Educational Policy Analysis and Strategic Research (EPASR - E-Journal)
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The Impact of Using Model-Based Activities Based on the History of Mathematics in Geometry Instruction on Students%252339%253B Geometry Anxiety
No full textThe aim of this study is to examine the impact of mathematical modeling activities using the history of mathematics on students%252339%253B anxiety in geometry instruction. The study was conducted with 7th-grade students (n%253D30) studying in a public school during the first semester of the 2021-2022 academic year. In the research, nested mixed pattern from mixed research methods was used. Mathematical modeling activities based on the history of mathematics, designed by the researcher in accordance with the 7th-grade geometry curriculum, were implemented with the study group. Data were collected through written worksheets during the implementation process. Prior to and after the implementation process, a geometry anxiety scale was administered to the study group, and student opinions were obtained. The data obtained from the implementation were analyzed using content analysis. The research findings revealed a decrease in students%252339%253B anxiety towards geometry and a positive change in students%252339%253B perceptions of geometry
The Distribution of Interactional Space and Collaboration in EFL Task-Based Peer Interactions
Full text linkThis paper focuses on the influence of task types, namely divergent and convergent tasks, on the interactional space of learners and the amount of collaboration in EFL adult learners interactions naturally emerging from performing each type of task. To define interactional space, behavioural engagement measurement was adopted, and the total number of turns and words were quantified to define the distribution of learner talk in each task. Additionally, the categories of collaborative behaviours were quantified for both task types to illustrate their distribution in the tasks. The data of this study involve eleven hours of learner interactions collected from an EFL context where the learners voluntarily participated in a speaking club and completed eight tasks. The interactions were audio-recorded and used for the analysis of the influence of task types on learners L2 production and the distribution of collaboration in each task. The results yield a difference in the amount of L2 production between tasks%253B for example, convergent tasks facilitate more L2 turns and more L2 words than divergent tasks although the mean length of utterance is higher in divergent tasks. Similarly, the distribution of collaborative behaviours is mostly higher in convergent tasks. The results are discussed in relation to both interactionist and sociocultural theories of L2 learning and some implications are also provided based on the results
The Relationship Between Students%252339%253B 21st-Century Skills and Academic Performance in Science and Mathematics
No full textThis study aimed to reveal a relationship between high school students%252339%253B 21st-century skills and academic performance in mathematics and science courses. The research was designed in a relational survey model. In the study group, there were 596 students. Descriptive statistics, the one-way analysis of variance, the Pearson correlation test, and simple partial regression analyzed the research data. As a result of the research, it was concluded that the 21st-century skills of high school students are above the intermediate level. It is also revealed that there is no significant difference between the dimensions other than critical thinking and problem-solving of 21st-century skills scores according to the type of high school. According to high school type, a difference was found in the dimension of critical thinking and problem-solving. It has been concluded that there is a significant relationship between the 21st-century skills scores of high school students and their academic performances in science and mathematics courses. Information and technology literacy, critical thinking and problem-solving, entrepreneurship and innovation skills, and 21st-century skills overall scores could be used to predict academic performances in science and mathematics courses. The other variables like social responsibility and career awareness cannot predict academic performances in science and mathematics courses concerning this study
The Effect of Cooperative Learning Models on Learning Outcomes%253A A Second-Order Meta-Analysis
Full text linkCooperative learning is a learning model in which students support each other%252339%253Bs learning in cooperation with each other. In the cooperative learning model, the education process has many advantages in terms of academic, social, psychological, measurement-evaluation, and economic aspects. In this study, which examines the effect of cooperative learning on students%252339%253B learning outcomes, 23 first-order meta-analysis studies revealed the effects of cooperative learning model-based teaching on students%252339%253B learning outcomes between 2010-2021, and 23 effect sizes from these studies were combined with the second-order meta-analysis method. In the study, teaching style, performance types, teaching level, research area, publication quality, publication bias status, report types, and location where the research was conducted were considered moderator variables. As a result of the study, it was determined that the effect of cooperative learning models on student outcomes was moderate. It was also revealed that the levels of cooperative learning outcomes for different domains differ. It has been determined that cooperative learning is also an essential factor in student outcomes. In addition, this study determined that the location of the meta-analysis studies was an important factor in the average effect sizes. Suggestions were made in line with the results of the research
Mediating Role of Social Exclusion in the Relationship Between Sense of Belonging and Loneliness in International Students
Full text linkThis research aims to examine the mediating role of social exclusion in the relationship between a sense of belonging and loneliness in international students. The research sample is composed of international students studying in universities in Türkiye. In the research, in which 284 students voluntarily participated, General Belongingness Scale, UCLA Loneliness Scale, and Social Exclusion Scale were applied. The study was designed by establishing Hayes Process Model 4 as the regression model. Sense of belonging was found to be in negative relation with social exclusion and loneliness. Moreover, a positive relationship was observed between social exclusion and loneliness. Finally, it was noticed that social exclusion acts as a mediator of the process towards belonging and loneliness and has a significant impact on loneliness. These findings were discussed within the literature framework mentioned in the conclusion part, and suggestions were made
Applications for Raising Academic Performance in Terms of Equal Opportunities in Education in Countries with High Achievement in PISA
