Content Analysis of Artıcles about Computer Teaching Methods: A Content Analysis Study

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Procedia - Social and Behavioral Sciences 143 ( 2014 ) 1171– 1176

ScienceDirect

Peer-review under responsibility of the Organizing Committee of CY-ICER 2014. doi: 10.1016/j.sbspro.2014.07.573

Corresponding Author: Duygu Mavi E-mail: [email protected]

CY-ICER 2014

Content Analys

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cles About Computer Teach

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Content Analysis Study

Duygu Mavi, Hüseyin Uzunboylu

Kareina / North Cyprus

Abstract

In this study, it is aimed at specifying using methods and technics by making article content analysis in Turkish and English about computer teaching teacher's view, methods and technics about computer teaching methods published between 2009-2013. It has been analized 88 articles which are published in journals named TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY (TOJET), EĞİTİM ARAŞTIRMALARI DERGİSİ (EJER), TÜRK EĞİTİM BİLİMLERİ DERGİSİ (TEBD), TÜRK FEN EĞİTİMİ DERGİSİ (TÜFED), TÜRK BİLGİSAYAR ve MATEMATİK EGİTİMİ DERGİSİ (TÜRKBİLMAT),ULUSAL AKADEMİK AĞ VE BİLGİ MERKEZİ OLAN ULAKBİM, Hacettepe University Journal of Faculty of Education (HUJOE). These studies have been analyzed research subject, size of study group, specification type of the study group, research type, data collection tools and methods of data analysis. According to findings, it has been seen that TOJET is the journal which is involved in technology mostly. In the study, it has been specified that learning environment and technology are subjects which are mostly discussed in the researches about educational technologies. This follows the subjects which are distance learning, multimedia and teacher training. Besides, it is seen that there are more studies on quantitative research and survey method is often used.

Peer-review under responsibility of the Organizing Committee of CY-ICER 2014. Keywords: Educational Technologies, Instructional Technologies, Survey Inclinations

1.Introduction

In computer teaching field, one of the subjects at the top in terms of significance priority is teaching approach to computer programming and knowledge and skills related to the approach. In all programs which need to take advantage of computer technicly in area of activity if necessary, computer based, especially placed in universities;

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teaching students computer programming effectively and efficiently, as an important approach, causes the efforts of academic and scientific studies to stay active. Vlasta has stated ‘’ The modern educational institution thus strives to an innovative, creative and coordinative function of a responsible expert. The teacher should include modern ways of teaching into his work,

where educational technology should be of great help’’ .A large number of academic studies within international and national scope are quite remarkable within this subject. Also in Maria-Eugenia Ruiz-Molina et al.‘s study it has been stated that ’’ Spanish universities have recently adapted their studies to the requirements of the European Higher Education Area (EHEA). As part of these requirements, the development of computer and informational skills must be considered as an academic objective’’

Yet, in the light of last developments, it is seen that an abstract approach-skill cognitively and philosophicly like computer programming is being tried to teach effectively by the help of ‘’tangible teaching methods’’ and therefore it is also examined that the related literature has come out. To make student's learning process more efficient, using high interaction level applications supported audio and visual, especially including nowadays technology developments and accessibility to knowledge and using opportunity, shows up as a common case. (Low et al. 2003; Humar et al. 2005; Parvin 2010; Fan, & Geelan 2013; Palilonis 2013; Savas 2013; Su 2013; Yamaguchi et al. 2013).Researches which examine the studies in Turkey on educational technology field are limited. However;

Şimşek and his colleagues(2008) analyzed 64 thesis of doctor's degree in the study that they carried out general evaluation of published theses of doctor's degree about training technology field in the last decade in our country.As a result of the researches, theses of doctor's degree about educational technology are concentrated on approach to learning and teaching, online learning and multimedia as a subject. In the meanwhile, they emphasized that quantitative paradigm is more prefered than qualitative paradigm and achievement tests, manner scales, surveys and interview forms also point out in the data collection tools used often. As a result of collected significant results, it is defined that sample choosing type of the theses done by using quantitative method are more easily accessible and samples fit for purpose, data are analyzed with the methods of descriptive statics. Ion and Narcisa have stated that‘’Information technology has a powerful impact on learning and the central idea of the current e-learning technologies is to provide users the ability to use and reuse of learning objects, which must be compatible with the learning management systems and with any other future technology from that field. The success of new learning technologies is related to student-centered learning approach, on skills which will be acquired as a result of learning. Their establishment is in close accordance with the didactic objectives of teaching the lessons.’’

Şimşek and his colleagues(2009), in their another study, analyzed 259 theses of post graduate completed in educational technology field between 2000-2007 in our country. They indicated that a large number of theses are about quantitative researches; surveys, tests and scales of data collection tools are often used; descriptive statics, t-test and variance analysis of data analysis are used. They defined that the most searched subjects are computer based learning, alternative teaching-learning approaches, web based learning, problems encountered about using educational technology, internet based learning and distance learning.

