Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 www.pegegog.net Examining Secondary School Students’ Safe Computer and Internet Usage Awareness: An Example from Bartın Province Ramazan YILMAZ*a, F.Gizem KARAOĞLAN YILMAZa, H.Tuğba ÖZTÜRKb, Tuğra KARADEMIRb aBartın University, Faculty of Education, Bartın/Turkey bAnkara University, Faculty of Educational Sciences, Ankara/Turkey Article Info Abstract Information and Communication Technologies (ICT) have been rapidly prevailed DOI: 10.14527/pegegog.2017.004 among the children and youths. Personal technologies facilitating the students to gain Article history: some learning experiences both in and out of the schools also include many threats. It Received 25 January 2016 is important for students to have high awareness of safe internet and computer use to Revised 17 June 2016 overcome with these threats. In this research, it was aimed to reveal internet security Accepted 19 December 2016 and computer usage awareness profiles of students studying in the secondary school. Online 06 February 2017 The data were collected from 2029 students studying in the secondary schools in Bartın Province in Turkey by using a questionnaire developed by the researchers. The Keywords: data obtained from the questionnaire were analyzed based on the pre-determined Children and teens, themes and the students’ information security and computer usage awareness profiles Information security awareness, were revealed. The findings indicate that the majority of the students are insufficient Social engineering, regarding information security and computer usage awareness and they could be Threats, under risk in online settings towards the threats. In the discussion section, some Information security protections. measures for the parents, schools and policy makers were mentioned to increase students’ information security and computer usage awareness. Article Type: Research paper Lise Öğrencilerinin Güvenli Bilgisayar ve İnternet Kullanım Farkındalıklarının İncelenmesi: Bartın İli Örneği Makale Bilgisi Öz Bilgi ve iletişim teknolojilerinin (BİT) kullanımı çocuk ve gençler arasında hızla DOI: 10.14527/pegegog.2017.004 yaygınlaşmaktadır. Öğrencilere okul içinde ve dışında öğrenme deneyimleri ve fırsatları Makale Geçmişi: sunan kişisel teknolojiler aynı zamanda da birçok tehlikeyi bünyesinde Geliş 25 Ocak 2016 barındırmaktadır. Bu tehlikelerle mücadelede ise kullanıcıların güvenli bilgisayar ve Düzeltme 17 Haziran 2016 internet kullanım farkındalıklarının yüksek olması önemlidir. Bu araştırmada, lise Kabul 19 Aralık 2016 öğrencilerinin güvenli bilgisayar ve internet kullanım farkındalık profillerinin ortaya Çevrimiçi 05 Şubat 2017 konulması amaçlanmıştır. Araştırmanın verileri, Bartın il merkezindeki liselerde öğrenim gören 2029 öğrenciden, araştırmacılar tarafından geliştirilen bir anket Anahtar Kelimeler: aracılığıyla elde edilmiştir. Anketten elde edilen verilere göre öğrencilerin güvenli Çocuk ve gençler, bilgisayar ve internet kullanım farkındalık profilleri daha önceden belirlenen temalar Bilgi güvenliği farkındalığı, temel alınarak analiz edilmiştir. Araştırma sonuçları, öğrencilerin büyük bölümünün Sosyal mühendislik, güvenli bilgisayar ve internet kullanım farkındalıklarının yeterli olmadığını ve birçok Tehditler, çevrimiçi risklere maruz kalabileceklerini göstermektedir. Araştırmanın tartışma Bilgi güvenliği korunma yolları. bölümünde, öğrencilerin güvenli bilgisayar ve internet kullanım farkındalıklarını artırmak amacıyla aile, okul ve politika geliştiricilerinin alabileceği önlemlere yer Makale Türü: verilmiştir. Özgün makale *Author/Yazar: [email protected] Ramazan Yılmaz et al. – Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 Introduction Information and Communication Technologies (ICT) have been rapidly prevailed among the children and youths. In order to provide students with a variety of learning experiences and opportunities in and out of the schools, parents, educators and policy makers facilitated the students with PCs, mobile devices and internet access. Although these technologies could be regarded as an opportunity for the students to boost their cognitive and social development, these technologies might mean a threat and in secureness for them. Misuse of the technologies brings about a concern for the parents and educators. The children who use these technologies could be defenseless against the threats such as pornography, cyber bullying, misleading information, contents including the elements of violence and hatred, gambling and internet addiction, data loss and financial loss. It is important to ensure safe internet and computer use to protect the children and youths from the aforementioned threats and dangers (Yenilmez & Seferoğlu, 2013). Researchers’ remark that technical and legal obligations as well as implementations are considered as a solution (Ben-Asher & Gonzalez, 2015; Choo, 