Eğitim Bilimleri Fakültesi / Faculty of Education

Permanent URI for this collectionhttps://hdl.handle.net/11727/2116

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Bilgisayar Programlama Derslerinde Öğrenme Motivasyonu Ölçeğinin Türkçe Uyarlaması: Geçerlilik ve Güvenilirlik Çalışması
(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2018) Avcı, Ummuhan; Ersoy, Halil; 0000-0001-7007-1478; 0000-0003-1598-7656
Bu araştırmanın amacı Law, Lee ve Yu 2010 tarafından geliştirilen Bilgisayar Programlama Derslerinde Öğrenme Motivasyonu Ölçeği’ni Türkçe’ye uyarlamaktır. Bu amaçla geçerlik ve güvenirlik analizlerini yapmak üzere altı faktör bireysel tutum ve beklenti, zorlayıcı amaçlar, belirgin hedefler, ödül ve takdir, ceza, sosyal baskı ve rekabet ve 19 maddeden oluşan altılı Likert tipindeki ölçek, özel bir üniversitede okuyan 312 mühendislik fakültesi öğrencisine uygulanmıştır. Doğrulayıcı faktör analizi sonuçları incelendiğinde, ölçeğin altı faktörden oluştuğu doğrulanmış ve ölçeğin uyum iyiliği indislerinin yeterli düzeyde olduğu görülmüştür. Ölçeğin güvenilirliği Cronbach alfa iç tutarlılık katsayısı ile değerlendirilmiştir. Cronbach alfa katsayısının ölçeğin tamamında 0.90 olduğu ve faktörler bazında 0.71 ile 0.83 arasında değiştiği görülmüştür. Bu sonuçlar ölçeğin, bilgisayar programlama derslerinde öğrenme motivasyonunun ölçülmesinde geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. The aim of this study is to adapt the Learning Motivation in Computer Programming Courses Scale developed by Law, Lee ve Yu 2010 to Turkish. In order to determine its validity and reliability, the scale consisting of 19 six-point Likert-type items within six factors individual attitude and expectation, challenging goals, clear direction, reward and recognition, punishment and social pressure and competition was applied to 312 engineering faculty students at a private university. When the results of the confirmatory factor analysis were examined, it was confirmed that the scale had six factors, and the goodness of fit indices are at an acceptable degree. The reliability of the scale was assessed by the Cronbach alpha internal consistency coefficient. The Cronbach’s alpha coefficiencies were found to be 0.90 for the whole scale and between 0.71 and 0.83 for the factors. These results show that scale is a valid and reliable measuring tool for learning motivation in computer programming courses
Examination of using monoscopic three-dimensional (M3D) and stereoscopic three-dimensional (S3D) animation on students
(2020) Tasti, Mehmet Burak; Avci, Ummuhan; 0000-0001-7007-1478; A-8635-2019
This study examined the effect of using Monoscopic Three-Dimensional (M3D) and Stereoscopic Three-Dimensional (S3D) animation on students' achievement and perceptions. A total of 66 ninth-grade students participated in this Explanatory Sequential Mixed Design study. At the beginning of the study, an academic achievement test was applied, and then at the end of the study the same academic achievement test, plus an animation opinion scale, an animation rubric, and a structured interview form were applied to both groups. T-test, descriptive statistics, and content analysis were used for the data analysis. The results showed a significant difference in the post-test scores in favour of the students using the S3D animation. Both groups of students provided positive feedback concerning the use of animations in their course; however, they highlighted that S3D animations were more effective and enjoyable. Conclusively, this study is expected to contribute to the limited literature and open a new window for future studies. Additionally, this study may guide instructors towards increasing the effectiveness and efficiency of their instruction within courses that require visual input and scaffolding.
