir. Çalışmanın ikinci aşamasına 136 öğrenci katılım göstermiştir. Bu aşamada öğrencilerin bazı demografik özelliklerine (cinsiyet, yaş ve sınıf) göre çevrimiçi ödevlerde dikkat dağılmalarının farklılık gösterme durumu ve çevrimiçi ödevlerde dikkat dağılmalarının özdüzenlemenin dikkat kontrolü ile aralarındaki ilişki incelenmiştir. Yapılan incelemelerde ulaşılan sonuçlar belirtilmiş ve önerilerde bulunulmuştur.

Keywords

çevrimiçi ödev, dikkat, dikkat dağılması, çevrimiçi ödevlerde dikkat dağılması

References

• Akçapınar, G., & Kokoç, M. (2020). Analyzing the relationship between student’s assignment submission behaviors and course achievement through process mining analysis. Turkish Journal of Computer and Mathematics Education, 11(2), 386–401. https://doi.org/10.16949/turkbilmat.711683
• Alakurt, T. (2019). Email usage: Much more than a habit! Bartin Üniversitesi Egitim Fakültesi Dergisi, 8(3), 885–903. https://doi.org/10.14686/buefad.482357
• Ali, M., Yaacob, R. A. I. R., Endut, M. N. A. A., & Sulam, M. (2018). The influence of contents utility on students’ use of social media. Pertanika Journal of Social Sciences and Humanities, 26, 93–110.
• Alpar, R. (2014). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik-güvenirlik (3. Baskı). Ankara: Detay Yayıncılık.
• Boz Yuksekdağ, B., İbileme, A. İ., & Karadağ, N. (2021). Açık ve uzaktan öğrenmede öğrenenlerin ödevlere ilişkin memnuniyetlerinin incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(3), 1525–1552.
• Broadbent, D. E. (1958). Perception and communication. London: Pergamon Press.
• Brunvand, S., & Abadeh, H. (2010). Making online learning accessible: Using technology to declutter the web. Intervention in School and Clinic, 45(5), 304–311. https://doi.org/10.1177/1053451209359075
• Caris, N. (2019). Does new technology use influence our attentional control?: The impact of media multitasking and push notifications on distractibility. Tilburg University.
• Chow, A. F. (2015). Online homework impact in undergraduate mathematics and business statistics courses. Educational Studies, 41(3), 244–248. https://doi.org/10.1080/03055698.2014.961902
• Chu, J., Qaisar, S., Shah, Z., & Jalil, A. (2021). Attention or Distraction? The Impact of Mobile Phone on Users’ Psychological Well-Being. Frontiers in Psychology, 12, 1–12. https://doi.org/10.3389/fpsyg.2021.612127
• Çiftçi, H. (2018). Üniversite öğrencilerinde sosyal medya bağımlılığı. MANAS Sosyal Araştırmalar Dergisi, 7(4), 417–434.
• Cooper, H. (1989). Homework (Research on teaching monograph series). New York: Longman.
• Corbetta, M., Patel, G., & Shulman, G. L. (2008). The reorienting system of the human brain: From environment to theory of mind. Neuron, 58(3), 306–324. https://doi.org/10.1016/j.neuron.2008.04.017
• Corbetta, M., & Shulman, G. L. (2002). Control of goal-directed and stimulus-driven attention in the brain. Nature Reviews Neuroscience, 3, 201–215. https://doi.org/10.1038/nrn755
• Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281–302. https://doi.org/10.1037/h0040957
• Davis, J. L., & McDonald, T. (2014). Online homework: Does it help or hurt in the long run? 121st ASEE Annual Conference and Exposition, Conference Proceedings. https://doi.org/10.18260/1-2--22885
• Demiraslan-Çevik, Y., Haşlaman, T., Kuşkaya-Mumcu, F., & Gökçearslan, Ş. (2015). Özdüzenlemenin dikkat kontrolü boyutu: Bir ölçek uyarlama çalışması. Başkent University Journal of Education, 2(2), 229–238.
• Diehl, M., Semegon, A. B., & Schwarzer, R. (2006). Assessing attention control in goal pursuit: A component of dispositional self-regulation. J Pers Assess., 86(3), 306–317. https://doi.org/10.1207/s15327752jpa8603_06
• Dontre, A. J. (2021). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379–390. https://doi.org/10.1002/hbe2.229
• Doorn, D. J., Janssen, S., & O’Brien, M. (2010). Student attitudes and approaches to online homework. International Journal for the Scholarship of Teaching and Learning, 4(1), 1–20. https://doi.org/10.20429/ijsotl.2010.040105
• Duffy, P. L., Enneking, K. M., Gampp, T. W., Amir Hakim, K., Coleman, A. F., Laforest, K. V., … Grove, N. P. (2019). Form versus function: A comparison of lewis structure drawing tools and the extraneous cognitive load they induce. Journal of Chemical Education, 96(2), 238–247. https://doi.org/10.1021/acs.jchemed.8b00574
• Feng, M., & Roschelle, J. (2016). Predicting students’ standardized test scores using online homework. Proceedings of the 3rd ACM Conference on Learning at Scale Conference - L@S ’16, 213–216. Edinburgh: Association for Computing Machinery.
