The effect of one-to-one instructional software on self-efficacy perceptions of preservice science teachers for academic achievement, attitude and information technologies

This study aims to determine the effect of the application realized by one-to-one instructional software of computer-assisted instruction regarding cells and organelles on preservice science teachers' academic achievement, attitudes towards biology teaching and self-efficacy perception for information technologies. One group pretest-posttest experimental design was used in the research. The study was conducted in the 2013-2014 academic year with a total 42 preservice science teachers in second-grade at Fırat University, Elazığ, as to be 30 females and 12 males. The one-to-one instructional software of computer-assisted instruction regarding cells and organelles built by the researcher was applied on the preservice teachers for 4 weeks in the Computer Lab of Fırat University Faculty of Education. The research included a total of 6 weeks with pretest-posttest applications. Data were collected through the "Science Teaching Attitude Scale" developed by Thompson and Shrigley (1986), "Biology Teaching Attitude" adapted by Tekkaya, Çakıroğlu and Özkan (2002) into biology lesson and Self-Efficacy Perceptions Scale about Information Technologies developed by Ekici, Ekici and Kara (2012). To collect data, Cells and Organelles Achievement Test, developed by the researcher, was also used. For data analysis, SPSS 22 package program was used. In order to find answers to the research questions, Related Sample t-test was used. According to the Related Sample t-test results, it was determined that, after the application, preservice science teachers significantly increased their attitude towards biology teaching, self-efficacy perceptions about information technologies and academic achievements on cells compared to pretests (p<.05). However, no gender-based significant difference was determined in the preservice science teachers' attitudes towards biology teaching, self-efficacy perceptions about information technologies and academic achievements regarding cells (p>.05). In the light of this information, it can be said that one-to-one instructional software of computer-assisted instruction is effective in increasing preservice science teachers' attitudes towards biology teaching, self-efficacy perceptions about information technologies and academic achievements regarding cells.