Lise öğrencilerinin matematik öğrenmede mobil teknoloji kabul düzeylerinin Teknoloji Kabul ve Kullanım Birleştirilmiş Modeli-2 çerçevesinde incelenmesi
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı Teknoloji Kabul ve Kullanım Birleştirilmiş Modeli-2 (TKKBM-2) çerçevesinde lise öğrencilerinin matematik öğrenmede mobil teknoloji kabul düzeylerini belirlemektir. Araştırmanın diğer bir amacı lise öğrencilerinin matematik öğrenmede mobil teknoloji kabul düzeylerini cinsiyet, okul türü, yaş, internet erişimine sahip olma, mobil teknolojileri kullanma deneyimi, mobil teknoloji kullanma yeterliliği, matematiği öğrenmede mobil teknolojileri kullanma deneyimi, matematiği öğrenmede mobil teknolojileri kullanma sıklığı değişkenleri açısından incelemektir. Ayrıca, araştırmada lise öğrencilerinin mobil öğrenme araçlarını kullanma konusundaki öz-yeterlilik algı düzeylerinin matematik öğrenmede mobil teknoloji kabul düzeylerini yordama durumunu incelemek amaçlanmıştır. Araştırmada betimsel ve ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini uygun örnekleme yöntemi ile belirlenen liselerde öğrenim gören 1050 lise öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak Kişisel Bilgi Formu, Matematik Öğrenmede Mobil Teknoloji Kabul Ölçeği ve Mobil Öğrenme Araçlarını Kullanma Öz-Yeterliği Ölçeği kullanılmıştır. Araştırmada elde edilen verilerin analizinde betimsel istatistiklerden frekans (f), aritmetik ortalama (X) ve standart sapma (s) değerleri hesaplanırken öğrencilerin söz konusu değişkenler açısından kabul düzeylerinin farklılaşma durumunu belirlemek amacıyla F testi yapılmıştır. Ayrıca lise öğrencilerinin mobil öğrenme araçlarını kullanma konusundaki öz-yeterlilik algı düzeylerinin matematik öğrenmede mobil teknoloji kabul düzeylerini yordama durumu basit doğrusal regresyon analizi ile araştırılmıştır. Yapılan betimsel analiz sonucunda lise öğrencilerinin matematik öğrenmede mobil teknoloji kabul düzeylerinin orta seviyede olduğu gözlemlenmiştir. Ayrıca lise öğrencilerinin matematik öğrenmede mobil teknoloji kabul düzeylerinin internet erişimine sahip olma, mobil teknoloji kullanma deneyimi ve yeterliliği, matematik öğrenirken mobil teknoloji kullanma deneyimi ve sıklığı değişkenleri açısından istatistiksel olarak anlamlı düzeyde farklılaştığı belirlenmiştir. Basit doğrusal regresyon analizi sonucunda ise mobil öğrenme araçlarını kullanma konusundaki öz-yeterlilik algı puanlarının (?= ,236) matematik öğrenmede mobil teknoloji kabul puanlarına ait varyansın %5.7'sini açıkladığı gözlemlenmiştir. Açıklanan varyans oranı düşük olmakla birlikte öz-yeterlilik algısının lise öğrencilerinin matematik öğrenmede mobil teknoloji kabul düzeylerinin anlamlı bir yordayıcısı olduğu belirlenmiştir. Araştırmadan elde edilen sonuçlara bağlı olarak akademik alana ve matematik öğretimi alanına ilişkin birtakım önerilerde bulunulmuştur.
The aim of this study is to determine mobile technology acceptance level of high school students in learning mathematics in the framework the Unified Theory of Acceptance and Use of Technology-2 (UTAUT-2). Another aim of this study is to analyze mobile technology acceptance level of high school students in learning mathematics in terms of gender, school type, age, internet access, experience using mobile technologies, competence to use mobile technology, experience using mobile technologies in learning mathematics, and frequency of using mobile technologies in learning mathematics. Furthermore the study examine the predictive effect of the self-efficacy perception levels of high school students in using mobile learning tools on mobile technology acceptance level in mathematics. In this study, descriptive and correlational survey models have been used. Research sample consists of 1050 students currently enrolled in high schools, selected by appropriate sampling methods. Data collection tools used in the study are personal information form, Mobile Technology Acceptance Scale for Learning Mathematics and Using Mobile Learning Tools Self-Efficacy Scale. In the analysis of the data obtained in the research, while calculating frequency (f), arithmetic mean (X) and standard deviation (s) values from descriptive statistics, the F test was used to determine the differentiation of the acceptance levels of the students in terms of these variables. Furthermore, predictive effect of self-efficacy perception levels of high school students in using mobile learning tools on mobile technology acceptance level in learning mathematics have been investigated through regression analysis. The result of descriptive analysis shows that mobile technology acceptance levels of high school students in learning mathematics were at a medium level. Furthermore, it was determined that the acceptance levels of high school students for mobile technology in learning mathematics differed statistically significantly in terms of having internet access, mobile technology usage experience and competence, and the frequency and experience of using mobile technology while learning mathematics. The result of simple linear regression analysis shows that perception levels of self-efficacy in using mobile learning tools (?= ,236) explain the mobile technology acceptance scores in maths in the variance ratio of 5,7%. Even though the variance ratio explained is considered to be low, the perception of self-efficacy of high school students is a significant predictor of the level of acceptance of mobile tech in maths learning. According to the results acquires from the research, some suggestions have been made regarding the academic field and the field of mathematics teaching.
The aim of this study is to determine mobile technology acceptance level of high school students in learning mathematics in the framework the Unified Theory of Acceptance and Use of Technology-2 (UTAUT-2). Another aim of this study is to analyze mobile technology acceptance level of high school students in learning mathematics in terms of gender, school type, age, internet access, experience using mobile technologies, competence to use mobile technology, experience using mobile technologies in learning mathematics, and frequency of using mobile technologies in learning mathematics. Furthermore the study examine the predictive effect of the self-efficacy perception levels of high school students in using mobile learning tools on mobile technology acceptance level in mathematics. In this study, descriptive and correlational survey models have been used. Research sample consists of 1050 students currently enrolled in high schools, selected by appropriate sampling methods. Data collection tools used in the study are personal information form, Mobile Technology Acceptance Scale for Learning Mathematics and Using Mobile Learning Tools Self-Efficacy Scale. In the analysis of the data obtained in the research, while calculating frequency (f), arithmetic mean (X) and standard deviation (s) values from descriptive statistics, the F test was used to determine the differentiation of the acceptance levels of the students in terms of these variables. Furthermore, predictive effect of self-efficacy perception levels of high school students in using mobile learning tools on mobile technology acceptance level in learning mathematics have been investigated through regression analysis. The result of descriptive analysis shows that mobile technology acceptance levels of high school students in learning mathematics were at a medium level. Furthermore, it was determined that the acceptance levels of high school students for mobile technology in learning mathematics differed statistically significantly in terms of having internet access, mobile technology usage experience and competence, and the frequency and experience of using mobile technology while learning mathematics. The result of simple linear regression analysis shows that perception levels of self-efficacy in using mobile learning tools (?= ,236) explain the mobile technology acceptance scores in maths in the variance ratio of 5,7%. Even though the variance ratio explained is considered to be low, the perception of self-efficacy of high school students is a significant predictor of the level of acceptance of mobile tech in maths learning. According to the results acquires from the research, some suggestions have been made regarding the academic field and the field of mathematics teaching.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
