**3. Findings and discussions**

#### **3.1 Findings concerning the first sub-problem**

The first sub-problem of the study is "What are the pre-service science teachers' attitudes towards educational technologies?" The findings concerning this sub-problem reveal that the mean score for the pre-service science teachers' attitudes towards educational technologies is 169.66, standard deviation is 14.19; the lowest score taken from the attitude scale is 125 and the highest score is 207. According to these scores, the pre-service science teachers' general attitude is in the category of "Agree". This finding shows that the students in general have positive attitudes towards educational technologies. There are similar findings reported in the literature. Gunter, Gunter & Wiens (1998) found that pre-service teachers have more positive attitudes towards working on computer and learning through computer and technology in general. Ylmaz (2005), in his thesis study, investigated the effects of technology on students' achievement and attitude and found positive impacts on achievement and attitude. In another study, Sevindik (2006) found positive effects of using smart classes in higher education on students' academic achievement and attitudes. Yavuz and Coşkun (2008) found that pre-service elementary school teachers have positive attitudes towards and opinions about the use of technological tools and equipments.

#### **3.2 Findings concerning the second sub-problem**

The second sub-problem of the study is "Do the pre-service science teachers' attitudes towards educational technologies vary significantly depending on the environment where they have been brought up?" T-test was conducted to test whether there is a statistically significant

The Effects of Environment and Family Factors on Pre-Service Science Teachers'

education or are illiterate.

mothers' educational status

of the test are presented in Table 5.

their mothers' educational status

teachers' fathers' educational status

Attitudes Towards Educational Technologies (The Case of Muğla University-Turkey) 449

According to Table 3, 63.4% of the pre-service science teachers' mothers are secondary or elementary school graduates, 24.8% are high school graduates and 6.9% are graduates from graduate or undergraduate programs. 5.0% of them have no education or are illiterate. When we look at the educational status of the fathers, we can see that 49.5% are secondary school or elementary school graduates, 28.27% are high school graduates and 21.8% are graduates of undergraduate or graduate programs. There are no fathers not having

**Educational status N** X **S**  Undergraduate/graduate 7 3.86 .25

Secondary school/elementary school 64 3.96 .34

Table 4. Arithmetic means and standard deviations for the pre-service science teachers'

In Table 4, it is seen that there are differences among the arithmetic means. ANOVA test was carried out to determine whether these differences are statistically significant and the results

**Source of the variance Sum of squares df Mean of squares F p**  Between-groups .14 3 .05 .42 .74

Table 5. Anova results for the pre-service science teachers' attitude scale scores in relation to

The results of Table 5 show that there is no significant difference based on the mothers' educational status among the pre-service science teachers' attitudes towards educational technologies [F(3-97) = .42 , p>.05]. That is, there is no correlation between the pre-service science teachers' attitudes towards educational technologies and their mothers' educational

**Educational status N** X **S**  Undergraduate/graduate 22 3.93 .45

Secondary school/ elementary school 50 3.94 .30

Table 6. Arithmetic means and standard deviations concerning the pre-service science

High school 29 3.97 .29

Others - - - **Total** 101 3.95 .33

status. This finding is supported by the findings reported by Erol and Gezer (2006).

Within-groups 10.75 97 .11

**Total** 10.89 100

High school 25 3.91 .32

Others 5 4.03 .29 **Total** 101 3.95 .33

difference among the pre-service science teachers' attitudes towards technology based on the environment they have been brought up and the results are presented in Table 1 and Table 2.


Table 1. Distribution of the pre-service science teachers according to environment where they have been brought up

Of the pre-service science teachers, 15.8% come from rural area and 84.2% from urban area. As the pre-service science teachers coming from urban area probably have had better technological opportunities, they are expected to exhibit more positive attitudes.


Table 2. T-test results for the science pre-service teachers' attitude scale scores in relation to environment where they have been brought up

According to the t-test results presented in Table 2, there is no significant difference among the attitudes based on the environment where they have been brought up [t (99) = .22, p > .05]. This finding indicates that there is no significant relationship between the environment where the pre-service science teachers have been brought up and their attitudes towards educational technologies. This finding concurs with the findings of Can (2010); Erol and Gezer (2006).

#### **3.3 Findings concerning the third sub-problem**

The third sub-question of the study is "Is there a significant relationship between the preservice science teachers' attitudes towards educational technologies and their parents' educational status?" The findings concerning this problem are related to the relationship between the pre-service science teachers' attitudes and their parents' educational status. First, the distribution of the pre-service science teachers according to their parents' educational status is given in Table 3 and then the ANOVA test was carried out to determine whether there is a significant correlation between the pre-service science teachers' attitudes and their parents' educational status and then findings are presented in Table 4, Table 5, Table 6 and Table 7.