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
• Gebru, M. T., Phelps, A. J., & Wulfsberg, G. (2012). Effect of clickers versus online homework on students’ long-term retention of general chemistry course material. Chemistry Education Research and Practice, 13(3), 325–329. https://doi.org/10.1039/c2rp20033c
• Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1–13.
• Hanson, T. L., Drumheller, K., Mallard, J., McKee, C., & Schlegel, P. (2010). Cell Phones, text messaging, and facebook: Competing time demands of today’s college students. College Teaching, 59(1), 23–30. https://doi.org/10.1080/87567555.2010.489078
• Hollis, R. B., & Was, C. A. (2016). Mind wandering, control failures, and social media distractions in online learning. Learning and Instruction, 42, 104–112. https://doi.org/10.1016/j.learninstruc.2016.01.007
• Hu, L. T., & 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. https://doi.org/10.1080/10705519909540118
• Ilgaz, H., Kokoç, M., Akçay, A., & Altun, A. (2019). A norm study of computerized sustained attention test among university students. Elementary Education Online, 18(3), 1036–1045. https://doi.org/10.17051/ilkonline.2019.610166
• Imhof, C., Bergamin, P., & McGarrity, S. (2021). Prediction of dilatory behaviour in online assignments. Learning and Individual Differences, 88. https://doi.org/10.1016/j.lindif.2021.102014
• Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141–151. https://journals.sagepub.com/doi/pdf/10.1177/001316446002000116 adresinden erişilmiştir
• Kokoç, M. (2020). Açık ve uzaktan öğrenmede esneklik ölçeğini Türkçe’ye uyarlama çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 10(2), 366–385.
• Kokoç, M., Akçapınar, G., & Hasnine, M. N. (2021). Unfolding students’ online assignment submission behavioral patterns using temporal learning analytics. Educational Technology and Society, 24(1), 223–235.
• Malevich, K. (2011). The accuracy and validity of online homework systems mathematics and statistics. University of Minnesota Duluth, Minnesota.
• Maltese, A. V., Tai, R. H., & Fan, X. (2012). When is homework worth the time ? Evaluating the association between homework and achievement in high school science and math. The High School Journal, 96(1), 52–72.
• Miller, H. C., Pattison, K. F., DeWall, C. N., Rayburn-Reeves, R., & Zentall, T. R. (2010). Self-control without a “self”?: Common self-control processes in humans and dogs. Psychological Science, 21(4), 534–538. https://doi.org/10.1177/0956797610364968
• Miller, M. D., Doherty, J. J., Butler, N. M., & Coull, W. G. (2020). Changing counterproductive beliefs about attention, memory, and multitasking: Impacts of a brief, fully online module. Applied Cognitive Psychology, 34(3), 710–723. https://doi.org/10.1002/acp.3662
• Montelongo, R., & Eaton, P. W. (2020). Online learning for social justice and inclusion: The role of technological tools in graduate student learning. International Journal of Information and Learning Technology, 37(1/2), 33–45. https://doi.org/10.1108/IJILT-11-2018-0135
• Myrick, J. G. (2015). Emotion regulation, procrastination, and watching cat videos online: Who watches Internet cats, why, and to what effect? Computers in Human Behavior, 52, 168–176. https://doi.org/10.1016/j.chb.2015.06.001
• Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York: McGraw- Hill.
• Nuraeni, N., Suryaningsih, I., & Aisyah, S. (2021). Students’ view on using online application to work on online assignment. Seltics, 4(1), 17–29. https://doi.org/10.46918/seltics.v4i1.940
• Orçan, F. (2018). Exploratory and confirmatory factor analysis: Which one to use first? Journal of Measurement and Evaluation in Education and Psychology, 9(4), 414–421. https://doi.org/10.21031/epod.394323
• Pallant, J. (2017). SPSS kullanma kılavuzu: SPSS ile adım adım veri analizi (2. Baskı; S. Balcı & B. Ahi, Ed.). Ankara: Anı Yayıncılık.
• Rahmawati, M. S., & Soekarta, R. (2021). Social media-based e-learning and online assignments on algebraic materials. Jurnal Pendidikan Matematika, 15(2), 175–190. https://doi.org/10.22342/jpm.15.2.13714.175-190
• Raykov, T., & Marcoulides, G. A. (2011). Introduction to psychometric theory. New York: Taylor & Francis.
• Richards-Babb, M., Drelick, J., Henry, Z., & Robertson-Honecker, J. (2011). Online homework, help or hindrance? What students think and how they perform. Journal of College Science Teaching, 40(4), 81–93.
