IOJET - International Online Journal of Education and Teaching
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ANALYSIS OF THE RELATIONSHIP BETWEEN DECISION MAKING SKILLS AND PROBLEM SOLVING SKILLS OF PRIMARY SCHOOL STUDENTS
Get PDFDecision making and problem solving skills are two important issues resulting with students’ succsess. The aim of this research was to examine the relationship between primary school students' decision making skills and problem solving skills. The sample of research, which was carried out through the relational survey model, consisted of 331 third and fourth grade primary school students in Istanbul. The research data were collected through “Problem Solving Inventory for Children” and “The Scale of Decision Making Skills for Primary School Students”. The research data were analyzed with descriptive statistics, Pearson correlation analysis and simple regression analysis. According to the results of correlation analysis, it was determined that there was a positive significant relationship between decision making skills and problem solving skills of primary school students. It was concluded that decision making skills of students were significant predictors of their problem solving skills. As a result, it can be said that students' decision making skills affects problem solving skills moderately and positively
STUDENTS’ OPINIONS ON THE USE OF DIGITAL STORYTELLING IN TURKISH COURSE
Get PDFThe purpose of this study is to seek into secondary school students’opinions on the use of digital storytelling in Turkish course. In this research, phenomenology, one of the qualitative research methods, was used. The study group was composed of 18 students in the 7th grade of a private secondary school affiliated to the Central District of Kars. Before starting the research, permissions of the ethics committee and governorship were obtained for the scale to be used in the research. Semi-structured interview form and personal information form were used as data collection tools. The interview form contained 7 questions. Content analysis was employed for the analysis of the interviews. As a result of analysis; it was concluded that students found this process entertaining and instructive; students did not have any challenges at all; they enjoyed creating music and recording sounds. But they wanted more different types of music, and more variety in text fonts and visuals. In short, it can be said that the opinions of the 7th graders learning digital storytelling about the process are positive.  
THE EFFECT OF FLIPPED CLASSROOM MODEL APPLICATIONS ON HIGH SCHOOL STUDENTS’ CLASSROOM ENGAGEMENT AND CLASSROOM LIFE PERCEPTIONS IN TEACHING ENGLISH
Get PDFThis study investigated the effect of technology-enhanced flipped classroom model applications on high school students’ classroom engagement and classroom life perceptions in teaching English. In the study, pretest and posttest experiment-control group quasi-experimental design was used. The experimental group was taught using the flipped method and the control group was taught using the current conventional method. The study was conducted with 45 students attending 9th grade for 8 weeks. The data from classroom engagement inventory and classroom life perception scales were collected quantitatively. According to the findings, there was a significant difference in terms of classroom engagement levels. When the classroom engagement inventory sub-dimensions were examined, significant differences were found in the experimental group in terms of cognitive engagement and affective engagement sub-dimensions. However, there was not a significant difference between the two groups in terms of behavioral engagement–compliance, behavioral engagement-effortful classroom participation and disengagement sub-dimensions. On the other hand, there was a significant difference in terms of classroom life perception levels. When the classroom life perception scale sub-dimensions were examined, significant differences were found in the experimental group in terms of student feelings related to the classroom environment and student feelings related to the teacher sub-dimensions. However, there was not a significant difference between the two groups in terms of student feelings related to other students sub-dimension. 
English
No full textThis research was carried out to determine whether the comprehension level differs according to the reading environment by examining the studies comparing the comprehension level according to reading from the screen and from the paper by using meta-analysis method. Meta-analysis method was used in this research. The data of the study were obtained from 12 studies (29 comparisons). All of these studies are studies in which Turkish texts are used in reading. The analysis of the obtained data was carried out using the Comprehensive Meta-Analysis software. In the interpretation of the studies, random effects model was taken as basis. As a result of the analyses performed, a significant and medium effect size (g=-0.423, p=0.003) was found in favor of reading from the paper. Therefore, this result shows that comprehension achievement is higher in reading from the paper than reading from the screen. In addition, it was determined that the effect sizes did not differ significantly according to the publication year, grade level, text type and digital tool. It is recommended to perform studies on improving the screen interface and screen reading skills
A JOURNEY TO THE VALUES WITH PICTURE BOOKS: A RESEARCH ON THE VALUE ACQUISITION OF YOUNG CHILDREN
Get PDFThe objective of this study is to evaluate the impact of picture books with values content on the value acquisition of children. The participants of this quasi-experimental study were comprised of 20 preschoolers and a preschool teacher. As the data collection tool, the “Value Checklist” was used for the selection of the books, the “The Scale for Preschool Social Values Acquisition” and “Values Rubric” were used in determining the social value acquisition of children. According to the research results, it was determined that the sessions based on picture books with values-content influenced the social value acquisition of children in a positive way. Accordingly, it is considered important to prefer quality picture books for the practical activities on value acquisition of small children.
Keywords: values, values education, social values, picture books, preschooler
ANALYSIS OF UNIVERSITY STUDENTS' PERCEPTION OF LEARNING REGARDING SUCCESS ORIENTATION AND SOCIAL LEARNING SETTING
No full textRapid social, technological and cultural changes have brought along drastic changes in education, as well. Changing educational paradigms have required revising students’ attitudes towards learning, which determine learning abilities and willingness. Within this context, it has been aimed, with this study, to analyse university students’ attitudes towards learning in the context of success orientation and social learning setting. In line with this aim, with a view to collecting data, Personal Information Form, Scale of Attitude towards Learning (SAtL) and Success Orientation Scale (SOS) were used in this study, which was designed in the relational screening model. The research sample comprises 221 university students studying a state university during 2020-21 academic year. In conclusion, a strong positive correlation has been found between university students’ attitudes towards learning and success orientations. It has been seen that university students’ attitudes towards learning predict their success orientations to a considerable extent. This study has set forth that university students care about learning and have positive attitudes towards learning. This study has revealed that university students have a strong learning orientation and show performance in this respect. Students think that their teachers have the most influence on their learning process
THE RELATIONSHIP BETWEEN TEACHERS’ COMPLIANCE WITH ETHICAL RULES AND STUDENTS’ PSYCHOLOGICAL WELL-BEING
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This study aims to determine the relationship between teachers’ compliance with ethical rules and students’ psychological well-being. In this study, a correlational survey model was used. The population of the study consists of High school students studying in Haymana, Polatlı, and Güdül districts of Ankara in the academic year of 2018-2019. The sample consists of 672 high school students selected from the population by simple random sampling method. “Teacher Ethical Values Scale According to Student Perception” and “Psychological Well-Being Scale” was used to collect data in the study. In the analysis of data, t-test, one-way analysis of variance (ANOVA), Pearson-Product Moment Correlation Coefficient, and Multiple Linear Regression techniques were utilized. In consequence of the study, it was determined that the students’ perception of their teachers’ level of compliance with ethical rules was high. Students’ psychological well-being levels were determined at the level of “slightly agree” according to the evaluation system of the scale. A significant positive correlation was found between students’ perceptions of teachers’ level of compliance with ethical rules and their psychological well-being. It was concluded that the total scores of the teacher ethical values scale are a significant predictor of the psychological well-being variable according to student perception.
TEACHING SCIENCE: WHO AM I? WHAT DO I PLAN?
