Reflections of discipline-based differences in students’ academic achievement and course perception in an information technologies course

Authors : Necati Taşkın, Gökhan Alper Figen
Pages : 315-334
Doi:10.48146/odusobiad.1724113
View : 79 | Download : 79
Publication Date : 2025-07-31
Article Type : Research Paper
Abstract :This study examines the academic achievement and course perception of higher education students from different academic disciplines in the context of the “Information Technologies” course. A combination of correlational survey and causal-comparative design was used in the study. The participants consisted of 90 undergraduate students studying at a state university in Türkiye. Of these, 53 were mathematics education students and 37 were social science education students. Existing classes were utilized in the study. In both classes, instruction was delivered face-to-face in a computer laboratory by the same instructor, using the same content, over 15 weeks within the framework of the curriculum. At the end of the course, students’ academic achievement was measured using a multiple-choice test developed by the instructor, while course perception was assessed using the Course Evaluation Scale. Independent samples t-test, Pearson correlation coefficient, and multiple regression analysis were employed for data analysis. The findings revealed that the academic achievement scores of mathematics students were significantly higher than social science students. While there was no significant relationship between course perception and academic achievement among mathematics students, a significant and positive relationship was observed for social sciences students. Furthermore, regression analysis indicated that the instructor-related sub-dimension of course perception was a significant predictor of academic achievement among social sciences students. The results suggest that discipline-based differences can influence academic achievement and course perceptions, and that such differences should be taken into account during instructional design. The study provides recommendations for designing common courses in a more inclusive and discipline-based manner.
Keywords : Disiplin temelli eğitim, akademik başarı, ders algısı, bilişim teknolojileri

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