The Investigation of the Relationship Between Classroom Teachers Views on Distance Education and Beliefs about Computer Use in Mathematics Education

Abstract

In this study, we sought to investigate the opinions of classroom teachers about distance education and their beliefs about the use of computers in mathematics education. We used a relational survey model, one of the quantitative research designs, to collect data from 163 classroom teachers. The Opinion Scale on Distance Education developed by Kurnaz, Kaynar, Şentürk Barışık, and Doğrukök (2020) and the Belief Scale on Computer Use in Mathematics Education developed by Çakıroğlu, Güven, and Akkan (2008) were used as data collection tools. We analysed the data using descriptive statistics, independent samples t-test, ANOVA, and Pearson correlation. A significant positive relationship was found between classroom teachers' views on distance education and their mean scores on computer use in mathematics education. The results of the study showed that the mean scores of classroom teachers' opinions about distance education and beliefs about the use of computers in mathematics education were both close to the middle level. Additionally, the mean scores of classroom teachers' opinions about distance education did not differ significantly by gender or education level, but they did differ significantly by professional seniority. Similarly, the mean scores of classroom teachers' beliefs about the use of computers in mathematics education did not differ significantly by gender or professional seniority, but they did differ significantly by education level.