Web Tabanlı Öğretimin İlköğretim Öğrencilerinin Akademik Başarılarına Etkisi

The aim of this study is to investigate the effect of web-based instruction with web-based instructional material, which covers“Matter and Heat” unit on 6th grade Science and Technology Course Workbook, on students’ academic achievement. Nonequivalent control group, which is a model of Quasi-experimental method, was used in the study. The research was conducted with 102 sixth grade students attending two different primary schools in Artvin in spring semester of the 2010-2011 school years. As data collection tools, “Matter and Heat” unit achievement test was administered in two schools as pre-tests and post-tests and open-ended questions were used after implementation. Between the experimental and the control group students’ post- test scores, significant differences were found in favor of the experimental group in which web-based instruction was used.Bu çalışmada, ilköğretim 6. Sınıf Fen ve Teknoloji dersinde yer alan “Madde ve Isı” ünitesine yönelik olarak Web tabanlı öğretim materyali hazırlanmıştır. Hazırlanan bu materyal ile gerçekleştirilen Web tabanlı öğretimin, öğrencilerin akademik başarılarına etkisinin incelenmesi amaçlanmıştır. Çalışmada yarı deneme modellerinden ön test son test eşitlenmemiş kontrol gruplu model kullanılmıştır. Uygulama, 2010-2011 öğretim yılı bahar döneminde Artvin Merkez ilçede iki ilköğretim okulunda toplam 102 6. Sınıf öğrencisiyle gerçekleştirilmiştir. Uygulama öncesi ve sonrasında her iki gruba ünite başarı testi ve uygulama sonrasında ise açık uçlu sorular uygulanmıştır. Sonuç olarak, deney ve kontrol gruplarının son test başarı puanları arasında web tabanlı öğretimin yapıldığı deney grubu lehine anlamlı farklılık bulunmuştur

Use of digital books at academic level: Perceptions, attitudes and preferences of post-graduate students

Though first appeared in 1971, digital book technology has evolved especially since 2000s and it is relatively a new research area. Therefore, to better understand this phenomenon, a quantitative survey research was conducted in 2015 spring term in a state university in Turkey. The objective of the study is to explain current state of digital books within post-graduate students’ perspectives and to identify post-graduate student’s perceptions, attitudes and preferences related to digital books. In this regard, this research presents results of the survey. A total of 135 post-graduate students responded the questionnaire. The data regarding use of digital books in addition to demographics was collected through an online questionnaire and the findings were analyzed through descriptive statistics. In this sense, post-graduate students’ use of digital books, purposes to use, preferred devices, and most used features of digital books were examined. In addition to these questions, reasons not to use digital books and post-graduate students’ future attitude whether to use digital books or not were further investigated. Additionally, research directions for future implications were provided

Cheating and Plagiarism in E-Assessment: Students’ Perspectives

The aim of this study was to identify students’ perceptions on cheating and plagiarism and trust in e-assessment according to their assessment experience and mode of learning as well as exploring their concerns in e-assessment. Participants were 952 students from two public universities in Turkey and Bulgaria. The study was designed as a cross-sectional survey. A questionnaire consisting of closed and open-ended questions was applied to collect data. Descriptive statistics, t-test, ANOVA and thematic analyses were performed. According to the results, no significant difference was found on students’ perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding students’ prior e-assessment experience. However, there was a significant difference on students’ perceptions towards cheating and plagiarism and their feelings of trust in e-assessment regarding the mode of learning they are involved in. In addition, students’ concerns about e-assessment were explored in details in the paper

Hacia un sistema de detección temprana de estudiantes en riesgo en entornos de enseñanza-aprendizaje en línea

El uso de técnicas de la inteligencia artificial está teniendo un gran impacto en la educación. La disponibilidad de extensas colecciones de datos educativos ha permitido desarrollar modelos de predicción que permiten inferir conocimiento sobre el comportamiento de los estudiantes. Una de las líneas de investigación se centra en la identificación de estudiantes en riesgo, con el objetivo de reducir el riesgo de fracaso y de abandono. En este trabajo se presenta un sistema de detección temprana de estudiantes en riesgo en un entorno de enseñanza-aprendizaje en línea. Asimismo, se describe la prueba piloto del sistema realizada en una asignatura de bases de datos del Grado de Ingeniería Informática de la Universitat Oberta de Catalunya, y los resultados obtenidos de dicha experiencia.The use of artificial intelligence techniques is having a great impact on education. The availability of extensive educational datasets has allowed the development of predictive models that can be used to infer knowledge about students’ behavior. One of these research lines focuses on the identification of at-risk students, with the aim of reducing the risk of failure and dropout. This paper presents a system for the early detection of at-risk students in an online setting. Moreover, a case study has been carried out in a database subject of the Computer Engineering Degree at the Universitat Oberta de Catalunya, and the results obtained from this experience are presented.Este trabajo ha sido financiado por el proyecto New Goals 2018NG001 “LIS: Learning Intelligent System” del eLearn Center (UOC)