• Robinson, C. (2017). Technology tools for paperless homework. Science Scope, 41(4), 18–21.
• Roschelle, J., Feng, M., Murphy, R. F., & Mason, C. A. (2016). Online mathematics homework increases student achievement. AERA Open, 2(4), 1–12. https://doi.org/10.1177/2332858416673968
• Sarmiento, C. P. (2017). Student perceptions of online homework in mathematics of accounting and finance. Advanced Science Letters, 23(2), 1122–1125. https://doi.org/10.1166/asl.2017.7513
• Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74. https://psycnet.apa.org/record/2003-08119-003 adresinden ulaşılmıştır.
• Schwarzer, R., Diehl, M., & Schmitz, G. S. (1999). Self-regulation. http://userpage.fu-berlin.de/~health/selfreg_e.htm adresinden ulaşılmıştır.
• Singla, K., Chenicherri, M., Kumar, C. M., Jacob, S. R., & Khan, S. (2020). Evaluation of various designs of online assignments: Gender wise perception of medical students. European Journal of Molecular & Clinical Medicine, 7(11), 9229–9234.
• Sun, M., & Tang, X. (2021). Design and management of students’ homework of advanced mathematics based on online teaching. İçinde C. Huang, Y.-W. Chan, & N. Yen (Ed.), 2020 International Conference on Data Processing Techniques and Applications for Cyber-Physical Systems (ss. 139–145). https://doi.org/10.1007/978-981-16-1726-3_17
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivarite statistics (6th ed.). New Jersey: Pearson.
• Tinsley, H. E. A., & Tinsley, D. J. (1987). Uses of factor analysis in counseling psychology research. Journal of Counseling Psychology, 34(4), 414–424. https://doi.org/10.1037/0022-0167.34.4.414
• Wells, A., & Matthews, G. (2015). Attention: Basic conceptual and theoretical issues. İçinde A. Wells & G. Matthews (Ed.), Attention And Emotion: A Clinical Perspective (ss. 17–38). New York: Pychology Press.
• Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Australasian Journal of Paramedicine, 8(3), 1–13. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.475.8594&rep=rep1&type=pdf adresinden ulaşılmıştır.
• Wu, J. Y., & Cheng, T. (2019). Who is better adapted in learning online within the personal learning environment? Relating gender differences in cognitive attention networks to digital distraction. Computers and Education, 128, 312–329. https://doi.org/10.1016/j.compedu.2018.08.016
• Wu, J. Y., & Xie, C. (2018). Using time pressure and note-taking to prevent digital distraction behavior and enhance online search performance: Perspectives from the load theory of attention and cognitive control. Computers in Human Behavior, 88, 244–254. https://doi.org/10.1016/j.chb.2018.07.008
• Xu, J. (2013). Why do students have difficulties completing homework? The need for homework management. Journal of Education and Training Studies, 1(1), 98–105. https://doi.org/10.11114/jets.v1i1.78
• Xu, J. (2015). Investigating factors that influence conventional distraction and tech-related distraction in math homework. Computers and Education, 81, 304–314. https://doi.org/10.1016/j.compedu.2014.10.024
• Xu, J., Núñez, J. C., Cunha, J., & Rosário, P. (2020). Online homework distraction scale: A validation study. Psicothema, 32(4), 469–475. https://doi.org/10.7334/psicothema2020.60
• Yong, A. G., & Pearce, S. (2013). A beginner’s guide to factor analysis: Focusing on exploratory factor analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79–94. https://doi.org/10.20982/tqmp.09.2.p079
• You, J. W. (2015). Examining the effect of academic procrastination on achievement Using LMS Data in e-Learning. Educational Technology & Society, 18(3), 64–74.
• Yükseköğretim Kurulu. (2020). YÖK’ten üniversitelerdeki sınavların yüz yüze gerçekleştirilemeyeceğine ilişkin karar. https://covid19.yok.gov.tr/Documents/alinan-kararlar/19-universitelerdeki-sinavlara-iliskin-karar.pdf adresinden ulaşılmıştır.
• Yurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması. XIV. Ulusal Eğitim Bilimleri Kongresi. http://yunus.hacettepe.edu.tr/~yurdugul/3/indir/PamukkaleBildiri.pdf adresinden ulaşılmıştır.
• Yurdugül, H., & Alsancak Sarikaya, D. (2013). The scale of online learning readiness: A study of validity and reliability. Education and Science, 38(169), 391–406.
• Zhou, Y., Chai, C. S., Liang, J. C., Jin, M., & Tsai, C. C. (2017). The relationship between teachers’ online homework guidance and technological pedagogical content knowledge about educational use of web. Asia-Pacific Education Researcher, 26(5), 239–247. https://doi.org/10.1007/s40299-017-0344-3