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    A reliability generalization meta-analysis of unified theory of acceptance and use of technology model in the educational research
    (Elsevier Sci Ltd, 2026) Acikgul, Kubra; Sad, Suleyman Nihat
    This study aimed to calculate the mean reliability of scores obtained from Unified Theory of Acceptance and Use of Technology (UTAUT) scales and to explore the variability in reliability estimates within the educational context. For this purpose, a Reliability Generalization (RG) meta-analysis study was conducted using 484 reliability estimates from a total of 464 studies. In the study, reliability estimations for 9 factors of UTAUT models (Venkatesh et al., 2003; Venkatesh et al., 2012), namely Performance Expectancy, Effort Expectancy, Facilitating Conditions, Social Influence, Hedonic Motivation, Price Value, Habit, Behavioral Intention, and Use Behavior were analyzed. Cronbach's alpha and Composite Reliability (CR) reliability estimates were examined using the random effects model. As a result of the study, the mean Cronbach's alpha reliability estimates were found between 0.83 and 0.89, the mean CR reliability estimates were found between 0.87 and 0.92, and all mean reliability estimates were found statistically significant according to the random effects model. Moderator analysis revealed that the number of items, and the number of response options had a statistically significant effect on Cronbach's alpha, and the number of items, sample group, and number of response options had a statistically significant effect on CR reliability estimates only for a few factors, while the moderators of sample size and gender (% female) did not have a significant role in explaining the variability in reliability estimates.
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    Developing a Two-Tier Proportional Reasoning Skill Test: Validity and Reliability Studies
    (Izzet Kara, 2021) Acikgul, Kubra
    The main aim of this study is to develop a useful, valid, and reliable two-tier proportional reasoning skill test for middle school 7th and 8th-grade students. The research was carried out using the sequential explanatory mixed method. The study group of this research comprised of 391 (n(7th-grade)= 223, n(8th-grade)= 168) students. With validity and reliability studies, the content, face, construct, discriminant validity, and reliability coefficient of the test were examined. As a result, the two-tier proportional reasoning skill test with 12 items under 3 factors (qualitative prediction and comparison, missing value, numerical comparison) valid and reliable for adequate values specified in the literature.
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    Educators' Acceptance and Use of AI Software: UTAUT2 Model
    (Sage Publications Inc, 2026) Acikgul, Kubra; Sad, Suleyman Nihat
    The research aimed to examine the factors affecting educators' acceptance and use of artificial intelligence (AI) software based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Research data was collected from 280 educators (teachers and education university lecturers) working at schools or universities across seven regions of T & uuml;rkiye. The data was gathered using a self-report questionnaire including demographic information questions and Artificial Intelligence Acceptance Scale for Education (AIASE). Within the scope of this study, the AIASE was developed to determine educators' acceptance of artificial intelligence technology. In the scale, the performance expectancy (PE) subscale included seven items, while the effort expectancy (EE), social influence (SI), facilitating conditions (FC), hedonic motivation (HM), and habit (H) subscales each comprised five items. The price value (PV) subscale contained three items, and the behavioral intention (BI) subscale was represented by six items. In conclusion, the developed scale provides a valid and reliable tool for educators. According to the goodness-of-fit values calculated in the Structural Equation Modeling analysis, the research model indicated an adequate fit. The results showed PE, HM, and H were significant determinants of BI toward educators' acceptance of artificial intelligence software, but only H was a significant determinant of use behavior (UB). The model variables altogether explained 68% of the variability in educators' BI and 34% of the variability in use behavior. According to the results, incentives and practices should be implemented that reinforce the factors of HM, PE and H that are effective in the AI acceptance.
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    High school students' acceptance and use of mobile technology in learning mathematics
    (Springer, 2021) Acikgul, Kubra; Sad, Suleyman Nihat
    The purpose of this research is to investigate factors affecting the acceptance and use of mobile technology in learning mathematics based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study group comprised of 1640 students attending different types of high schools and grade levels. The results of the study revealed both direct and indirect effects of exogenous variables on Behavioral Intention and Use Behavior in mobile technology acceptance of high school students in learning mathematics. It was also found that the theoretical model was confirmed adequately based on the regression coefficients, the significance of the regression coefficients, and the goodness of fit indices obtained from the SEM analysis. The strongest predictors of Behavioral Intention were Hedonic Motivation and Habit, respectively. Exogenous variables of the study together explained 76% of the variance in Behavioral Intention and 13% of the variance in Use Behavior.
