Effects of computer literacy, motivation and self-efficacy on learning success in computer assisted instruction: Investigation of the variables with study duration

Keywords: Computer assisted learning, computer literacy, motivation, self-efficacy

Abstract

Control variables have an important role in educational work where the computer is used as an instructional material. The main purpose of this paper is to determine the importance of control variables in research dealing with computer use in education and to present the effects of these variables, if any, on the results. In line with this purpose, the study examines (considering the duration of the study) the effects of the level of computer literacy, motivation, and the level of self-efficacy on academic achievement. The participants were 117 seventh-graders. Results revealed that when the computer is used as an instructional material, the level of computer literacy and motivation towards the material first had a significant effect on academic achievement but this effect decreased shortly thereafter. Moreover, differences were detected in findings when these variables were considered as control variables. The results also revealed that self-efficacy had a significant effect on academic achievement but there were no data indicating that this variable should be specified as a control variable.

Downloads

Download data is not yet available.

References

Akyüz, H. İ. (2012). Çevrimiçi görev temelli öğrenme ortamında eğitsel ajanın rolünün ve biçim özelliklerinin öğrencilerin motivasyonuna, bilişsel yüklenmesine ve problem çözme becerisi algısına etkisi. Unpublished doctoral dissertation, Ankara Üniversitesi, Ankara.

Albion, P. (1999). Self-efficacy beliefs as an indication of teachers’ preparedness of teaching with technology. Association for Advancement of Computing in Education. Retrieved from http://www.usq.edu.au/users/albion/papers/ site99/1345.html

Bakker, A. B., & Xanthopoulou, D. (2013). Creativity and charisma among female leaders: the role of resources and work engagement. The International Journal of Human Resource Management, 24(14), 2760–2779. https://doi.org/10.1080/09585192.2012.751438

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Baylor, A. L. & Kim, S. (2009). Designing nonverbal communication for pedagogical agents: When less is more. Computers in Human Behavior, 25(2), 450-457.

Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30.

Camnalbur, M. (2008). Bilgisayar destekli öğretimin etkililiği üzerine bir meta analiz çalısması. Unpublished master’s thesis, Marmara Üniversitesi, İstanbul.

Chen, I.-S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362-370. https://doi.org/10.1016/j.chb.2017.02.059

Cheema, J. R., & Skultety, L. S. (2016). Self-efficacy and literacy: A paired difference approach to estimation of over-/under-confidence in mathematics- and science-related tasks. Educational Psychology, 37(6), 1-14. http://dx.doi.org/10.1080/ 01443410.2015.1127329.

Cheung, A.C. & Slavin R.E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113

Cobb, C. (2013). The use of an animated pedagogical agent as a mnemonic device to promote learning and motivation in online education. Unpublished doctoral dissertation, Walden University, Texas.

Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. Research Methods in Education. London: Routledge.

Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: development of a measure and initial test. MIS Quarterly, 19(2), 189–211.

Dinçer. S. (2015). Farklı eğitsel arayüzler kullanılarak hazırlanan bilgisayar destekli öğretim yazılımlarının öğrencilerin akademik başarılarına, motivasyonlarına, derse ilgilerine, bilgisayar destekli öğretimi değerlendirmelerine ve bilişsel yüklerine etkisi. Unpublished doctoral dissertation, Adana: Çukurova Üniversitesi.

Dinçer, S. (2017a). Ortaokul öğrencilerinin bilgisayar okuryazarlık düzeylerinin belirlenmesi ve ölçme – değerlendirme araçlarının yapısı. İlköğretim Online, 16(3), 1329–1349. https://doi.org/10.17051/ilkonline.2017.330261

Dinçer, S. (2017b). Öğretmenlerin Bilgi ve İletişim Teknolojileri Yeterlilikleri Ölçeği. In 26th International Congress on Educational Sciences (pp. 179–181). Antalya: Karadeniz Teknik Üniversitesi.

Dinçer, S. & Doğanay, A. (2015). The impact of pedagogical agent on learners’ motivation and academic success. Practice and Theory in Systems of Education, 10(4), 329–348.

