IOJET - International Online Journal of Education and Teaching
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OUT OF SCHOOL YOUTH REFLECTION ON PARTICIPATION IN DECISION MAKING ON IMPLEMENTATION OF SCHOOL AGRICULTURE PROGRAMME
Get PDFSecondary school agriculture is meant among other benefits to prepare the out of school youth in attaining self-reliance using vocational skills gained, in the post-schooling period as they transition to adulthood. A study was done to determine the reflection of out of school youth on participation in decision-making on the implementation of the programme in an effort to establish measures to improve its outcomes. In the feedback, the out-of-school youth rated their level of participation in decision making on implementation at a mean score of 6 out of 10 indicating that there is still room for improvement. There was a non-significant difference between male and female out-of-school youth (t = 1.970, p > 0.05) in decision making on implementation. There were significant differences (F = 6.486, p < 0.01) amongst out-of-school youth on the level of participation in decision making on implementation as a result of the diversity of school category attended and background of parents’ land size (F = 7.527, p < 0.01). Youth participation in decision-making on implementation increased with parents’ land size in the range 0 to 4 acres, with those from 10 acres and more not conforming to the trend. The out-of-school youth rated as very important the five strategies proposed to enhance their engagement in decision making on implementation. The strategies 4 and 6 were ranked more significantly very important thereby standing out from the rest. Strategy 4, states that if school administration could listen to the voices of youth it will build confidence for free discussions on the challenges faced in implementation. Strategy 6 advocates for the inclusion of youth in decision-making on the use of the school farm to enable them air their views on its proper utilization as a training facility rather than being used to administer punishment to errant students. There was a strong positive correlation between the level of participation in decision-making and the level of implementation of the school agriculture curriculum. The high rating of strategies proposed suggests the need to address the pertinent issues in them so as to enhance the participation of youth in decision-making on implementation for improved outcomes. Thus, the inclusion of feedback from the out-of-school youth and elements of the strategies developed in the review and implementation of the school agriculture programme would improve its effectiveness in attaining intended objectives
MEASURING WORD FREQUENCY IN LANGUAGE TEACHING TEXTBOOKS USING LEXITÜRK
Get PDFVocabulary is a fundamental component of language usage, and study into its interactions with other aspects of language competence is an essential topic of language teaching. There are strong relationships between vocabulary and language competency measurements. Learners with larger vocabularies are better at a variety of language abilities than those with lower vocabularies. As a result, it may be stated that vocabulary knowledge is inextricably tied to total language proficiency. This suggests that the quantity of words we know has an impact on how much text we can comprehend.
The more often a word is used, the more polysemy and irregular morphology it is likely to have. One of a word's quantifiable qualities is how extensively it is used. Based on this measurable attribute, the word's prevalence and frequency can be considered a guiding reference. Analyzing the frequency of recurrence of a specific word or phrase is the most basic sort of corpus analysis. Words frequently occur together, forming collocations, colligations, and other word combinations. Exploring such trends is another sort of corpus analysis that one may perform. This is also known as chunks, n-grams, or lexical bundles.
