CC BY-NC-ND
0CrossMark
Available online at www.sciencedirect.com
ScienceDirect
Procedia - Social and Behavioral Sciences 152 (2014) 324 - 332
ERPA 2014
Teacher candidates' attitudes towards spelling and punctuation used in social communication tools
Aysun Eroglua*, Alpaslan Okurb
aSakarya University Educational Faculty, Sakarya, 54300, Turkey
Abstract
The objective of the study is to determine teacher candidates' attitudes towards spelling and punctuation used in social communication tools (facebook, twitter, gmail/hotmail, whatsapp, hangouts, vb.). The study group was conducted with teacher candidates of spring semester of academic year 2013-2014 from different departments of SakaryaUniversity Educational Faculty; Turkish Language Teaching, Science Teaching, Primary Teaching, English Language Teaching, Pre-School Teaching, Computer and Instructional Technology Teaching, Mathematics Teaching, and Social Studies Teaching. The participants of this study consisted of a mixture of 334 female and 118 male; a total of 452 teacher candidates. As a result of the study, it is seen that the attitudes of the teacher candidates towards the use of the social communication tools has a significant difference in accordance with their gender and department.
© 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.Org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. Keywords:teacher candidates, social communication tools, attitude, spelling and punctuation
Introduction
In the 21st century, called as the information age, information has become one of the most important legacies of humankind. Possessing information has begun to be accepted as the basis of success and progress. With the increasing importance of success and progress, nowadays technology has been a key factor of providing an easy access to information. The technological developments of the current century qualified as the information age has attracted human beings' attention. Internet which is another element providing communication with the help of these technological developments such as computers and mobile phones has become indispensable for human beings.
* Corresponding author. Tel.: +90 554 849 1089. E-mail address: 24aysun@gmail.com
1877-0428 © 2014 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.Org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. doi:10.1016/j.sbspro.2014.09.204
By means of computers and mobile phones, it is now easier to contact with people. Main social communication tools that people use to contact with each other are: Facebook, twitter, Gmail / Hotmail, Whatsapp, Hangouts, etc.. Supported by the computers or mobile phones requiring internet connection, these social communication tools are especially very popular among young people. Their features like being free and facilitating the communication have increased their use. The most important common point of the social communication tools is that all of them include 'texting'. Although most of them have video conversation feature, people usually prefer texting. For the most accurate and efficient use of these social communication tools, writing and punctuation must be paid attention. Occurrence of inefficient communication is possible through these texts, as they lack in sound, stress, intonation, gestures and facial expressions. Today, with the increase in lack of communication, human relations are getting worse due to careless and inaccurate online texting via the social communication tools.
One of the most preferred social networking sites, Facebook was founded by Mark Zuckerberg, a student at Harvard University, on February 4, 2004. It gets its name from 'Paper Facebooks' which was a form of presentation written out by the teachers, students and employees in the USA. Firstly created for students at Harvard University, Facebook became popular among other schools around Boston and then spread to all regions. Facebook became public on September 11, 2006.The aim of Facebook is to enable people communicate and exchange information with each other. Accordingly, opportunities such as photos, music, pokes, videos, games and foreign language option have made this website more enjoyable and made people spend more time on this site.Furthermore, Facebook can be a class tool as Adalikwu states students express positive attitudes toward the adoption of the Facebook group tool as their class website. Students can employ functions embedded in the Facebook class websites to engage in feeling exchange and information communication.(Adalikwu, 2013:1061-1062).
Twitter was the most rapidly growing internet brand in 2010, with around 50 million tweets a day being posted during the first half of the year (Crystal, 2011: 36).As a social networking site, Twitter gives users the opportunity of 'tweet'ing which limits the texts to maximum 140 characters. Tweets that are written by the users can be seen by everyone. However, users of Twitter are also able to make the tweets seen only by their friends. Users can subscribe to other users' tweets and see the number of followers of the person or entity of them. Users can login to twitter's website from smart mobile phones or short message services which can be accessed in certain countries. Developed by Jack Dorsey in 2006 and known as SMS of internet World, Twitter has provided Turkish language option since April 25, 2011.