2011) but they stress that human factor is the most important factor in ensuring safe internet and computer usage (Arachchilage & Love, 2014; Shillair et al., 2015; Van Bruggen, 2014). Furthermore, it is remarked that in ensuring the information security of the users on the internet, it is important to raise awareness of the users rather than blockings, bans, obligations (Chou & Peng, 2011; Cole, 2014; Valcke, Schellens, Van Keer, & Gerarts, 2007; Yan, 2009). For instance, Vicks (2013) examines the use of internet filters in schools to ensure students’ safe internet and computer use and finds out that extreme policies limiting user access might impede accessing educational resources. Vicks suggests that instead of implementing restrictive policies, it is important to foster a culture of appropriate use of the internet and raise information security awareness of the students. In a study conducted by Murray (2014), the students' behavior on cyber bullying and pornography as well as their safe use of internet in a catholic school were examined. It was found out that majority of the students go online every day; 96.00% of them use social media; their use of ICT is not safe and they often encounter with cyber bullying and pornography related problems. Murray (2014) points out a solution which concerns raising awareness of the students, parents and administers on safe internet and computer usage. From this point of view, it could be concluded that in ensuring information security, some stakeholders including parents need to work collaboratively with the students. In the research studies dealing with ensuring safe internet and computer usage through human factors and user awareness, in general, it was aimed to reveal out the users' safe internet and computer usage awareness and their behaviors on safe ICT use (Leach, 2003; Rhee, Kim, & Ryu, 2009; Van Bruggen, 2014), and also in the research it was examined that the impact of training about safe internet and computer usage on awareness of users (Chou & Peng, 2011; Harris, 2010). In information security studies, examples of variables could be given as revealing the profile of the students regarding their safe use of internet (Ngoqo & Flowerday, 2015), examining students' safe internet and computer usage awareness and issues on cyber bullying (Murray, 2014), information sharing behaviors in the social networks (Tamjidyamcholo et al., 2014) and students' opinions about use of filters in schools (Vicks, 2013). In these studies, participants of the studies are usually university students or adults. However, given that the age group who are mainly under threats about use of ICT is children and youths (Cole, 2014), and there are emerging research studies on these groups (Alhejaili, 2013; Al-Jerbie & Jali, 2014; Chen, 2014; Cole, 2014; Murray, 2014; Ngoqo & Flowerday, 2015; Tsim, 2006; Valcke et al., 2007; Vicks, 2013; Wishart, 2004; Yan, 2009). However, children's levels of information security awareness differ from country to country; therefore, there is a need to conduct a study demonstrating particular profiles of the students in a specific context. In line with this, according to Deisman (2008) it is helpful to conduct research studies on safe internet and computer usage awareness at a national/regional level since diversifying factors such as educational background of users, parents' awareness and internet access policies affect the safe internet and computer usage awareness of children and youths. Therefore, it is essential to conduct research studies dealing with awareness of children and youths at 84 Ramazan Yılmaz et al. – Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 the national/regional level and necessary legislations should be implemented and measures should be taken. According to the researchers, there is a need to conduct new studies on safe internet and computer usage awareness of children and youths dealing with specific variables such as age groups, the school's information security policies and status of using technologies, parental and environmental conditions (Berrier, 2007; Harshman, 2014; Vicks, 2013). When national literature is examined, it could be seen that a variety of studies on safe internet and computer usage were conducted focusing on university students, adults and ICT coordinators in Turkey (Çakır, Hava, Gülen, & Özüdoğru, 2015; Demirel, Yörük, & Özkan, 2013; Gökmen, & Akgün, 2015; Karaoğlan Yılmaz, Yılmaz, & Sezer, 2014; Küçükali & Bülbül, 2015). However, the number of studies which sought to examine children and youths is limited (Kaşıkcı et al., 2014; Tekerek & Tekerek, 2013). In a comprehensive project regarding the aforementioned issues in Turkey titled as "EU Kids Online", the children's activities on the internet, the risks they encounter and parents' awareness of their children's experience on the internet in Europe and Turkey were reported (Kaşıkcı et al., 2014). Participants of the study consist of 1018 parents and students whose ages range from 9 to 16. The results show that 40.00% of the participants own either a PC or a laptop; 39.00% of them share a computer with other family members and use the internet for 74 minutes in a day on average. Furthermore, it was found out that 60.00% of the students connect to the internet in schools; 51.00% of the students use cyber cafes to access to the internet and parents cannot monitor their children as they connect to the internet outside of the house; the majority of the students do not have enough skills to use the internet and they are under online risks. In a study conducted by Tekerek and Tekerek (2013), it was aimed to examine primary and secondary school students' information security awareness in Maraş Province in Turkey. It was found out that the students' information security awareness of the ethical issues is at adequate level whereas their awareness level about the rules and knowledge-required issues is low. The related literature shows that the research whose participants are comprised of children and teenagers are scarce and there is a need to reveal out more information and findings regarding this issue. Aspects of Information Security In terms of concerns of the information security in the literature, it is aimed to ensure that availability, confidentiality and integrity of information are not compromised (Güldüren & Keser, 2015; Kritzinger & Smith, 2008). Taking a closer look at these studies, according to research findings, it is stated that many threats and user error intended for different dimensions such as access and password security, social network security, threats and defense methods, software installation and updating, e- mail security, internet and network security, social engineering (manipulations of the people through some tricks such as hiding or disguising real life identities, and awareness of users cause the information security gaps (Alhejaili, 2013; Arachchilage & Love, 2014; Berrier, 2007; Chen, 2014; Van Bruggen, 2014; Valcke et al., 2007). For instance, the major factors such as common use of computers, choosing weak passwords, using the same password for different online environments, saving passwords in easily accessible areas, such as on a notepad, and sharing password with other people might result in information robbery. Furthermore, installing software obtained from online environments without testing its reliability, not updating security software, and sharing an unsafe file on the internet and networks can cause users to face with information security threats. In addition to this, lack of knowledge about harmful software and social engineering are the main factors which cause problems in safe computer and internet use. These problems expose the users with not only the information robbery but also several materials and psychological issues. In addition, it is seen that the research with regard to determining awareness of users about safe internet and computer use have focused only on specific variables. Moreover, when it is considered that information security requires taking a holistic approach, it is very important to conduct extensive research on determining user awareness as there is a gap in the literature. 85 Ramazan Yılmaz et al. – Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 Furthermore, In Turkey, although various studies about safe internet and computer use awareness have been conducted, there is still a need to do more academic research focusing on youth and children. According to the findings of a research conducted by Kasıkcı et al. (2014), it has been found out that the majority of the students studying in Turkey access the internet at cyber cafes and schools, also some part of students stated that they use the same computer with their parents at home. Accordingly, the students partly can be under control with internet filtering software at schools, cyber cafes, and parental monitoring at home. Even though cheaper technologies in recent years have rapidly been used by the teenagers, the measures taken about threats of these technologies on teens are still limited. Moreover, although safe internet and computer use is taught in ICT courses and internet filtering software is used at schools in addition to parental monitoring out-of-class, parental monitoring is limited with the shared computers. Providing students access to the internet with their personal technological devices such as mobile phones, it is true that control of parents will be decreasing. Therefore, it is needed to determine teenagers’ habits and awareness of safe internet and computer use and take various measures according to this awareness stage. To sum up, the research have shown that ensuring information security is possible with raising awareness of the individuals and using protection tools in the right time and right place (Güldüren & Keser, 2015). In this process, awareness is the first step to take and has roots in real life for the students for them to take measures. It has also been reported that cybercrimes in Turkey are increasing due to the threats on information security (Gökmen & Akgün, 2016), it is important to reveal out information security awareness of the youths before it is too late. However, to our best of knowledge, there is limited research examining information security awareness with comprehensive instruments at regional levels. Furthermore, information security awareness of the students change rapidly over time, there is a need for updated studies. Therefore, by taking into account of the research outcomes and recommendations about safe computer and internet use, the purpose of this research is to reveal the profile of the students studying at secondary schools. In line with this purpose, the following research questions were sought for: 1. What is the situation about the student awareness of access and password security? 2. What is the situation about the student awareness of social network security? 3. What is the situation about the student awareness of threats, defense methods, and software installation and upgrading? 4. What is the situation about student awareness of e-mail security? 5. What is the situation about student awareness of internet and network security? 6. What is the situation about student awareness of user awareness and social engineering? Method Research Design In this study, a descriptive model used in quantitative studies was adopted. In a descriptive model, it is usually aimed to examine an existing situation based on the themes. In line with the aims of the present study, a descriptive model was adopted in order to find out the profile of the students studying in secondary school in relation to their safe internet and computer use awareness under a variety of themes. Participants The study group in this research consists of students studying in secondary school in the center of Bartin Province in Turkey. According to the data obtained in 2014-2015 academic year, there are 17 secondary schools and 8299 students receive education in secondary schools in Bartın Province in 86 Ramazan Yılmaz et al. – Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 Turkey. While choosing the sample that represents the population, stratified sampling method has been utilized. Stratified sampling is a probability sampling procedure in which the target population is first separated into mutually exclusive, homogeneous segments (strata), and then a simple random sample is selected from each segment (stratum). The samples selected from the various strata are then combined into a single sample (Daniel, 2012). In this research, for the purpose of calculating sample, population was divided into 3 layers as follows: a) School type (Anatolian Schools, Science High School, School of Fine Arts and Imam Hatip Vocational School), b) Grade level (9., 10.,11., and 12. Grades), c) Major. As a result, 3029 students were chosen by using stratified sampling. The data were collected on a volunteer basis through a questionnaire developed by the researchers of the present study. In the returned questionnaires, if the students did not fulfill more than 5.00% of the questionnaire, these students' questionnaires were not included in the study. Overall, the data obtained from 2029 students were analyzed. The demographic information of the students in the study is indicated as follows: 1087 female and 942 male students participated in the study. 94.00% (f=1907) of the participants have personal computer and mobile devices such as smartphone, tablet and also 76% of students (f=1542) have the internet connectivity on their personnel computer or mobile devices. 23.80% (f=482) of participants reported that they have received training on safe computer and internet use whereas 76.20% (f=1547) of them stated that they have not received any training on the issue yet. Regarding the length of time spent on the daily use of computers/mobile devices, 10.50% (f=396) of the students do not use computer/mobile devices every day; 22.10% (f=499) of them use approximately half an hour; 37.90% (f=768) of them use between 1 and 2 hours; 14.20% (f=289) of them use between 3 and 4 hours; 6.30% (f=127) of them use longer than 4 hours. Considering the length of time for daily internet use, 5.20% (f=105) of the students do not connect to the internet every day; 18.20% (f=369) of them connect almost for half an hour; 40.20% (f=816) of them connect between 1 and 2 hours; 21.30% (f=432) of them connect between 3 and 4 hours; 15.10% (f=307) connect longer than 4 hours. When these findings are compared to Turkey’s average according to the May-June 2014 data obtained in the EU Kids Online report (Kaşıkcı et al., 2014), it could be assumed