Abstract:

The purpose of this research is to determine the impact of a mobile learning attitude on a learning attitude. The study also studied the attitudes of students to mobile learning and learning according to gender, the field of science they study, daily internet use times, teaching experience, class and age levels. The research was carried out on 160 students who studied at the Faculty of Education of the University of Fırat. For the purpose of collecting data, the Approach to Mobile Learning Approach to Learning Approach to Learning Approach to Learning Approach is used. When the findings of the research were studied, significant differences were found between the field of science in which individuals studied (social sciences, sciences and health sciences) and their attitudes towards learning, but no significant differences were found in their attitudes towards mobile learning. Individuals studying in the field of sciences and social sciences have a higher attitude towards learning compared to those studying in the field of social sciences and health sciences. While the gender variable determines a significant difference in view between the attitude towards learning, a significant difference in attitude towards mobile learning has not been identified. The findings show that female students have a high attitude towards learning compared to male students. Another findings obtained within the framework of the study is that students’ attitudes towards mobile learning do not differ significantly from their daily internet use times. In addition, a meaningful correlation has been found in a weak level between the students’ attitudes towards mobile learning and their attitudes towards learning. It has been found that the structures that make up the students’ mobile learning attitudes represent 22% of the variation in learning attitudes. Keywords: Mobile learning; Attitude towards learning; Regression analysis; Relational research; Attitude.