The Effect of Peer Mentoring on Acceptance of and Intention to Use Web 2.0 Tools

Mehmet Ramazanoğlu; Tayfun Akın; Mehmet Şahin Solak

Makale detayları

The Effect of Peer Mentoring on Acceptance of and Intention to Use Web 2.0 Tools

Yazarlar:

Mehmet Ramazanoğlu | Tayfun Akın | Mehmet Şahin Solak

Yayıncı:

Kastamonu University

Ana Başlıklar:

Öğretim Teknolojileri

Dergi:

Kastamonu Eğitim Dergisi Vol.31 Issue 4, pp.625-638

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001299512

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: This study seeks to shed light on the effect of peer mentoring on the acceptance of and intention to use Web 2.0 tools. DesignMethodologyApproach: In the study, the static-group comparison pretest-posttest design, which falls into the category of weak experimental designs, was applied. The study group consisted of 165 Experiment76, Control89 pre-service teachers continuing their second-year education in different departments of a public university in the 2021-2022 academic year. The implementation period of the study lasted for eight weeks and a total of 16 hours. In the study, the unified theory of acceptance and use of technology model-2  UTAUT2 scale was used as a data collection tool. The SPSS 26 package program was employed to analyse the data obtained in theß study. T-test, one-way analysis of variance ANOVA, and correlational t- test were used in the analyses. Findings: İt was concluded that the acceptance of and intention to use Web 2.0 tools among the- pre-service teachers receiving peer mentoring and teacher guidance were positively affected with a higher rate of effect for pre-service teachers receiving peer mentoring. Results based on gender revealed that the effect of peer mentoring on the acceptance of and intention to use technology among pre-service teachers was in favour of female pre-service teachers in various constructs. Results based on the ownership of a computer revealed that the effect was in favour of pre-service teachers owning computers in various constructs. And finally, results based on the department variable revealed that the effect was at a higher level for pre-service teachers in English Language Education than pre-service teachers in Elementary Mathematics Education. The results of the present study also contain some recommendations for future studies on the topic. Highlights: The effect of different blended models can be examined in similar studies. Similar studies can be carried out with a full experimental design and mixed model methods. Studies can be re-examined with different variables.

 Purpose: This study seeks to shed light on the effect of peer mentoring on the acceptance of and intention to use Web 2.0 tools. DesignMethodologyApproach: In the study, the static-group comparison pretest-posttest design, which falls into the category of weak experimental designs, was applied. The study group consisted of 165 Experiment76, Control89 pre-service teachers continuing their second-year education in different departments of a public university in the 2021-2022 academic year. The implementation period of the study lasted for eight weeks and a total of 16 hours. In the study, the unified theory of acceptance and use of technology model-2  UTAUT2 scale was used as a data collection tool. The SPSS 26 package program was employed to analyse the data obtained in theß study. T-test, one-way analysis of variance ANOVA, and correlational t- test were used in the analyses. Findings: İt was concluded that the acceptance of and intention to use Web 2.0 tools among the- pre-service teachers receiving peer mentoring and teacher guidance were positively affected with a higher rate of effect for pre-service teachers receiving peer mentoring. Results based on gender revealed that the effect of peer mentoring on the acceptance of and intention to use technology among pre-service teachers was in favour of female pre-service teachers in various constructs. Results based on the ownership of a computer revealed that the effect was in favour of pre-service teachers owning computers in various constructs. And finally, results based on the department variable revealed that the effect was at a higher level for pre-service teachers in English Language Education than pre-service teachers in Elementary Mathematics Education. The results of the present study also contain some recommendations for future studies on the topic. Highlights: The effect of different blended models can be examined in similar studies. Similar studies can be carried out with a full experimental design and mixed model methods. Studies can be re-examined with different variables.

