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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
Article Title: Science and Technology Teachers' Views towards Computer-Assisted Instruction in Primary Schools (Sample of Gaziantep and Kilis District in Turkey)
by Mahmut O?uz Kutlu and Mehmet Marangoz

Abstract:
This quantitative study was conducted in order to find out whether there were any significant differences between the opinion of the science and technology teachers working in elementary schools towards computer assisted science and technology instruction application. The most important aspect hinders Computer Assisted Instruction success is knowledge, skills, attitudes and values of the teachers are not enough. In this research, teachers' opinions and thoughts that concern the teaching of Science and Technology instruction with Computer-aided instruction are determined and It is expected that measures will be taken about the solution of the problems that encountered. The study was performed in randomly selected elementary education schools from the central districts of Gaziantep and Kilis cities in 2011-2012 education years. The sampling of the study was composed of 135 science and technology teachers working in elementary schools in central districts of Gaziantep and Kilis cities. One scale of two parts was employed to collect data. The number of the teachers was 93 working in Gaziantep and 42 working in Kilis. The data were analyzed through SPSS programme. In order to find out whether there was a significant difference between the participants' opinions and gender and seniority, the frequency (f) and percentage (%) values were calculated, and t-test, One Way Variance Analysis (ANOVA) and LSD multiple comparison were conducted. The findings show that there was no significant difference between the participants' opinions and the gender but a significant difference was found between their opinions and seniority.
Keywords: computer assisted instruction, computer assisted science, technology learning
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Editor-in Chief

Prof. Guofang Li
Associate Professor
Department of Teacher Education
College of Education
Michigan State University
United States of America.