Examination of Competence Perceptions of University Students in Kyrgyzstan on Digital Wisdom Kırgızistan’daki Üniversite Öğrencilerinin Dijital Bilgeliğe İlişkin Yeterlik Algılarının İncelenmesi


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ÖZERBAŞ M. A., Mambetakhunova D.

Milli Egitim, vol.52, no.240, pp.2507-2530, 2023 (Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 52 Issue: 240
  • Publication Date: 2023
  • Doi Number: 10.37669/milliegitim.1233715
  • Journal Name: Milli Egitim
  • Journal Indexes: Scopus, Central & Eastern European Academic Source (CEEAS), TR DİZİN (ULAKBİM)
  • Page Numbers: pp.2507-2530
  • Keywords: digital wisdom, dijital bilgelik, perception of competence, university students, yeterlik algısı, üniversite öğrencisi
  • Gazi University Affiliated: Yes

Abstract

The aim of this study is to determine the level of university students’ perception of competence regarding digital wisdom. In this study, the relational and descriptive survey models were used together. The study group of the research consists of 225 students determined by simple random sampling method from 6100 students studying in different faculties of Kyrgyzstan-Turkey Manas University in 2021-2022 academic year. The data related to the research were collected using a personal information form and the Digital Wisdom Competence Perception Scale developed by Türk (2017). The data obtained in the study were analyzed using SPSS. Two normality tests were used to determine whether the data fulfilled the normal distribution requirement. Since the data were normally distributed according to gender, age, grade and daily digital technology usage time variables, Independent T-test and one-way ANOVA test were used to determine the difference between binary variables, and Spearman correlation analysis was used to determine the correlation between two variables. According to the faculty and department variables, Kruskal-Wallis test was used as a non-parametric test since the data were not normally distributed. When the results of the tests were examined, it was seen that students’ perceptions of competence in terms of digital wisdom did not show a statistically significant difference according to gender and year variables. It was found that there was a statistically significant difference in the sharing aspect of the scale according to the age, faculty and department variables of the students. There was no significant relationship between daily digital technology usage time and students’ perceptions of competence in digital wisdom.