URSAVAŞ. Faruk Ömer, David MCILROY, ŞAHİN. Sami

Computer Phobia in Higher Education: A Comparative Analysis of United Kingdom and Turkish University Students

Birçok lisans düzeyindeki program bilgisayarla ilgili belirli yeteneklere sahip olma ya da bu yetenekleri kazanmayı şart koşar ve üniversitenin sunduğu bilgisayar imkânlarından faydalanmak genel akademik başarıyı ve mezuniyet sonrası iş bulma durumunu etkileyebilir. Buna dayanarak bu çalışmada Türk ve Britanyalı lisans öğrencilerin bilgisayar kaygısını Bilgisayar Kaygısı Ölçeği (BKÖ) ve bilgisayar özyeterlik algısı Bilgisayar Düşünce Ölçeği (BGÖ) ile ölçülmüştür. Ülkeler arası grup farklılığı, düzenli olarak bilgisayar kullanma (ya da evde kullanma) ve üniversitedeki bilgisayar imkânlarından faydalanma değişkenlerine bağlı olarak belirlenmiştir. Her iki grupta da önemli oranda öğrenci (%32-33) bilgisayar kaygısına sahip olduklarını dile getirmişlerdir. Fakat Britanya grubundaki öğrencilerin (%41), Türk öğrencilere (%21) göre daha büyük bir yüzdesi kendine dair olumlu bir algıya sahip değildir. İki ölçekteki alt birimler düzeyinde belirlenen kültürel farklılıklar tüm ölçek düzeyinde ortaya çıkmamıştır ve kültürel grupların kendi içinde de gruplar arasında da cinsiyete bağlı farklılıklar belirlenmiştir. Beklendiği gibi, kendini olumlu algılama ile bilgisayar imkânlarını kullanma arasında anlamlı bir ilişki olduğu (r’s = 0 to 0.25, p < .001) ve kaygı ile kaçınma arasında da daha zayıf ama anlamlı (r’s = 0 to -0.18, p < .001)bir ilişkinin olduğu belirlenmiştir. Sonuçlar bilgisayar kullanma güveninin öğrencilerde hâlihazırda var olduğuna dair bir varsayımda bulunmanın doğru olmayacağını göstermiştir. Aynı zamanda grup içi ve gruplar arası farklılıklar bilgisayar etkinlikleri açısından herhangi bir tipik ya da şablon öğrenci profili olmadığını da göstermiştir.

Yüksek Öğretimde Bilgisayar Fobisi: Biritanya ve Türkiye’deki Üniversite Öğrencilerinin Karşılaştırılması

The possession or acquisition of a range of computer skills is an implicit assumption related to many undergraduate study programmes, and use of university computer facilities may impact on overall academic performance and employability beyond graduation. This study therefore tested levels of computer anxiety (CARS) and computer thoughts (CTS) in Turkish and United Kingdom undergraduates with reference to culture group difference, regularity of use (or home use) and use of university computer facilities. A substantial minority of students (32-33%) reported computer anxiety in both groups, but more UK (41%) than Turkish students (21%) were deficient in positive self-concept (CTS). Reference to the subscales in the two measures pinpointed cultural differences disguised at scale level, and gender differences were evident across rather than within culture groups. As expected, positive self-concept was associated with use of computer facilities (r’s = 0 to 0.25, p < .001), and anxiety was associated more weakly with avoidance (r’s = 0 to -0.18, p < .001). Results suggest that computer confidence (implying motivation and engagement) should not be assumed to exist in the agenda for wider participation. Also within and between group differences indicate that there is no typical or stereotypical student profile in approach to computer activity.

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