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Çevrimiçi Ödevlerde Dikkat Dağılması Ölçeğinin Türkçeye Uyarlanması

Year 2022, Issue: 54, 878 - 897, 28.12.2022

Arif Akçay

https://doi.org/10.53444/deubefd.1088246

Abstract

Bu çalışmanın amacı, özgün formu Xu ve arkadaşları (2020) tarafından geliştirilen “Çevrimiçi Ödevlerde Dikkat Dağılması Ölçeği” nin Türk kültürüne uyarlamaktır. Bu ölçek öğrencilerin çevrimiçi ödevlerde algıladıkları dikkat dağılması durumlarının incelenmesi için kullanılmaktadır. Çalışma üç aşamada gerçekleşmiştir. Hazırlık aşamasında ölçeği geliştiren yazarlardan izin alınmış ve Türkçe diline çevirisi yapılmıştır. I. aşamaya 212 öğrenci katılım göstermiştir. Bu aşamada ölçeğin psikometrik özelliklerinin incelenmesi için açımlayıcı ve doğrulayıcı faktör analizi gerçekleştirilmiştir. Açımlayıcı faktör analizinde sonucunda tek faktör, dört maddeden oluşan ölçek formuna ulaşılmıştır. Doğrulayıcı faktör analizi sonucunda ise madde-yapı ilişkisi incelenmiş ve oluşturulan modelin iyi uyum gösterdiği görülmüştür. Ayrıca yapılan geçerlik ve güvenirlik analizlerinde AVE değeri .556, Cronbach Alpha iç tutarlık katsayısı .733, McDonald Omega katsayısı .735, birleşme güvenirliği .833 olarak elde edilmiştir. Yapılan analizler neticesinde uyarlanan ölçek formunun geçerli ve güvenilir olduğu belirlenmiştir. Çalışmanın ikinci aşamasına 136 öğrenci katılım göstermiştir. Bu aşamada öğrencilerin bazı demografik özelliklerine (cinsiyet, yaş ve sınıf) göre çevrimiçi ödevlerde dikkat dağılmalarının farklılık gösterme durumu ve çevrimiçi ödevlerde dikkat dağılmalarının özdüzenlemenin dikkat kontrolü ile aralarındaki ilişki incelenmiştir. Yapılan incelemelerde ulaşılan sonuçlar belirtilmiş ve önerilerde bulunulmuştur.

Keywords

çevrimiçi ödev dikkat dikkat dağılması çevrimiçi ödevlerde dikkat dağılması

References

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Year 2022, Issue: 54, 878 - 897, 28.12.2022

