Ortaokul Öğrencilerinin Matematik Eğitiminde Mobil Uygulamalar Kullanım Öz Yeterliliği

Year 2022, Volume: 6 Issue: 12, 101 - 112, 30.08.2022

Tugba Guler , Ahmet Berk Ustun , Ahmet Yılmaz

Abstract

Bu çalışma matematik eğitiminde mobil öğrenmenin kullanımına yönelik ortaokul öğrencilerinin öz-yeterlik inançlarını incelenmeyi amaçlamaktadır. Çalışma kapsamında, ortaokul öğrencilerinin matematik dersindeki mobil cihaz kullanma öz-yeterliklerini inceleyebilmek için tarama modeli kullanılmıştır. Araştırmaya, 2020-2021 Eğitim-Öğretim döneminde Bartın İli merkez ilçeye bağlı ortaokullarda okuyan 381 öğrenci katılım sağlamıştır. Verileri toplamak için kişisel bilgi formu ve mobil öğrenme araçlarını kullanma öz-yeterliği ölçeği kullanılmıştır. Çalışmanın sonuçlarına göre, öğrencilerin mobil cihaz kullanım öz yeterliği yüksek düzeyde bulunmuş ve kullanılan ölçeğin alt faktörlerden en yüksek ortalamaya sahip olan faktörün ise “Mobil Cihazlarla Ders Etkinlikleri Yapabilme” olduğu saptanmıştır. Sınıf düzeylerine göre mobil öğrenme öz yeterlikleri incelendiğinde 5. ve 6. sınıflar ile 5. ve 7. sınıflar arasında anlamlı farklılık olduğu bulunmuştur. Mobil cihaz sahipliği bakımından en yüksek mobil cihaz kullanım öz yeterliği ortalamasına, mobil cihaza sahip katılımcıların olduğu bulunmuştur. Bununla beraber, mobil cihaza sahip öğrencilerin öz-yeterliği ile mobil cihaza sahip olmayan öğrencilerin öz-yeterliği anlamlı şekilde farklılaştığı sonucuna ulaşılmıştır. İnternet kullanım süreleri baz alındığında ise interneti günlük 1 saatten az kullanan ve 2-4 saat aralığında kullanan gruplar arasında öz-yeterlik düzeyi anlamlı şekilde farklılaşmaktadır. Ayrıca, cinsiyete göre öğrencilerin mobil öğrenme öz yeterliğinde anlamlı bir farklılık olmadığı tespit edilmiştir.

Keywords

Uzaktan eğitim, Öz yeterlik, Mobil uygulamalar, Mobil cihazlar

Secondary School Students' Self-Efficacy Towards Using Mobile Applications in Mathematics Lessons

Abstract

This study aims to examine secondary school students' self-efficacy beliefs regarding the use of mobile learning in mathematics education. Within the scope of the study, the scanning model was used to examine the secondary school students' self-efficacy in using mobile devices in the mathematics lesson. In the 2020-2021 academic year, 381 students studying at secondary schools in the central district of Bartın province participated in the research. Personal information form and self-efficacy scale of using mobile learning tools were used to collect data. According to the results of the study, the students' self-efficacy for using mobile devices was found to be high, and it was determined that the factor with the highest average among the sub-factors of the scale used was "Performing Lesson Activities with Mobile Devices". When mobile learning self-efficacy was examined according to grade levels, it was found that there was a significant difference between 5th and 6th grades and 5th and 7th grades. It was found that the participants with the highest mobile device usage self-efficacy average in terms of mobile device ownership had mobile devices. However, it was concluded that the self-efficacy of students with mobile devices and the self-efficacy of students without mobile devices differed significantly. When the duration of internet use is taken into account, the self-efficacy levels differ significantly between the groups that use the internet for less than 1 hour a day and between the groups that use the internet for 2-4 hours. In addition, it has been determined that there is no significant difference in mobile learning self-efficacy of students according to gender.