Dinçer, S. & Doğanay, A. (2016). Öğretim Materyali’ne İlişkin Motivasyon Ölçeği (ÖMMÖ) Türkçe uyarlama çalışması. İlköğretim Online, 15(4), 1131-1148.

Dinçer, S. & Doğanay, A. (2017). The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load. Computers & Education, 111, 74-100. https://doi.org/10.1016/j.compedu.2017.04.005

Dinçer, S. & Güçlü, M. (2013). Effectiveness of using simulation in computer aided learning and new trends in science education: A meta-analysis study article. International Journal of Human Science, 10(Special Issue), 49-66.

Faseyitan, S., Libil, J. N., & Hirschbuhl, J. (1996). An in-service model for enhancing faculty computer self-efficacy. British Journal of Educational Technology, 27(3), 214–226.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2013). How to Design and Evaluate Research in Education. (Intergovernmental Panel on Climate Change, Ed.) (8th ed.). Cambridge: Cambridge University Press. Retrieved from http://ebooks.cambridge.org/ref/id/CBO9781107415324A009

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for Life in a Digital Age. International Association for the Evaluation of Educational Achievement (IEA). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-14222-7

Haddad, S. I., & Taleb, R. A. (2016). The impact of self-efficacy on performance (an empirical study on business faculty members in Jordanian universities). Computers in Human Behavior, 55, 877-887. http://dx.doi.org/10.1016/ j.chb.2015.10.032.

Hämäläinen, R., De Wever, B., Malin, A., & Cincinnato, S. (2015). Education and working life: VET adults’ problem-solving skills in technology-rich environments. Computers and Education, 88, 38–47. https://doi.org/10.1016/j.compedu.2015.04.013

Hong, Z. W., Chen, Y. L., & Lan, C. H. (2014). A courseware to script animated pedagogical agents in instructional material for elementary students in English education. Computer Assisted Language Learning, 27(5), 379-394.

Işıksal, M., & Aşkar, P. (2003) İlköğretim öğrencileri için matematik ve bilgisayar öz-yeterlilik algısı ölçekleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 109-118.

Jansen, M., Scherer, R., & Schroeders, U. (2015). Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology, 41, 13-24. http://dx.doi.org/10.1016/j.cedpsych.2014.11.002.

Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits-self-esteem, generalized self-efficacy, locus of control, and emotional stability-with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86, 80-92. http://dx.doi.org/10.1037/0021-9010.86.1.80.

Kegel, R. H. P., & Wieringa, R. J. (2016). Measuring Computer Literacy without Questionnaires. In Fourth International Workshop on Behavior Change Support Systems, BCSS 2016 (pp. 61–65). Salzburg, Austria. Retrieved from http://doc.utwente.nl/100507/

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.) Instructional design theories and models: An overview of their current status (pp. 383-434). Hillsdale: Lawrence Erlbaum.

Keller, J. M. (2008). First principles of motivation to learn and e-learning. Distance Education, 29(2), 175-185.

Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.

Kim, J., & Lee, W. (2013). Meanings of criteria and norms: Analyses and comparisons of ICT literacy competencies of middle school students. Computers & Education, 64, 81–94. https://doi.org/10.1016/j.compedu.2012.12.018

Kulik, J., Kulik, C.-L., & Bangert-Drowns, R. L. (1985). Effectiveness of computer-based education in elementary pupils. Computers in Human Behavior, 1(1), 59–74.

Lussier, R. N. (1990). Human relations in organizations: A skill-building approach. Homewood, IL: Irwin.

Marakas, G. M., Yi, M. Y., & Johnson, R. D. (1998). The multilevel and multifaceted character of computer self-efficacy: toward clarification of the construct and an integrative framework for research. Information Systems Research, 9(2), 126–163.

Mikropolous, T. A., & Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research. Computers & Education, 56, 769–780. doi:10.1016/j.compedu.2010.10.020.

