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MÜHENDİSLİK VE BÖTE ÖĞRENCİLERİNİN BİLGİSAYAR PROGRAMLAMA ÖĞRENMEYE DÖNÜK TUTUMLARI

ENGINEERING AND CEIT STUDENT’S ATTITUDE TOWARDS LEARNING COMPUTER PROGRAMMING

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DOI: 
http://dx.doi.org/10.9761/JASSS_690

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Abstract (2. Language): 
It is commonly reported in the literature that there are problems related to computer programming learning which requires high level cognitive skills. There could be various reasons for this phenomenon, among them; the negative attitude of the students towards computer programming learning would be a common factor. In this context, the aim of this study is to determine the attitude of the students, which are from the department of computer engineering, electrical&electronic engineering and from the department of Computer and Instruction Technologies Education. The study is conducted as descriptive, quantitative scan model. The study group consists of 731 students from eight different universities. The study data are collected using “Scale for Attitude toward Computer Programming Learning” (α=0,87). Series of tests such as frequency percent, arithmetic mean, standard deviation, t-test, single directional variance analysis and LSD (p<0,05) are conducted on the data. The findings are summarized as follows: Despite that students have a high level of sureness that the learning of computer programming is necessary, they have a middle level of enthusiasm to acquire this skill. If the fact is taken into consideration that students’ subjects require the computer programming skills in their professional life, be expected to have more positive attitudes towards learning computer programming. However, on the basis of the results obtained, it can be said that student’s attitudes towards computer programming are enough positive. The attitude of the computer engineering students is more positive compared to the attitude of the rest of students. The universities, that the students enrolled, have substantial effects on the students’ attitude. The attitude of the male students towards computer programming learning is meaningfully higher than that of the female students.
Abstract (Original Language): 
Üst düzey düşünme becerilerine sahip olmayı gerektiren bilgisayar programlamanın öğrenimine dönük güçlükler yaşanması, alanyazında sık sık karşılaşılan durumlardandır. Yaşanan güçlüklerin pek çok nedeni olabilir. Bu nedenlerden biri de öğrencilerin bilgisayar programlamaya dönük tutumlarının yeterince olumlu olmaması olabilir. Bu çerçevede bu araştırmanın amacı Bilgisayar Mühendisliği, Elektrik-Elektronik Mühendisliği ve Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümü öğrencilerinin bilgisayar programlama öğrenmeye dönük tutumlarını belirlemektir. Araştırma, tarama modelinde yürütülen betimsel nitelikli nicel bir çalışmadır. Araştırmanın çalışma grubunu 8 farklı üniversitede öğrenim gören 731 öğrenci oluşturmaktadır. Araştırma verileri “Bilgisayar Programlama Öğrenmeye dönük Tutum Ölçeği” (α=0,87) kullanılarak toplanmıştır. Toplanan veriler üzerinde, frekans yüzde, aritmetik ortalama, standart sapma, t testi, tek yönlü varyans analizi ve LSD testleri kullanılmıştır (p<0,05). Özetle şu sonuçlara ulaşılmıştır: Öğrenciler, genel olarak bilgisayar programlama öğrenmenin gerekliliğine yüksek düzeyde inanmakta, ancak öğrenmeye orta düzeyde isteklilik duymaktadırlar. Öğrencilerin bilgisayar programlama öğrenimini önemli ölçüde gerekli görürlerken, bu becerileri öğrenmeye dönük orta düzeyde istekli oldukları görülmektedir. Öğrencilerin özellikle bilgisayar programlamaya mesleki olarak çok ihtiyaç duyacakları branşlarda öğrenim gördükleri düşünülürse, bilgisayar programlama öğrenmeye dönük tutumlarının daha olumlu olması beklenebilir. Ancak elde edilen sonuçlara dayanarak, öğrencilerin bilgisayar programlamaya dönük tutumlarının yeterince olumlu olduğu söylenebilir. Bilgisayar mühendisliği öğrencilerinin tutumları diğer bölümlere göre daha olumludur. Öğrenim görülen üniversiteler öğrencilerin tutumları üzerinde etkilidir. Erkek öğrencilerin bilgisayar programlama öğrenmeye dönük tutumları, bayan öğrencilere göre anlamlı derecede daha yüksektir.

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