Buradasınız

Anasayfa » Content

BİLGİSAYAR PROGRAMLAMAYA KARŞI TUTUM ÖLÇEĞİ GELİŞTİRME ÇALIŞMASI

DEVELOPING ATTITUDE SCALE TOWARD COMPUTER PROGRAMMING

Journal Name:

  • The Journal of Academic Social Science Studies

Publication Year:

  • 2013
DOI: 
http://dx.doi.org/10.9761/JASSS1702

Key Words:

Keywords (Original Language):

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.
FULL TEXT (PDF): 
PDF icon 1418205159_10basermustafa-199-215.pdf

REFERENCES

References: 

AKANDE, S. O. (2009). Knowledge, Perception, and Attitudes of Library Personnel towards Preservation of Information Resources in Nigerian Federal University Libraries. Library Philosophy and Practice (e-journal), 303.
BAKR, S. M. (2011). Attitudes of Egyptian teachers towards computers. Contemporary Education Technology, 2(4), 308–318.
BASER, M., & GEBAN, Ö. (2007). Effectiveness of conceptual change instruction on understanding of heat and temperature concepts. Research in science & technological education, 25(1), 115–133.
BAŞER, M., & DINÇER, S. (2012). Lınux İşletim Sistemine Karşı Tutum Ölçeği Geliştirme Çalışması. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 159–171.
BEBETSOS, E., & ANTONIOU, P. (2002). Gender differences on attitudes, computer use and physical activity among Greek university students. TURKISH ONLINE, 63.
BISHOP-CLARK, C., COURTE, J., EVANS, D., & HOWARD, E. V. (2007). A quantitative and qualitative investigation of using Alice programming to improve confidence, enjoyment and achievement among non-majors. Journal of Educational Computing Research, 37(2), 193–207.
Bilgisayar Programlamaya Karşı Tutum Ölçeği Geliştirme Çalışması 211
CHANG, S.-L., SHIEH, R. S., LIU, E. Z.-F., & YU, P.-T. (2012). Factors influencing women’s attitudes towards computers in a computer literacy training program. TOJET, 11(4).
COHEN, L., MANION, L., & MORRISON, K. (2007). Research methods in education (6. ed). Routledge.
COURTE, J., HOWARD, E. V., & BISHOP-CLARK, C. (2006). Using Alice in a computer science survey course. Director, 07.
DAVIS, H. C., CARR, L. A., COOKE, E. C., & WHITE, S. A. (2001). Managing diversity: Experiences teaching programming principles.
DURNDELL, A., & HAAG, Z. (2002). Computer self efficacy, computer anxiety, attitudes towards the Internet and reported experience with the Internet, by gender, in an East European sample. Computers in human behavior, 18(5), 521–535.
FARKAS, D., & MURTHY, N. (2005). Attitudes toward computers, the introductory course and recruiting new majors: Preliminary results. Içinde 17th Workshop of the Psychology of Programming Interest Group, Sussex University (ss 268–277). Citeseer.
FELDGEN, M., & CLÚA, O. (2004). Games as a motivation for freshman students learn programming. Içinde Frontiers in Education, 2004. FIE 2004. 34th Annual (ss S1H/11–S1H/16 Vol. 3). IEEE.
FENNEMA, E., & SHERMAN, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324–326.
GOLDING, P., FACEY-SHAW, L., & TENNANT, V. (2006). Effects of peer tutoring, attitude and personality on academic performance of first year introductory programming students (ss 7–12). IEEE.
GRANDELL, L., PELTOMÄKI, M., BACK, R.-J., & SALAKOSKI, T. (2006). Why complicate things?: introducing programming in high school using Python. Içinde Proceedings of the 8th Australasian Conference on Computing Education-Volume 52 (ss 71–80). Australian Computer Society, Inc.
GÜRER, D., & CAMP, T. (2002). An ACM-W literature review on women in computing. ACM SIGCSE Bulletin, 34(2), 121–127.
HAIR, J. F., BLACK, W. C., BABIN, B. J., ANDERSON, R. E., & TATHAM, R. L. (2009). Multivariate data analysis (7. ed). Prentice Hall Upper Saddle River, NJ.