Gmail/Hotmail
Gmail/Hotmail is one of the social networking tools enabling people communicate via e-mail. They allow people to send various files (photos, videos, word documents, etc.) to each other. There are also mainly differences between Gmail and Hotmail. For example, while there are large ads and graphics in Hotmail, small text ads are used in Gmail; 10 MB file is sent via Hotmail at a time, but 20 MG file is sent via Gmail; Gmail uses labels, whereas Hotmail uses traditional folders of organize mail.
Whatsapp is one of the smart mobile phone applications of social communication tools. It offers various features as messaging, video, voice recording and sending photos with the help of internet connection. It enables communication with everyone registered in the phone book. Another feature of Whatsapp is that it is always open. When there is no internet connection, it stores the messages and transmits the stored data to users when connected to
the internet. Hangouts
Developed as a replacement of Google's "GTalk" instant messaging service, Hangouts is one of the social communication tools within Google services. Shown as a competitor to Whatsapp and Skype, Hangouts program includes several functions as video calls, instant messaging, file sharing (photos, audio, video, etc.), etc. By the means of Hangouts, people can text messages, do video conferencing (up to 10 people simultaneously), record these video conferences simultaneously and share on Youtube.The most important feature of hangouts is that it can be used in almost any platform. Not only on phones, but also by using Gmail and Google+ services on PC or laptops, Hangouts application can be downloaded and used on Android and iOS devices.
Spelling and punctuation
There are certain rules to be followed in written expression in order to enhance expression and add clarity to expression. Punctuation marks are among these rules. Punctuation marks are the marks which have several functions like enabling proper reading and comprehension of a text (Sallaba^veTemizkan, 2009). According to Banguaoglu (1998), basic features of these marks are; nodal points of word, some stops, displaying sentence types, barely reminding the intonation and stress.
Punctuation marks have been used to prevent miscomprehension of expressions and enable the full comprehension of the writings and transfer to future generations. As Atasoy (2010) states since the 2nd century BC, there have been various changes in both the shapes and use of punctuation marks, and there have been milestones for punctuation marks as the 5th century, between the 11th and 13th centuries and the spread of printing (15th century). Atasoy (2010) also points out that after Christ, new punctuation marks were developed especially with the purpose of clarifying the meanings of religious, military and literary texts, and the use of these marks were found to be significant in terms of preventing possible mistakes that might occur while scrutinizing these texts for the future generations. That is to say, with the occurrence and spread of printing, the punctuation marks were aimed to spread in different cultures and for masses.Spelling can be identified as transcribing the language within the framework of certain rules. According to Bagci (2011), spelling should be prioritized as well as punctuation marks in trms of written expressions, and the correct transfer of the meaning while transcribing the words is an important factor in the accurate comprehension of the text, which can be only seen if the spelling rules are used effectively and accurately.
Method
This study was conducted by getting use of inferential statistics. Inferential statistics are the methods and techniques that provide accurate inferences concerning the value of the universe, based on the statistics calculated from the sample (Buyukozturk, 2014: 5).
Problem of the Study
In our age where technology has facilitated people's lives, as a part of technology, social communication tools (Facebook, Twitter, Gmail/Hotmail, Whatsapp, Hangouts, etc.) have been among indispensables of individuals. The common point of these tools which facilitate access of people together and speed communication is written language. The attitudes of teacher candidates of 2014, who are going to be teaching to young people, towards spelling and punctuation in these popular social communication tools are examined.
Study Group
The study group was conducted with teacher candidates of spring semester of academic year 2013-2014 from different departments of Sakarya University Educational Faculty; Turkish Language Teaching, Science Teaching, Primary Teaching, English Language Teaching, Pre-School Teaching, Computer and Instructional Technology Teaching, Mathematics Teaching, and Social Studies Teaching. 1 teacher candidate was not assessed because of missing information. Teacher candidates' gender information is given in Table-1, and teacher candidates' department information is given in Table-2.