In particular, when selecting which word should be prioritized for language learners. If this model is adopted, foreign language students will be taught essentially the most often used words. The development and application of measurement like an analysis tool can assist developers or researchers in the dilemma of preferences arising from the inevitable use of a word corpus. For teaching after the stage of creating a corpus and shaping the language textbook's content with the marked and dense frequency words from a corpus are discussed in this study, and a tool which is created by the author is presented to and for the scientific community. Kelime bilgisi, dil kullanımının temel bir bileşenidir ve dil yeterliliğinin diğer yönleriyle etkileşimlerinin incelenmesi, dil öğretiminin temel bir konusudur. Kelime bilgisi ve dil yeterliliği ölçümleri arasında güçlü ilişkiler vardır. Daha geniş kelime dağarcığına sahip öğrenciler, çeşitli dil becerilerinde daha düşük kelime dağarcığına sahip olanlardan daha iyidir. Sonuç olarak, kelime bilgisinin ayrılmaz bir şekilde toplam dil yeterliliğine bağlı olduğu söylenebilir. Bu, bildiğimiz kelimelerin miktarının, ne kadar metni anlayabileceğimiz üzerinde bir etkisi olduğunu göstermektedir. Bir kelime ne kadar sık kullanılırsa, o kadar çok anlamlılık ve düzensiz morfolojiye sahip olması muhtemeldir. Bir kelimenin ölçülebilir niteliklerinden biri, ne kadar kapsamlı kullanıldığıdır. Bu ölçülebilir özelliğe dayanarak, kelimenin yaygınlığı ve sıklığı yol gösterici bir referans olarak kabul edilebilir. Belirli bir kelimenin veya ifadenin tekrarlanma sıklığını analiz etmek, en temel türde korpus analizidir. Kelimeler sıklıkla birlikte bulunur, eşdizimler, birliktelikler ve diğer kelime kombinasyonları oluşturur. Bu tür eğilimleri keşfetmek, kişinin yapabileceği başka bir tür korpus analizidir. Bu aynı zamanda parçalar, n-gramlar veya sözcük demetleri olarak da bilinir. Özellikle, dil öğrenenler için hangi kelimeye öncelik verilmesi gerektiğini seçerken. Bu model benimsenirse, yabancı dil öğrencilerine esasen en sık kullanılan kelimeler öğretilecektir. Ölçümün bir analiz aracı gibi geliştirilmesi ve uygulanması, bir kelime bütünlüğünün kaçınılmaz kullanımından kaynaklanan tercihler ikileminde geliştiricilere veya araştırmacılara yardımcı olabilir. Derlem oluşturma ve dil ders kitabının içeriğini bir bütünceden belirgin ve yoğun sıklıktaki kelimelerle şekillendirme aşamasından sonra öğretim için bu çalışmada ele alınmış ve yazarın oluşturduğu bir araç bilim camiasına ve bilim camiasına sunulmuştur
Matematik Öğretmeni Adaylarının Hatalı Çözümlere Dönüt Verme Yöntemleri: Eşitlik İşareti Örneği
No full textThe goal of this study is to determine the ways prospective middle school mathematics teachers respond to students’ errors in the questions about the equal sign. In this study, hypothetical scenarios, involving three common error types related to the equal sign, have been prepared by using the possible examples of student work. Through these scenarios, one-to-one interviews were conducted with seven prospective middle school mathematics teachers. In line with the data obtained in these interviews, it was seen that the prospective teachers used seven different ways to respond students’ errors related to the equal sign: showing the error, showing the right solution, guiding to find the right answer, guiding to find the error, re-explaining the concept, in-depth research, and false intervention. In addition, it was determined that two prospective teachers intervened incorrectly by taking an approach that could support the thought that led to the error. In the light of the findings, it was seen that the prospective teachers had a limited understanding of the equal sign. This study suggests that mathematics educators should create appropriate learning opportunities to improve prospective teachers' understanding of the equal sign and their ability to respond on students' errors.Bu çalışmada ortaokul matematik öğretmeni adaylarının eşitlik işareti ile ilgili sorulardaki hatalı çözümlere yönelik dönüt verme yöntemleri tespit edilmeye çalışılmıştır. Bunun için eşitlik işareti ile ilgili yaygın yapılan üç hata türüne yönelik senaryolar hazırlanmıştır. Bu senaryolar vasıtasıyla yedi ortaokul matematik öğretmeni adayı ile birebir görüşmeler yapılmıştır. Bu mülakatlarda elde edilen veriler doğrultusunda öğretmen adaylarının eşitlik işareti ile ilgili hatalı çözümlere dönüt vermek için yanlışı gösterme, doğru çözümü gösterme, doğru cevabı bulmaya yönlendirme, hatayı bulmaya yönlendirme, kavramı yeniden öğretme, derinlemesine araştırma ve yanlış müdahale olmak üzere yedi farklı yöntem kullandıkları görülmüştür. Ayrıca iki öğretmen adayının da bir hata türüne dönüt vermek için, öğrencinin hatalı düşüncesini destekleyecek şekilde yanlış müdahalede bulunduğu tespit edilmiştir. Elde edilen bulgular ışığında öğretmen adaylarının eşitlik işareti ile ilgili sınırlı bir anlayışa sahip oldukları görülmüştür. Bu çalışma matematik eğitimcilerinin öğretmen adaylarının eşitlik işareti ile ilgili anlayışlarını ve öğrencilerin hatalı çözümlerine yönelik dönüt verme becerilerinin geliştirmeleri için uygun öğrenme fırsatları oluşturmalarını önermektedir
TEACHING URBAN AMBIANCE DESIGN WITH PARAMETRIC MODELING
