Abstract:

The aim of this study is to examine and determine the relationship between social studies teachers’ attitudes towards computer assisted education (CAE) and their self-efficacy perception in terms of certain variables. The study is a survey model. 571 social studies teachers who work in the seven different regions of Turkey contributed to this study. The data gathering tools applied included the CAE attitude scale and CAE self-efficacy perception scale. Arithmetic mean, standard deviation, independent samples t test, one-way ANOVA and Pearson correlation coefficient analysis were also used. As a result, it has been concluded that social studies teachers have high levels of attitude and self-efficacy perception towards CAE. Furthermore, social studies teachers’ attitudes towards CAE differ in their computer use history, although they don’t differ in terms of gender, graduation degree, education levels, professional experience and possession of a personal computer. On the other hand, social studies teachers’ self-efficacy perceptions towards CAE differ according to their gender, professional experience and computer use history, although they don’t differ regarding their graduation degree, education levels, possession of personal computer. The correlation level between self-efficacy perceptions towards CAE and attitudes towards CAE was detected as 0.53.

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