Table 1. Teacher candidates' gender information
Gender N %
Female 334 73.7
Male 118 26.3
Total 452 100
Table 2. Teacher candidates' department information
Departments Number of Students Percent(%)
Turkish Language Teaching 61 13.5
Mathematics Teaching 64 14.1
Science Teaching 63 13.9
Primary Teaching 51 11.3
English Language Teaching 52 11.5
Social Studies Teaching 55 12.1
Computer and Instructional Technology Teaching 50 11.0
Pre-School Teaching 57 12.6
Total 453 100
2.3. Data Collection Tools
In the current study, 'Spelling and Punctuation Used in Social Communication Tools Related Attitude Scale' developed by the researchers of this study as a data collection tool was used. Only behavioral aspect was examined in the scale. After investigating the literature of scale, a 35-item scale was prepared. According to the results of the expert interviews, 8 items were removed from the scale. Teacher candidates were applied the latest version of 27-item scale. The items in the scale were scored as: 'Strongly disagree = 1', 'Disagree = 2', 'Undecided = 3', 'Agree = 4', 'Strongly agree = 5'. According to Tavakol and Dennick (2011), Cronbach's alpha value that is between 0.70 and 0.95 values is acceptable. As a result of this, the scale's Cronbach's alpha reliability coefficient a = 0.80 found in this study is an acceptable value.
2.4. Data Collection and Analysis
453 teacher candidates from the departments of Turkish Language Teaching, Science Teaching, Primary Teaching, English Language Teaching, Pre-School Teaching, Computer and Instructional Technology Teaching, Mathematics Teaching, and Social Studies Teaching of Sakarya University, Faculty of Education were applied 'Spelling and Punctuation Used in Social Communication Tools Related Attitude Scale'. They were asked to read the scale carefully and carry out it according to the instructions. The data obtained from the implementation of the scale was analysed by means of SPSS 20.0 package program, and arithmetic mean, t-test technique and one-way ANOVA were used.
1. Findings
T-test was used to see if there was any gender related differences in the attitudes of the teacher candidates participated in the study towards the use of social communication tools. Analysis results are presented in Table-3.
Gender N X S T p
Female 92.038 13.852 449 2.682 .008
Male 88.017 14252
The study shows that there is a significant difference relating gender in the attitudes of the teacher candidates towards the use of social communication tools, t(449)= 2.682, p<.05. Average (Xfemale= 92.038) of female teacher candidates' attitudes towards using social communication tools was significantly higher than the average (Xmale= 88.017) of male teacher candidates' attitudes.
One way-Anova was used to see if there was any department related differences in the attitudes of the teacher candidates participated in the study towards the use of social communication tools. Analysis results are presented in Table4.
Table4. According to departments of teacher candidates, spelling and punctuation used in social communication tools related attitude scale
Departments N X S
Turkish Language Teaching 61 96.459 12.855
Mathematics Teaching 64 88.078 17.778
Science Teaching 63 90.857 11.263
Primary Teaching 51 92.980 14.298
English Language Teaching 52 94.192 11.073
Social Studies Teaching 55 86.400 17.232
Computer and Instructional Technology Teaching 50 90.360 13.327
Pre-School Teaching 57 88.877 16.410
Total 453 90.995 14.024
Table 5. Attitudes of depatments towards the use of social communication tools
Variance Source Sum of Squares sd Average of Squares F P Significant Difference
Among Departments 4536.602 7 648.086 3.419 .001 T-M T-S
Inter Departments Total 84363.389 88899.991 445 452 189.581
*p<.01 T:Turkish Language Teaching, M: Mathematics Teaching, S: Social Studies Teaching
As a result of the single-factor ANOVA, departments of education were shown to have an effect on the use of social communication tools (F(7.445)= 3.419, p<.05). According to the result of Dunnett's C Test which was used to test the differences among departments, significant difference level of .05 was found between Turkish Language and Mathematics, and between Turkish Language and Social Studies. According to the results, attitudes towards using social communication tools of students from Turkish Language Teaching department were higher than the attitudes of the students from Mathematics Teaching. There was no significant difference between other departments.
The frequency of social communication tools use by the teacher candidates who participated in the study is given in Table-6. The teacher candidates were asked to scale the social communication tools in order of importance. For example, Facebook was put at the top of the list by the teacher candidate who mostly used Facebook.
