Ergün Öztürk

Tablet Bilgisayar Kabul Ölçeği - Geçerlik ve Güvenirlik Çalişmasi

Technology is oftenly used in numerous areas, also including the field of education. Especially the tablet computers (TPC) play an important role in increasing the efficiency and effectiveness of the educational studies. In order for the emergence of the aforementioned effect and the effective use of the TPCs by the students, it is necessary for the students to accept the tablet computers by having a positive behaviour towards them, feeling that they are easy to use and also useful for the learning activities, while also having intentions of using them in the learning activities. In this study, the secondary education students’ acceptance of the TPCs was analyzed by selecting the technology acceptance model as the baseline and developing the Tablet Computer Acceptance Scale. A valid and reliable scale that measured the secondary education students’ acceptance of the TPC emerged as a result of the study.

The effect of circadian rhythm on elementary students’ reading comprehension

The aim of this study is to determine whether 5th grade students’ reading comprehension changes according to their chronotype when effects of their gender are controlled for 384 5th grade students (age range 11–12) from elementary schools in Sakarya participated voluntarily in the research. An achievement test to determine the level of reading comprehension of students, and the morningness–eveningness scale for children to specify their chronotype, were used. The achievement test was given twice – at 9:00 am the first time and again, one month later, at 1:15 pm. Covariance analysis (ANCOVA) was applied to assess if there were differences between performance at the comprehension task that depended upon chronotype (morning-, neither- or evening-types). A significant statistical difference was found in reading comprehension between the first and second times of testing when effects of gender were controlled. In neither test there was a significant effect of chronotype upon reading comprehension. When measurements of the two tests were compared, reading comprehension decreased on the second occasion in morning-types, while it increased in neither- and evening-types. We conclude that timing the reading lessons in accord with students’ chronotype will increase their reading comprehension.