Investigation of High School Students' Cyberloafing Behaviors in Classes

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dc.contributor.authorAkgun, Fatma
dc.date.accessioned2024-06-12T10:59:05Z
dc.date.available2024-06-12T10:59:05Z
dc.date.issued2020
dc.departmentTrakya Üniversitesien_US
dc.description.abstractThe aim of this study is investigating the cyberloafing behaviors of high school students in classes with regard to various variables and teachers' opinions. Study group of the research patterned with convergent parallel mixed method is composed of 819 high school students in total from 9 different schools. Five-factor Cyberloafing Scale developed by Akbulut, Dursun, Donmez, and Sahin (2016) was used to collect the quantitative data. A semi-structured interview form was prepared to collect the qualitative data and this form handed out to a total of 18 teachers to be filled with the intent of supporting the information obtained from students. These teachers were giving lectures in different branches at each school. Independent-samples t-test, one-way ANOVA test, multiple comparison tests and Bonferroni Correction were used to control Type-I Error were used to analyze the quantitative data, and content analysis was used to analyze the qualitative data. While the analysis of quantitative data revealed that the variables of gender and type of school have a medium level significant impact on cyberloafing behaviors of students in classrooms, it shows a small level effect size and significant difference as regards to grade and average time spent on social networks. However, within the framework of the opinions received from teachers in the research, the reasons for cyberloafing behaviors of students in dassrooms were determined as the education process and socio-psychological factors and it was also founded that cyberloafing behaviors in classrooms generally affect academic achievements of students and their interest in the course in a negative way. Participants of the research have also stated that the cyberloafing behaviors of students in classes lead to negativities such as diminishing motivation of their classmates and teachers, causing distractibility and distorting the lessons.en_US
dc.identifier.doi10.15390/EB.2019.8419
dc.identifier.endpage108en_US
dc.identifier.issn1300-1337
dc.identifier.issue201en_US
dc.identifier.startpage79en_US
dc.identifier.trdizinid360433en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2019.8419
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/360433
dc.identifier.urihttps://hdl.handle.net/20.500.14551/20296
dc.identifier.volume45en_US
dc.identifier.wosWOS:000510827300004en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education And Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCyberloafingen_US
dc.subjectCyberslackingen_US
dc.subjectICTen_US
dc.subjectMobile Technologyen_US
dc.subjectHigh Schoolen_US
dc.subjectPersonal Internet Useen_US
dc.subjectAddictionen_US
dc.subjectClassroomen_US
dc.subjectImpacten_US
dc.subjectWorken_US
dc.subjectCyberslackingen_US
dc.subjectAdolescentsen_US
dc.subjectInformationen_US
dc.subjectPerspectiveen_US
dc.subjectPrevalenceen_US
dc.titleInvestigation of High School Students' Cyberloafing Behaviors in Classesen_US
dc.typeArticleen_US

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