Exploring Digital Literacy Impact: Unveiling the Dynamics of Student Success in Primary School Environments
DOI:
https://doi.org/10.57125/FED.2024.03.25.07Keywords:
digital literacy, academic success, education, perception of success, technology, primary schoolAbstract
The primary aim of this study was to evaluate the relationship between digital literacy and students' perceptions of success in primary school, with a specific focus on fourth and fifth-grade levels. The findings may provide crucial insights to inform educational policies and enhance students' perceptions of success. The research examined this relationship using the relational survey model. Using a population of 6733 students in primary schools in Northern Cyprus, a survey consisting of “Personal information form, Digital Literacy Scale for Primary School Students, and Perception of Success Scale (DLSPSS)” was applied to 400 students by applying a convenient sampling method. The obtained data showed that students' Digital Literacy Levels (DLL) and the academic success perceptions were high. The study revealed that 5th-grade students, aged eleven, exhibited a higher digital literacy level compared to 4th-grade students. However, interestingly, the 5th-grade students' perception of success was found to be lower in comparison. No significant relationships were found between DLL and academic success perceptions. These findings indicate that education policies should focus on improving digital literacy skills and developing individualised strategies to improve students' perceptions of success. The practical significance of this study is that it provides valuable insights for educators, policymakers, and parents in understanding the digital literacy level and academic success perceptions of primary school students. By identifying the higher academic success perceptions among female students, educators can develop strategies to promote similar perceptions among their male counterparts. Additionally, the findings suggest that efforts should be made to enhance the digital literacy level of younger students, particularly 10-year-olds, to improve their academic success perceptions.
References
Akyurt, G. K. (2019). İlkokul 4. sınıf öğrencilerinin matematik motivasyonu, kaygısı ve başarısı arasındaki ilişkinin incelenmesi [Examining the relationship between mathematics motivation, anxiety and success of 4th grade primary school students] [Unpublished master's thesis]. Sosyal Bilimler Enstitüsü.
Altun, N., & Alpan, G. B. (2021). Temel eğitim programlarında dijital okuryazarlık [Digital literacy in basic education programs]. Eğitim ve Toplum Araştırmaları Dergisi, 8(2), 280–294. https://doi.org/10.51725/etad.971177
Çiner, S. (2022). İlkokul öğrencilerinin matematik öğrenme motivasyonları ve matematik tutumlarının matematik başarılarına etkisi [The effect of primary school students' motivation to learn mathematics and their mathematics attitudes on their mathematics achievement] [Unpublished master's thesis].
Demircan, M., Selimoğlu, S., Selimoğlu, G., Turgut, S., Kızılay, E., Ünver, M., & Kılıçaslan, M. (2023). Examination of digital literacy levels of primary school students in terms of different variables. Journal of Current Researches on Social Sciences, 13(1), 17–30. https://www.jocress.com/eng/ilkokul-ogrencilerinin-dijital-okuryazarlik-duzeylerinin-farkli-degiskenler-acisindan-incelenmesi_429
Deringöl, Y. (2020). Dördüncü sınıf öğrencilerinin geometri konularına bakışları [The views of fourth grade students on the subjects of geometry]. Anadolu Journal of Educational Sciences International, 10(2), 856–870. https://doi.org/10.18039/ajesi.741891
Djawad, Y., Suhaeb, S., & Jaya, H. (2018). Innovation in learning through digital literacy at vocational school of health. In International conference on Indonesian technical vocational education and association (pp. 239–245). Atlantis Press.
Dönmez, G. (2019). Lise öğrencilerinin bilgi güvenliği farkındalığı ile dijital okuryazarlığı arasındaki ilişkinin incelenmesi [Investigation of the relationship between information security awareness and digital literacy of high school students] [Unpublished master's thesis]. Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü.
Duran, E., & Özen, N. E. (2018). Türkçe derslerinde dijital okuryazarlık [Digital literacy in Turkish lessons]. Türkiye Eğitim Dergisi, 3(2), 31–46. https://dergipark.org.tr/en/pub/turkegitimdergisi/issue/41487/464125
Erten, P. (2019). Z kuşağının dijital teknolojiye yönelik tutumları [Generation Z's attitudes towards digital technology]. Gümüşhane Üniversitesi Sosyal Bilimler Enstitüsü Elektronik Dergisi, 10(1), 190–202. https://dergipark.org.tr/en/pub/gumus/issue/44146/487816
Gilster, P. (1997). Digital literacy. New York: Wiley Computer Publications.
Good, C. V. (1973). Dictionary of education (3rd ed.). New York: McGraw Hill Book Company.
Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6–30. https://www.doi.org/10.14658/PUPJ-IJSE-2017-1-2
Kara, A., & Şahin, C. (2019). İ̇lkokul öğrencileri i̇çin başarı algısı ölçeğinin geliştirilmesi [Development of the perception of success scale for primary school students]. In Uluslararası eğitim bilimleri kongresi tam metin kitabı (pp. 1359–1364). Ankara, Türkiye.
Karasar, N. (2016). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: Nobel Yayıncılık.
Kaya, M. (2020). Ortaöğretim öğrencilerinin dijital vatandaşlık ve dijital okuryazarlık düzeyleri arasındaki ilişkinin incelenmesi [Examining the relationship between secondary school students' digital citizenship and digital literacy levels] [Unpublished master’s theses]. Mersin Üniversitesi.
Kocadağ, T. (2012). Öğretmen adaylarının dijital vatandaşlık düzeylerinin belirlenmesi [Determining the digital citizenship levels of teacher candidates] [Unpublished master’s theses]. Karadeniz Teknik Üniversitesi.
