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Bu çalışmanın amacı Türkiye’deki üniversite öğrencilerinin ve mezunlarının dijital okuryazarlık düzeylerini ölçmektir. Bu çalışmada basit tesadüfi (rastgele) örnekleme yöntemiyle çevrim içi ortamda Dijital Okuryazarlık Ölçeği (DOYÖ) 1287 katılımcıya uygulanmıştır. Araştırma kapsamında üniversite öğrencileri ve mezunlarının dijital okuryazarlık puanları katılımcıların cinsiyetlerine, eğitim durumlarına, yaş gruplarına, ekonomik durumlarına, akıllı cihaz kullanmaya başlama dönemine ve dijital teknolojilerle ilgili gelişmeleri takip etme biçimlerine göre farklılık gösterip göstermedikleri incelenmiştir. Ayrıca bahsi geçen değişkenlerin bazılarıyla DOY puanları arasında anlamlı ilişki olup olmadığı incelenmiştir. Veriler Levene varyans homojenliği, bağımsız örneklem t-testi, tek yönlü varyans analizi, Brown-Forsythe testi, Pearson ilişki testi ve Cohen’s d etki büyüklüğü ve Post Hoc testi gibi çeşitli istatistiksel testler kullanılarak analiz edilmiştir. Bu araştırmada, erkek katılımcıların kadınlardan lisans mezunlarının lisans öğrencilerden 25-32 yaş arasındaki katılımcıların diğer yaşlardaki katılımcılardan akıllı cihaz kullanmaya ilkokul ve öncesinde başlayanların üniversite ve sonrasında başlayanlardan teknolojik gelişmeleri takip edenlerin etmeyenlerden daha yüksek dijital okuryazarlık puanına sahip olduğu sonucuna varılmıştır.
The aim of this study is to measure the levels of digital literature of university students and graduates in Turkey. In this study, the digital reading scale (DOYÖ) in the online environment was applied to 1287 participants with the simple random (rastgele) sample method. In the framework of the study, the university students and graduates have studied whether their digital literature scores differ according to the gender, educational conditions, age groups, economic conditions, the period of beginning of using smart devices and the ways in which they follow the developments related to digital technologies. It has also been examined whether there is a meaningful relationship between some of the mentioned variables and the DOY points. The data has been analyzed using a variety of statistical tests such as Levene variance homogenity, independent sampling t-test, one-way variance analysis, Brown-Forsythe test, Pearson relationship test and Cohen's d effect size and Post Hoc test. The study found that male participants were from women; graduates from undergraduate students; participants between 25 and 32 years of age from other age participants; those who started using smart devices in primary and early schools from university and afterwards; those who followed technological developments had higher digital literature scores than those who did not.
The purpose of this study is to measure the digital literacy levels of undergraduate students and graduates in Turkey. In this study, the Digital Literacy Scale (DOYÖ) was applied online to 1287 participants by using a simple random sampling method. Within the scope of the research, it was examined whether the digital literacy scores of the university students and graduates differ according to the participants' gender, education status, age groups, economic status, the period of starting to use smart devices and the way they follow the developments related to digital technologies. In addition, it was examined whether there is a significant relationship between some of the variables mentioned and the digital literacy scores. The data were analyzed using various statistical tests such as Levene variance homogeneity, independent sample t-test, one-way analysis of variance, Brown-Forsythe test, Pearson correlation test, Cohen's d effect size and Post Hoc test. As a result of the research, male participants are more than women; undergraduate graduates than undergraduate students; participants between the ages of 25-32 than in other age groups; those who started using smart devices in primary school than those who started using at university and later; has a higher digital literacy score.
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