The relationship between secondary education students' digital addiction levels and their inquiry skills

Abstract

The aim of this study is to determine the relationship between high school students' digital addiction levels and their inquiry skills. The sample of the study consists of 319 9th, 10th, 11th, and 12th grade high school students chosen by random sampling. Of these students studying in Sivas province schools of Turkey, two are Anatolian High School, and one is an Anatolian Imam Hatip (Religious) High School. 190 of the students are girls (59.6%), and 129 are boys (40.4%). Data were collected through the "Digital Addiction Scale (DAS)" developed by Dilci (2019) and the "Inquiry Skills Scale (ISS)" developed by Aldan Karademir and Saracaloglu (2013). In analyzing the data, the arithmetic mean and standard deviation values of the scores obtained from the scales were found, and Pearson's correlation analysis and simple linear regression analysis tests were used. The study detected negative significant relationships, albeit low, between the DAS sub-dimensions of deprivation, impulsivity, underperformance, low self-perception, and social isolation and all the sub-dimensions of ISS (i.e. acquiring knowledge, controlling knowledge, and self-confidence). There was also a low negative significant relationship between the overall DAS and ISS scores of the high school students. Finally, digital addiction levels were determined to explain 5% of the variance in the high school students' inquiry skills.

The Effect of THIEVES Strategy on ESP University Students Reading Comprehension and Inquiry Learning Skills

“…THIEVES strategy reinforces exploring and analyzing abilities which in turn improves inquiry learning skills. This result is consistent with Hussein (2019), Riadil, (2020 and Yilidiz & Arseven (2021) who revealed that the use of background information, investigation, analyzing and searching develop inquiry learning skills.…”

“…To be involved in an organized process of investigation through practicing THEIVES strategy that starts with exploring the title of the reading passage and ends with finding answers to the reading questions force learners to practice and enhance their inquiry learning skills. This result is confirmed by both Guido (2017) and Yilidiz & Arseven (2021) who assured the importance of designing academic courses based inquiry learning skills. They added that inquiry learning skills enable learners to be critical thinkers and to be responsible for their own learning.…”

“…It also requires practicing and improving inquiry skills. Therefore, in the field of developing language skills as well as the learning process, it was recommended that designing curriculum and the teaching process should be based inquiry (Guido, 2017, Yilidiz andArseven, 2021).…”

“…Furthermore, it was found that THEIVES strategy helped students to overcome reading comprehension problems that include: difficult vocabulary, unfamiliar topics, lack of background knowledge and insufficiency of time. According to the recommendations of a number of scholars (e.g., Hussein, 2019;Guido, 2017;Riadil, 2020;Yilidiz & Arseven, 2021) concerning improving inquiry learning and reading comprehension, learning processes that is based on inquiry enable learners to practice questioning which in turn develop their comprehension and critical thinking. They also indicated that by using a suitable strategy, students can develop their reading comprehension skills.…”

Students’ digital addiction and learning difficulties: shortcomings of surveys in inclusion

“…A previous Turkish study investigated relations between digital addiction and problem-solving and inquiry skills. They measured digital addition with the DAS (Dilci, 2019) and inquiry skills with the ISS (Karademir and Saracaloglu, 2013) and the study showed a low negative significant relationship between these constructs (Yildiz, 2021). Babic et al (2017) found associations between changes in screen time and mental health outcomes in adolescents.…”