Examining the role of sentence openers, role assignment scaffolds and self-determination in collaborative knowledge building
(2020) Avci, Ummuhan; 0000-0001-7007-1478; A-8635-2019
Scaffolds establish a cognitive connection with the students and what they want to express. Supporting the collaborative knowledge building process with scaffolds is crucial for the participation and continuity in the online discussions. In this research, where a quasi-experimental design is used, the contributions of the students in the online collaborative knowledge building process are examined in terms of role assignment, sentence opener scaffolds, and self-determination. 77 teacher candidates, who are registered to Computer II course, are assigned to 4 groups, in three of which scaffolds are used, and in the remaining one of which scaffolds are not used. The students contribute to the knowledge building process in the first group by using the sentence openers, in the second group by being assigned with roles, in the third group by both being assigned with roles, and using the sentence openers appertaining to the respective roles, and in the fourth group by not making use of any scaffold. Using content analysis and MANOVA, the research results reveal that using scaffolds, especially the combination of sentence openers and role assignment scaffolds encouraged higher cognitive levels of knowledge building. Significant differences with high effects were found between the groups for the dimensions of self-determination: self-awareness and perceived choice. The research points out some suggestions for future research.
Knowledge Sharing Self-Efficacy, Motivation and Sense of Community as Predictors of Knowledge Receiving and Giving Behaviors
(2018) Avci, Ummuhan; Ergun, Esin; 0000-0001-7007-1478; A-8635-2019
This study examines the extent to which knowledge sharing self-efficacy, motivation and sense of community variables predict undergraduate students' knowledge sharing behaviors (knowledge receiving and knowledge giving) in online learning environments. The participants included undergraduate students (N = 284) from two different universities in Turkey. Stepwise multiple regression analyses were carried out to identify the variables predicting knowledge sharing behaviors as knowledge giving and receiving behaviors. The results revealed that both knowledge giving and receiving behaviors were best predicted by knowledge sharing self-efficacy, followed by motivations and sense of community. External effects and growth of aim affected knowledge receiving, whereas only internal effects affected knowledge giving. The independence factor giving.
Online students' LMS activities and their effect on engagement, information literacy and academic performance
(2019) Avci, Ummuhan; Ergun, Esin; 0000-0001-7007-1478; A-8635-2019
The purpose of this study was to examine online students' LMS activities and the effect on their engagement, information literacy, and academic performance. The participants of the study were 65 undergraduate students enrolled to an online "Computer Literacy" course. Cluster analysis was performed on the log data gathered from LMS activities, and participation levels were grouped according to two levels, as high participation and low participation. Multivariate analysis of variance (MANOVA) revealed that LMS participation levels could play an important role on student academic performance and engagement, but not for student information literacy. Closely monitoring student participation levels can help instructors determine students' needs and support learning accordingly. It can be stated that high levels of student participation enhance students' engagements to online courses. Thus, learning difficulties in online learning environments can be prevented. These findings may have implications for students' online learning processes, and also for instructional designs as they play an important role in enhancing students' success in online learning environments.
Perceptions of Pedagogical Formation Students About Web 2.0 Tools and Educational Practices
(2017) Yucel, Ummuhan Avci; 0000-0001-7007-1478; A-8635-2019
This study aims to examine pedagogical formation students' perceptions about Web 2.0 tools and educational practices. A case study approach forms the methodological framework of this study. This study was conducted with 42 pedagogical formation students of an Instructional Technology and Material Design course during the 2014-2015 spring semester. During the course, the students created digital materials such as puzzles, concept maps, worksheets, presentations and posters by using software including Prezi, Glogster, and Webspiration. Furthermore they were introduced to numerous Web 2.0 tools which were required learning for the purpose of the course. The data for this study was collected by the researcher through a questionnaire and open-ended questions developed in order to identify students' views on Web 2.0 tools and educational practices they will face in their future professional life. Content analysis, frequency and percentage were used in the analysis of data. Answers to the following were sought from the data analysis: (1) which Web 2.0 tools do students use or planned to use in their current and future professional life (teaching profession); (2) what are the reasons students want to use Web 2.0 tools in their professional life as a teacher; (3) what are the views of students about their use of Web 2.0 tools in the educational context; and (4) what are students' views about Web 3.0 technologies and the changes and innovations that will be brought about by these technologies in the field of education.