According to Waleed and Yousef ‘’ Instructional technology has been recognized as an effective tool to provide a great possible array of student’s input and interaction with the instructor, and to respond to students’ miscellaneous needs and learning styles’’

METHOD

• In this research the content analysis method was used to analyse the studies of computer teaching methods which were published in journals and theses in the faculties of education between 2009-2013. The content analysis is defined as ’’ it is a scientific approach which investigate the social truth via inference, conversion to the numbers and objective and systematic classification with regards to the meaning and/or grammatically the message which oral, written and other materials contained’’.

In content analysis, clustering items are given by identifying and dividing them into categories according to their frequency. Without any comments, these items can give us an idea according to their sequence and importance. However, what the frequency of language states should be explained without deviation from data in a way that everyone can understand easily by the specialist who analysed. The content analysis is a method (non-obtrusive) that can be used without effecting the social behaviour.

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• "Content analysis is a research technique of the open / significant content of communication oriented to identify objective, systematic and quantitative " (Berelso's, 1952, p. transferred from 18 Gokce, 2006, p.35) • With the implementation of this method, written materials are easy to understand the message between the lines. Thus, the contents of any documents are resolved in the scientific sense by determining which angle the writer approached to the subject, what the basic idea highlighted in the text is. In content analysis from time to time the frequency of sentences describing the same subject are based on. Nevertheless, the frequency analysis by determining the frequency of words offers us important data to uncover the hidden purpose in the deep of text. Thus, sometimes words are used as a mostly review unit. The text is like a pyramid. We sense it like an integrated structure. Most of the time by looking to this integrated structure we miss the small parts of the structure unit.

A word is like a brick. If we look closer to the parts in the pyramid, namely which material the overall whole is built, we can easily understand whether it is historical or not, its structure quality, its value and even the story of building ( many times in this kind of building some records can be found on a small structure unit) etc ... Examination of the words in the text with this perspective offers us depth knowledge about the text. Words are the small units where the basic meanings are encoded. The implementation of a content analysis occurs by following the ways of the choice of research questions, sample selection, conceptualization and development of the code categories, data collection, coding, identification, evaluation, inference, interpretation

In this study, it has been grouped according to the first determined scannings and various information has been reached. Then, these data have been arranged, grouped according to the appopriate themes and data have been presented by transforming numerical.

SCANNING AND SELECTION CRITERIAS

Studies in this research has standardizes that determinated theses and articles need to be between 2009-2013. After these criterias are determined, TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY (TOJET), EĞİTİM ARAŞTIRMALARI DERGİSİ (EJER), TÜRK EĞİTİM BİLİMLERİ DERGİSİ (TEBD), TÜRK FEN EĞİTİMİ DERGİSİ (TÜFED), TÜRK BİLGİSAYAR ve MATEMATİK EGİTİMİ DERGİSİ (TÜRKBİLMAT),ULUSAL AKADEMİK AĞ VE BİLGİ MERKEZİ OLAN ULAKBİM, Hacettepe University Journal of Faculty of Education (HUJOE) which are educational journals are scanned based upon ''computer education methods'' as a key word. Information attained from these journals is tabulated by analyzing.

In the consequence of scanning, there are 88 written articles fit for criterias and content of subject. FINDINGS

At the end of the first research, 167 articles are found from the journals. However; 88 articles are analyzed with the aim of appropriate content of subject and to analyze studies done in the recent years.

ARTICLES' DISTRIBUTION ACCORDING TO THE JOURNALS Table 1

ANALYZED JOURNALS ARTICLE'S NUMBER %

(TOJET) 17 %19,3 (EJER) 15 %17 (TEBD) 12 %13,6 (TÜFED) 4 %4,5 (TÜRKBİLMAT) 8 %9 (HUJOE) 15 %17 ULAKBİM 17 %19,3 TOTAL 88 %100

As Table 1 is examined, 17 articles from (TOJET ) journal, 15 articles from (EJER) journal, 12 articles from (TEBD) journal, 4 articles from (TÜFED) journal, 8 articles from (TÜRKBİLMAT) journal, 15 articles from (HUJOE) journal and 17 articles from ULAKBİM journal, which the magazines are written with their acronym, are appropriate to analyzed.

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ARTICLES' DISTRIBUTION ACCORDING TO PUBLISHED YEAR Table 2

DISTRIBUTION OF STUDIES

ACCORDING TO YEARS ARTICLE NUMBERS %

2009 11 %13,5 2010 10 %11,3 2011 13 %14,7 2012 22 %25 2013 32 %36,3 TOTAL 88 %100

ARTICLES' DISTRIBUTION ACCORDING TO TYPE OF REFERENCED RESEARCH Table 3

RESEARCH TYPE ARTICLE NUMBER %

Quantitative 37 %42

Qualitative 22 %25

Mixed Methods 29 %32.9

Total 88 %100

As articles in Table 3 are examined according to type of referenced research, it is seen that quantitative research methods are used in 37 articles, qualitative research methods are used in 22 articles and mixed methods are used in 29 methods.

