The Effect of Onlıne Supportıve Learnıng Tool Developed For Dıgıtal Securıty Competence In Socıal Scıences Course On Students' Self-Effıcacy Perceptıons

Fatma Akcan; Mehmet Ali Çakmak

Article Details

The Effect of Onlıne Supportıve Learnıng Tool Developed For Dıgıtal Securıty Competence In Socıal Scıences Course On Students' Self-Effıcacy Perceptıons

Authors:

Fatma Akcan | Mehmet Ali Çakmak

Publisher:

Ordu University

Main Topics:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.14 Issue 2, pp.568-585

Document Type:

Article

Publication Date:

6/2024

Document Language:

Turkish

Document ID (Org No.):

2001319780

pISSN:

1309-9302

Keywords:

Abstract:

 In this study, it is aimed to determine the effect of the online supportive learning tool developed for digital security competence in social studies course on students digital security self-efficacy perceptions. The study was conducted in a quasi-experimental design with pretest-posttest paired control group from experimental research methods. The implementation process of the research was carried out in the spring semester of the 2021-2022 academic year. The study group consisted of 67 students studying in the 7th grade of a secondary school affiliated to the Ministry of National Education. Digital Security Self-Efficacy Inventory developed by Üstandağ et al. 2022 was used as a data collection tool. As a result of the normality distribution test, nonparametric statistics were deemed necessary and Mann-Whitney U Test and Wilcoxon Signed Ranks Test were used to analyze the data. In the research findings, when both groups were compared according to the posttest results, a significant difference was found in favor of the experimental group in the technical, psychosocial, online shopping and health subscales in the inventory. In the rights and responsibility subscale, the scores were higher in favor of the experimental group, but no significant difference was observed. Based on the findings, it can be said that the material developed positively affected students digital security self-efficacy perception. According to the results of this study, it is recommended to determine the technology usage skills of the students before the implementation in order to plan the orientation and implementation process well in online learning. In addition, it is recommended to produce solutions to eliminate the problem of digital inequality in order to carry out the process in a healthier way and to prevent loss of participants.

 In this study, it is aimed to determine the effect of the online supportive learning tool developed for digital security competence in social studies course on students digital security self-efficacy perceptions. The study was conducted in a quasi-experimental design with pretest-posttest paired control group from experimental research methods. The implementation process of the research was carried out in the spring semester of the 2021-2022 academic year. The study group consisted of 67 students studying in the 7th grade of a secondary school affiliated to the Ministry of National Education. Digital Security Self-Efficacy Inventory developed by Üstandağ et al. 2022 was used as a data collection tool. As a result of the normality distribution test, nonparametric statistics were deemed necessary and Mann-Whitney U Test and Wilcoxon Signed Ranks Test were used to analyze the data. In the research findings, when both groups were compared according to the posttest results, a significant difference was found in favor of the experimental group in the technical, psychosocial, online shopping and health subscales in the inventory. In the rights and responsibility subscale, the scores were higher in favor of the experimental group, but no significant difference was observed. Based on the findings, it can be said that the material developed positively affected students digital security self-efficacy perception. According to the results of this study, it is recommended to determine the technology usage skills of the students before the implementation in order to plan the orientation and implementation process well in online learning. In addition, it is recommended to produce solutions to eliminate the problem of digital inequality in order to carry out the process in a healthier way and to prevent loss of participants.

 In this study, it is aimed to determine the effect of the online supportive learning tool developed for digital security competence in social studies course on students digital security self-efficacy perceptions. The study was conducted in a quasi-experimental design with pretest-posttest paired control group from experimental research methods. The implementation process of the research was carried out in the spring semester of the 2021-2022 academic year. The study group consisted of 67 students studying in the 7th grade of a secondary school affiliated to the Ministry of National Education. Digital Security Self-Efficacy Inventory developed by Üstandağ et al. 2022 was used as a data collection tool. As a result of the normality distribution test, nonparametric statistics were deemed necessary and Mann-Whitney U Test and Wilcoxon Signed Ranks Test were used to analyze the data. In the research findings, when both groups were compared according to the posttest results, a significant difference was found in favor of the experimental group in the technical, psychosocial, online shopping and health subscales in the inventory. In the rights and responsibility subscale, the scores were higher in favor of the experimental group, but no significant difference was observed. Based on the findings, it can be said that the material developed positively affected students digital security self-efficacy perception. According to the results of this study, it is recommended to determine the technology usage skills of the students before the implementation in order to plan the orientation and implementation process well in online learning. In addition, it is recommended to produce solutions to eliminate the problem of digital inequality in order to carry out the process in a healthier way and to prevent loss of participants.

 Bu araştırmada sosyal bilgiler dersinde dijital güvenlik yeterliği için geliştirilen çevrim içi destekleyici öğrenme aracının öğrencilerin dijital güvenlik öz yeterlik algılarına etkisini belirlemek amaçlanmaktadır. Araştırma deneysel araştırma yöntemlerinden öntest-son test eşleştirilmiş kontrol gruplu yarı deneysel desende yürütülmüştür. Araştırmanın uygulama süreci 2021-2022 eğitim öğretim yılının bahar döneminde gerçekleştirilmiştir. Çalışma grubu Milli Eğitim Bakanlığına bağlı bir ortaokulunun 7. Sınıfta öğrenim görmekte olan 67 öğrenciden oluşmuştur. Veri toplama aracı olarak Üstandağ vd. 2022 tarafından geliştirilen Dijital Güvenlik Öz Yeterlik Envanteri kullanılmıştır. Verilerin çözümlenmesinde Mann-Whitney U Testi ve Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Araştırma bulgularında her iki grup sontest sonucuna göre karşılaştırıldığında envanterde yer alan teknik, psikososyal, çevrim içi alışveriş ve sağlık alt ölçeğinde deney grubu lehine anlamlı farklılık tespit edilmiştir. Hak ve sorumluluk alt ölçeğinde ise deney grubu lehine puanlar yüksek çıkmış fakat anlamlı bir farklılık oluşmadığı görülmüştür. Bulgulardan hareketle geliştirilen materyalin öğrencilerin dijital güvenlik öz yeterlik algısını olumlu yönde etkilediği söylenebilir. Bu araştırmanın sonuçlarına göre çevrim içi öğrenmede oryantasyon ve uygulama sürecinin iyi planlanması için uygulama öncesinde öğrencilerin teknoloji kullanım becerisinin de tespit edilmesi önerilmektedir. Ayrıca sürecin daha sağlıklı yürütülmesi ve katılımcı kaybı yaşanmaması için dijital eşitsizlik probleminin giderilmesine yönelik çözüm üretilmesi önerilmektedir.

Article Details

The Effect of Onlıne Supportıve Learnıng Tool Developed For Dıgıtal Securıty Competence In Socıal Scıences Course On Students' Self-Effıcacy Perceptıons

Authors:

Fatma Akcan | Mehmet Ali Çakmak

Publisher:

Ordu University

Main Topics:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.14 Issue 2, pp.568-585

Document Type:

Article

Publication Date:

6/2024

Document Language:

Turkish

Document ID (Org No.):

2001319780

pISSN:

1309-9302

digital security

social studies

self efficacy

online learningsosyal bilgiler

çevrimiçi öğrenme

öz yeterlik

dijital güvenlik

Issues

Article Details

Authors: Fatma Akcan | Mehmet Ali Çakmak

Publisher: Ordu University

Main Topics: Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal: Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.14 Issue 2, pp.568-585

Document Type: Article

Publication Date: 6/2024

Document Language: Turkish

Document ID (Org No.): 2001319780

pISSN: 1309-9302

Issues

Authors:

Fatma Akcan | Mehmet Ali Çakmak

Publisher:

Ordu University

Main Topics:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.14 Issue 2, pp.568-585

Document Type:

Article

Publication Date:

6/2024

Document Language:

Turkish

Document ID (Org No.):

2001319780

pISSN:

1309-9302