Yazar "Kutluca T." seçeneğine göre listele

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    A descriptive study on education faculty students' reading habits: A case in Dicle university
    (2013) Yalman M.; Özkan E.; Kutluca T.
    Apparently, almost all studies conducted on reading habits in Turkey have revealed that individuals in the society do not such habits at all as reading books and benefiting from libraries. Due to the fact this overall situation in the society is also reflected on university students, the present study is considered to be important for determining the reading habits of university students in our country. The purpose of this study, which was designed to examine the views of education faculty students about reading books, was to describe the participating students' reading habits as well as the content of this habit. The study was carried out with 220 students attending the Education Faculty of Dicle university in the Spring Term of the academic year of 2011-2012. The results of the study demonstrated that more than half of the preservice teachers enjoyed reading books; that they bought the books or borrowed them from their friends; and that they preferred adventure novels. In addition, a majority of the students reported that they failed to read for such reasons as their intensive course programs. Based on the results, it was concluded that the most important factor in impressing the idea of reading is the person's self as well as the parent(s).
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    Developing a scale to measure information and communication technology utilization levels
    (Ekip Buro Makineleri A., 2010) Kutluca T.; Arslan S.; Özpinar I.
    The aim of this study is to develop a scale to measure candidate teachers' utilization level of Information and Communication Technologies (ICT). This study was designed as a quantitative survey research. The validity and reliability of the scale were calculated with the data coming from 300 candidate teachers. The structural validity of the scale was sought with factor analysis and reliability was checked with Cronbach Alpha analysis. The factor analysis revealed that load of the factors ranged between 0,40 and 0,80, Kaiser-Meyer Olkin value is 0,90, and Cronbach Alpha value, internal consistency coefficient calculated for the sake of reliability, was determined as 0,91. The reliability coefficient values for each factor were; Anxiety 0,75; Confidence 0,76; Attitude 0,81; Esteem 0,84. At the end of the research, it was determined that the 30-item scale towards measuring candidate teachers' state of using ICT was a scale with proper reliability and validity.
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    Examining teacher candidates' attitudes and self-efficacy percepti?ons towards the computer assisted education
    (2010) Kutluca T.; Ekici G.
    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 are 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 CAE and the frequency of 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.