that length of time spent daily on the internet use of students in the sampling has increased. Instrument The data were gathered through a questionnaire which was formed by the researchers of the present study. The reason why a questionnaire was formed in this research is that a comprehensive instrument consisting of sub-dimensions of safe computer and internet use awareness, access and password security, social network security, threats, protection methods, software installation and updating, e-mail security, internet and network security, user awareness and social engineering were intended to measure. While the questionnaire was being developed, at the first stage the problem statement was identified and the literature was reviewed (Alhejaili, 2013; Al-Jerbie & Jali, 2014; Arachchilage & Love, 2014; Berrier, 2007; Chen, 2014; Chou & Peng, 2011; Kaşıkcı et al., 2014; Lawler & Molluzzo, 2010; Murray, 2014; Ngoqo & Flowerday, 2015; Shillair et al., 2015; Tsim, 2006; TÜBİTAK BİLGEM, 2011; Valcke et al., 2007; Van Bruggen, 2014), and subsequently themes were emerged. The subthemes determined at the end of the literature review are demographic information, computer and access security, social network security, threats and protection methods, e-mail security, password security, software installation and update security, internet and network security, web security, user awareness and social engineering. After identifying the themes, in the light of the literature, 60 items were created and an item pool was formed. Among the items in the item pool, 53 items were chosen and pre- implementation form was created in a form of a likert type questionnaire. In order to ensure validity of the questionnaire, a table of specifications was formed and opinions of five educational technologies experts who studied about information security and ethics and a Turkish Language expert were asked to finalize the form. While the linguist examined the items of questionnaire in terms of language and 87 Ramazan Yılmaz et al. – Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 expression and comprehensibleness, educational technologists reviewed the items of questionnaire with regard to validity of scope, standard, structured, and aspect drawing on the feedback of the experts, necessary revisions were made on the questionnaire. Subsequently, it was administered to 60 students who enroll in a high school except for the pilot schools in the study and have computer and internet knowledge. Then, the questionnaire was reviewed and revised based on the criteria such as linguistic validity, clarity and appropriateness of the items. Final version of the questionnaire consists of nine sections and 47 questions in a likert style. After missing data among the data obtained via the questionnaire were removed, the data were subjected to frequency analysis and the results of the data analysis were reported based on the percentages and frequencies. Calculations were made for nine themes separately. In general, themes were reviewed and interpreted by grouping the students' responses of “never”, and “rarely” together and “often” and “always" together. Data Analysis KMO (Kaiser-Meyer-Olkin) index was used in order to measure sampling adequacy, Barlett Test was used to measure consistency between items and Cronbach Alfa was used to measure reliability. Factor loadings of forty-seven items varied between .26 and .62. KMO was found as .86. As KMO value approaches to 1, result of factor analysis becomes more significant. The KMO value between the .50 and .70 is regarded as medium level, between .71 and .80 is regarded as good level, between .81 and .90 is regarded as very good level and greater that .91 is regarded as great level (Field, 2005). Drawing on this, it could be said that the sample in this research is enough to proceed to analyze the data. Also, it was found that Bartlett test analysis is significant (Chi-square=16025.23, p<.01). After reliability of questionnaire was examined, Cronbach alfa reliability coefficient was found as .86. The findings show that the questionnaire is reliable. Percentage and frequencies were calculated for all items based on the themes from the data obtained from students studying in secondary school. Results The findings of the research are presented below based on the sub-themes in the questionnaire. Table 1 shows the findings regarding the awareness of the students of the password and access security as a first theme. When Table 1 is examined, it could be seen that almost half of the students' awareness is high while other half of the students are under risk in terms of their awareness of this theme. Table 1 shows that 49.40% of the students log in their computers/electronics devices with a passport while 46.40% students log in their computers with a password when they temporary log off and re-log in. Also it is indicated that majority