Programlamaya giriş dersi öğrencilerinin öz yeterlilik algıları ve derse yönelik tutumlarının cinsiyet ve e?itim diline göre incelenmesi
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Dosyalar
Tarih
2017-10-31
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
IEEE
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Bu araştırmanın amacı F.M.V. Işık Üniversitesi Mühendislik Fakültesinde öğrenim gören öğrencilerin genel öz-yeterlilik algılarının ve Programlamaya Giriş(CSE101) dersine yönelik tutumlarının; cinsiyet ve eğitim aldıkları programın diline (Türkçe-İngilizce) göre incelenmesidir. Araştırmaya 40 kadın ve 74 erkek olmak üzere toplam 114 üniversite öğrencisi katılmıştır. Öğrencilerin öz yeterlilik algılarını ölçmek için Genel Öz Yeterlilik ölçeği kullanılmış, ders sonucunu (başarı ve başarısızlık) değerlendirmeleri için açık uçlu sorular sorulmuş ve yaş, cinsiyet gibi temel demografik bilgileri alınmıştır. Açık uçlu sorular niteliksel (kalitatif) analiz yöntemi ile incelenmiştir. Yapılan niceliksel analiz sonucunda öğrencilerin genel öz-yeterlilik puanları ile genel not ortalaması arasında anlamlı, CSE101 dersi dönem sonu not ortalaması arasında ise anlamsız bir ili ki olduğu bulgulanmıştır. Ayrıca öğrencilerin öz-yeterlilik puanlarının cinsiyete ve eğitim aldıkları dile göre (Türkçe-İngilizce) değişmediği görülmüştür. Öğrencilerin motivasyon puanları da eğitim aldıkları dile göre farklılaşmamaktadır. Niteliksel analiz bulgularına göre ise öğrencilerin verdiği cevapların yüzde sıklık değerlerinin cinsiyetleri açısından değiştiği görülmüştür. Bu çalışmanın sonuçları özellikle öğrencilerin derse yönelik tutumlarında cinsiyet açısından bir farklılık olduğunu göstermesi ile mühendislik programlama eğitiminde öğrenci başarısını yordayan değişkenlerin tespit edilmesi sürecine katkı sağlaması beklenmektedir.
The purpose of this study is to examine generalized self-efficacy and attitudes of the F.M.V. Isik University Engineering Faculty students of Introduction to Programming Course (CSE101) with respect to student gender and course language (Turkish-English). A total of 114 university students, 40 female and 74 male, participated in the research. In order to measure students' self-efficacy perceptions, General Self-Efficacy scale was used and open-ended questions were asked for evaluation of course outcomes (success and failure) and basic demographic information such as age and gender were collected. The open-ended questions were examined by qualitative analysis method. The quantitative analysis revealed a significant relation between the self-efficacy scores of the students with the General Grade Point Average (GPA); and a non-significant relation with the CSE101 end of term grade average. In addition, it was seen that students' self-efficacy scores did not significantly differ with respect to the gender and language (Turkish-English). The motivation scores of the students do not differ according to the course language. In qualitative analysis, we observed that the frequency percentages of the answers given by the students changed according to their genders. By revealing the gender difference in attitudes towards programming course, it is expected that this study will contribute to the process of determining the variables that predict student success in engineering programming education.
The purpose of this study is to examine generalized self-efficacy and attitudes of the F.M.V. Isik University Engineering Faculty students of Introduction to Programming Course (CSE101) with respect to student gender and course language (Turkish-English). A total of 114 university students, 40 female and 74 male, participated in the research. In order to measure students' self-efficacy perceptions, General Self-Efficacy scale was used and open-ended questions were asked for evaluation of course outcomes (success and failure) and basic demographic information such as age and gender were collected. The open-ended questions were examined by qualitative analysis method. The quantitative analysis revealed a significant relation between the self-efficacy scores of the students with the General Grade Point Average (GPA); and a non-significant relation with the CSE101 end of term grade average. In addition, it was seen that students' self-efficacy scores did not significantly differ with respect to the gender and language (Turkish-English). The motivation scores of the students do not differ according to the course language. In qualitative analysis, we observed that the frequency percentages of the answers given by the students changed according to their genders. By revealing the gender difference in attitudes towards programming course, it is expected that this study will contribute to the process of determining the variables that predict student success in engineering programming education.
Açıklama
Anahtar Kelimeler
Akademik tutum, Motivasyon, Öz-yeterlilik, Programlama eğitimi, Academic attitude, Atmospheric measurements, Barium, Computer aided instruction, Course language, CSE101, CSE101 end, Demographic information, Education, Educational courses, Educational institutions, Engineering education, Engineering faculty, Engineering programming education, Examining self-efficacy perception, F.M.V. Işık University Engineering Faculty students, Gender issues, General grade point average, General self-efficacy scale, Generalized self-efficacy, GPA, Human factors, Impact, Introduction to Programming Course, Introduction to programming, Microstrip, Motivation, Nonsignificant relation, Open-ended questions, Particle measurements, Programming course students, Programming profession, Programming education, Qualitative analysis, Qualitative analysis method, Scale, Self-efficacy, Self-efficacy perceptions, Social sciences, Student, Students, Teacher, Teacher candidates, Teaching, Turkish-English, University students, Validity
Kaynak
2nd International Conference on Computer Science and Engineering, UBMK 2017
WoS Q Değeri
N/A
Scopus Q Değeri
N/A
Cilt
Sayı
Künye
Deveci, E., Aydın, D., Benli, K. S. & Tek, F. B. (2017). Examining self-efficacy perception and attitudes of introduction to programming course students with respect to gender and course language. Paper presented at the 2nd International Conference on Computer Science and Engineering, UBMK 2017, 745-750. doi:10.1109/UBMK.2017.8093519
