EXAMINING TEACHER CANDIDATES' ATTITUDES AND SELF-EFFICACY PERCEPTIONS TOWARDS THE COMPUTER ASSISTED EDUCATION


KUTLUCA T., Ekici G.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, sa.38, ss.177-188, 2010 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: Konu: 38
  • Basım Tarihi: 2010
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Sayfa Sayıları: ss.177-188

Özet

The purpose of this study was to explore differences in self-efficacy and attitude of teacher candidates toward computer-assisted education (CAE) with differential variables. Moreover, the relationships between their attitudes and self-efficacy toward the CAE were also investigated. The study was conducted by survey method. 135 teacher candidates participated in the study. The attitude toward CAE and self efficacy perception scales are used as data collecting tool. Arithmetic mean, standard deviation, independent t-test, one way variance analysis and Pearson Correlation analysis were used for analyzing data. At the end of the study, it was determined that attitudes of teacher candidates toward CAE are positive and self efficacy perceptions of teacher candidates toward CAE arc on a good level. There is a significant difference between the attitudes of teacher candidates toward CAE and their sex and the frequency of computer usage. On the other hand. there is no significant difference between the attitudes of teacher candidates toward CAE and the program they enrolled, owning a computer and computer usage age. One of the most important results of this study is that self efficacy perceptions of teachers toward CAE doesn't depend on their gender, the program they enrolled and owning a computer. On the other hand, there is a significant difference between the self efficacy perceptions level of teachers toward CAP and die frequency or computer usage and computer usage age. One of the most important results of the research is that relevance level is determined as .67 between attitudes and self efficacy perceptions of teacher candidates toward computer-assisted education.