Table 6.number of teachers who use social communication tools
Very Frequently Occasionally Rarely Very Rarely Never Total
Frequently
N % n % n % n % n % n %
Facebook 167 36.9 83 18.3 39 .6 8. 27 6 17 3.8 22 4.9 355
Twitter 37 8.2 82 18.1 83 18.3 68 15 29 6.4 13 2.9 312
Gmail/ 22 4.9 73 16.1 127 28 107 23.6 26 5.7 4 0.9 359
Hotmail
Whatsapp 118 26 90 19.9 43 9.5 38 8.4 20 4.4 12 2.6 321
Hangouts 19 4.2 10 2.2 12 2.6 16 3.5 94 20.8 79 17.4 230
Other 11 2.4 9 2 20 4.4 37 8.2 71 15.7 93 20.5 241
Very Frequently =1, Frequently =2, Occasionally =3, Rarely =4, Very Rarely =5, Never =6
According to the results displayed in Table-6, it can be interpreted that teacher candidates very frequently use Facebook and Whatsapp, occasionally use Twitter and Gmail/Hotmail, very rarely or almost never use hangouts.
The responses of the teacher candidates in the research regarding the spelling in the social communication tools are presented in Table 7.
Table 7. The Attitude of the Teacher Candidates Regarding the Spelling In the Social Communication Tools
1 2 3 4 5
% % % % %
I1. I begin the sentence with a capital letter. 9.1 10.8 6.6 24.7 48.6
I2. I write the inital of the proper noun as a capital letter.(name, city, country, magazine, school, etc.) 7.1 12.6 7.5 26.9 45.9
I3. I use abbreviations (i.e. mrhb) 30.2 22.7 14.1 20.5 11.9
I4. I don't write data such as time, date, sum of money, measurement etc. with numbers. 30 33.8 13.9 13.7 7.9
I5. I write the numbers with letters within the text. 17 27.2 21.2 20.8 13.2
I6. I write the 'mi/mi/mu/mü' interrogative particles separately. 4.2 5.1 8.6 29.1 52.5
I7. I write the '-de/-da' affixes adjacently. 12.6 15.2 15 25.8 31.1
I8. I write the 'de/da' conjunctions separately. 6 9.1 15.2 26.9 41.9
I9. I write the '-ki' affix adjacently. 10.6 13.5 15.2 28.9 31.3
I10. I write the 'ki' conjunction separately. 5.5 8.6 15.2 30 39.7
I11. I don't write the compound words separately. (e.g. hanimeli) 9.1 8.2 7.5 34.2 39.5
I12. I write the reduplications separately (e.g. adimadim) 5.1 5.5 7.7 33.1 48.1
I26. I don't use Turkish words while forming my sentences. (e.g. bye bye) 29.6 24.7 18.8 15.2 11.5
I27. I write exactly the way I speak (accent). (e.g. gelcem, gidiyon, bakcan) 22.5 17 17.2 26.7 15.2
I strongly disagree=1, I disagree =2, undecided =3, I agree =4, I strongly agree =5; I: Item
The responses of the teacher candidates in the research regarding the punctuation use in the social communication tools are presented in Table 8.
Table 8. The Attitude of the Teacher Candidates Regarding the Punctuation Use In the Social Communication Tools
1 2 3 4 5
% % % % %
I13. I use period (.) at the end of the sentences. 7.3 9.9 10.2 27.4 44.2
I14.I use comma (,) in order to separate consecutive items. 6 10.8 12.1 31.6 38.4
I15.I use semi colon (;) to unify sentences. 13.9 21.4 19.9 21.4 22.1
I16.I do not use colon (:) when I am explaining something. 20.1 24.1 19.4 20.5 15.5
I17. I use ellipsis (...) at the end of unfinished sentences. 7.5 11.9 11.5 27.4 40.4
I18.I use question marks (?) at the end of question sentences. 4.9 5.5 10.4 32.2 46.4
I19. I do not use exclamation marks (!) at the end of sentences which carry the aim of exclaiming. 23 25.8 17 18.3 14.6
I20.I use dash (-) at the end of the line if the word is incomplete. 20.3 24.9 16.6 15.2 22.5
I21. I use a longline (--) at the beginning of dialogues. 22.3 27.6 15.7 17.2 16.3
I22.I do not use apostrophe (') to separate the affixes for the proper nouns. 25.6 22.5 13.5 21.4 16.3
I23. I use slash (/) when necessary. 12.8 20.5 17.2 28.5 19.6
I24. I use quotation marks (") for quotes and sentences I want to specify. 9.5 17.4 14.1 30.5 28
I25. I use parentheses ( ) for some words and sentences. 9.9 15.5 17.4 30 26.3
I strongly disagree=1, I disagree =2, undecided =3, I agree =4, I strongly agree =5; I: Item
When the Table 7 is examined, it can be seen that the teacher candidates begin their sentences with a capital letter, write the proper nouns with capital letters; write data such as time, date, sum of money, measurement etc. with letters, 'mi/mi/mu/mu' interrogative particles, 'de/da' and 'ki' conjunctions, along with the reduplications separately, while writing '-de/-da' and '-ki' affixes adjacently; not separating the compound words; not using abbreviations; and forming their sentences with Turkish words. As an additional fact, it can be inferred that many do not write the numbers with letters and their spellings are influenced by the features of their local accents.
