Çocuk Gelişimi Bölümü Öğrencilerin Web 2.0 İçerik Geliştirme Öz-Yeterlik İnançlarının Belirlenmesi
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Tarih
2021
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info:eu-repo/semantics/openAccess
Özet
Bu araştırmada çocuk gelişimi bölümü öğrencilerinin web 2.0 içerik geliştirme öz-yeterlik inançlarının
belirlenmesi amaçlanmıştır. Araştırmada mevcut durumu tespit etmek amacıyla tarama modeli
kullanılarak 2019-2020 eğitim öğretim yılında Çocuk Gelişimi Bölümü’nde öğrenim gören 280
öğrenciye Birişçi, Kul, Aksu, Akaslan ve Çelik (2017) tarafından geliştirilen “Eğitsel Amaçlı Web 2.0
Hızlı İçerik Geliştirme Öz-Yeterlik Algısı Ölçeği” uygulanmıştır. 21 madde ve 3 alt boyuttan (hazırlık,
sunum ve değerlendirme) oluşan ölçeğin Cronbach Alpha güvenirlik katsayısı ,95 olarak hesaplanmıştır.
Ölçme aracından elde edilen verilerin çözümlenmesinde SPSS 22.0 istatistik programı kullanılarak
frekans ve yüzde, aritmetik ortalama, standart sapma, bağımsız gruplar t-testi, tek yönlü varyans analizi
(ANOVA) ve Kruskal-Wallis testlerinden yararlanılmıştır. Araştırmada elde edilen bulgulara göre
öğrencilerin eğitsel amaçlı web 2.0 hızlı içerik geliştirme öz-yeterlik algılarının orta düzeyde olduğu,
sunum alt boyutunda yüksek düzeyde; hazırlık ve değerlendirme alt boyutlarının ise orta düzeyde olduğu
sonucuna varılmıştır. Ayrıca öğrencilerin öz-yeterlik inançlarının yüksek olduğu maddelerin web 2.0
araçlarını kullanarak fotoğraf, video ve sunum paylaşabilmeleri, güncel web 2.0 araçlarından
faydalanabilmeleri, web 2.0 araçlarıyla hazırlanmış materyalleri derste kullanabilmeleri ve web 2.0
araçlarını kullanarak görüntü ve sunum oluşturabilmeleri şeklindeki sunum ve hazırlık alt boyutundaki
maddelerken, öz-yeterlik inançlarının düşük düzeyde olduğu maddeler ise web 2.0 araçlarını kullanarak
eğitsel içerikli animasyon, karikatür ve kavram haritası oluşturabilmeleri şeklindeki hazırlık alt
boyutundaki maddelerdir. Bununla birlikte araştırma sonuçları demografik özellikler açısından
incelendiğinde, cinsiyet ve yaş değişkeni bakımından anlamlı derecede farklılığa ulaşılmazken mezun
olunan lise türü bakımından düz lise mezunlarına göre diğer lise türü lehine, sınıf değişkeni bakımından
sunum ve hazırlık alt boyutları ile genel ortalamada 1. ve 2. sınıflar arasında 2. sınıf öğrencileri lehine,
kişisel bilgisayara sahip olunma durumuna göre kişisel bilgisayara sahip olanlar lehine ve günlük
internet kullanım süresi değişkenine göre tüm boyutlarda günlük internet kullanım süresi daha fazla olan
öğrenciler lehine anlamlı farklılığa ulaşılmıştır. Araştırma sonucunda öğrencilerin web 2.0 içerik
geliştirme öz-yeterlilik inançlarına dair elde edilen bulguların literatüre katkı sağlayacağı
düşünülmektedir.
