The Investigation of the Relationship Between Classroom Teachers' Views on Distance Education and Beliefs about Computer Use in Mathematics Education

Yıl 2023, Cilt: 5 Sayı: 2, 566 - 578, 30.09.2023

Gökçen Bakan , Mehmet Akif Bircan , Emrah Akman

https://doi.org/10.38151/akef.2023.71

Öz

In this study, we sought to investigate the opinions of classroom teachers about distance education and their beliefs about the use of computers in mathematics education. We used a relational survey model, one of the quantitative research designs, to collect data from 163 classroom teachers. The Opinion Scale on Distance Education developed by Kurnaz, Kaynar, Şentürk Barışık, and Doğrukök (2020) and the Belief Scale on Computer Use in Mathematics Education developed by Çakıroğlu, Güven, and Akkan (2008) were used as data collection tools. We analysed the data using descriptive statistics, independent samples t-test, ANOVA, and Pearson correlation. A significant positive relationship was found between classroom teachers' views on distance education and their mean scores on computer use in mathematics education. The results of the study showed that the mean scores of classroom teachers' opinions about distance education and beliefs about the use of computers in mathematics education were both close to the middle level. Additionally, the mean scores of classroom teachers' opinions about distance education did not differ significantly by gender or education level, but they did differ significantly by professional seniority. Similarly, the mean scores of classroom teachers' beliefs about the use of computers in mathematics education did not differ significantly by gender or professional seniority, but they did differ significantly by education level.

Anahtar Kelimeler

Distance Education, Opinion, Mathematics Education, Computer, Belief

Sınıf Öğretmenlerinin Uzaktan Eğitime İlişkin Görüşleri ve Matematik Eğitiminde Bilgisayar Kullanımına İlişkin İnançları arasındaki ilişkinin İncelenmesi

Öz

Bu araştırmada sınıf öğretmenlerinin uzaktan eğitime ilişkin görüşleri ve matematik eğitiminde bilgisayar kullanımına ilişkin inançları ortaya çıkarılmaya çalışılmıştır. Araştırmada nicel araştırma desenlerinden ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu 163 sınıf öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak Kurnaz, Kaynar, Şentürk Barışık ve Doğrukök (2020) geliştirilen Uzaktan eğitime ilişkin görüş ölçeği ve Çakıroğlu, Güven ve Akkan (2008) tarafından geliştirilen Matematik Eğitiminde Bilgisayar Kullanımına İlişkin İnanç ölçeği kullanılmıştır. Araştırma verileri betimsel istatistikler, bağımsız gruplar t-testi, Anova testi ve pearson korelasyon testi kullanılarak analiz edilmiştir. Araştırma sonuçlarına göre sınıf öğretmenlerinin uzaktan eğitime ilişkin görüşleri ile matematik eğitiminde bilgisayar kullanımına ilişkin ortalama puanları arasında pozitif yönde anlamlı bir ilişki vardır. Sınıf öğretmenlerinin uzaktan eğitime ilişkin görüş ve matematik eğitiminde bilgisayar kullanımına ilişkin inanç ortalama puanlarının orta düzeye yakın olduğu sonucu elde edilmiştir. Ayrıca sınıf öğretmenlerinin uzaktan eğitime ilişkin görüş ortalama puanları; cinsiyet ve eğitim düzeyi değişkenine göre anlamlı farklılık göstermezken mesleki kıdem değişkenine göre anlamlı farklılık göstermektedir. Bununla birlikte sınıf öğretmenlerinin matematik eğitiminde bilgisayar kullanımına ilişkin inanç ortalama puanları; cinsiyet ve mesleki kıdem değişkenine göre anlamlı farklılık göstermezken eğitim düzeyi değişkenine göre anlamlı farklılık göstermektedir.