of students use common computers and other mobile devices and share their computer and other mobile devices with others. In addition, Table 1 shows that 15.10% of the students do not record their passwords; 43.90% of the students can save their account when it is hacked; 13.80% of the students never use the same passwords in his/her different accounts; 55.80% of the students' passwords include at least 8 characters; 45.00% of the students include special characters in their passwords; 23.00% of the students include sequential characters in the passwords while 21.70% of the students do not include personal information in their passwords. In general, drawing on the data in Table 5, it could be said that less than half of the students' knowledge and awareness of e-mail security are high. In other words, majority of the students are under risk in terms of protecting their email accounts. Table 2 below shows students’ awareness of social network security under theme two. 88 Ramazan Yılmaz et al. – Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 Table 1. Students’ Awareness of Password and Access Security. Awareness Never Rarely Sometimes Often Always When I turn on my computer or other electronic f 216 312 497 500 504 devices, I log in with a password. % 10.60 15.40 24.50 24.60 24.80 When I temporarily quit working on my f 217 400 470 467 475 computer or other electronic devices, I log off % 10.70 19.70 23.20 23.00 23.40 and then log in with a password. I share my personnel computer and cell phone f 152 357 500 462 558 with people such as members of my family, % 7.50 17.60 24.60 22.80 27.50 friends and relatives and use them together. I save my passwords which I use on the internet, f 306 429 512 359 423 email and Facebook in a notebook in order not % 15.10 21.10 25.20 17.70 20.80 to forget them. I can take my account back when it is hacked. f 231 262 536 524 476 % 11.40 12.90 26.40 25.80 23.50 I use the same password on the environments f 281 387 481 469 411 requiring me to log in (computer, email, mobile % 13.80 19.10 23.70 23.10 20.30 phone, Facebook, etc). I use passwords consisting of at least 8 f 187 279 431 475 657 characters. % 9.20 13.80 21.20 23.40 32.40 I use capital and small letters as well as numbers f 319 364 433 465 448 and special characters such as "?, @, !, #, %, +, -, % 15.70 17.90 31.30 22.90 22.10 *, %" in my passwords. My passwords include sequential characters f 467 292 483 406 381 such as 1,2,3,4 or order of the letters in the % 23.00 14.40 23.80 20.00 18.80 alphabet such as a,b,c,d. My passwords include personal information such f 441 347 395 508 338 as a name, surname, date of birth, date of place % 21.70 17.10 19.50 25.00 16.70 and national ID number. Table 2. Students’ Awareness of Social Network Security. Awareness Never Rarely Sometimes Often Always I share my personal information (Date of birth, f 340 518 434 408 329 Date of place, mobile number, home address % 16.80 25.50 21.40 20.10 16.20 and my school information etc) on social networks (Facebook, Twitter etc) I block the messages/ posts/ notifications/ friend f 100 323 428 563 615 requests from the people whom I do not know % 4.90 15.90 21.10 27.70 30.30 on social networks. I can change my security settings regarding who f 169 261 379 421 799 could see my postings. % 8.30 12.90 18.70 20.70 39.40 I can make a complain about posting/message f 204 271 379 453 722 which disturbs me on social networks. % 10.10 13.40 18.70 22.30 35.60 I can change the privacy settings of the f 140 303 411 470 705 pages/groups which I formed on social networks. % 6.90 14.90 20.30 23.20 34.70 I can change my social network setting the way f 164 306 510 419 630 that it appeals me when logging in a social % 8.10 15.10 25.10 20.70 31.00 network from the different devices or browsers. 89 Ramazan Yılmaz et al. – Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 91.80% (f=1863) of the students in the study reported that they use a social network while 8.20% (f=166) do not use a social network. Among the students who use a social network, 1799 students stated that their parents are aware of their social network account; 34 students stated that their parents are not aware of their account and 30 students stated that they are not entirely sure whether their parents know or not. Table 2 reveals that 42.30% of the students do not share their personal information on the social network; 58.00% of the students can block the messages/posts/notifications/friend requests from the people whom they do not know; 60.10% of the students could secure their postings, 57.90% of the students can make a complain about disturbing messages/posts; 57.90% of the students can change privacy settings of the groups/pages. In general, drawing on Table 2, it could be seen that more than half of the students have considerable knowledge and high awareness of social network security. A possible reason