In this study it is aimed to determine web 2.0 content development self-efficacy beliefs of the child development department students. Surveillance model was used to determine the current situation. The sample group of the study consisted of 280 students studying in the Child Development Department in the 2019-2020 academic year. In the study, the scale "Web 2.0 Practical Content Development SelfEfficacy Belief" developed by Birişçi, Kul, Aksu, Akaslan and Çelik (2017) which consists of 21 items and 3 sub-dimensions (preparation, presentation and evaluation) was used for data collection. In order to measure the reliability of the survey “Cronbach Alpha” is used and coefficient of the survey is found as “a=0,95”. In analyzing the data obtained from the survey, the frequency (f), percentage (%), arithmetic mean, independent samples “t” test, one-way analysis of variance (ANOVA) and kruskalwallis analysis tests were used by SPSS 22.0 statistics program. According to the findings of the study, it was found that students self-efficacy perceptions for web 2.0 fast content development for educational purposes were medium and they were high in the presentation sub-dimension. It was concluded that the preparation and evaluation sub-dimensions were at medium level. In addition, the items in which students' self-efficacy beliefs are high are in the presentation and preparation sub-dimension: Sharing photos, videos and presentations using web 2.0 tools, making use of up-to-date of web 2.0 tools, using materials prepared with web 2.0 tools and creating images and presentations using web 2.0 tools. The items with low self-efficacy beliefs are the items in the preparatory sub-dimension such as the ability to create educational animations, cartoons and concept maps using web 2.0 tools. However, when the research results were examined in terms of demographic characteristics, no significant difference was found in terms of gender and age variables. In terms of the type of high school graduated from, a significant difference has been found in favor of the other high school type compared to the plain high school graduates. In terms of the class variable, a significant difference in the presentation and preparation sub-dimensions and the general average was found in favor of 2nd grades between 1st and 2nd grades, and according to the status of having a personal computer, it was found in favor of those who have a personal computer. According to the daily internet usage time variable, a significant difference was found in favor of the students with more daily internet usage time in all dimensions. As a result of the research, it is thought that the findings of students' web 2.0 content development selfefficacy beliefs will contribute to the literature.
In this study it is aimed to determine web 2.0 content development self-efficacy beliefs of the child development department students. Surveillance model was used to determine the current situation. The sample group of the study consisted of 280 students studying in the Child Development Department in the 2019-2020 academic year. In the study, the scale "Web 2.0 Practical Content Development SelfEfficacy Belief" developed by Birişçi, Kul, Aksu, Akaslan and Çelik (2017) which consists of 21 items and 3 sub-dimensions (preparation, presentation and evaluation) was used for data collection. In order to measure the reliability of the survey “Cronbach Alpha” is used and coefficient of the survey is found as “a=0,95”. In analyzing the data obtained from the survey, the frequency (f), percentage (%), arithmetic mean, independent samples “t” test, one-way analysis of variance (ANOVA) and kruskalwallis analysis tests were used by SPSS 22.0 statistics program. According to the findings of the study, it was found that students self-efficacy perceptions for web 2.0 fast content development for educational purposes were medium and they were high in the presentation sub-dimension. It was concluded that the preparation and evaluation sub-dimensions were at medium level. In addition, the items in which students' self-efficacy beliefs are high are in the presentation and preparation sub-dimension: Sharing photos, videos and presentations using web 2.0 tools, making use of up-to-date of web 2.0 tools, using materials prepared with web 2.0 tools and creating images and presentations using web 2.0 tools. The items with low self-efficacy beliefs are the items in the preparatory sub-dimension such as the ability to create educational animations, cartoons and concept maps using web 2.0 tools. However, when the research results were examined in terms of demographic characteristics, no significant difference was found in terms of gender and age variables. In terms of the type of high school graduated from, a significant difference has been found in favor of the other high school type compared to the plain high school graduates. In terms of the class variable, a significant difference in the presentation and preparation sub-dimensions and the general average was found in favor of 2nd grades between 1st and 2nd grades, and according to the status of having a personal computer, it was found in favor of those who have a personal computer. According to the daily internet usage time variable, a significant difference was found in favor of the students with more daily internet usage time in all dimensions. As a result of the research, it is thought that the findings of students' web 2.0 content development selfefficacy beliefs will contribute to the literature.
Açıklama
Anahtar Kelimeler
Çocuk gelişimi, Web 2.0, Öz-yeterlik, Child development, Self-efficacy
Kaynak
19th International Primary Teacher Education Symposium / 12-14 November / Turkey
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Sözer, M. A., & Işıker, Y. (2021). Çocuk Gelişimi Bölümü Öğrencilerin Web 2.0 İçerik Geliştirme Öz-Yeterlik İnançlarının Belirlenmesi. 19. Uluslararası Sınıf Öğretmenliği Sempozyumu (ss. 134-135).