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This pedagogical paper presents an approach to urban design taught in the "Complex Densities Studio" CDS of the Institute of Architecture and Earth Sciences of Setif (IAST). This approach is based on urban analysis and scenario building, the use of parametric tools, and the constitution of reusable "parametric actions". The parametric approach invites students to state their project intentions. Parametric computing allows building a digital model from certain parameters. The digital model aims to verify the interactions of the student project in the urban context dynamically and iteratively. It offers the possibility of identifying the most efficient models concerning the stated criteria. The urban typologies and ambiances are evaluated throughout the design process, thus allowing for permanent adjustments. The chosen context is the El-Harrach district in the city of Algiers: the population density and the rapid transformation of urban areas offer a stimulating framework to experiment with a parametric approach to the student project. The approach of the CDS is based on numerous and diverse data, transcribed in diagrams, pre-formal plans, and parametric models, allowing to move from an abstract and quantitative dimension to the formalization of urban ambiances in a progressive and qualitative way
THE MIDDLE SCHOOL TEACHERS' CRITICAL THINKING SKILLS AND AWARENESS TOWARDS TEACHING CRITICAL THINKING SKILLS
No full textIt is very critical for teachers to gain awareness about the acquisition of critical thinking skills in the educational process. Given the scarcity of existing literature on teaching critical thinking skills and teachers' perceptions and views on the place of these skills in curricula, however, the present study is of great importance. An explanatory mixed methods design, which involves the mixing of quantitative and qualitative methods, was employed in the study. As a measurement tool, the critical thinking skills scale and the semi-structured interview form were employed together. The data was measured by the level of compliance. The quantitative study group consisted of 469 classroom teachers who were determined using non-random sampling, while the qualitative study group comprised of 20 teachers who were selected via maximum variation sampling. Teachers demonstrated a high level of perception towards critical thinking skills. Furthermore, it was found that years of teaching experience and branch variables were significant predictors of critical thinking skills, whereas gender was not a significant predictor. Teachers reported that critical thinking skills are teachable, while emphasizing that they are best taught in coordination with the course content. The challenges faced by teachers when teaching critical thinking skills include inadequate curriculum, overcrowded classrooms, inadequate teachers, and anxiety about falling behind curriculum pacing
The GAME IS ELECTRONIC BUT THE EMOTIONS ARE REAL: HOW DOES WINNING AND LOSING EFFECT HRV
Get PDFThe purpose of this study is to determine how winning and losing affect the heart rate variability of soccer players. 10 licensed soccer players participated in the study who are also e-soccer players. 2 inner balance heart math biofeedback device was used to collect data. 7 e-soccer tournaments were organized to collect the data. Data were only collected from matches in which goals were scored and ended with a win or loss. As soon as a winning or losing situation occurred psychometric measurements were started simultaneously from 2 players for 1 minute. After the tournaments were finished with 93 winnings and 93 losses psychometric data was received. Results have shown that players had higher coherence (HRV) while winning, on the contrary, the coherence levels were very low while losing. A significant difference was found in players’ coherence levels between winning and losing situations. In simple words players emotionally felt better when they were winning. This supports the theory that even though the game is electronic the emotions are real looking at the HRVs of the players
THE PATHWAYS TO POSITIVE OUTCOMES IN YOUTH DEVELOPMENT: LOVE CHARACTER STRENGTH AND PARENTAL COMMUNICATION
Get PDFIn today's world, young people attending high school face many developmental challenges and need a holistic examination of their developmental process, with both positive and negative aspects. Desired outcomes for healthy youth development include individual character strengths such as the strength of love and the contextual characteristics of close relationships such as parental communication that are linked to these strengths. These factors can reduce negative traits such as risk-taking behaviors and increase positive outcomes such as life satisfaction. The aim of this study is to determine the prevalence of character strengths among high school youth and to reveal the relationship between these strengths and risk-taking behaviors. In addition, based on the need to reveal the effect of individual characteristics based on context, it was aimed to examine the relationship between character strengths of love and parental communication with risky behavior and life satisfaction by including demographic variables. Values in Action Inventory for Youth, Youth Assets Survey, Life Satisfaction Scale, and Demographic Characteristics Form were