Analyzing of Internet Usage Habits of High School Students Doing Sports and Not Doing Sports
Article Sidebar
Main Article Content
Abstract
The aim of this research is studying whether there is a difference between the internet usage habits of students doing sports and not doing sports. In addition to this, it is aimed to determine whether internet use habits differentiate in terms of license, the frequency of doing sports and gender. In the study, the students doing sports with license accepted as ‘students doing sports’. 367 female and 315 male (682 in total) students receiving education at 9th, 10th, 11th grades of Anatolian High Schools in central districts of Mersin province participated in this research voluntarily. For this purpose, ‘Internet Usage Habits Scale’ and ‘the self info form of the internet usage and the case of students doing sports or not’ prepared by researchers were applied. The data was analyzed by the SPSS program. T test, one -way analysis of variance (ANOVA) and descriptive statistical methods were used in analysis. Consequently, a significant difference was found out between the internet usage habits of students doing sports and not doing sports. It was studied out that students doing sports have internet usage habits more than students not doing sports. Additively, a significant difference was examined between the average points of internet usage habits of students having sports club licences compared to the students having school licences. It was found out students having sport club licences have internet usage habits highly. It was seen that internet usage habits of students did not differentiate significantly in terms of the frequency of doing sports. On the other hand, it was determined that internet usage habits differentiated in terms of gender; and male students have higher internet usage habits compared to female students.
Keywords: sports; internet usage; adolescence;
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Akazaki, M. (2001). Is there gap between theory and practice in inter-cultural communication, SCUTREA 31st annual conference, University of East London. First accessed Nov 2012 via Education-line Leeds University http://brs.leeds.ac.uk~beiww/beid.html
Alred, G. (2003). Becoming a better stranger: A therapeutic perspective on intercultural experience in G. Alred, M. Byram, M. Fleming (Ed) Intercultural experience and education, Multilingual Matters Ltd, Clevedon UK.
Banks, J. (2008). An introduction to multicultural education 4th Ed, Pearson, USA
Barwell, R. (2005). Empowerment EAL and the National Numeracy Strategy, in The international journal of bilingual education and bilingualism, Vol 8 No. 4 p.313-327 University of Wales, Bangor UK.
Bredella, L. (2003). For a flexible model of intercultural understanding in G. Alred, M. Byram, M. Fleming (Eds) Intercultural experience and education, Multilingual Matters Ltd, Clevedon UK.
Byram, M. (2003). On being ‘bicultural’ and ‘intercultural’ in G. Alred, M. Byram, M. Fleming (Ed) Intercultural experience and education, Multilingual Matters Ltd, Clevedon UK.
Cummins, J. (2000). Learning to read in a second language: Fact and fiction in S. Shaw (Ed) Intercultural Education in European Classrooms, Trentham Books, Stoke on Trent UK.
Gay, G. (2010). Culturally Responsive Teaching, Teachers College Press, Columbia USA.
Hollie, J. (2014). Culturally and Linguistically Responsive Teaching and Learning: Classroom Practices for Student Success. Shell. UK.
Leung, C. (2000). Second Language Pedagogy: a value free zone in S. Shaw (Ed) Intercultural Education in European Classrooms, Trentham Books, Stoke on Trent UK.
Rothstein, E., Maisano, M., Marini, M. & Fuster, N. (2014). Defining Excellence: Culturally Responsive Teaching for 21st Century Learners. Rothstein. UK.
Ryan, J. (2011). Teaching and learning for international students: towards a transcultural approach in Teachers and Teaching: theory and practice. 17(6). 631-648.
Sawir, E. (2013). International Students and Internationalisation of Higher Education. In Journal of International Students, 3(1). 10-35.
Scanlan, M. & Lopez, F. (2014). Leadership for Culturally and Linguistically Responsive Schools. Routledge. UK.
Ward. C. (2001). The impact of international students on domestic students and host institutions, New Zealand Ministry of Education, Auckland New Zealand. First accessed via University of Wellington Victoria website, www.victoria.ac.nz, November 2007.