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    Investigation of Prospective Mathematics Teachers' Adoption Levels based on Diffusion of Innovations Theory
    (Dergipark Akad, 2020) Acikgul, Kubra; Diri, Esra
    The aim of this study is to determine the mobile learning decision phases of the prospective mathematics teachers, their decision types, innovativeness properties and mobile learning adoption levels based on Rogers' Diffusion of Innovations Theory. In addition, it is investigated whether the prospective teachers mobile learning readiness levels predicted their mobile learning adoption levels. The research was carried out using survey model. The participants consisted of 247 prospective mathematics teachers. In the study, Mobile Learning Adoption Scale and Mobile Learning Readiness Scale were used as data collection tools. As a result of the research, it was found that there were more prospective teachers in the implementation or confirmation decision phases, own will decision type, early majority innovativeness property. In the study, it was determined that the prospective mathematics teachers adoption levels are partially high. In addition, mobile learning readiness levels of prospective mathematics teachers were observed to be a significant predictor of mobile learning adoption levels.
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    Mathematics teachers' opinions about a GeoGebra-supported learning kit for teaching polygons
    (Taylor & Francis Ltd, 2022) Acikgul, Kubra
    This study aims to develop a GeoGebra-supported learning kit for teaching polygons and to examine mathematics teachers' opinions about it. The research was designed using a descriptive research model. The study group comprised 11 mathematics teachers who voluntarily participated in the in-service training called 'Dynamic Math Software (Geogebra)' in Turkey. In the study, data were collected through the 'Learning Kit Evaluation Form' and 'Questionnaire'. According to the opinions of the mathematics teachers, the GeoGebra-supported learning kit had enough fidelity related to learning outcomes, instruction, and programming. The opinions of the teachers during their experience in performing the GeoGebra-supported learning kit during in-service training indicated the changing role of the teacher in the classroom, advantages on the cognitive and affective development of the students, the quality of teaching; difficulties and disadvantages of using the GeoGebra-supported learning kit, and their intention to use the GeoGebra-supported learning kit in the future.
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    Mobile Technology Acceptance Scale for Learning Mathematics: Development, Validity, and Reliability Studies
    (Athabasca Univ Press, 2020) Acikgul, Kubra; Sad, Suleyman Nihat
    The purpose of this study is to develop a valid, reliable, and useful scale to measure high school students' levels of acceptance of mobile technologies in learning mathematics based on the second version of the unified theory of acceptance and use of technology (UTAUT2) model. The study was designed based on a sequential exploratory mixed-method research design. To this end, both qualitative (interviews with students, review of literature, and expert panel evaluation) and quantitative procedures (Lawshe content validity technique, exploratory and confirmatory factor analysis, convergent validity, discriminant validity, nomological validity, criterion validity, internal consistency reliability, and temporal reliability) were used to develop and validate the Mobile Technology Acceptance Scale for Learning Mathematics (m-TASLM). As a result, a 5-point Likert scale with 36 items grouped under 8 factors was developed and confirmed. Both validity and reliability studies yielded favorable results.
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    Spatial ability test for university students: Development, validity and reliability studies
    (Izzet Kara, 2023) Acikgul, Kubra; Sad, Suleyman Nihat; Altay, Bilal
    This study aimed to develop a useful test to measure university students' spatial abilities validly and reliably. Following a sequential explanatory mixed methods research design, first, qualitative methods were used to develop the trial items for the test; next, the psychometric properties of the test were analyzed through quantitative methods using data obtained from 456 university students. As a result, a multiple-choice spatial ability test with 27 items and five options was created, divided into three subtests: spatial relations, spatial visualization, and spatial orientation. The results suggested that scores obtained from the spatial ability test and its subtests are valid and reliable.