Table 3. Distribution of the pre-service science teachers' parents' educational status

difference among the pre-service science teachers' attitudes towards technology based on the environment they have been brought up and the results are presented in Table 1 and Table 2.

**Environment Frequency** % Urban area 85 84.2 Rural area 16 15.8 **Total** 101 100.0 Table 1. Distribution of the pre-service science teachers according to environment where

Of the pre-service science teachers, 15.8% come from rural area and 84.2% from urban area. As the pre-service science teachers coming from urban area probably have had better

**Environment N** X **S df t p**  Urban area 85 169.80 14.40 99 .22 .82

Table 2. T-test results for the science pre-service teachers' attitude scale scores in relation to

According to the t-test results presented in Table 2, there is no significant difference among the attitudes based on the environment where they have been brought up [t (99) = .22, p > .05]. This finding indicates that there is no significant relationship between the environment where the pre-service science teachers have been brought up and their attitudes towards educational technologies. This finding concurs with the findings of Can (2010); Erol and Gezer (2006).

The third sub-question of the study is "Is there a significant relationship between the preservice science teachers' attitudes towards educational technologies and their parents' educational status?" The findings concerning this problem are related to the relationship between the pre-service science teachers' attitudes and their parents' educational status. First, the distribution of the pre-service science teachers according to their parents' educational status is given in Table 3 and then the ANOVA test was carried out to determine whether there is a significant correlation between the pre-service science teachers' attitudes and their parents' educational status and then findings are presented in Table 4,

**Educational status Mother Father** 

Table 3. Distribution of the pre-service science teachers' parents' educational status

Graduate/Undergraduate 7 6.9 22 21.8 High school 25 24.8 29 28.7 Secondary school/Elementary school 64 63.4 50 49.5 Other 5 5.0 - - **Total** 101 100.0 101 100.0

**f % f %** 

technological opportunities, they are expected to exhibit more positive attitudes.

Rural area 16 168.93 13.44

environment where they have been brought up

**3.3 Findings concerning the third sub-problem** 

Table 5, Table 6 and Table 7.

they have been brought up

According to Table 3, 63.4% of the pre-service science teachers' mothers are secondary or elementary school graduates, 24.8% are high school graduates and 6.9% are graduates from graduate or undergraduate programs. 5.0% of them have no education or are illiterate. When we look at the educational status of the fathers, we can see that 49.5% are secondary school or elementary school graduates, 28.27% are high school graduates and 21.8% are graduates of undergraduate or graduate programs. There are no fathers not having education or are illiterate.


Table 4. Arithmetic means and standard deviations for the pre-service science teachers' mothers' educational status

In Table 4, it is seen that there are differences among the arithmetic means. ANOVA test was carried out to determine whether these differences are statistically significant and the results of the test are presented in Table 5.


Table 5. Anova results for the pre-service science teachers' attitude scale scores in relation to their mothers' educational status

The results of Table 5 show that there is no significant difference based on the mothers' educational status among the pre-service science teachers' attitudes towards educational technologies [F(3-97) = .42 , p>.05]. That is, there is no correlation between the pre-service science teachers' attitudes towards educational technologies and their mothers' educational status. This finding is supported by the findings reported by Erol and Gezer (2006).


Table 6. Arithmetic means and standard deviations concerning the pre-service science teachers' fathers' educational status

The Effects of Environment and Family Factors on Pre-Service Science Teachers'

service science teachers' attitudes towards educational technologies.

universities.

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Attitudes Towards Educational Technologies (The Case of Muğla University-Turkey) 451

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Utilization of educational technologies in the field of education can enrich education and enhance students' motivation, in this way; students are promoted to develop positive attitudes towards educational technologies. Positive attitudes developed by pre-service science teachers towards educational technologies may help them to make more efficient use

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Variance analysis was conducted to see whether the differences seen among arithmetic means in Table 6 are significant, and the results are presented in Table 7.

Table 7. Anova results for the pre-service science teachers' attitude scale scores in relation to their fathers'' educational status

Anova results presented in Table 7 show that there is no significant difference based on the fathers' educational status among the pre-service science teachers' attitudes towards educational technologies [F(2-98) = .07, p>.05]. That is, there is no correlation between the preservice science teachers' attitudes towards educational technologies and their fathers' educational status. This finding is in compliance with the findings of Erol and Gezer (2006).