Keywords

Distance education, Self-efficacy, Mobile applications, Mobile devices

References

• Açıkgül, K. (2019). Investigation of pre-service mathematics teachers’ mobile learning readiness levels. Educational Technology Theory and Practice, 9(2), 566-587. Al-Fahad, F. N. (2009). Students' attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia. TOJET: The Turkish Online Journal of Educational Technology, 8(2), 111-119.
• Al-Hunaiyyan, A., Alhajri, R. A., & Al-Sharhan, S. (2018). Perceptions and challenges of mobile learning in Kuwait. Journal of King Saud University-Computer and Information Sciences, 30(2), 279-289.
• Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25.
• Anderson, T. (Ed.). (2008). The theory and practice of online learning. Athabasca University Press. https://www.aupress.ca/app/uploads/120146_99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
• Aslan, D., & Sayek, I. (2020). We need to rethink on medical education for pandemic preparedness: Lessons learnt from COVID-19. Balkan medical journal, 37(4), 178.
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148.
• Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed), Self-efficacy in changing societies. Cambridge, MA: Cambridge University Press.
• Berge, Z. L. (2013). Barriers to communication in distance education. Turkish Online Journal of Distance Education, 14(1), 374-388.
• Bozkurt, A. (2017). Türkiye’de uzaktan eğitimin dünü, bugünü ve yarını. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 85-124.
• Chao, C. M. (2019). Factors determining the behavioral intention to use mobile learning: An application and extension of the UTAUT model. Frontiers in psychology, 10, 1652.
• Corbeil, J. R., & Valdes-Corbeil, M. E. (2007). Are you ready for mobile learning?. Educause quarterly, 30(2), 51.
• Çınar, S. M., & Bilici, H. Mobil Cihazlar için Uygulama Geliştirmekte Kullanılan Platformların ve Dillerin Karşılaştırılması. Journal of Materials and Mechatronics: A, 1(1), 42-54.
• Çiloğlu, T., Özeren, E., & Ustun, A. B. (2021). Mobil uygulama geliştirme, yayımlama ve ekonomik gelir etme aşamalarının incelenmesi: IOS ve Android sistemlerinin karşılaştırması. Yeni Medya Elektronik Dergisi, 5(1), 60-77.
• Demir, K., & Akpınar, E. (2016). Mobil öğrenmeye yönelik tutum ölçeği geliştirme çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 59-79.
• Elangovan, S., Mahrous, A., & Marchini, L. (2020). Disruptions during a pandemic: gaps identified and lessons learned. Journal of dental education, 84(11), 1270-1274.
• Froiland, J. M., Oros, E., Smith, L., & Hirchert, T. (2012). Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology: Formerly" The California School Psychologist", 16(1), 91-100.
• Goh, P. S., & Sandars, J. (2020). A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish, 9(1), 49. https://doi.org/10.15694/mep.2020.000049.1
• Gökbulut, B. (2020). Distance Education Students' Opinions on Distance Education. In Enriching Teaching and Learning Environments With Contemporary Technologies (pp. 138-152). IGI Global.
• Hall, T., Connolly, C., Grádaigh, S. Ó., Burden, K., Kearney, M., Schuck, S., ... & Kosmas, P. (2020). Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic. Information and Learning Sciences, 121(5/6), 433–442.
• Hashim, A. S., Ahmad, W. F. W., & Ahmad, R. (2011). Mobile learning course content application as a revision tool: The effectiveness and usability. In 2011 International Conference on Pattern Analysis and Intelligence Robotics (Vol. 2, pp. 184-187). IEEE.
• Kalınkara, Y. (2017). Bilgisayar donanımı dersine yönelik mobil eğitim materyalinin geliştirilmesi ve öğrenci başarısı üzerine etkisinin incelenmesi. İnönü University, Malatya, Turkey.
• Karakus, M., Uludag, S., Guler, E., Turner, S. W., & Ugur, A. (2012). Teaching computing and programming fundamentals via App Inventor for Android. In 2012 International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-8). IEEE.
• Karaoğlan Yılmaz, F. G., Dilen, A., & Durmuş, H. (2018). Lise öğrencilerinin mobil öğrenme araçlarını kullanma öz-yeterlik düzeylerinin incelenmesi [The examination of high school students’ self-efficacy levels of mobile learning tools]. SDU International Journal of Educational Studies, 5(1), 1-12.
• Karaoğlan Yılmaz, F. G., Yilmaz, R., Üstün, A. B., & Keser, H. (2019). Examination of critical thinking standards and academic self-efficacy of teacher candidates as a predictor of metacognitive thinking skills through structural equation modelling. Journal of Theoretical Educational Science, 12(4), 1239-1256.
• Karasar, N. (2003). Bilimsel araştırma yöntemi. (12. Baskı) Ankara: Nobel Yayın Dağıtım.
• Kaptan, S. (1998). Bilimsel araştırma teknikleri ve istatistik yöntemleri. (11.Baskı) Ankara:Tekışık Web Ofset.