could be that the students use social networks very often and they might have gained experience. Table 3 given below shows the students' awareness of the threats, protection methods and software installation and upgrading which was investigated under the third theme. Table 3. Students' Awareness of the Threats, Protection Methods and Software Installation and Upgrading about Information Security. Awareness Never Rarely Sometimes Often Always I am aware of the malicious computer programs f 121 310 451 494 653 (virus, spyware, Trojan, etc) and how they can % 6.00 15.30 22.20 24.30 32.20 harm my computer or my electronic device (tablet, mobile phone etc.). I am aware of the protecting software (antivirus, f 126 293 434 468 708 spyware protections etc.) and benefits of the % 6.20 14.40 21.40 23.10 34.90 protecting software. I install protecting software on my computer. f 147 350 403 460 669 % 7.20 17.20 19.90 22.70 33.00 I can understand if my computer and other f 148 305 448 582 546 devices are infected by malicious software. % 7.30 15.00 22.10 28.70 26.90 I download and install software without a license f 349 354 451 438 437 (pirate) on my computer or other electronic % 17.20 17.40 22.20 21.60 21.50 devices. I investigate whether the website on which I f 250 332 438 480 529 download program etc. is safe. % 12.30 16.40 21.60 23.70 26.10 Table 3 demonstrates that 56.50% of the students are aware of the malicious computer software; 58.00% of the students are aware of the benefits of the protecting software; 55.70% of the students can actively use protecting software and 55.60% of the students can understand whether their computers are infected by malicious software or not. In general, it could be said that almost half of the students have considerable knowledge and high awareness of how to ensure their information security towards the threats. Other half of the students are under risk in terms of their proficiency and awareness of this theme. In addition, when Table 3 is analyzed, it could be seen that 34.60% of the students do not install pirate software on their computers/other electronic devices; 49.80% of the students investigate whether the website on which they download program etc. is safe. In addition to the items in Table 3, the students were also asked how often they update their antivirus software. 17.20% (f=348) of the students reported that they do not update; 3.60% (f=73) update every day; 3.20% (f=64) update weekly; 3.10% (f=62) update monthly; 3.30% (f=67) update biannually; 4.10% (f=83) of the students update annually or longer and 65.60% (f=1332) of the students update automatically. The students were also asked how often they backup their digital files. It was found out that 45.90% (f=931) do not backup, 5.20% (f=105) backup every day; 7.30% (f=148) of the students backup weekly; 14.20% (f=288) of the 90 Ramazan Yılmaz et al. – Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 students backup monthly; 12.80% (f=260) of the students backup biannually; 14.60% (f=297) of the students backup annually or longer. In general, when the themes of software installation, updating and backing up are considered based on the data, it could be seen that less than half of the students' awareness of information security is high. In other words, given their awareness status and proficiency in aforementioned themes, majority of the students are under risk. The students' awareness of e-mail security was categorized under theme 4 as could be seen in Table 4. Table 4. Students’ Awareness of E-mail Security. Awareness Never Rarely Sometimes Often Always I hide the receivers' email addresses when I send f 322 338 411 440 518 an email to more than one person. % 15.90 16.70 20.30 21.70 25.50 I can mark emails, which I do not want to f 198 227 464 510 630 receive, as spam emails. % 9.80 11.20 22.90 25.10 31.00 I check the source of an attachment sent by an f 272 358 533 382 484 email before I download and open it. % 13.40 17.60 26.30 18.80 23.90 I do not reply an email which I do not know and f 204 287 422 432 684 cannot recognize its sender. % 10.10 14.10 20.80 21.30 33.70 I do not click on the links in an email sent by f 158 336 420 496 619 whom I do not know and cannot recognize. % 7.80 16.60 20.70 24.40 30.50 Table 4 signifies that 47.20% of the students hide the receivers' email addresses when sent to multiple receivers, 56.10% of the students can mark unwanted emails as spam, 42.70% of the students scan the email attachments for viruses, 55.00% of the students do not reply the emails which they do not know the sender, 54.90% of the students do not click on the links in the emails which they do not know the senders. In general, Table 4 shows that almost half of the students' awareness of email security is high. Other half of the students are under risk in terms of their proficiency and awareness of this theme. The students' awareness