Investigation of the Relationship between Teacher Candidates' E-Learning Styles, Academic Achievements and Educational Technology Self-Efficiency Perceptions

Abstract

The purpose of this study was to model the relationships between teacher candidates’ e- learning styles, academic achievements and educational technology self-efficacy. In this context, the model of there search is descriptive. The participants of the study were 262 students who were studying at a university in Western Black Sea region of Turkey in academic year 2014-2015 in fall semester. “Educational Technology Standards Self- Efficacy Scale” developed by Simsek and Yazar (2016) and “E-learning Styles Scale ”developed by Gulbahar and Alper (2014) were used as data collection tools. Also, it was used to academic grade score in the semester in order to determine the success levels of teacher candidates. Multiple regression analysis was used in the analysis of there search’s data. As a result of there search it was determined that the learning styles of teacher candidates have an effect on their academic success. It was found that teacher candidates' visual and intuitive learning styles were a significant predictor of educational technology self-efficacy beliefs. In addition it was found that teacher candidates ’intuitive learning styles and educational technology standards self-efficacy perceptions a significant predictor of academic success.