used in the study. In addition to descriptive statistics, correlation, MANOVA test and structural equation modeling were used in data analysis. According to the findings, some strengths were found to be ranked higher among adolescents. It was noteworthy that demographic variables and some of the character strengths were associated with important outcomes in adolescents' development. Other findings included that relationships with parents had some influence on the relationship between the strength of love and risk-taking behavior and life satisfaction as examined through a structural equation. The findings of the research are considered to be useful for institutions and professionals and policymakers working in education and schools, youth centers, social services, and police units and aiming to increase the well-being and positive development of young people
STUDENTS’ PERCEPTIONS OF THE CLASSROOM ENVIRONMENT AND ACADEMIC ACHIEVEMENT: A PATH ANALYSIS IN UNIVERSITY EFL CLASSROOMS:
Get PDFThe current study was designed to explore the relationships between students’ perceptions of the classroom environment and their academic achievement in higher education. The participants were 846 first-year undergraduate students who were learning English as a foreign language (EFL) in China. Data of students’ perceptions of the classroom environment were collected by the College and University Classroom Environment Inventory. Students’ academic achievement was measured by a national standardized test for English competence (the College English Test). The results of path analysis showed that students’ perceptions of innovative instruction and task orientation were positive predictors of their academic achievement; students’ perceptions of equity predicted their academic achievement via perceptions of teacher-student relationships; students’ perceptions of peer relationships had an indirect effect on student achievement mediated by cooperative learning. However, students’ perceptions of learning autonomy were not related to their perceptions of other environmental factors and learning outcomes
INVESTIGATION OF MATHEMATICS TEACHERS' HOMEWORK APPROACHES BEFORE AND DURING THE PANDEMIC
Get PDFThe aim of this research is to examine the mathematics teachers' approaches to homework before and during the pandemic. The method of the study is case study, one of the qualitative research methods. The participants of the study consist of 12 mathematics teachers who work in Sivas state schools affiliated to the Ministry of National Education or give private lessons in Sivas in the 2021-2022 academic year and volunteer to participate in the study. The data were collected with the data collection tool developed by the researchers, first in written form, and then through semi-structured interviews with two volunteers. Content analysis was used in the analysis of the data. According to the findings, teachers' homework objectives are reinforcement, repetition, self-control, and individual learning. They also described homework as work done in out-of-school learning environments. Reasons for assigning homework; they expressed it as determining whether the students understood or not, encouraging them to study, dealing with problems alone for individual learning, working regularly and associating the acquired knowledge with other subjects. They stated that before the pandemic, they prepared the content of the homework assignments for the exam, suitable for the achievements, test and worksheets, from easy to difficult, simple and in accordance with the achievement, while they prepared easier test and worksheets from the content of EBA during the pandemic period. On the other hand, while expressing the methods of giving homework as test books, supplementary resources, worksheets, and textbooks before the pandemic, they stated that they gave homework from EBA, Whatsapp and digital (Z) books in addition to what they did before the pandemic, and they did online exams and digital activities. It is also among the findings that homework follow-up is more difficult during the pandemic process and there are difficulties in reaching students and parents in providing feedback
EXPLORATION OF ENVIRONMENTAL CONTENT IN GRADE 12 MATHEMATICAL LITERACY SUMMATIVE ASSESSMENT: none
Get PDFA qualitative exploratory design was utilised in this study through the application of assessment theory to explore the extent to which Grade 12 Mathematical Literacy (Maths Lit) national examination papers spanning from 2014 to 2018 assessed environmental content. Environmental education (EE) is a cross-curricular discipline integrated in all school subjects. The assessment of environmental content in Maths Lit is important to ensure learners have adequate environmental knowledge to sustain the fragile environment. Purposive sampling was used to select Maths Lit from school subjects owing to a shortage of literature on EE. Data was analysed through coding and thematic techniques. It was established that environmental content did appear in the question papers in the specific period, but there was a significant disparity between the marks allocated to environmental content each year. The study contributes to the fields of EE and Maths Lit by highlighting disparities between the marks allocated to environmental content in the question papers