Anahtar Kelimeler

Uzaktan Eğitim, Görüş, Matematik Eğitimi, Bilgisayar, İnanç

Kaynakça

• Akpınar, Y. (2003). Öğretmenlerin yeni bilgi teknolojileri kullanımında yükseköğretimin etkisi: İstanbul okulları örneği [The effect of higher education on the use of new information technologies by teachers: The case of Istanbul schools]. The Turkish Online Journal of Educational Technology, 2(2), 79-96.
• Aktepe, V. (2011). The classroom teachers’ views on computer use in their courses. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Ahi Evran University Kırşehir Faculty of Education Journal], 12(3), 75-92.
• Alptekin, G., & Türkmen, D. (2023). Perception levels of high school students on distance education activities during COVID-19 pandemic period. Açıköğretim Uygulamaları ve Araştırmaları Dergisi [Open Education Practices and Research Journal], 9(1), 23-61.
• Andiç, T. (2012). The effect of computer assisted education of the subject of permutation – combination of mathematics on 8th grade students’ level of achievement, andattitudes. [Unpublished Master Thesis]. Yeditepe University Institute of Social Sciences, Istanbul, Turkey.
• Arslan, A. (2006). Computer-assisted instruction attitude scale. Van Yüzüncü Yıl University Journal of Education, 3(2), 24-33.
• Aygin, D., & Gül, A. (2023). COVID-19 and distance learning. Gazi Journal of Health Sciences, 8(1), 11-21.
• Balci, Ş. (2022). Determination of classroom teachers' attitudes towards distance education in terms of different factors. [Unpublished Master Thesis]. Necmettin Erbakan University, Institute of Educational Sciences, Konya, Turkey.
• Beese, J. (2014). Expanding learning opportunities for high school students with distance learning. American Journal of Distance Education, 28(4), 292-306.
• Bozkurt, A. (2016). Defining evaluation criteria for interactive e-books for open and distance learning. [Unpublished Master Thesis]. Eskişehir Anadolu University, Institute of Social Sciences, Eskişehir, Turkey.
• Bušelić, M. (2012). Distance learning–concepts and contributions. Oeconomica Jadertina, 2(1), 23-34.
• Bütün, M., & Karakus, F. (2021). Mathematics teachers' views on distance education and their beliefs about ıntegrating computer technology in mathematics courses. Journal of Pedagogical Research, 5(2), 88-102.
• Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri [Scientific research methods in education]. Ankara: Pegem Akademi.
• Çakıroğlu, Ü., Güven, B., & Akkan, Y. (2008). Examining mathematics teachers’ beliefs about using computers in mathematics teaching. Hacettepe University Journal of Education, (35), 38-52.
• Dede, Y., & Argün, Z. (2003). Using spreadsheets in mathematics teaching. Pamukkale University Journal of Education, 2(14), 147– 173.
• Dursun, Ş., & Dede, Y. (2004). The factors affecting students’success in mathematics mathematics teachers perspectives. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi [Journal of Gazi University Gazi Education Faculty], 24(2).
• Gündüzalp, C. (2021). Teachers' perceptions and attitudes towards distance education. Caucasian Journal of Science, 8(2), 247-271. DOI: 10.48138/cjo.1016739
• Hamafin, M. J., & Peck, K. L. (1989). The design, development and evaluation of instructional software. New York/London
• Hangül, T., & Üzel, D. (2010). The effect of the computer assisted instruction (CAI) on student attitude in mathematics teaching of primary school 8th class and views of students towards CAI. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 4(2), 154–176
• Kaleli-Yılmaz, G., & Koparan, T. (2015). Investigate of the beliefs regarding to computer technology usage in mathematics teaching in terms of different variables. Mehmet Akif Ersoy University Journal of Education Faculty, 1(35), 112-135.
• Kandemir, M. A., Kurt, K., & Apaydın, Z. (2022). Analysis of primary school teachers attitudes towards distance education. Mustafa Kemal University Journal of Faculty of Education, 6(9), 159-172.
• Kantos, Z. E. (2021). Opinions of the elementary school teachers about the distance education. MSGSÜ Sosyal Bilimler, 1(23), 476-491.
• Karadeniz, Ş. & Vatanartıran, S. (2015). Primary school teachers’ technological pedagogical content knowledge. Elementary Education Online, 14(3), 1017-1028. DOI: 10.17051/io.2015.12578
• Karaduman, G. B., Ertaş, Z. A., & Baytar, S. D. (2021). Investigation of teachers’ experiences regarding mathematics courses carried out by distance education. International Primary Education Research Journal, 5(1), 1-17.
• Kaya, Z. (2002). Uzaktan eğitim [Distance education]. Ankara: Pegem.
• Kızıltaş, Y., & Özdemir, E. Ç. (2021). Classrooms teacher’s opinions on distance education process. Electronic Journal of Social Sciences, 20(80), 1896-1914.
