Investigation of the relationship between computer skills and metacognition thinking skills; the case of Fırat and İstanbul Universities

The amount and use of the digital products that are used in education too, very rapidly increases in the world. This rapidly increasing how effect metacognition thinking. The purpose of this research is investigation of the relationship between computer skills and metacognition thinking skillsIn this research, the scales of computer skills (CS) and metacognition thinking skills (MT) have been developed and analysed by some variables. In the development of the scales of CS and MT, exploratory and confirmatory factor analyses have been conducted. As a result of exploratory factors analysis it has been detected that three factors structure of the scale of CS consisting of 13 items is appropriate and this three factors structure explains 58,981% of total variance. Loads of items that form the scale have varied between ,719 and ,814. As a result of exploratory factors analysis it has been detected that four factors structure of the scale of MT consisting of 18 items is appropriate and this four factors structure explains 56,579% of total variance. Loads of items that form the scale have varied between ,704 and ,786.In order to test the status of structure of the scales which was created according to the results of exploratory factor analysis, confirmatory factor analysis have been used. According to the results of confirmatory factor analysis SRMR value of the scale of CS has been found as ,056, RMSEA value as ,076, GFI value as ,925 and AGFI value as ,889. Otherwise according to the results of confirmatory factor analysis SRMR value of the scale of MT has been found as ,051, RMSEA value as ,056, GFI value as ,918 and AGFI value as ,891. According to these compliance index values scales development process is successful. In addition Cronbach's Alpha coefficient for the CS scale has been calculated as ,857 and for the MT scale has been calculated as ,881. In the light of these findings it can be said that the scales are reliable and valid.CS and MT scales have been analysed, and here are some of the findings.?For the general of the scale of CS, basic computer skill and problem solution skill a significant difference has been found between students? opinions with faculty variable, and this difference has been seen on IU-Education Faculty students' opinions.?For the general of the scale of CS, basic computer skill, using software skill and problem solution skill a significant difference has been found between students? opinions. For gender variable, difference has been seen on male students' opinions. For having computer variable, difference has been seen on who have computer. For departments variable, difference has been seen on Computer Education and Instructional Technology (CEIT) students' opinions.?A significant difference has been found between students? opinions in the thinking skill dimension, with gender variable and alternative assessment skill dimension, with age variable.?For the general of the scale of MT, reflective thinking skill towards problem solving, alternative assessment skill, thinking skill and decision-making skill a significant difference has been found between students? opinions with departments variable.In the light of these findings, following suggestions can be made:?For the candidates of teachers, lack of hardware and software, and resolve hardware and software that must be provided with adequate training.?For the candidates of teachers? metacognitive thinking skills increasing, computerized or web-based applications may be preferred.