Özet:

This is a descriptive survey model study aiming at investigating the reasons of pre-service teachers' cyberloafing during the lesson. A total of 918 pre-service teachers from different departments of a state university participated in the research study. The data was collected in the 2017-2018 fall period through the Reasons for Cyber-Loafing Scale developed by Genç and Tozkoparan (2017) and a Personal Information Form developed by the researchers of this study. Mann Whitney-U and Kruskal Wallis H tests as well as descriptive statistics were used for the data analysis. The study reveals that motivation and course-coordinator based reasons lead pre-service teachers to cyber loafing. The reasons for cyper loafing showed no significant difference according to the age or study level of the participants, however a significant difference was found in terms of “motivation” and “attitude towards course” among the pre-service teachers enrolled different departments. It was found that students from Primary Education Teaching Department and Art-Craft Teaching Department reported less problems with motivation, and students from Primary Education Teaching Department, Preschool Teaching Department and Art-Crafts Teaching Education departments had more positive attitudes towards the lesson. The results showed that male pre-service teachers performed more cyber loafing in elective courses while female pre-service teachers performed cyber loafing in elective and vocational courses more. The rate of cyber loafing in elective courses were found higher among the participants from Guidance and Psychological Counseling and Primary Education Teaching Departments; that in vocational and subject matter knowledge courses was found higher in Arts Teaching while it was found higher among pre-service teachers Science Education departments in general culture courses.

Anahtar Kelimeler: