Author(s): Sevil BÃYÃKALAN FÄ°LÄ°Z, Osman GEDÄ°K, Mustafa EROL
In this study, it is aimed to examine the relationship between pre-service teachers' attitudes towards literacy and their attitudes towards computer-aided education. The research was carried out with a relational screening model. In the 2017-2018 academic years, 299 pre-service teachers who were educated in Istanbul, Yozgat and Denizli and who were selected by easily accessible sampling method were formed. In the study, the data were obtained through the scale of first reading and writing self-efficacy scale and the attitude scale related to computer-aided education. Simple Linear Regression Analysis and Pearson Moments Product Correlation Analysis were used to analyze the data. According to the findings of the study, there was no significant relationship between the first literacy self-efficacy of the pre-service teachers and their attitudes towards computer-aided education according to the gender factor. In addition, when the results of regression analysis between the attitudes of the classroom education teachers towards computer-assisted education and the first literacy self-efficacy were examined, it was found that there were significant relationships and a positive low level relationship was found between the first literacy self-efficacy subscales and the attitudes towards computer-aided education.
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