When the Table-8 is examined, regarding the punctuation use of the teacher candidates it can be stated that they use period at the end of the sentence, comma in order to separate consecutive items, almost most of them use semi colon to unify two sentences, almost most of them use colon while explaining things, they use ellipsis at the end of unfinished sentences, question mark at the end of question sentences, exclamation mark at the end of sentences which carry the aim of exclaiming, dash in necessary situations, quotation marks for quotations, words and sentences they want to specify, apostrophe for separating the affixes from the proper nouns, and parentheses for some words and sentences.
As an additional fact, it can be inferred that they lack the use of longline at the beginning of dialogues and almost most of them do not use dash in cases where the word at the end of the line isn't finished.
The differences between female and male teacher candidates regarding the attitude towards the spelling and punctuation use in the social communication tools are given in Table9.
Table 9. The Items in which the attitude of the teacher candidates towards the spelling and punctuation use in the social communication tools
differ in relation with their gender
1 2 3 4 5
F M F M F M F M F M
M2.I write the inital of the proper noun as a %6 %10.2 %12 %14.4 %6.6 %10.2 %29 %21.2 %46.4 %44.1
capital letter. (name, city, country, magazine,
school, etc.)
M5. I write the numbers with letters within the text. %15 %22.9 %26.3 %29.7 %24 %13.6 %21 %20.3 %12.9 %13.6
M6.I write the 'mi/mi/mu/mu' interrogative %3.6 %5.9 %4.5 %6.8 %6 %16.1 %29.6 %28 %56 %42.4
particles separately.
M8.I write the 'de/da' conjunctions separately. %4.8 %8.5 %8.7 %10.2 %12.3 %23.7 %28 %27 %46.1 %30.5
M10. 'I write the '-de/-da' affixes adjacently. %4.8 %7.6 %8.1 %10.2 %13.8 %19.5 %29 %33 %44 %28
M12. I write the reduplications separately (e.g. %4.5 %6.8 %4.8 %7.6 %5.4 %14.4 %33.8 %32 %52 %39
adimadim)
M13.I use period (.) at the end of the sentence. %6 %11 %10 %11 %10 %12 %28.4 %24.6 %46.1 %38.1
M14.I use comma (,) in order to separate %4.8 %9.3 %9.9 %13.6 %12.3 %11.9 %32 %30 %42 %32
consecutive items.
M17. I use ellipsis (...) at the end of unfinished %6.6 %9.3 %12 %11.9 %10.5 %14.4 %28 %28 %43 %34
sentences.
Ml 8.I use question marks (?) at the end of %4.5 %5.9 %5.7 %5.1 %8.7 %15.3 %32 %33 %49.1 %39
question sentences.
When the Table-9 is examined, it is seen that; compared to male teachers candidates, the female candidates are more careful in writing proper nouns with a capital letter, writing numbers with letters within the text, writing 'mi/mi/mu/mu' interrogative particles, 'de/da' and 'ki' conjunctions and reduplications separately; the process of using period, comma, ellipsis and question mark. In the other items related to the spelling and punctuation in social communication tools, female teacher candidates were noted as being more careful and attentive, provided that in every other item the difference was identified to be insignificant.
4. Conclusion and suggestions
The social communication tools (facebook, twitter, gmail/hotmail, whatsapp, hangouts etc.) that can be considered as pieces of technology that are essential for mankind in the 21st century, are the most popular instant messaging applications today. These tools are popular especially among the youngsters and this research concluded the attitudes of the teacher candidates who will be teachers of the youngsters in 2014, towards the spelling and punctuation in these tools.
The participants of this study consisted of a mixture of 334 female and 118 male; a total of 452 teacher candidates. These teacher candidates are receiving their training in the following 8 departments: Turkish Language Teaching, Science Teaching, Primary School Teaching, English Language Teaching, Preschool Teaching, Computer and Instructional Technologies Teaching, Mathematics Teaching, and Social Sciences Teaching.