• Kilit, B., & Güner, P. (2021). Perspectives of mathematics teachers regarding web-based distance education in mathematics courses. Journal of Social Sciences of Mus Alparslan University, 9(1) 85-102.
• Kocayiğit, A., & Uşun, S. (2020). Attitudes of teachers working in schools affiliated to ministry of national education towards distance education (example of Burdur province). International Journal of Euroasian Research, 8(23), 285-299.
• Kurnaz, A., Kaynar, H., Barışık, C. Ş., & Doğrukök, B. (2020). Teachers’ views on distance learning. Milli Eğitim Dergisi [Journal of National Education], 49(1), 293-322.
• Markauskaite, L. (2006). Gender issues in preservice teachers’ training: ICT literacy and online learning. Australasian Journal of Education Technology, 22(1), 1-20.
• Moore, M. G., & Kearsley, G. (2011). Distance education: a system view of online learning. Wadsworth, Canada. Ong, C. S., & Lai, J. Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816-829.
• Önal, N., & Demir, C. G. (2012). The effect of computer assisted geometry instruction on seventh grade school students’ achievement. Turkish Journal of Education, 2(1), 19–28
• Özer, B. (1990). Uzaktan eğitim sisteminin evrensel yapısı [The universal structure of the distance education system]. Kurgu Dergisi, 8(8), 569-594. https://dergipark.org.tr/tr/pub/ekurgu/issue/16241/170239.
• Özbay, Ö. (2015). The current status of distance education in the World and Turkey. International Journal of Education Sciences, 2(5), 376-394.
• Saygı, H. (2021). Problems encountered by classroom teachers in the covid-19 pandemic distance education process. Açıköğretim Uygulamaları ve Araştırmaları Dergisi [Journal of Open Education Practices and Research], 7(2), 109-129.
• Schlosser, C. (2009). The perfect online course: Best practices for designing and teaching (p. 117). A. Orellana, T. L. Hudgins, & M. R. Simonson (Eds.). IAP, Information Age Pub.
• Sezgin, S., & Fırat, M. (2020). Covid-19 Pandemisinde uzaktan eğitime geçiş ve dijital uçurum tehlikesi [Transition to distance education and the danger of digital divide in the Covid-19 pandemic]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi [Journal of Open Education Practices and Research], 6(4), 37-54.
• Sönmez, M., Yıldırım, K., & Çetinkaya, F. Ç. (2020). evaluation of distance education process due to new type of Coronavirus (SARS-CoV2) pandemic with the opinions of elementary school classroom teachers. Electronic Turkish Studies, 15(6), 855-875.
• Tican, C., & Gökoğlu, S. D. T. (2021). Opinions of middle school mathematics teachers about distance education mathematics lessons. MSKU Journal of Education, 8(2), 767-786.
• Toptaş, V., & Öztop, F. (2021). Primary school teachers’ views on learning deficiencies in mathematics lessons in the process of distance education. Journal of Education, Theory and Practical Research, 7(3), 373-391.
• Uğraş, S., & Aslan, M. (2022). The mediator and moderating role of professional belief in the relationship between physical education teachers' web 2.0 content development competence and distance education competencies. International Journal of Mountaineering and Climbing, 5(2), 52-66.
• Usta, C. (2022). Metaphorical perceptions of primary school teachers about the concept of distance education. [Unpublished Master Thesis]. Ordu University, Institute of Social Science, Ordu, Turkey.
• Ülkü, S. (2018). Attitudes of primary school teachers for distance education. [Unpublished Master Thesis]. Abant İzzet Baysal University, Institute of Educational Sciences, Bolu, Turkey.
• Yahşi, Ö., & Kırkıç, K. A. (2020). Yahşi, Ö., & Kırkıç, K. A. (2020). Analysis of teachers’ attitudes towards distance education in the distance education process. Turkish Studies, 15(5), 3827-3847.
• Yenerer, T. (2021). The evaluation of distance education practices with the perspectives and viewpoints of classroom teachers. [Unpublished Doctoral Dissertation]. Necmettin Erbakan University, Isparta, Turkey.
• Yılmaz, M. (2016). The evaluation of primary school teachers' computer competency and attitudes toward technology concerning the use of technology in education. [Unpublished Master Thesis]. Mersin University, Institute of Educational Sciences, Mersin, Turkey.
• Yılmaz, M., Üredi, L., & Akbaşlı, S. (2015). The identification of preservice teachers’ level of computer competency and their perception of technology use in teaching. International Journal of Humanities and Education, 1(1), 105-121.
• Yurtbakan, E., & Akyıldız, S. (2020). Primary school teachers, primary school students and parents' views on distance education activities implemented during the Covid-19 isolation period. Turkish Studies, 15(6).