• Kim, H., & Suh, E. E. (2018). The effects of an interactive nursing skills mobile application on nursing students' knowledge, self-efficacy, and skills performance: A randomized controlled trial. Asian nursing research, 12(1), 17-25.
• Kinash, S., Brand, J., & Mathew, T. (2012). Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads. Australasian journal of educational technology, 28(4).
• Kukulska-Hulme, A., & Shield, L.(2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
• Lin, Y. T., & Jou, M. (2013). Integrating popular web applications in classroom learning environments and its effects on teaching, student learning motivation and performance. Turkish Online Journal of Educational Technology-TOJET, 12(2), 157-165.
• Mcconatha, D., Praul, M., & Lynch, M. J. (2008). Mobile learning in higher education: An empirical assessment of a new educational tool. Turkish Online Journal of Educational Technology-TOJET, 7(3), 15-21.
• Naciri, A., Baba, M. A., Achbani, A., & Kharbach, A. (2020). Mobile learning in Higher education: Unavoidable alternative during COVID-19. Aquademia, 4(1), ep20016.
• Nikolopoulou, K., & Gialamas, V. (2017). High school pupils’ attitudes and self-efficacy of using mobile devices. Themes in Science and Technology Education, 10(2), 53-67.
• Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of youth and adolescence, 48(2), 326-340.
• Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia-Social and Behavioral Sciences, 28, 937-942.
• Rajasingham, L. (2011). Will mobile learning bring a paradigm shift in higher education?. Education Research International, 1-10.
• Razzaq, A., Samiha, Y. T., & Anshari, M. (2018). Smartphone habits and behaviors in supporting students self-efficacy. International Journal of Emerging Technologies in Learning, 13(2).
• Romero-Rodríguez, J. M., Aznar-Díaz, I., Hinojo-Lucena, F. J., & Gómez-García, G. (2020). Mobile learning in higher education: Structural equation model for good teaching practices. IEEE Access, 8, 91761-91769.
• Rummler, K., Grabensteiner, C., & Schneider-Stingelin, C. (2020). Mobile learning for homework: Emerging cultural practices in the new media ecology. Comunicar, 28(65), 101-110.
• Sarıtaş, E., & Barutçu, S. (2020). Öğretimde dijital dönüşüm ve öğrencilerin çevrimiçi öğrenmeye hazır bulunuşluğu: Pandemi döneminde Pamukkale Üniversitesi öğrencileri üzerinde bir araştırma. İnternet Uygulamaları ve Yönetimi Dergisi, 11(1), 5-22.
• Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231.
• Stajkovic, A. D., & Luthans, F. (2003). Behavioral management and task performance in organizations: conceptual background, meta‐analysis, and test of alternative models. Personnel Psychology, 56(1), 155-194.
• Suprianto, A., Ahmadi, F., & Suminar, T. (2019). The development of mathematics mobile learning media to improve students’ autonomous and learning outcomes. Journal of Primary Education, 8(1), 84-91.
• Şener, A. (2016). Ortaöğretim öğrencilerinin mobil cihaz kullanım alışkanlıkları ve mobil öğrenme araçlarını kullanma öz-yeterlik inançlarının incelenmesi: İzmir Karabağlar örneği. Yayımlanmamış Yüksek Lisans Tezi. Ege Üniversitesi/Fen Bilimleri Enstitüsü, İzmir.
• Telli, S. G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
• Ustun, A. B. (2019). Effects of Mobile Learning in Blended Learning Environments. Bilgi ve İletişim Teknolojileri Dergisi, 1(1), 1-14.
• Üstün, A. B. (2021). The Power of Using Emerging Technologies in MOOCs: Accelerating Globalization in Higher Education. Journal of Learning and Teaching in Digital Age, 6(2), 141-148.
• Valentine, D. (2002). Distance learning: Promises, problems, and possibilities. Online journal of distance learning administration, 5(3).
• Valk, J. H., Rashid, A. T., & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. International Review of Research in Open and Distributed Learning, 11(1), 117-140.
• Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114.
• Wolinsky, H. (2020). Mobile students, remote education, free‐fall economics: campus life in 2020: The pandemic‐triggered economic crisis will have an unprecedented impact on higher education globally. EMBO reports, 21(9), e51430.
• Yang, S. (2012). Exploring college students' attitudes and self-efficacy of mobile learning. TOJET: The Turkish Online Journal of Educational Technology, 11(4), 148-154.
• Yau, H. K., Cheng, A. L. F., & Ho, W. M. (2015). Identify the Motivational Factors to Affect the Higher Education Students to Learn Using Technology. Turkish Online Journal of Educational Technology-TOJET, 14(2), 89-100.
• Yıldız, G., Yıldırım, A., Akça, B. A., Kök, A., Özer, A., & Karataş, S. (2020). Research trends in mobile learning. International Review of Research in Open and Distributed Learning, 21(3), 175-196.