of internet and network security was categorized under theme 5 as could be seen in Table 5. Table 5. Students’ Awareness of the Internet and Network Security. Awareness Never Rarely Sometimes Often Always I change my modem password regularly. f 254 437 492 441 405 % 12.50 21.50 24.20 21.70 20.00 I share my modem password with my f 287 400 454 548 340 friends/neighbors or I use their passwords if they % 14.10 19.70 22.40 27.00 16.80 share with me. I connect to the wireless networks, which I know, f 156 319 484 529 541 from my computer or other electronic devices. % 7.70 15.70 23.90 26.10 26.70 I take security measures necessary for safe online f 237 269 492 509 522 shopping. % 11.70 13.30 24.20 25.10 25.70 I click on "yes" or "OK" options without reading the f 254 380 492 467 436 messages when I surf on the internet. % 12.50 18.70 24.20 23.00 21.50 f 225 289 507 429 579 I prefer to use web sites which have icons and % 11.10 14.20 25.00 21.10 28.50 https. I use video, music, film, etc. files and software which f 219 428 434 518 430 I downloaded or received from my friend by % 10.80 21.10 21.40 25.50 21.20 scanning them with antivirus software. I scan the files shared through software such as f 240 409 477 464 439 LimeWire, Ares for viruses before opening them. % 11.80 20.20 23.50 22.90 21.60 91 Ramazan Yılmaz et al. – Pegem Eğitim ve Öğretim Dergisi, 7(1), 2017, 83-114 Table 5 points out that 41.70% of the students change their modem password regularly; 33.80% of the students do not share their modem password with others; 52.80% of the students only connect to the wireless network which they recognize. According to the data given at Table 8, it could be seen that 50.80% of the students take measures on doing online shopping; 31.20% of the students do not click on the irrelevant messages during surfing; 28.50% of the students prefer to use websites with https characteristics; 49.60% of the students scan the movie/music/video files which they downloaded from the internet; 44.50% of the students scan the files which they obtained from file exchange software. In general, based on the data on Table 5, it could be said that less than half of the students' awareness of internet and network security remains high. In other words, given their awareness status and proficiency in aforementioned themes, majority of the students are under risk. The students' awareness of user awareness and social engineering was categorized under theme 6 as could be seen in Table 6. Table 6. Students’ Awareness of User Awareness and Social Engineering. Awareness Never Rarely Sometimes Often Always I am aware of what the meaning of safe computer f 149 311 524 479 566 and internet use is. % 7.30 15.30 25.80 23.60 27.90 I am aware of the responsibilities in ensuring safe f 155 233 474 596 571 computer and internet use as an individual. % 7.60 11.50 23.40 29.40 28.10 I am aware of whom to issue my complaints and f 130 329 483 545 542 where to apply when I face with a safe computer % 6.40 16.20 23.80 26.90 26.70 and internet use related situation. I am aware of what exactly the cybercrimes and f 216 352 473 473 515 their scope are. % 10.60 17.30 23.30 23.30 25.40 I am aware that I should not share the folder f 138 326 406 549 610 including copyrights such as mp3, software on the % 6.80 16.10 20.00 27.10 30.10 internet. I am aware that I should not download the folder f 152 337 515 413 612 including copyrights such as mp3, software on the % 7.50 16.60 25.40 20.40 30.20 internet. I follow the policies/implications of the Ministry of f 279 376 468 431 475 Education and the government in ensuring safe % 13.80 18.50 23.10 21.20 23.40 computer and internet use. I tell my family about disturbing situations regarding f 200 419 511 426 473 safe computer and internet use which I encounter % 9.90 20.70 25.20 21.00 23.30 on the internet. I tell my teacher about disturbing situations f 326 407 451 446 399 regarding safe computer and internet use which I % 16.10 20.10 22.20 22.00 19.70 encounter on the internet. I tell my friend about disturbing situations regarding f 179 384 478 442 546 safe computer and internet use which I encounter % 8.80 18.90 23.60 21.80 26.90 on the internet. My parents monitor my electronic devices such as f 289 382 515 405 438 my computer and my mobile phone. % 14.20 18.80 25.40 20.00 21.60 My parents inform me about whether I could ensure f 252 408 415 514 440 safe computer and internet use when using my % 12.40 20.10 20.50 25.30 21.70 computer and other electronic devices. When Table 6 is examined, it could be seen that 57.50% of the students are aware of the responsibilities in ensuring information security as an individual; 53.60% of the students know whom to issue his/her complains and where to apply when they encounter with safe internet and computer use related problems; 48.70% of the students know what cyber-crimes are and scope of cyber-crimes; 92