Full text linkThis paper aims to analyse the applications for raising students and schools academic performance in the context of equal opportunities in education in such countries as Canada, Finland and Singapore with high achievement in PISA (Programme for International Student Assessment) in 2018 and thus to make recommendations to our country- Türkiye. A qualitative study method was used in this current study. Document analysis technique, a method of qualitative study, was used in collecting the data. The data collected were then described under certain headings through descriptive analysis. The applications for raising academic performance in the context of equal opportunities in education in certain countries with high achievement in PISA (2018) were analysed under the headings of applications of academic support for students in the context of equal opportunities in education in the countries and applications of academic support for schools in the context of equal opportunities in education in the countries. It was found in consequence that mostly local or school-based applications were available for students and schools in the countries. It is evident that applications are performed within a system. Interventions are made according to feedback. All the stakeholders take on active roles in the process. More systematic and local configuration involving all the stakeholders is needed in our country
Needs Analysis of Teachers Providing Science Education to Visually Impaired Students and Their Students
Full text linkThe aim of this research is to identify the needs of teachers providing science education to visually impaired students and their students and to develop various solution proposals based on these needs. The study involved 1 Science teacher, 2 Special Education teachers, and 10 visually impaired students from a state primary and middle school in the center of Erzurum province. The research design followed a qualitative approach with a case study design. The data collected were analyzed using content analysis. The findings revealed that the needs of teachers providing science education to visually impaired students fall into two themes%253A needs arising from the teacher and needs influenced by external factors. Similarly, the needs of visually impaired students were categorized into two themes%253A needs arising from the students themselves and needs influenced by external factors. Teacher-related needs included the need for concretization and description, material design, individualized instructional selection, technological proficiency, and the ability to activate sensory organs. External factors affecting teachers%252339%253B needs included the need for materials, laboratories, reference books, appropriate training, in-service training, parental cooperation, and personalized curriculum. Student-related needs encompassed education environment and methods, technology and assistive tools, family support and counseling services, physical accessibility in the school environment, alternative and augmented communication in education, and psychosocial support. External factors affecting students%252339%253B needs included social interaction, academic motivation, academic achievement and exam anxiety, special education and counseling services, note-taking and organizational skills, and daily living skills
The Impact of Gamification on Secondary School Students%252339%253B Grammar Proficiency
No full textThe aim of this study is to investigate the academic achievement of 6th grade students in grammar course gamified with an online tool and their opinions regarding the application. The study employed quasi-experimental design and a semi-structured interview was utilised to obtain the qualitative data. The application lasted for 6 weeks during which the experimental group received gamified grammar education whereas the control group received content-based language learning. Pre-test and post-tests were applied to both groups to check if there were any differences between the scores. Since the quantitative data were not parametric, Wilcoxon Matched ndash%253B Pairs Signed Ranks Test and Mann Whitney U Test were used in the analysis of the data. Also, a semi-structured interview was utilised to learn about the opinions of the students in experimental group. The results yielded a significant difference in favor of students who received gamified grammar learning. The results were also supported by the positive opinions of the students towards gamification of grammar with an online tool as an in-class material
The Mediating and Moderating Effects of Knowledge Management in the Relationship between Technological Leadership Behaviors of School Principals and Data-Driven Decision-Making
Full text linkThe objective of this study is to contribute to the increasing database regarding the effects of school leadership on teachers data usage by investigating the relationship between the technological leadership behaviors of school principals and data-driven decision-making at their schools based on the mediating and moderating effects of the knowledge management variable. 408 teachers from 14 provinces of Turkey in the 2020-2021 academic year were included in the study. The School Principal Technological Leadership Competency Scale, the Knowledge Management Scale, and the Data-Driven Decision-Making in Schools Scale were used as data collection tools in this cross-sectional quantitative study. Descriptive statistics, correlation, and structural equation modeling (SEM) were used in data analysis. The study results demonstrate the school principals%252339%253B practices of technological leadership, knowledge management at schools, and data-driven decision-making to be high. It has been found out in the study that knowledge management implementations play a mediating role in data-driven decision-making at schools by increasing the technological leadership competency levels of school principals, while not having a moderating effect on the relationship between technological leadership and data-driven decision-making. In addition, technological leadership and knowledge management have been identified to be significant and positive predictors of data-driven decision-making. Based on the study results, suggestions have been made to improve the technological leadership behaviors and knowledge management implementations of school principals at schools
Screen Time of Gifted Students During The Pandemic Period%253A A Mixed Method Research
No full textThe purpose of this research is to explain the effects of the qualitative results obtained from the data which is gathered from the interviews with gifted students and their parents regarding the screen use of gifted students between the ages of 12-18 on the potential screen addictions of gifted students. This study is mixed methods research. The rationale for choosing mixed methods research is complementarity, based on the fact that results from quantitative and qualitative data clarify and detail each other%252339%253Bs results. For the research, explanatory sequential%252F (sequential quantitative rarr%253B qualitative) mixed methods research design was used. Quantitative data of the study were collected through a questionnaire created by the researcher from a group of 160 gifted students aged 12-18 and 100 parents. The data obtained from the questionnaire were analyzed by ratio and frequency analysis. In the light of the findings obtained from the quantitative results, structured interviews were conducted with 16 gifted students and 17 parents with purposeful sampling from the research group. Content analysis technique was used in the analysis of the data obtained from the interviews. Quantitative and qualitative research results were brought together in the mixed methods study and the results were integrated. The findings of the research were explained under sub-headings such as the duration of screen use before and during the pandemic, the number of technological devices used, the time spent in front of the screen, the purpose for which this time was used, and the effects of the time spent in front of the screen on students. With the pandemic, the time spent in front of the screen has increased, the duration of sleep has increased, the purposes of using the screen have changed, and the situation of being uncomfortable and unhappy in case of not being able to reach the screen has increased. As a suggestion to this situation, it is suggested to carry out awareness raising activities for families and children