You are here

Okulda ve Okul Dışında Bilgi ve İletişim Teknolojilerinin Kullanımının Öğrencilerin Pisa 2012 Performansıyla İlişkisinin İncelenmesi

An Examination Of The Relationship Between Information Communication Technology At School Or Outside Of School And Student’s Performance In Pisa 2012

Journal Name:

Publication Year:

Keywords (Original Language):

Abstract (2. Language): 
The purpose of this study is to determine the relationship between home and school related ICT variables and student’s performance at math, science and reading in PISA 2012. The sample of the study is composed of 4848 Turkish students. Existing data were used from PISA 2012 and they were obtained from cognitive domains (math, science and reading) tests and ICT survey. Hierarchical linear models were used as a data analysis method. The findings of the study demonstrated that ICT variables explained significantly small variance at math, science and reading performances. There was a significant negative relationship between student’s performances and using computer for school tasks at school. Despite this negative relationship, the result also showed that if student has and uses other educational technologies such as laptop, printer and internet frequently in school, his performances will increase. Also using computer for entertainment at home has a positive impact on student’s math and science performance.
Abstract (Original Language): 
Bu çalışmanın amacı, PISA 2012 uygulamasına katılmış 8. sınıf Türk öğrencilerinin matematik, fen ve okuma performanslarının, okul içinde ve dışında bilgi ve iletişim teknolojileri (BİT) kullanımıyla ilişkisini aşamalı doğrusal modelleme yoluyla ortaya koymaktır. Araştırmanın örneklemini PISA 2012 uygulamasına katılmış 4848 öğrenci oluşturmaktadır. Araştırmada, matematik, fen ve okuma alanları bilişsel alan başarı testleri ve öğrenci BİT anketi aracılığı ile toplanan verilerden yararlanılmıştır. Veriler çok boyutlu modellemeyle analiz edilmiştir. Öğrencinin matematik, fen ve okuma performansındaki değişimin küçük ama anlamlı bir kısmı BİT’e dayalı değişkenlerce açıklamaktadır. Öğrencinin okul içerisinde bilgisayarı okul görevlerini yerine getirmek için kullanması ilgili bağımlı değişkenlerle negatif ilişki gösterirken, öğrencinin bilgisayarın yanı sıra diğer iletişim teknolojileri kullanması pozitif ilişki göstermektedir. Ayrıca öğrencinin okul dışında interneti eğlence amaçlı kullanma sıklığı fen ve matematik alanları için öğrenci performansını artırmaktadır.

REFERENCES

References: 

Banerjee, A., S. Cole, E. Duflo, and L. Linden, (2007). Remedying Education: Evidence from Two
Randomized Experiments in India. Quarterly Journal of Economics, 122, 1235-1264.
Becker, H. (2000). Pedagogical Motivations For Pupil Computer Use That Lead To Student Engagement.
Educational Technology, 40 (5), 5-17.
James, R., & Lamb, C. (2000). Integrating science, mathematics and technology in middle school
technology-rich environments: A study of implementation and change. School Science and
Mathematics, 100, 27-36.
Jonassen,D. H., Campbell, J. P., and Davidson, M. E. (1994). Learning with media: Restructuring
the debate. Educational Technology, Research, and Development, 42, 31–39.
Ma, X. (2001). Health outcomes of elementary school students in New Brunswick: The education
perspective. Evaluation Review, 24, 435– 456.
OECD (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science,
Problem Solving and Financial Literacy, OECD Publishing.
Okulda ve Okul Dışında Bilgi ve İletişim Teknolojilerinin Kullanımının... 261
January 2016 Vol:24 No:1 Kastamonu Education Journal
Organization for Economic Cooperation and Development. (OECD). (2012). PISA 2009 Technical
Report, PISA, OECD Publishing. Web:http://www.oecd.org/document/19/0,3746,
en_2649_35845621_48577747_1_1_1_1,00.html adresinden 19 Ekim 2011’de alınmıştır.
Papanastasiou, E. (2002). Factors That Differentiate Mathematicsstudents in Cyprus, Hong Kong,
and the USA. Educational Research and Evaluation, 8,129–146.
Ravitz, J., Mergendoller, J., and Rush,W. (2002, April). Cautionary Tales About Correlations Between
Student Computer Use And Academic Achievement. Paper Presented at Annual Meeting
of the American Educational Research Association, New Orleans, LA.
Saka, A. Z. ve Yılmaz, M. (2005). Bilgisayar Destekli Fizik Öğretiminde Çalışma Yapraklarına
Dayalı Materyal Geliştirme Ve Uygulama. The Turkish Online Journal of Educational Technology
–TOJET. 4(3),
Shaikh, Z., A., & Khoja, S. A. (2011). Role of ICT in Shaping The Future of Pakistani Higher Education
System. The Turkish Online Journal of Educational Technology, 10(1), 149-161.
Song, H., and Kang, T. (2012). Evaluating the Impacts of CT Use: A Multi-Level Analysis with
Hierarchical Linear Modeling. Turkish Online Journal of Educational Technology - TOJET,
11(4),132-140.
Subrahmanyam K, Kraut RE, Greenfield PM, Gross EF. (2000). The İmpact Ofhome Computer
Use on Children’s Activities and Development. Future Child. 10,123–144.
Weaver, G. C. (2000). An Examination Of The National Educational Longitudinal Study (NELS:
88) Database To Probe The Correlation Between Computer Use İn School And İmprovement
in Test Scores. Journal of Science Education and Technology, 9, 121-133.
Wenglinski, H. (1998). Does İt Compute? The Relationship Between Educational Technology and
Student Achievement in Mathematics. Princeton, NJ: Educational Testing Service.
Yusuf, M. O., & Afolabi, A. O. (2010). Effects Of Computer Assisted İnstruction (Cai) On Secondary
School Students’ Performance in Biology. The Turkish Online Journal of Educational
Technology, 9(1), 62-69.

Thank you for copying data from http://www.arastirmax.com