Critical Reading Self Efficacy and Information Pollution on the Internet: Preservice Teachers’ Perceptions

Keywords: Critical reading, Infollution on the internet, Prospective teachers, Self-efficacy

Abstract

The purpose of this research was to examine the critical reading self-efficacy (CRSE) perceptions of prospective teachers and their awareness of information pollution on the internet. A relational survey model was utilized in the research. The study sample, whose universe was prospective teachers studying at Kilis 7 Aralık University, consisted of 296 teacher candidates and was determined using the simple random sampling method. The data were collected through the “Critical Reading Self-Efficacy Perception Scale” and the “Information Pollution on the Internet Scale.” The data analysis was done by calculating the arithmetic mean and standard deviation values, t-test, ANOVA, and Pearson correlation analysis. The results showed that prospective teachers’ self-efficacy perceptions for critical reading are high. The variables of gender and the number of books read in the previous year were not determinative in the perception of critical reading self-efficacy. It was also found that the variables of the department, year of study, and participation in online activities affect perceptions of prospective teachers’ self-efficacy. In addition, their awareness of information pollution on the internet is above the medium level. It was determined that the variables of gender, department, year of study, number of books read in the previous year, and online activities did not have a decisive effect on awareness of information pollution on the internet. The correlation analysis showed that the sum of the scales was not related to each other, but there was a positive relationship in the sub-dimensions. Suggestions for future research and practitioners were provided.

Published
2021-09-01
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How to Cite
Alan, Y., & Amaç, Z. (2021). Critical Reading Self Efficacy and Information Pollution on the Internet: Preservice Teachers’ Perceptions. Shanlax International Journal of Education, 9(4), 178-189. https://doi.org/10.34293/education.v9i4.4105
Section
Articles