Development of the multimedya supported web based workbook and evaluation of efficiency

Bu çalışmanın amacı, ilköğretim okullarında ders kitaplarıyla birlikte verilen öğrenci çalışma kitabının multimedya destekli web tabanlı olarak hazırlanıp uygulanması ve etkinliğinin öğrencilerin akademik başarılarına, Fen ve Teknoloji dersine yönelik tutumlarına ve internete yönelik tutumlarına etkisini araştırmaktır. Bu doğrultuda 6. Sınıf Fen ve Teknoloji dersi çalışma kitabından "Madde ve Isı" öğrenme alanı örnek olarak seçilmiştir. Çalışmada yarı deneme modellerinden ön test son test eşitlenmemiş kontrol gruplu model kullanılmıştır. Uygulama 2010-2011 öğretim yılı bahar döneminde Artvin Merkez ilçede iki ilköğretim okulunda toplamda 102 6. Sınıf öğrencisiyle gerçekleştirilmiştir. Araştırmada veri toplama araçları olarak; Madde ve Isı Ünitesi Başarı Testi, açık uçlu sorular, Fen ve Teknoloji Dersine Yönelik Tutum Ölçeği ve İnternete Yönelik Tutum Ölçeği kullanılmıştır. Ayrıca uygulama sonunda deney grubu öğrencilerinden bazılarının ve iki uygulama öğretmeninin kullandıkları yazılım hakkında yazılı görüşleri alınmıştır. Sonuç olarak uygulanan bu ölçeklerin son test olarak kullanılmasının ardından elde edilen puanların analizi sonrasında, genel olarak deney grupları lehine akademik başarı puanları açısından anlamlı bir farklılık bulunmuştur. Yine son test olarak uygulanan Fen ve Teknoloji Dersi Tutum Ölçeği ve İnternete Yönelik Tutum Ölçeği puanlarına bakıldığında da deney grupları lehine anlamlı farklılıklar bulunmuştur. Son olarak uygulama sonunda deney grubu öğrencilerinin bazılarından ve uygulama öğretmenlerinden yazılı olarak alınan görüşlerin analizinde öğrencilerin ve uygulama öğretmenlerinin araştırmada kullanılan yazılıma karşı olumlu görüş bildirdikleri belirlenmiştir. The aim of this study is to develop multimedya-supported web-based workbook and investigate its effects on students' academic achievement of science and technology course, attitudes toward science and technology, and attitudes towards internet. In this regard, "Matter and Heat" was chosen from 6th grade Science and Technology Course Workbook as an example of the learning area. Quasi-experimental method was used in the study. This research was conducted with 102 sixth grade students attending two different primary schools in Artvin at spring semester of the 2010-2011 school year. While the experimental groups were using multimedia-supported web-based workbook, the control groups continued normal education. As a data collection tools, "Matter and Heat" unit achievement test, open ended questions, an attitude scale towards science and technology (four factors) and an attitude scale towards internet (three factor), were administered to all students (experimental and control groups) in two schools as pre-tests and post-tests. Additionally, some students in experimental groups and two science teachers were asked to write their opinions about the educational software developed by the researcher. As a result, at the end of the instruction it was found out that the 6th graders' science achievements the experimental groups were higher than that of students in the control groups. In generally, the experimental groups attitudes toward science and technology course scores and attitudes toward ınternet scores were also higher than that of students in the control groups. Finally, it was identified that students and their teachers have positive views about the multimedya-supported web-based workbook

