Halil Yurdugül

Çocukların Bilgisayara Yönelik Tutumları ile Teknolojiyle Kendi Kendine Öğrenmeleri Arasındaki İlişkinin İncelenmesi

A lot of studies conducted in the past examined the construct of Self-Directed Learning (SDL) and attitude towards computer; however, there are not sufficient number of studies examining these constructs in terms of children and together with concept of technology. Therefore, those two constructs and the relationship between them were examined in terms of children and in the context of concept of technology using structural equation modeling (SEM). In this study, the scales of students’ attitudes towards computer (SATC) and self-directed learning with technology for young students (SDLTYS) adapted into Turkish respectively by Demir and Yurdugul (2014) and Demir and Yurdugul (2013) were administered as measurement tools. 2219 students enrolled in either a public middle or secondary school located in Bursa and Ankara constituted the sampling of the study. As a result of this study, it was found that there is a positive high level correlation (r=.74) between aforementioned two constructs. In the full manuscript of the study, discussion regarding the findings of the study is included in detail.

Ortaokul ve Lise Öğrencileri için Bilgisayara Yönelik Tutum Ölçeğinin Türkçe’ye Uyarlanması

This study aimed to develop a Turkish scale, which is reliable, valid and meets the current requirements for assessing the attitudes of students towards computers. That is why, the scale of students’ attitude towards computers (SATC), which originally belongs to Teo (2008), was adapted into Turkish. When it comes to methodology part of the study, the scale was administered to a total of 1678 students enrolled in primary or secondary school located in Ankara. After Confirmatory Factor Analysis (CFA) was performed, it was ascertained that the scale consisted of 20 items and 3 factors (computer enjoyment, computer importance and computer anxiety). The Cronbach Alpha and Omega values of the scale were found out to be 0.83 and 0.95 respectively. The findings and implications based on these findings were discussed in a more detailed way in the full paper.

Cyberloafing in IT classrooms: exploring the role of the psycho-social environment in the classroom, attitude to computers and computing courses, motivation and learning strategies

The purpose of this study is to find out the level of cyberloafing behaviors of the students in information technologies (IT) classrooms; and to examine the relationship between cyberloafing behaviors and the psycho-social perceptions, attitudes and motivation for the courses and learning strategies. Correlational method was utilized; and structural equation modelling is applied to analyze the data. The study was carried out with the students who take Computing I course in the IT classroom. Data were collected from 607 university students by utilizing five self-report instruments: ‘demographic information form’, ‘cyberloafing activities scale’, ‘what is happening in this class? questionnaire’, ‘attitude to computers and computing courses questionnaire’ and ‘motivated strategies for learning questionnaire’. The results demonstrate that students’ cyberloafing behaviors are influenced by their psycho-social perceptions, attitudes and learning strategies. However, the results demonstrate that students’ cyberloafing behaviors aren’t influenced by their motivation for the courses. Further research studies and implications are presented and discussed.

Farklı Madde Puanlama Yöntemlerinin ve Farklı Test Puanlama Yöntemlerinin Karşılaştırılması

In this study, it was compared different item scoring methods which consist of unweighted item scoring method and weighted item scoring method, based on classical testing theory and probability item scoring methods, based on item response theory, and congeneric item scoring method based on congeneric test theory. It was investigated the effects of item scoring methods on reliability, unidimensionality, and model-data fitting of data set. As a result, the item scoring methods based on item response model and based on congeneric test theory were more satisfactory than the others. In addition to this, in this study, it was compared different test scoring. As known, the students who took an administered achievement tests is ranked according to their test scores. The obtained findings was reported and discussed in this context.

SIMREL: Software for Coefficient Alpha and Its Confidence Intervals with Monte Carlo Studies.

where Σ is the variance-covariance matrix of the data set including component scores and 1 is a k × 1 vector of 1s. Coefficient a is also a measure of the first-factor saturation of the data set (Crano & Brewer, 1973), in which case the standardized a is directly related to the eigenvalue of the first unrotated principal component (Cortina, 1993). Taking this relation into account, Armor (1974) developed coefficient theta (y) as a version of coefficient a: