# AN EVALUATION INTO THE VIEWS OF CANDIDATE MATHEMATICS TEACHERS OVER TABLET COMPUTERS TO BE APPLIED IN SECONDARY SCHOOLS

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3 Data Collection Instrument As the data collection instrument, the questionnaire form developed by the researcher was used. While preparing this questionnaire form, the author benefitted from the computer attitude scale developed by Bindak and Çelik (2006) with a reliability coefficient of α =.91. In the comment of the scores obtained in the computer attitude scale which had a total sum of 22 items, the formula of range width (a=row width /the number of groups). The content validity of the questionnaire was obtained with the expert opinion. The first part of the questionnaire form, which was made up of two parts, was comprised of 6 questions aiming at determining the demographic information, while the second part was composed of 4 questions in total, 2 ranking scaled about the views related to tablet computers and 2 classifying scaled questions. The Analysis of the Data In the analysis of the data, SPSS 17 package program was used. Arithmetical means, standard deviations and numbers (N) depending on the personal features of the students answering the questionnaire for both dimensions were determined in the analysis. Whether there was a statistically significant difference between answers students gave to the questionnaire was determined through t test, F test and Chi-square tests. The data regarding numerical developments were tabulated and evaluated and whether there was a difference between the independent variables was tested at α =.05 significance level. FINDINGS The relation between the status of supporting tablet computers at mathematics courses by candidate mathematics teachers and computer attitude total scores were examined. The main tendency of the views of candidate mathematics teachers in this issue and main changing measurement values were given in Table 1 and Table 2. Table 1: Main Tendency and Changing Measurements with regard to Computer Attitude Scores of Candidate Mathematics Teachers. The status of supporting tablet computers N X S Yes No No idea Total As given in Table 1, total scores arithmetical means of the computer attitude scale for the candidate mathematics teachers participating in the research and supporting the usage of table computers in mathematics courses was found as ( x ) 2.87 and that of the candidate teachers not supporting was ( x ) 3.09 and the mean for the candidate teachers having no idea was ( x ) One way variance analysis was made for the unrelated measurements over whether mean scores of computer attitude scales of candidate teachers participating in the research differed and the results were given in Table 2. Tablo 2: The Results of One Way ANOVA for Unrelated Measurements regarding the Computer Attitude Scores of Candidate Mathematics Teachers Total Square Means Significant Source of Variance SD F P Square (TS) (SM) Difference Inter-groups Intra-groups Total Yes, 2-No, 3-No idea As given in Table 3, a significant difference was found between the computer attitude total scores of the candidate teachers supporting that tablet computers should be used in mathematics courses and those of the ones not supporting it in favor of the candidate mathematics teachers supporting tablet computers [F (2-127) = 9.76, p<.05]. The status of the supporting using tablet computers in mathematics courses by mathematics candidate teachers was examined in terms of different variables and given in Table 3. 49

4 Table 3. The Distribution of the Status of the Supporting Using Tablet Computers in Mathematics Courses by Mathematics Candidate Teachers was Examined in Terms of Different Variables Status of the supporting using tablet Variables computers Yes No No Idea Sign. Diff. F % F % F % Gender λ 2 (2)= 2.632; Man p =.268 Woman Year λ 2 (2)=1.785; p= st Year nd Year Status of having a computer Yes No Period Using Computers 1-4 yrs (university) yrs (High School) yrs (Pri. Ed. Part 2) yrs + (Pri. Ed. Part I) Frequency of Comp. Use Every day Every week Every year ,0 Purpose of Using Computer Education (assignments, researches etc.) Social Media (Facebook, MSN, twitter etc.) Other (shopping, payment, game, film, music, news) Total λ 2 (2)=10.32 ; p =.06 λ 2 (6)=8.79; p=.19 λ 2 (4)=1202; p =.002 p < 0.05* λ 2 (4)= 12.16; p =.14 As shown in Table 3, the status of supporting using tablet computers in mathematics courses by candidate mathematics teachers did not differ significantly in terms of gender, years, the status of having a computer, the period of using a computer and the purpose of using a computer. However, a significant difference was found between the views of candidate teachers in terms of frequency of using a computer [λ 2 (4)=12.02; p<.05]. The relation between the status of feeling a need for an in-service training course over using tablet computers in mathematics courses by candidate mathematics teachers and their computer attitude scores was examined. The main tendency and main changing measurement values of the views of candidate teachers in this issue were given in Table 4 and Table 5. 50

5 Table 4. The Main Tendency and Changing Measurements of Candidate Mathematics Teachers Regarding Computer Attitude Scores The status of feeling a need for an inservice training course on using tablet N X S computer Yes No No idea Total As shown in Table 4, the arithmetical mean of the computer attitude scale total scores of the candidate mathematics teaches participating in the research and feeling a need for an in-service training course on using tablet computers was ( x ) 2.99 and the scores of those not feeling a need for an in-service training course was ( x ) 2.94 and the scores of the ones having no idea was found as ( x ) A one way variance analysis (ANOVA) was carried out for unrelated measurements over whether computer attitude scale total scores of the candidate teachers participating in the research differed, and given in Table 5. Table 5. One Way ANOVA Results for the Unrelated Measurements with regard to Computer Attitude Scores of Candidate Mathematics Teachers Total Square Mean Squares Significant Source of Variance Sd F P (TS) (MS) Difference Intergroup Intragroup No Total Yes, 2- No, 3-No Idea As given in Table 5, no difference was found between the computer attitude scale total scores of the candidate mathematics teachers feeling a need for an in-service training course on using tablet computers in mathematics course and the scores of those not feeling a need for an in-service training [F(2-127)=.933, p>.05]. The status of feeling a need by mathematics teachers for an in-service training course over using tablet computers in mathematics courses was examined in terms of some variables and given in Table 6. Table 6. The Distribution of the Status of Feeling a Need by Mathematics Teachers for an In-Service Training Course over Using Tablet Computers in Mathematics Courses in Terms of Different Variables Status of the supporting using tablet Variables computers Yes No No Idea Sig. Diff. f % f % f % Gender λ 2 (2)=9.32 Man ; Woman p = p< 0.05 Year λ 2 (2)=3.856; p= st Year λ 2 (2)= nd Year ; Status of having a p = computer Period Using Computers λ 2 (6)=1.05 0; p= yrs (university) yrs (High School) yrs (Pri. Ed. Part

6 11 yrs + (Pri. Ed. Part I) Frequency of Comp. Use λ 2 (4)=6.30 Every day ; p =.177 Every week Every year Purpose of Using Computer Education (assignments, researches etc.) Social Media (Facebook, MSN, twitter etc.) Other (shopping, payment, game, film, music, news) Total λ 2 (4)= 9.046; p =.338 As given in Table 6, the status of feeling a need by candidate teachers for an in-service training course over using tablet computers in mathematics courses did not differ in terms of year, the status of having a computer, the period of using a computer, frequency of computer use and purpose of computer use. However, the views of candidate teachers were found significantly different in terms of gender [λ 2 (2)=9.326; p<.05]. The views of the candidate mathematics teachers over the advantages and disadvantages of using tablet computers in mathematics courses were examined and the frequency levels were given in Table 7 and Table 8. Table 7. The Frequency Distribution of the Views of the Candidate Mathematics Teachers over the Advantages and Disadvantages of Using Tablet Computers in Mathematics Courses Candidate Advantages Teacher f % 1.It could make mathematics course more enjoyable with visuals and animations 2. It could facilitate the perception of abstract concepts in mathematics course. 3. It could increase the interest of students in mathematic courses It could enable students to make mathematical assessments and evaluations easier. 5. It could enable students to achieve mathematical issues they wonder about in a short time. 6. It could give more time to teachers for mathematical activities It could increase the skills of students to use technological tools It could increase the active involvement of students in mathematics courses 9. It could enable students to make researches and investigations on mathematics courses. 10. It could help with demonstrating the activities that cannot be employed through animations It could increase the permanence of learning by making 41 mathematics courses more efficient. 12. It is easy to carry and could relieve students of course books It could increase the interests of students in scientific and technological developments It could enable students to review the topics in mathematic courses. 15. Tablet computers could increase the usage of such various

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