Küslü, F. (2022). Öğretmenlerin eleştirel dijital okuryazarlık becerilerinin çeşitli değişkenler açısından i̇ncelenmesi [Examining teachers' critical digital literacy skills in terms of various variables] [PhD Theses]. Anadolu Üniversitesi.
Lei, H., Xiong, Y., Chiu, M. M., Zhang, J., & Cai, Z. (2021). The relationship between ICT literacy and academic achievement among students: A meta-analysis. Children and Youth Services Review, 127, Article 106123. https://doi.org/10.1016/j.childyouth.2021.106123
Mansor, M., & Othman, N. (2011). Consulting-based entrepreneurship education in Malaysian higher education institutions. In International conference on social science and humanity (Vol. 5, No. 1, pp. 163–167). Singapore: IACSIT Press.
Mikre, F. (2011). The roles of information communication technologies in education: Review article with emphasis on the computer and internet. Ethiopian Journal of Education and Sciences, 6(2), 109–126. https://www.ajol.info/index.php/ejesc/article/view/73521
Nobre, J. N. P., Santos, J. N., Santos, L. R., Guedes, S. D. C., Pereira, L., Costa, J. M., & Morais, R. L. D. S. (2021). Determining factors in children’s screen time in early childhood. Ciência & Saúde Coletiva, 26, 1127–1136. https://doi.org/10.1590/1413-81232021263.00602019
Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance. Computers & Education, 126, 23–36. https://doi.org/10.1016/j.compedu.2018.06.030
Ogelman, H. G., Demirci, F., & Güngör, H. (2022). Okul öncesi eğitimi öğretmenlerinin dijital okuryazarlik düzeylerinin incelenmesi [Examining the digital literacy levels of preschool education teachers]. Trakya Eğitim Dergisi, 12(1), 235–247. https://doi.org/10.24315/tred.887072
Öndeş, K. M. (2022). İlkokul öğrencilerinin dijital oyun bağımlılıkları ile matematik başarıları ve motivasyonları arasındaki ilişki [The relationship between primary school students' digital game addictions and their mathematics achievement and motivation] [Unpublished master’s theses]. Niğde Ömer Halisdemir Üniversitesi.
Öztürk, Y. (2020). Dijital okuryazarlık hakkında lise öğrencilerinin kendilerine ve anne-babalarına yönelik görüşleri Kırıkkale i̇li örneği [High school students' views of themselves and their parents about digital literacy. Kırıkkale province example] [Unpublished master’s theses]. Gazi Üniversitesi.
Pala, Ş. M. ve Başıbüyük, A. (2020). Ortaokul beşinci sınıf öğrencilerinin dijital okuryazarlık düzeylerinin incelenmesi [Examining the digital literacy levels of secondary school fifth grade students]. Cumhuriyet International Journal of Education, 9(3), 897–921. https://doi.org/10.30703/cije.672882
Selwyn, N. (2004). Reconsidering political and popular understandings of the digital divide. New Media & Society, 6(3), 341–362. https://doi.org/10.1177/1461444804042519
Şahin, A., Asal Özkan, R., & Turan, B. N. (2022). İlkokul öğrencilerine yönelik dijital okuryazarlık ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması [Development of a digital literacy scale for primary school students: Validity and reliability study]. Ana Dili Eğitimi Dergisi, 10(3), 619–630. https://doi.org/10.16916/aded.1109283
Ünlü, B. (2022). Dijital okuryazarlık ve mahremiyet bağlamında kırsal bölgelerde internet tabanlı hizmetlerin kullanımı: Kayseri örneği [Use of internet-based services in rural areas in the context of digital literacy and privacy: Kayseri example] [Unpublished PhD theses]. Erciyes Üniversitesi.
Talan, T. (2020). Investigation of distance education students' academic success in terms of different variables. In EJERCongress 2020 conference proceedings. Eskişehir Anadolu University.
Talan, T., & Aktürk, C. (2021). Orta öğretim öğrencilerinin dijital okuryazarlık ve bilgi güvenliği farkındalığı seviyelerinin incelenmesi [Examining the digital literacy and information security awareness levels of secondary school students]. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 18(1), 158–180. https://doi.org/10.33437/ksusbd.668255
Tatlı, A. (2018). Öğretmenlerin dijital vatandaşlık düzeylerinin bilgi okuryazarlığı ile internet ve bilgisayar kullanım özyeterlikleri bağlamında değerlendirilmesi [Evaluation of teachers' digital citizenship levels in the context of information literacy and internet and computer use self-efficacy] [Unpublished master’s theses]. Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
Tolentino, L. R., Sibunruang, H., & Garcia, P. R. J. M. (2019). The role of self-monitoring and academic effort in students’ career adaptability and job search self-efficacy. Journal of Career Assessment, 27(4), 726–740. https://doi.org/10.1177/1069072718816715
Ulubey, Ö. (2015). Vatandaşlık ve demokrasi eğitimi programının yaratıcı drama ve diğer etkileşimli öğretim yöntemleri ile uygulanmasının akademik başarıya ve demokratik değerlere bağlılığa etkisi [The effect of implementing the citizenship and democracy education program with creative drama and other interactive teaching methods on academic success and commitment to democratic values] [Unpublished PhD theses]. Ankara University.
Yamaç, A. (2019). Dijital okuma ve yazma uygulamalarının ilkokul düzeyinde kullanımına yönelik sınıf öğretmeni adaylarının algıları [Perceptions of classroom teacher candidates regarding the use of digital reading and writing applications at the primary school level]. Manas Sosyal Araştırmalar Dergisi, 8(1), 1-25. https://doi.org/10.33206/mjss.484876
Yustika, G. P., & Iswati, S. (2020). Digital literacy in formal online education: A short review. Dinamika Pendidikan, 15(1), 66–76. https://doi.org/10.15294/dp.v15i1.23779
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
