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BİLGİSAYAR PROGRAMLAMAYA KARŞI TUTUM ÖLÇEĞİ GELİŞTİRME ÇALIŞMASI

DEVELOPING ATTITUDE SCALE TOWARD COMPUTER PROGRAMMING

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DOI: 
http://dx.doi.org/10.9761/JASSS1702

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Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study was to develop valid and reliable programming attitude scale in Turkish. Items developed in this study were based on Wiebe’s et al. (2003) Computer Science Attitude Scale which was developed from widely used Fennema-Sherman (1976) scale. 47 items were compiled from mentioned scale. After preliminary study, the scale was administered to 220 students who received Python programming language. Nine items were removed after validity and reliability analyses. Items were loaded on four subscales which were named as “Confidence and motivation in learning programming”, “Usefulness of programming”, “Attitude toward success in programming”, and “Social perception of success in programming”. These four subscales explained 60.3% variance of the total score. The reliability of the scale was found as 0.953. It is hard to say that students have positive attitudes based on the results. This could be one of the reasons for low success rate in programming courses. It was found that male students have more positive attitude than female students toward programming. On the other hand Computer Engineering students had more positive attitude than Computer Education and Instructional Technology students toward programming. The difference between the two departments was significant on subscales “Confidence and motivation in learning programming” and “Usefulness of programming.
Abstract (Original Language): 
Bu araştırmanın amacı öğrencilerin bilgisayar programlamaya karşı tutumlarını ölçen güvenli ve geçerli bir Türkçe araç geliştirmektir. Ölçüm aracındaki tutum maddeleri oluşturulurken daha önce birçok alana uyarlanmış Fennema-Sherman (1976) ölçeğine dayanarak Wiebe ve diğerleri (2003) tarafından geliştirilen “Bilgisayar Bilimleri Tutum Ölçeği” temel alınmış ve konunun gerektirdiği değişiklikler yapılmıştır. Adı geçen ölçekten 47 madde derlenmiş olup, ölçeğin ön çalışması 11 öğrenci ile yapılmış ve daha sonra Python programlama dili dersini almış toplam 220 öğrenciye uygulanmıştır. Geçerlilik ve güvenirlilik çalışmasından sonra 9 madde ölçekten çıkartılmıştır. Ölçek maddelerinin “Programlamada kendine güven ve güdülenme”, “Programlamanın faydası”, “Programlamada başarıya karşı tutum” ve “Programlamada başarının sosyal algısı” olarak isimlendirilen dört alt boyutta toplandığı bulunmuştur. Bu dört alt boyutun sonuç üzerindeki toplam değişimin %60.3'ünü açıkladığı görülmüştür. Ölçeğin tamamının güvenirliği 0.953 olarak bulunmuştur. Çalışmaya katılan öğrencilerin programlamaya karşı olumlu tutuma sahip olduklarını söylemenin zor olduğu sonucuna ulaşılmıştır. Bu sonuç programlama derslerindeki başarı oranın düşük olmasının bir nedeni olarak gösterilebilir. Programlamaya karşı erkek öğrencilerin tutumunun kız öğrencilerden anlamlı olarak daha olumlu olduğu bulunmuştur. Öte yandan Bilgisayar Mühendisliği öğrencilerinin programlamaya karşı tutumlarının Bilgisayar ve Öğretim Teknolojileri Eğitimi Öğretmenliği öğrencilerinden anlamlı olarak daha olumlu olduğu saptanmıştır. Bu fark “Programlamada kendine güven ve güdülenme” ile “Programlamanın faydası” alt boyutlarında, Bilgisayar Mühendisliği öğrencilerinin lehine anlamlı bulunmuştur.

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