212
Mustafa BAŞER
HEERSINK, D., & MOSKAL, B. M. (2010). Measuring high school students’ attitudes toward computing. Içinde Proceedings of the 41st ACM technical symposium on Computer science education (ss 446–450). ACM.
HOEGH, A., & MOSKAL, B. M. (2009). Examining science and engineering students’ attitudes toward computer science. Içinde Frontiers in Education Conference, 2009. FIE’09. 39th IEEE (ss 1–6). IEEE.
HONGWARITTORRN, N., & KRAIRIT, D. (2010). Effects of program visualization (jeliot3) on students’ performance and attitudes towards java programming. Içinde The spring 8th International conference on Computing, Communication and Control Technologies.
HUTCHINSON, A., MOSKAL, B., DANN, W., & COOPER, S. (2008). Impact of the Alice curriculum on community college students’ attitudes and learning with respect to computer science. Içinde Paper appears in the proceedings of the annual meeting of the American Society for Engineering Education, Pittsburgh, PA.
JENKINS, T. (2002). On the difficulty of learning to program. Içinde Proceedings of the 3rd Annual Conference of the LTSN Centre for Information and Computer Sciences (C 4, ss 53–58).
JENKINS, T. (2003). The First Language–AC ASE FOR Python? Tarihinde adresinden erişildi http://www.ics.heacademy.ac.uk/Events/conf2003/Tony%20Jenkins.pdf
KORKMAZ, Ö., & ALTUN, H. (2013). Mühendislik ve BÖTE Öğrencilerinin Bilgisayar Programlama Öğrenmeye Dönük Tutumları. International Journal of Social Science, 6(2), 1169–1185. doi:10.9761/JASSS_690
LAHTINEN, E., ALA-MUTKA, K., & JÄRVINEN, H.-M. (2005). A study of the difficulties of novice programmers. Içinde ACM SIGCSE Bulletin (C 37, ss 14–18). ACM.
MAIO, G., & HADDOCK, G. (2009). The psychology of attitudes and attitude change. SAGE Publications Limited.
MALONEY, J., RESNICK, M., RUSK, N., SILVERMAN, B., & EASTMOND, E. (2010). The scratch programming language and environment. ACM Transactions on Computing Education (TOCE), 10(4), 16.
NAGAPPAN, N., WILLIAMS, L., WIEBE, E., MILLER, C., BALIK, S., FERZLI, M., & PETLICK, J. (2003). Pair learning: With an eye toward future success. Içinde Extreme Programming and Agile Methods-XP/Agile Universe 2003 (ss 185–198). Springer.
PALAIGEORGIOU, G. E., SIOZOS, P. D., KONSTANTAKIS, N. I., & TSOUKALAS, I. A. (2005). A computer attitude scale for computer science freshmen and its educational implications. Journal of computer assisted learning, 21(5), 330–342.
Bilgisayar Programlamaya Karşı Tutum Ölçeği Geliştirme Çalışması 213
RAJARAVIVARMA, R. (2005). A games-based approach for teaching the introductory programming course. ACM SIGCSE Bulletin, 37(4), 98–102.
SINGH, K., GRANVILLE, M., & DIKA, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research, 95(6), 323–332.
SMITH, M. B. (1968). Attitude change. International encyclopedia of the social sciences, 1, 458–67.
TÜYSÜZ, C. (2010). The effect of the virtual laboratory on students’ achievement and attitude in chemistry. International Online Journal of Educational Sciences, 2(1), 37–53.
WIEBE, E., WILLIAMS, L., YANG, K., & MILLER, C. (2003). Computer science attitude survey. computer science, 14(25), 0.86.
WILLIAMS, L., WIEBE, E., YANG, K., FERZLI, M., & MILLER, C. (2002). In support of pair programming in the introductory computer science course. Computer Science Education, 12(3), 197–212.
YILDIRIM, S., & KABAN, A. (2010). Attitudes of pre-service teachers about computer supported education. International Journal of Human Sciences, 7(2), 158–168.

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