The investigation of mobile self-efficacy beliefs of using mobile learning tools and usage habits of high school students, İzmir Karabağlar sample

The purpose of this research is to examine high school students use mobile learning tool by selecting mobile usage habits of self-efficacy beliefs according to various variables. The universe of this research constitutes 16509 students from 19 high schools in the district of Izmir, Karabağlar of the 2014-2015 academic year. Stratified sampling determined by way of example, consists of a total of 796 students from six high schools. In researh individual screening of research survey model was used to determine students' mobile usage habits, relational model was used to compare self-efficacy beliefs levels using the mobile learning tools in terms of various variables. As data collection tool "Student Information Sheet" which consists of 5 items, "Mobile Device Usage Habits Questionnaires" which developed by the researchers consists of 18 items and "Using Mobile Learning Tools Self-Efficacy Scale"consists of 27 articles are used. Research results shows that 95.9% of high school students have mobile devices, 84% of them use mobile devices more than 1 hour per day, 70% of them use mobile internet and mobile software mostly as internet, communication applications, the social networking applications and downloading tools. Self-efficacy beliefs of using mobile learning tools of participants to use e-mail on mobile devices and file sharing ability, social networking along with a mobile learning environment / ability to use instant communication applications and self-efficacy beliefs make lesson activities with mobile devices was found to be at a very high level; ability to use electronic information resources through mobile devices and self-efficacy beliefs of using mobile were found in high levels. Research results show that high school students' self-efficacy of the use of mobile learning tool to use e-mail on mobile devices and share files ability to self-efficacy beliefs, social networking along with a mobile learning environment / instant communication applications being able to use self-efficacy beliefs, make lesson activities with mobile self-efficacy beliefs, self-efficacy beliefs to use electronic information resources through mobile devices vary according to grade level, school type, family's average monthly income and having a mobile internet package. Self-efficacy beliefs of using mobile learning tools of high students have significant difference not only their grade level, school type, family's average monthly income and having a mobile internet package but also gender.