The effect of physical education and sports teachers' web-technological pedagogy content knowledge on online learning readiness

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dc.authorid0000-0002-0122-4335en_US
dc.authorid0000-0002-6579-9146en_US
dc.authorid0000-0002-9794-0888en_US
dc.authorid0000-0002-9910-8198en_US
dc.contributor.authorYıldız, Nuh Osman
dc.contributor.authorGüngör, Nuri Berk
dc.contributor.authorKaçay, Zülbiye
dc.contributor.authorSoyer, Fikret
dc.date.accessioned2023-08-24T13:05:32Z
dc.date.available2023-08-24T13:05:32Z
dc.date.issued2021en_US
dc.departmentBAİBÜ, Spor Bilimleri Fakültesi, Spor Yöneticiliği Bölümüen_US
dc.description.abstractAim: The aim of this study was to examine whether the Web-Technological Pedagogy Content Knowledge of Physical Education and Sports Teachers had an Effect on Online Learning Readiness in terms of various demographic variables such as gender, school level and tenure. Methods: In line with this purpose, 180 Physical Education and Sports Teachers voluntarily participated in the research. In the research, Web-Technological Pedagogy Content Knowledge and Online Learning Readiness Scales were used as a data collection tool besides the personal information form prepared by the researcher. In the analysis of the data, descriptive statistics and Pearson Moments Multiplication Correlation Coefficient (r), Linear Regression Analysis, T-Test and One-Way ANOVA were used. It was determined that the participants had a high level of Web-Technological Pedagogy Content Knowledge and Online Learning Readiness. Results: While the results of the analysis showed that the level of web-technological pedagogy content knowledge did not differ according to gender and service time variables, it was determined that the level of online learning readiness was higher in women. In addition, it was determined that there was a positive and moderate relationship between Online Learning Readiness and Web-Technological Pedagogy Content Knowledge. Conclusion: As a result, it was determined that 38% of online learning readiness was explained by web-technological pedagogy content knowledge.en_US
dc.identifier.citationYıldızz, N. O., Güngör, N. B., Kacay, Z., & Soyer, F. (2021). The effect of physical education and sports teachers' web-technological pedagogy content knowledge on online learning readiness. Pakistan Journal of Medical & Health Sciences.en_US
dc.identifier.doi10.53350/pjmhs2115103262
dc.identifier.endpage3268en_US
dc.identifier.issn1996-7195
dc.identifier.issue10en_US
dc.identifier.startpage3262en_US
dc.identifier.urihttp://dx.doi.org/10.53350/pjmhs2115103262
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11597
dc.identifier.volume15en_US
dc.identifier.wosWOS:000730409600015en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorYıldız, Nuh Osman
dc.language.isoenen_US
dc.publisherLAHORE MEDICAL RESEARCH CENTER LLPen_US
dc.relation.ispartofPakistan Journal of Medical & Health Sciencesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectReadinessen_US
dc.subjectWeb-Technological Pedagogy Content Knowledgeen_US
dc.subjectPhysical Education and Sportsen_US
dc.subjectOnline Learningen_US
dc.titleThe effect of physical education and sports teachers' web-technological pedagogy content knowledge on online learning readinessen_US
dc.typeArticleen_US

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