Arif Akçay

https://doi.org/10.53444/deubefd.1088246

Abstract

References

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  • Alakurt, T. (2019). Email usage: Much more than a habit! Bartin Üniversitesi Egitim Fakültesi Dergisi, 8(3), 885–903. https://doi.org/10.14686/buefad.482357
  • Ali, M., Yaacob, R. A. I. R., Endut, M. N. A. A., & Sulam, M. (2018). The influence of contents utility on students’ use of social media. Pertanika Journal of Social Sciences and Humanities, 26, 93–110.
  • Alpar, R. (2014). Spor, sağlık ve eğitim bilimlerinden örneklerle uygulamalı istatistik ve geçerlik-güvenirlik (3. Baskı). Ankara: Detay Yayıncılık.
  • Boz Yuksekdağ, B., İbileme, A. İ., & Karadağ, N. (2021). Açık ve uzaktan öğrenmede öğrenenlerin ödevlere ilişkin memnuniyetlerinin incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(3), 1525–1552.
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  • Brunvand, S., & Abadeh, H. (2010). Making online learning accessible: Using technology to declutter the web. Intervention in School and Clinic, 45(5), 304–311. https://doi.org/10.1177/1053451209359075
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  • Chow, A. F. (2015). Online homework impact in undergraduate mathematics and business statistics courses. Educational Studies, 41(3), 244–248. https://doi.org/10.1080/03055698.2014.961902
  • Chu, J., Qaisar, S., Shah, Z., & Jalil, A. (2021). Attention or Distraction? The Impact of Mobile Phone on Users’ Psychological Well-Being. Frontiers in Psychology, 12, 1–12. https://doi.org/10.3389/fpsyg.2021.612127
  • Çiftçi, H. (2018). Üniversite öğrencilerinde sosyal medya bağımlılığı. MANAS Sosyal Araştırmalar Dergisi, 7(4), 417–434.
  • Cooper, H. (1989). Homework (Research on teaching monograph series). New York: Longman.
  • Corbetta, M., Patel, G., & Shulman, G. L. (2008). The reorienting system of the human brain: From environment to theory of mind. Neuron, 58(3), 306–324. https://doi.org/10.1016/j.neuron.2008.04.017
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  • Davis, J. L., & McDonald, T. (2014). Online homework: Does it help or hurt in the long run? 121st ASEE Annual Conference and Exposition, Conference Proceedings. https://doi.org/10.18260/1-2--22885
  • Demiraslan-Çevik, Y., Haşlaman, T., Kuşkaya-Mumcu, F., & Gökçearslan, Ş. (2015). Özdüzenlemenin dikkat kontrolü boyutu: Bir ölçek uyarlama çalışması. Başkent University Journal of Education, 2(2), 229–238.
  • Diehl, M., Semegon, A. B., & Schwarzer, R. (2006). Assessing attention control in goal pursuit: A component of dispositional self-regulation. J Pers Assess., 86(3), 306–317. https://doi.org/10.1207/s15327752jpa8603_06
  • Dontre, A. J. (2021). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379–390. https://doi.org/10.1002/hbe2.229
  • Doorn, D. J., Janssen, S., & O’Brien, M. (2010). Student attitudes and approaches to online homework. International Journal for the Scholarship of Teaching and Learning, 4(1), 1–20. https://doi.org/10.20429/ijsotl.2010.040105
  • Duffy, P. L., Enneking, K. M., Gampp, T. W., Amir Hakim, K., Coleman, A. F., Laforest, K. V., … Grove, N. P. (2019). Form versus function: A comparison of lewis structure drawing tools and the extraneous cognitive load they induce. Journal of Chemical Education, 96(2), 238–247. https://doi.org/10.1021/acs.jchemed.8b00574
  • Feng, M., & Roschelle, J. (2016). Predicting students’ standardized test scores using online homework. Proceedings of the 3rd ACM Conference on Learning at Scale Conference - L@S ’16, 213–216. Edinburgh: Association for Computing Machinery.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
  • Gebru, M. T., Phelps, A. J., & Wulfsberg, G. (2012). Effect of clickers versus online homework on students’ long-term retention of general chemistry course material. Chemistry Education Research and Practice, 13(3), 325–329. https://doi.org/10.1039/c2rp20033c
  • Hambleton, R. K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1–13.
  • Hanson, T. L., Drumheller, K., Mallard, J., McKee, C., & Schlegel, P. (2010). Cell Phones, text messaging, and facebook: Competing time demands of today’s college students. College Teaching, 59(1), 23–30. https://doi.org/10.1080/87567555.2010.489078
  • Hollis, R. B., & Was, C. A. (2016). Mind wandering, control failures, and social media distractions in online learning. Learning and Instruction, 42, 104–112. https://doi.org/10.1016/j.learninstruc.2016.01.007
  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Ilgaz, H., Kokoç, M., Akçay, A., & Altun, A. (2019). A norm study of computerized sustained attention test among university students. Elementary Education Online, 18(3), 1036–1045. https://doi.org/10.17051/ilkonline.2019.610166
  • Imhof, C., Bergamin, P., & McGarrity, S. (2021). Prediction of dilatory behaviour in online assignments. Learning and Individual Differences, 88. https://doi.org/10.1016/j.lindif.2021.102014
  • Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20(1), 141–151. https://journals.sagepub.com/doi/pdf/10.1177/001316446002000116 adresinden erişilmiştir
  • Kokoç, M. (2020). Açık ve uzaktan öğrenmede esneklik ölçeğini Türkçe’ye uyarlama çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 10(2), 366–385.
  • Kokoç, M., Akçapınar, G., & Hasnine, M. N. (2021). Unfolding students’ online assignment submission behavioral patterns using temporal learning analytics. Educational Technology and Society, 24(1), 223–235.
  • Malevich, K. (2011). The accuracy and validity of online homework systems mathematics and statistics. University of Minnesota Duluth, Minnesota.
  • Maltese, A. V., Tai, R. H., & Fan, X. (2012). When is homework worth the time ? Evaluating the association between homework and achievement in high school science and math. The High School Journal, 96(1), 52–72.
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Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Arif Akçay 0000-0001-9103-9469

Publication Date December 28, 2022
Published in Issue Year 2022 Issue: 54

Cite

APA Akçay, A. (2022). Çevrimiçi Ödevlerde Dikkat Dağılması Ölçeğinin Türkçeye Uyarlanması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(54), 878-897. https://doi.org/10.53444/deubefd.1088246
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