SIZE OF STUDY GROUP USED IN ARTICLES

SAMPLE SAMPLE SIZE ARTICLE NUMBER

SURVEY 66-3500 27

DOCUMENT 10-100 19

ACHIEVEMENT TESTS 3-40 16

INTERVIEW 1-20 8

ATTITUDE, SENSE, PERSONALITY

AND ABILITY TESTS 2-50 5

ALTERNATIVE TOOLS 1-50 4

OBSERVATION 1-30 2

OTHERS 1-50 7

According to data from Table 4, in this study it is seen that survey between 66 and 3500 lecturer and students is applied in 27 of the analyzed articles,document is reached between 10 and 100 in 19 articles, achievement tests to students are applied between 3 and 40 in 16 articles, interview with lecturers is had between 1 and 20 in 8 articles, ability tests to students are run between 2 and 50 in 5 articles, alternative tools to lecturers and students are used between 1 and 50 in 4 articles, observation is done between 1 and 30 in 2 articles and other methods are used between 1 and 50 people in 7 articles.

DATA ANALYSIS METHODS USED IN ARTICLES Table 5 DESCRIPTIVE 14 15,9% FREQUENCY/PERCENTAGE 13 14,7% STANDARD DEVIATION 10 11,3% GRAPHIC DISPLAY 7 7,9% T-TEST 7 7,9% CORRELATION 6 6,8%

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FACTOR ANALYSIS 5 5,6% CONTENT ANALYSIS 5 5,6% OTHER 10 11,3% ANOVA/MANOVA 6 6,8% REGRESION 5 5,6 TOTAL 88 100%

In the analyzed studies, as used methods is reviewed to analyzed data, it is seen that analysis method is descriptive analysis mostly. After that; frequency, standard deviation, other methods, graphic display, t-test, correlation, anova, factor analysis, content analysis, regression are lined up as used data analysis methods.

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

When 88 articles which were taken into evaluation in the study were analyzed, it has been seen that TOJET journal includes the most technology. In this journal the number of published articles are more and it is thought that it is based on being the only and first Turkish journal which has published in the field of educational technologies within the context of SSCI. In the study, it has been determined that the technology and the teaching environment are the most placed subjects in the researches of educational technologies. The subjects as distance learning, multimedia and teacher training follow these. Mostly giving a place to the subjects about teaching environment and the technology can be caused that the negative and positive effects of educational technologies on learners are researched like Sert (2010) mentioned. Regarding the use of lesson software, the students participated to the survey have thought that related software system has a structure which can be used easily and fast and presented on the web were met in a very positive way by the students. The usage of education as a technology and also the situation leading to learn easily at every age and at every level of intellegence of human have increased the motivation in the students and the students who cannot go to the school can attend this program has caused the increase the level of education. The materials used in education has provided convenience to lecturers and also in teaching. We can say that the reason for this it appeals to our five senses. When it is considered the level of samples, it has been determined that the studies are generally performed by lecturers, graduate students and students in the education faculty. When it is considered that the teaching enviroment and the technology which are the most placed subjects in the researches of educational technologies it is an expected result that the target group in which the studies performed has consisted of students and the lecturers of education faculty. It has been stated that one of the effective methods that can be folled in the computer programming language is th usage of computer-based intelligent software systems. Numerous studies in the literature are in support the related inference and also this study which has been performed in the related literature has contributed correspondingly. It is an important prescience that these studies in the researches will bring many developments and innovations at the stage of intelligent systems usage during the academic education. Generally, the quantitative methods are used in the subjects of multimedia, teaching enviroment and the technology, teacher training , education and performance. In the studies in Turkey, it has been stated that the quantitative methods are prefered to be used mostly in the researches of educational technologies (Alper and Gulbahar, 2009; Gulbahar and Alper, 2009; Simsek et al., 2008; Simsek et al., 2009). Studies abroad have been stated that the quantitative methos were mostly used in the previous researches about educational technologies; however in recent years it has been emphasized that the tendencies to the qualitative methods have increased. Moreover, it has been determined that the mixed studies have had the tendency of constant increase since 2009. As Driscoll (1995) stated that due to the developing nature of educational systems, the educational researches should be open to different research methods, researches should not only be continued under one research method. It has been defined that research topics were generally analyzed by quantitative, qualitative, mixed, literature review, full experimental, quasi-experimental, survey, case studies, descriptive and variation methods in this research. Also in the results of Mehran and Mahdi’s study it has shown that ‘’Universities and institutions with distance education methods must note that these system learners tend to be different from the traditional learners and this difference helps them continue learning successfully.’’

As a recommendation if more data is included in the sample, more well-supported results can be obtained; in the research there can be a planning in advance to prevent time limitation and to provide well-supported context; also it is suggested that computer based learning methods by using teaching methods can be developed to contribute more to this field. Moreover; making the selection of sample more objective and plain will always increase the reliability

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of research.

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