 Purpose: This study seeks to shed light on the effect of peer mentoring on the acceptance of and intention to use Web 2.0 tools. DesignMethodologyApproach: In the study, the static-group comparison pretest-posttest design, which falls into the category of weak experimental designs, was applied. The study group consisted of 165 Experiment76, Control89 pre-service teachers continuing their second-year education in different departments of a public university in the 2021-2022 academic year. The implementation period of the study lasted for eight weeks and a total of 16 hours. In the study, the unified theory of acceptance and use of technology model-2  UTAUT2 scale was used as a data collection tool. The SPSS 26 package program was employed to analyse the data obtained in theß study. T-test, one-way analysis of variance ANOVA, and correlational t- test were used in the analyses. Findings: İt was concluded that the acceptance of and intention to use Web 2.0 tools among the- pre-service teachers receiving peer mentoring and teacher guidance were positively affected with a higher rate of effect for pre-service teachers receiving peer mentoring. Results based on gender revealed that the effect of peer mentoring on the acceptance of and intention to use technology among pre-service teachers was in favour of female pre-service teachers in various constructs. Results based on the ownership of a computer revealed that the effect was in favour of pre-service teachers owning computers in various constructs. And finally, results based on the department variable revealed that the effect was at a higher level for pre-service teachers in English Language Education than pre-service teachers in Elementary Mathematics Education. The results of the present study also contain some recommendations for future studies on the topic. Highlights: The effect of different blended models can be examined in similar studies. Similar studies can be carried out with a full experimental design and mixed model methods. Studies can be re-examined with different variables.

 Purpose: This study seeks to shed light on the effect of peer mentoring on the acceptance of and intention to use Web 2.0 tools. DesignMethodologyApproach: In the study, the static-group comparison pretest-posttest design, which falls into the category of weak experimental designs, was applied. The study group consisted of 165 Experiment76, Control89 pre-service teachers continuing their second-year education in different departments of a public university in the 2021-2022 academic year. The implementation period of the study lasted for eight weeks and a total of 16 hours. In the study, the unified theory of acceptance and use of technology model-2  UTAUT2 scale was used as a data collection tool. The SPSS 26 package program was employed to analyse the data obtained in theß study. T-test, one-way analysis of variance ANOVA, and correlational t- test were used in the analyses. Findings: İt was concluded that the acceptance of and intention to use Web 2.0 tools among the- pre-service teachers receiving peer mentoring and teacher guidance were positively affected with a higher rate of effect for pre-service teachers receiving peer mentoring. Results based on gender revealed that the effect of peer mentoring on the acceptance of and intention to use technology among pre-service teachers was in favour of female pre-service teachers in various constructs. Results based on the ownership of a computer revealed that the effect was in favour of pre-service teachers owning computers in various constructs. And finally, results based on the department variable revealed that the effect was at a higher level for pre-service teachers in English Language Education than pre-service teachers in Elementary Mathematics Education. The results of the present study also contain some recommendations for future studies on the topic. Highlights: The effect of different blended models can be examined in similar studies. Similar studies can be carried out with a full experimental design and mixed model methods. Studies can be re-examined with different variables.

Makale detayları

The Effect of Peer Mentoring on Acceptance of and Intention to Use Web 2.0 Tools

Yazarlar:

Mehmet Ramazanoğlu | Tayfun Akın | Mehmet Şahin Solak

Yayıncı:

Kastamonu University

Ana Başlıklar:

Öğretim Teknolojileri

Dergi:

Kastamonu Eğitim Dergisi Vol.31 Issue 4, pp.625-638

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001299512

pISSN:

2147-9844

Acceptance and Use

Adoption

Peer Mentoring

Web 2.0

UTAUT

Sayı

Makale detayları

The Effect of Peer Mentoring on Acceptance of and Intention to Use Web 2.0 Tools

Yazarlar: Mehmet Ramazanoğlu | Tayfun Akın | Mehmet Şahin Solak

Yayıncı: Kastamonu University

Ana Başlıklar: Öğretim Teknolojileri

Dergi: Kastamonu Eğitim Dergisi Vol.31 Issue 4, pp.625-638

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001299512

pISSN: 2147-9844

Acceptance and Use

Adoption

Peer Mentoring

Web 2.0

UTAUT

Sayı

Yazarlar:

Mehmet Ramazanoğlu | Tayfun Akın | Mehmet Şahin Solak

Yayıncı:

Kastamonu University

Ana Başlıklar:

Öğretim Teknolojileri

Dergi:

Kastamonu Eğitim Dergisi Vol.31 Issue 4, pp.625-638

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001299512

pISSN:

2147-9844