Get PDFAchievement in the primary school science lesson has always been the subject of attention by researchers in Turkey and different countries. For this reason, they carry out studies on science teaching at the primary school level. This study aimed to reveal the strengths and weaknesses of pre- and in-service classroom teachers in science teaching. In addition, to improve their weaknesses, the features of the science classroom that they imagined were revealed. Seventy-seven juniors, 78 seniors, and 87 in-service teachers participated in the study. We obtained the data through an opinion form called “I Teach Science” and consisting of four questions. Findings were revealed because of the descriptive analysis. We found the most frequently uttered strengths as being able to do/design experiments, adopting activity-based science teaching, having, and applying different methods/technical knowledge, having science process skills, and having an interest in/attitude towards the science. The most common weaknesses were the lack of field knowledge, lack of self-confidence, inability to do experiments, lack of laboratory knowledge, inability to design/use materials, and lack of interest in and attitude towards science. The most common ways they would apply to improve their weaknesses were found as doing research, reviewing resources, obtaining help from experts or colleagues, designing experiments, researching/learning different methods, utilizing different resources, and developing planning skills. While describing a dream science classroom, the participants considered general characteristics of students and teachers and general/physical features of the classroom
INVESTIGATION OF PRE-SERVICE MATHEMATICS TEACHERS' CREATIVE THINKING TENDENCIES
Get PDFCreative thinking has played a critical role in a number of fields such as science, technology, economy, and education. Given the necessity of creative thinking in mathematics teaching, it can be argued that teachers are responsible for transforming their students into creative thinkers. In this context, the present study aims to determine prospective mathematics teachers’ levels of critical thinking tendency and the main and interaction effects of demographic variables (i.e., gender, grade, and academic achievement) on critical thinking tendency. The study makes use of the survey and causal-comparative designs. Sample of study included 130 prospective elementary mathematics teachers. “The Marmara Creative Thinking Tendencies Scale” developed by Özgenel and Çetin (2017) was used as the data collection tool. Descriptive and two-way analysis of variance were preferred. The study reported high creative tendency levels of prospective teacher. Another outcomes of the study show that the variables of gender, grade, and academic achievement did not have significant main effect on creative tendency levels of prospective teachers. Besides, the interaction effect of gender-grade and gender-academic achievement on the creative thinking tendency levels of prospective teachers are not statistically significant. Based on the findings, recommendations for future research and educational implications are presented
INVESTIGATING TURKISH EFL LEARNERS’ TIME MANAGEMENT SKILLS IN RELATION TO SOME LEARNER VARIABLES
Get PDFThis study aimed to investigate the correlation between Turkish EFL learners’ time management skills and some learner variables. To achieve this aim, 73 students studying the English Language and Literature program at the Arts and Science Faculty of a state university located in the west part of Turkey took part in the study. The time management questionnaire (TMQ) developed by Britton and Tesser (1991) and adapted to Turkish context by Alay and Koçak (2002) was utilized in this study by the researchers. The findings of the research showed that the participants had a moderate level of time management skills in terms of time planning, time attitudes, and time-wasters. The results of the study showed that there is no significant relationship (a) between age and Turkish EFL learners’ time management skills and (b) between academic achievement and Turkish EFL learners’ time management skills. However, a significant relationship was seen between gender and Turkish EFL learners’ time management skills concerning the time attitudes subscale. Finally, a significant relationship was detected between the year of study and Turkish EFL learners’ time management skills with respect to the time-wasters subscale.Bu çalışma, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin zaman yönetimi becerileri ile bazı öğrenen değişkenleri arasındaki ilişkiyi araştırmayı amaçlamıştır. Bu amaca ulaşmak için Türkiye'nin batısında yer alan bir devlet üniversitesinin Fen-Edebiyat Fakültesi İngiliz Dili ve Edebiyatı programında öğrenim gören 73 öğrenci araştırmaya katılmıştır. Bu çalışmada Britton ve Tesser (1991) tarafından geliştirilen ve Alay ve Koçak (2002) tarafından Türkiye bağlamına uyarlanan zaman yönetimi anketi (TMQ) araştırmacılar tarafından kullanılmıştır. Araştırmanın bulguları, katılımcıların zaman planlama, zaman tutumları ve zaman kaybı açısından orta düzeyde zaman yönetimi becerilerine sahip olduklarını göstermiştir. Çalışmanın sonuçları, (a) yaş ile İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin zaman yönetimi becerileri arasında ve (b) akademik başarı ile İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin zaman yönetimi becerileri arasında anlamlı bir ilişki olmadığını göstermiştir. Bununla birlikte, cinsiyet ile İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin zaman tutumları alt ölçeğine ilişkin zaman yönetimi becerileri arasında anlamlı bir ilişki görülmüştür. Son olarak, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin zaman yönetimi becerileri ile eğitim yılı arasında, zamanı boşa harcayanlar alt ölçeğine göre anlamlı bir ilişki tespit edilmiştir