Investigation of Pre-service Teachers’ Self-efficacy Beliefs of Educational Internet Use

Abstract

In this study, the aim was to investigate pre-service teachers' educational Internet use selfefficacy beliefs with respect to gender, grade level and computer experience. The sample consisted of 294 preservice teachers from three different universities. The data were gathered by using “the scale of educational
Internet use self-efficacy beliefs” which contained 28 items. The data obtained were statistically analyzed by
means of SPSS package program. Variance analysis (three-way ANOVA) was performed to determine whether
there were significant differences in pre-service teachers’ self-efficacy scores in terms of gender, grade level
and computer experience. The results suggest that there was no significant difference in participants’
educational Internet usage self-efficacy beliefs with respect to gender and grade level, but there was significant
difference in participants’ educational Internet use self-efficacy beliefs in terms of computer experience.
According to the results of the study, pre-service teachers who are more experienced in using the internet have
higher educational Internet use self-efficacy beliefs.