Publication: İlkokul birinci sınıf öğrencilerinin bilişim teknolojilerini kullanma alışkanlıkları ile değerleri davranışa dönüştürme düzeyleri arasındaki ilişki
Abstract
Bu çalışmanın amacı ilkokul birinci sınıf öğrencilerinin bilişim teknolojilerini kullanma alışkanlıkları ile değerleri davranışa dönüştürme düzeyleri arasındaki ilişkiyi incelemektir. Ayrıca öğrencilerin demografik özelliklerine göre bilişim teknolojilerini kullanma alışkanlıkları ve değerleri davranışa dönüştürme düzeyleri arasında anlamlı fark olup olmadığını belirlemek amaçlanmıştır. Bu amaç doğrultusunda literatürdeki çalışmalar incelendikten sonra tez danışmanının yardımıyla, bilişim teknolojileri kullanma alışkanlıkları ölçeği geliştirilmiştir. Yapılan çalışma ilişkisel tarama modelindedir. Araştırmanın evrenini, 2023-2024 eğitim öğretim yılında, İstanbul ilindeki resmi ilkokulların birinci sınıfına devam eden öğrenciler oluşturmaktadır. Araştırmanın örneklemini ise Avrupa Yakası’nın Esenyurt ilçesinden bir, Beylikdüzü ilçesinden bir, Anadolu Yakası’nın Çekmeköy ilçesinden bir, Ümraniye ilçesinden üç ve Üsküdar ilçesinden üç olmak üzere toplam sekiz resmi okulda öğrenim gören 381 birinci sınıf öğrencisi oluşturmaktadır. Velilerden, araştırmacının danışmanıyla beraber geliştirdiği Kişisel Bilgi Formu ve Bilişim Teknolojilerini Kullanma Alışkanlıkları Ölçeği’nin dol-durulması, öğretmenlerden ise Gür Ç. (2013) tarafından geliştirilen Çocuklarda Davranışta Değerler Ölçeği’nin doldurulması istenmiştir. Verilerin analizi ANOVA, t-testi, pearson korelasyon analizi, Tukey HSD testi ile yapılmıştır. Elde edilen bulgulara göre, öğrencilerin bilişim teknolojilerini kullanma alışkanlıkları ile cinsiyet ve okul öncesi eğitim alma durumu değişkenleri düzeyinde farklılaşma bulunmamaktadır. Ancak bilişim teknolojilerini kullanma alışkanlıkları ile anne eğitim düzeyi, baba eğitim düzeyi ve ailenin gelir seviyesi değişkenleri düzeyinde anlamlı bir fark bulunmaktadır. Son olarak öğrencilerin değerleri davranışa dönüştürme düzeyleri ile okul öncesi eğitim alma durumu, annenin eğitim düzeyi ve ailenin gelir seviyesi değişkenleri düzeyinde farklılaşma bulunmazken; cinsiyet ve baba eğitim seviyesi değişkenleri düzeyinde anlamlı farklılaşma bulunmaktadır. Elde edilen bulgular literatürdeki benzer araştırmalarla karşılaştırılarak tartışılmış ve çeşitli öneriler sunulmuştur.
The aim of this study is to examine the relationship between first-grade primary school students’ habits of using information technologies and their levels of transforming values into behavior. Additionally, it aims to determine whether there are statistically significant differences in students’ technology usage habits and value-behavior transformation levels based on demographic variables such as gender, attendance in preschool education, parental education level, family income level, personal access to digital technologies, duration of technology use, and similar factors. In line with this objective, following a review of the relevant literature and consultation with academic advisors, a “Habits of Using Information Technologies Scale” was developed. The research was designed as a relational survey model. The study population consists of students enrolled in the first grade of public primary schools in Istanbul during the 2023–2024 academic year. The sample of the study includes a total of 381 first-grade students from eight public schools: one school from Esenyurt and one from Beylikdüzü (on the European side), and one from Çekmeköy, three from Ümraniye, and three from Üsküdar (on the Anatolian side). Parents were asked to complete the Personal Information Form and the Information Technologies Usage Habits Scale, both developed by the researcher in collaboration with advisors. Teachers were asked to fill out the “Values in Children’s Behavior Scale” developed by Gür Ç. (2013). The data were analyzed using ANOVA, t-test, Pearson correlation analysis, and Tukey HSD test. According to the findings obtained, there is no significant difference in students’ habits of using information technologies based on gender and preschool education attendance. However, significant differences were found in terms of the mother’s education level, the father’s education level, and the family’s income level. Lastly, regarding students’ levels of transforming values into behavior, no significant difference was found based on preschool education attendance, mother’s education level, and family income level. However, significant differences were observed in relation to gender and father’s education level. The findings were discussed in comparison with similar studies in the literature, and various recommendations were provided.
The aim of this study is to examine the relationship between first-grade primary school students’ habits of using information technologies and their levels of transforming values into behavior. Additionally, it aims to determine whether there are statistically significant differences in students’ technology usage habits and value-behavior transformation levels based on demographic variables such as gender, attendance in preschool education, parental education level, family income level, personal access to digital technologies, duration of technology use, and similar factors. In line with this objective, following a review of the relevant literature and consultation with academic advisors, a “Habits of Using Information Technologies Scale” was developed. The research was designed as a relational survey model. The study population consists of students enrolled in the first grade of public primary schools in Istanbul during the 2023–2024 academic year. The sample of the study includes a total of 381 first-grade students from eight public schools: one school from Esenyurt and one from Beylikdüzü (on the European side), and one from Çekmeköy, three from Ümraniye, and three from Üsküdar (on the Anatolian side). Parents were asked to complete the Personal Information Form and the Information Technologies Usage Habits Scale, both developed by the researcher in collaboration with advisors. Teachers were asked to fill out the “Values in Children’s Behavior Scale” developed by Gür Ç. (2013). The data were analyzed using ANOVA, t-test, Pearson correlation analysis, and Tukey HSD test. According to the findings obtained, there is no significant difference in students’ habits of using information technologies based on gender and preschool education attendance. However, significant differences were found in terms of the mother’s education level, the father’s education level, and the family’s income level. Lastly, regarding students’ levels of transforming values into behavior, no significant difference was found based on preschool education attendance, mother’s education level, and family income level. However, significant differences were observed in relation to gender and father’s education level. The findings were discussed in comparison with similar studies in the literature, and various recommendations were provided.