Mumtaz, S. (2001). Children’s enjoyment and perception of computer use in the home and the school. Computers & Education, 36(4), 347–362. https://doi.org/10.1016/S0360-1315(01)00023-9

Onwuagboke, B. B. C., & Singh, T. K. R. (2016). Reliability and validity of graphic design assessment rubrics. International Journal of Technical Research and Applications, 4(2), 119–124.

Parker, P. D., Marsh, H.W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2013). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29-48. http://dx.doi.org/10.1080/01443410.2013.797339.

Rich, B. L., Lepine, J. A., & Crawford, E. R. (2010). Job Engagement: Antecedents and Effects on Job Performance. Academy of Management Journal, 53(3), 617–635. https://doi.org/10.5465/AMJ.2010.51468988

Rohatgi, A., Scherer, R., & Hatlevik, O. E. (2016). The role of ICT self-efficacy for students’ ICT use and their achievement in a computer and information literacy test. Computers & Education, 102, 103–116. https://doi.org/10.1016/j.compedu.2016.08.001

Ryan, A. M., & Pintrich, P. R. (1997). "Should I ask for help?" The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89(2), 329–341. https://doi.org/10.1037//0022-0663.89.2.329

Salim, S.S., Marzuki, N., & Kasirun, Z. (2007). Modelling the requirements of an animated pedagogical agent for a web-based learning environment through inputprocess-output relationships. Austria: Conference ICL2007.

Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications. Pearson Higher Ed.

Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy. Educational Research Review, 19, 58–84. https://doi.org/10.1016/j.edurev.2016.05.002

Smith, S. M. (2001). The four sources of influence on computer self-efficacy. Delta PI Epsilon Journal. 43(1), 27–39.

Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124, 240–261.

Tekbıyık, A., Birinci-Konur, K., & Pırasa, N. (2008). Effects of computerassisted instruction on students’ attitudes towards science courses in Turkey: A meta-analysis. In International Educational Technology Conference, (pp.1-8). Eskisehir.

Tims, M., Bakker, A. B., & Derks, D. (2014). Daily job crafting and the self-efficacy - performance relationship. Journal of Managerial Psychology, 29, 490-507. http:// dx.doi.org/10.1108/JMP-05-2012-0148.

Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical reviewof the literature and future directions. Review of Educational Research, 78(4), 751-796. http://dx.doi.org/10.3102/0034654308321456.

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review. Educational Psychologist, 39(2), 111–133. https://doi.org/10.1207/s15326985ep3902_3

Van der Meij, H. (2013). Motivating agents in software tutorials. Computers in Human Behavior, 29(3), 845-857.

Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2007). The International Journal of Human Resource Management. International Journal of Stress Management, 14(2), 121–141. https://doi.org/http://dx.doi.org/10.1037/1072-5245.14.2.121

Yoon, H., Jang, Y., & Xie, B. (2016). Computer use and computer anxiety in older Korean Americans. Journal of Applied Gerontology, 35(9), 1000–1010. https://doi.org/10.1177/0733464815570665

Wan, Z., Wang, Y., & Haggerty, N. (2008). Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes. Information & Management, 45(8), 513-521.

Woodworth, R. S. (1918). Dynamic psychology. New York: Columbia University Press.

Yang, H. L., & Cheng, H. H. (2009). Creative self-efficacy and its factors: An empirical study of information system analysts and programmers. Computers in Human Behavior, 25(2), 429-438.

Yeo, G. B., & Neal, A. (2006). An examination of the dynamic relationship between self-efficacy and performance across levels of analysis and levels of specificity. Journal of Applied Psychology, 91, 1088-1101. http://dx.doi.org/10.1037/0021- 9010.91.5.1088.

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91. https://doi.org/10.1006/ceps.1999.1016
How to Cite
Dinçer, S. (2017). Effects of computer literacy, motivation and self-efficacy on learning success in computer assisted instruction: Investigation of the variables with study duration. International Journal of Curriculum and Instructional Studies (IJOCIS), 7(14), 147-162. https://doi.org/https://doi.org/10.31704/ijocis.2017.009