THE EFFECT OF MULTIMEDIA SUPPORTED WEB BASED WORKBOOK ON THE SIXTH GRADERS' ATTITUDES TOWARD INTERNET

The aim of this study is to develop multimedia-supported web-based workbook and to investigate its effects on students' attitudes towards internet. In this regard, "Matter and Heat" was chosen from 6th grade Science and Technology Course Workbook as an example of the learning area. Quasi-experimental method was used in the study. This research was conducted with 102 sixth grade students attending two different secondary schools in Artvin at spring semester of the 2010-2011 academic years. While the experimental groups were using multimedia-supported web-based workbook, the control groups continued with normal instruction. As a data collection tools, an attitude scale towards internet (three factor) was administered to all students (experimental and control groups) in two schools as pre-tests and post-tests. Additionally, some students in experimental groups were asked to write their opinions about the educational software developed by the researcher. As a result, the experimental groups' attitudes toward internet scores are higher than that of students in the control groups. The students in experimental groups have also positive views about the educational software

The Effect of Web-Based Instruction on Elementary Students' Academic Achievement

The aim of this study is to investigate the effect of web-based instruction with web-based instructional material, which covers"Matter and Heat" unit on 6th grade Science and Technology Course Workbook, on students' academic achievement. Nonequivalent control group, which is a model of Quasi-experimental method, was used in the study. The research was conducted with 102 sixth grade students attending two different primary schools in Artvin in spring semester of the 2010-2011 school years. As data collection tools, "Matter and Heat" unit achievement test was administered in two schools as pre-tests and post-tests and open-ended questions were used after implementation. Between the experimental and the control group students' post- test scores, significant differences were found in favor of the experimental group in which web-based instruction was used

Internet attitude scale: exploratory and confirmatory factor analysis

Bu çalışmanın amacı, öğrencilerin internete karşı tutumlarını belirlemeye yönelik bir tutum ölçeği geliştirmektir. Ölçeğin kapsam geçerliliği için uzman görüşlerine başvurulmuştur. Araştırma, 1300 ortaokul öğrencisiyle gerçekleştirilmiştir. Ölçek uygulandıktan sonra ilk hali üzerinden güvenirlik testleri uygulanmış ve 25 maddeye düşürülmüştür. Ardından yapı geçerliliğine bakmak için açımlayıcı faktör analizi uygulanmıştır. İlk etapta 5 faktör ortaya çıkmış, maddelerin elenmesinden sonra 21 madde kalmış ve 4 faktöre düşürülmüştür. Ardından faktörlerin Cronbach Alpha güvenirlik katsayısına bakılmış ve .766, .712, .628 ve .560 bulunmuştur. Son faktörün güvenirliği .60’ın altında olduğu için bu faktör ölçekten çıkarılmıştır. Kalan 17 maddelik 3 faktörlü (internetten hoşlanma, internetin yararlı olduğuna inanma, internet kullanımı) ölçeğin genel güvenirliği .838 ve toplam varyansı %44.58 olarak bulunmuştur. Ardından yapılan doğrulayıcı faktör analizi ile de kök ortalama kare yaklaşım hatası (RMSEA) değerinin 0.052 çıkması internete yönelik tutum ölçeğinin faktör yapısını doğrular niteliktedir. Geliştirilen internete yönelik tutum ölçeği hem ortaokul öğrencilerinin internete yönelik tutumlarının belirlenmesinde hem de farklı öğretim yöntemlerinin öğrencilerin internete yönelik tutumlarına etkisinin araştırılmasında kullanılabilir.The aim of this study was to develop a scale for determining students’ attitudes toward internet. Internet Attitude Scale (IAS) was utilized to expert opinion for content validity of scale. 1300 students joined to this study. The scale had 48 items at first. Then, reliability tests were used on the first version of this scale. After that it was reduced to 25 items. In order to examine construct validity of IAS, exploratory factor analysis was performed. First, the 5 factors occurred then reduced to 4 factors. Cronbach’s alpha reliability coefficients of factors were found as .766, .712, .628, and .560. The reliability of the last factor was under .60; therefore this factor was eliminated from scale. Then the IAS was edited 3 factors with 17 items. These factors were named as enjoying from the Internet, using of the Internet, and believing the Internet is useful. The overall reliability of the scale was found .838 and the total variance was found 44.58. Then the confirmatory factor analysis was performed and the value of the Root Mean Square Error of Approximation (RMSEA) was found 0.052. This result confirms the structure of factor of the IAS. Internet attitude scale which was developed is not only for the determination students’ attitudes toward Internet, but also for investigating the effect of the different teaching methods on the students’ attitudes towards Internet