As a result of the study, it is seen that the attitudes of the teacher candidates towards the use of the social communication tools has a significant difference in accordance with their gender. It was noted that the average of the attitudes of social communication tool usage of female teacher candidates was higher than that of the male teacher candidates.
It can be stated that the attitudes of the teacher candidates in Turkish Language Teaching have a significant difference than the attitudes of the teacher candidates in other departments. In addition, when the difference between the departments is taken into consideration; the attitude towards the social communication tool use was noted to be higher in the Turkish Language Teaching candidates than in the Social Sciences and Mathematics candidates. There was no significant difference noted between any other departments.
It was observed that the teacher candidates use; facebook and whatsapp very often, twitter and gmail/hotmail occasionally and hangouts rarely or almost never.
Another observation was that the teacher candidates begin their sentences with a capital letter and write the initial of the proper nouns with a capital letter; data such as time, date, sum of money, measurement etc. with numbers; the interrogative particles 'mi/mi/mu/mu', 'de/da' and 'ki' conjunctions and reduplications separately, '-de/-da' and 'ki' affixes adjacently; do not separate the compound words; do not use abbreviations; and form their sentences with Turkish words. In addition the fact that most of them write the numbers with letters within the text and reflect the influence of their accent on their written language.
As a result of the study it was observed that regarding the punctuation in the social communication tools, the teacher candidates use a period at the end of their sentences, a comma to separate consecutive items, almost most of them use semi colon to unify two sentences and colon while explaining something, use ellipsis at the end of unfinished sentences, question mark at the end of the question sentences, exclamation mark at the end of sentences which carry the aim of exclaiming, slash when it's necessary, quotation marks when quoting or making a sentence a word stand out, apostrophe when separating the affixes of the proper nouns and parentheses to specify some words or sentences. In addition it was noted that the longline at the beginning of dialogues and dash at the end of the line where the word isn't finished, was not used by almost most of them.
References
Atasoy, F.O. (2010). Noktalamai§aretlerininTarihi. Turkish Studies, 5 (2), 823-861.
Adalikwu, C. (2013). An Exploratory Study of Facebook Integration into Classroom Management. Croatian Journal of Education, 15 (4), 10571068.
Bagci, H. (2011). Ilkogretgm 8.Sinif ÔgrencilerininNoktalamai§aretleri Ile YazimKurallariniUygulayabilmeDuzeyi. Turkish Studies, 6 (1), 693706.
Banguoglu, Tahsin (1998). TurkçeninGrameri. TurkDilKurumuYayinlari, Ankara.
Buyukozturk, §. (2014).SosyalBilimleriçinVeriAnalizi El Kitabi.(Geni§letilmi§ 19.Baski).Pegem Akademi, Ankara. Buyukozturk, §. (2012).SosyalBilimlerïçin Çok Degi§kenliïstatistik SPSS ve LISRELUygulamalari.(2. Baski). Pegem Akademi, Ankara. Buyukozturk, §. AnketGeli§tirme.Receivedat 11.12.2013 from http://ebeay.files.wordpress.com/2009/09/anket-gelistirme_published_ in_gu_ tebd_2005_32_133-151.pdf
Crystal, D. (2011). Internet Linguistics: A Student Guide. Routledge Taylor & Francis Group,London and New York. Receivedat 03.02.2014 from http://www.ijme.net/archive/2/cronbachs-alpha.pdf
Receivedat 05.03.2014 from http://www.bilgiustam.com/facebook-nedir/ Receivedat 03.03.2014 from http://tr.wikipedia.org/wiki/Twitter adresine Receivedat 03.03.2014 from http://www.inploid.com/post/hotmail-ve-gmail/39059/
Receivedat 04.03.2014 from http://sosyalmedyakulubu.com.tr/faydali-bilgiler/gooogle-hangouts-nedir-ve-nasil-kullanilir.html
Sallaba§, M.E., Temizkani M. (2009). ilkogretimOgrencilerininNoktalamai§aretleriniDogruOlarakKullanabilmeDuzeyleri ile
ilgiliBirAra§tirma.KastamonuEgitimDergisi, 17 (2), 625-636. Tavakol, M., Dennick, R. (2011). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55.
