İlköğretim öğrencileri için matematik ve bilgisayar öz yeterlik algısı ölçekleri

Date

2003-01-01

Author

Işıksal Bostan, Mine

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Bu çalışmada, ilköğretim 7. ve 8. sınıf öğrencilerinin matematiğe ve bilgisayara ilişkin öz-yeterlik algılarını ölçen matematiğe ilişkin öz-yeterlik algı ve bilgisayara ilişkin özyeterlik algısı ölçekleri geliştirilmesi amaçlanmıştır. Çalışmanın diğer bir amacı ise öğrencilerin matematiğe ve bilgisayara ilişkin öz-yeterlik algısına yönelik cinsiyet farklılıklarını incelemektir. Yapılan faktör analizi sonucunda 15 maddeden oluşan matematiğe ilişkin öz-yeterlik algısı ölçeğini oluşturan maddeler 3 faktörde toplanmıştır. Bu faktörler sırasıyla; günlük yaşamda matematik kullanımı, denklemler ve simetri olarak adlandırılmıştır. 10 sorudan oluşan bilgisayara ilişkin özyeterlik algısı ölçeğini oluşturan maddeler ise 2 faktörde toplanmış bu faktörler ise sırasıyla bilgisayar ile ilgili genel bilgiler ve özel bilgisayar becerileri olarak adlandırılmıştır. Matematiğe ilişkin öz-yeterlik algısı incelendiğinde erkek ve kız öğrenciler arasında anlamı bir fark bulunamamıştır. Bilgisayar öz-yeterliği açısından bakıldığında ise erkek öğrencilerin anlamlı düzeyde kız öğrencilerden daha yüksek ortalamaya sahip oldukları görülmüştür.

Subject Keywords

Matematik öz-yeterlik algısı, Bilgisayara öz-yeterlik algısı, Matematik öz-yeterlik algısı ölçeği, Bilgisayar öz-yeterlik algısı ölçeği, Mathematics self-efficacy, Computer self-efficacy, Mathematics self-efficacy scale, Computer self-efficacy scale

URI

https://hdl.handle.net/11511/83825
https://dergipark.org.tr/en/download/article-file/87867
https://dergipark.org.tr/tr/pub/hunefd/issue/7813/102574

Journal

Hacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal Of Education

Collections

Department of Secondary Science and Mathematics Education, Article

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Citation Formats

M. Işıksal Bostan, “İlköğretim öğrencileri için matematik ve bilgisayar öz yeterlik algısı ölçekleri,” Hacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal Of Education, pp. 109–118, 2003, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/83825.