IOJET - International Online Journal of Education and Teaching
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ANALYZING GENDER DIFFERENCES, AND EDUCATION OF PARENTS TOWARDS STUDENTS’ READING COMPREHENSION ACHIEVEMENT
No full textThe aim of the study was to find out: students’ gender differences, and parental education on students’ reading comprehension achievement. The sample was 100 students and used purposive random sampling. Interview and the forty-item reading comprehension test of multiple choices were administered. The data were analyzed with one-way ANOVA. The first finding showed that females’ reading comprehension achievement was higher than males’. The second finding showed that variable “fathers’ level of education” and “students’ reading comprehension achievement” was .029 categorized “weak”. The third finding showed that the correlation between variable “mothers’ level of education” and variable “students’ reading comprehension achievement” was .530** categorized “strong”. The effect of mother’s education occurred through the provision of literacy resources and reading activities. Mothers spent more time with their children at home, continuously nurturing them with practices such as reading, and holding discussions with them on how they handle their studies. While fathers did not involve themselves and became reluctant to help their children to do their schoolwork at home. Some stated that they were not lecturers and busy working to earn their families living. The study recommended that both parents should collaborate to create a reading atmosphere in their family
THE CORRELATION BETWEEN METACOGNITIVE AWARENESS AND THINKING STYLES OF PRE-SERVICE EFL TEACHERS
No full textMetacognition is an umbrella term encompassing thinking and memory, learning, motivation, and cognitive development as indicated by Metcalfe & Shimamura (1994). As is generally believed, metacognition has direct linkage with higher order thinking skills, which is all about regulating and functioning on cognitive processes of learning. According to Livingstone (2003: 2), “activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress towards the completion of ‘that’ task is metacognitive in nature.” As to the educational practices, learners thinking styles and metacognitive awareness should be attached importance in the sense that both are considered influential factors on learning and thinking. Therefore, the current study aims to scrutinize this possible relationship that takes place in foreign language education specifically. For this purpose, a representative group of 121 pre-service EFL teachers enrolled in English Literature Department was the participant group of this study. Thinking Styles Inventory (TSI) and Metacognitive Awareness Inventory (MAI) were used to collect data. The results were statistically analyzed through the application of SPSS 22.0 version. Based on the findings of the study, it can be said that the participants have a moderate level of metacognition, the most prominent thinking styles are legislative, judicial, monarchic, and anarchic thinking styles, and legislative, executive, monarchic, and internal thinking styles predict metacognition.
Keywords: metacognitive awareness, thinking styles, pre-service EFL teachers, English language teachin
THE EFFECT OF USING CREATIVE DRAMA METHOD ON STUDENT ACHIEVEMENT IN THE SOCIAL STUDIES COURSE: A META-ANALYSIS STUDY
No full textThe aim of this study was to determine the effect of creative drama method on the Social Studies course achievement of students. Within the scope of the research, in Google Academic, EBSCOhost, ERIC, ULAKBİM TR Index, thesis databases of the Higher Education Council in Turkey (YÖK), a search was conducted via the key words “drama, creative drama, role-playing, improvisation, Social Studies lesson, and academic achievement”. As a result of these searches, a total of 19 studies (4 articles and 15 theses) published between the years of 2006 and 2020 were reached. The effect sizes, heterogeneities and publication bias analyzes of the studies were conducted using the “Comprehensive Meta-Analysis” statistical program. It was found that the studies conducted on the creative drama (Q=90,019 p <0,05; I2= 78,893) method showed a heterogeneous distribution, and there was no publication bias. According to the results of the study, the creative drama method had a very large effect size (d = 1,17061) on the success of the social studies course in favour of the experimental groups which utilized the creative drama method. Regarding the effect size results in terms of the years, type and class level of the studies, the effect size of the studies published between 2006-2012 (d=1,208) was higher and was largely positive. Studies published as articles had higher effect size than the theses, and the effect size was perfectly positive. When the effect size of the sample group was examined in terms of the grade levels, it was concluded that the class with the huge effect size was 8th grade (d = 2.733) and the class with the lowest effect size was 4th grade (d = 0.709)
Koronavirüse Yakalanma Korkusu İle Belirsizliğe Tahammülsüzlük ve Yaygın Anksiyete Arasındaki İlişkinin İncelenmesi
No full textIn this study, it was aimed to investigate the relationship between Covid-19 fear and intolerance of uncertainty and generalized anxiety disorder in individuals aged 18-65 years and older. Also, it was examined whether Covid-19 and intolerance of uncertainty predicted generalized anxiety disorder significantly. In this study, data were collected from a total of 843 people, including 547 female (64.9%) and 296 male (35.1%) in July and August 2020. In this study, it was used to measure Covid-19 fear that Covid-19 Fear Scale, for the intolerance of uncertainty that The Intolerance of Uncertainty Scale (IUS), for generalized anxiety disorder that General Anxiety Disorder Test (GAD-7). The correlation between COVID-19 fear total score and IUS total score and sub-scales’ scores, and GAD-7 total score was examined using the Pearson Product-Moment Correlation Coefficient technique. As a result of the analysis, it was seen that there were significant and positive relationships between Covid-19 fear total score and IUS total and subscales’ scores and GAD-7. Additionally, the prediction level of COVID-19 fear and intolerance of uncertainty on generalized anxiety disorder was tested with a Multiple Regression Analysis and it was observed that the fear of COVID-19 and IUS total score, IUS1, IUS4 were significant predictors of generalized anxiety disorder.Bu çalışmada 18-65 yaş arası bireylerde Covid-19 korkusu, belirsizliğe tahammülsüzlük ve yaygın anksiyete bozukluğu arasındaki ilişkinin incelenmesi amaçlanmıştır. Ayrıca Covid-19 korkusu ve belirsizliğe tahammülsüzlüğün, yaygın anksiyete bozukluğunu yordayıp yordamadığı da incelenmiştir. Çalışmada veriler 2020 yılında temmuz ve ağustos aylarında 843 kişiden toplanmış, bu kişilerin 547 (%64.9)'u kadın ve 296 (%35.1)'i erkektir. Covid 19 korkusunu ölçmek için Covid 19 Korkusu Ölçeği, belirsizliğe tahammülsüzlüğü ölçmek için Belirsizliğe Tahammülsüzlük Ölçeği ve yaygın anksiyete bozukluğunu ölçmek için Yaygın Ansiyete Bozukluğu Testi (GAD-7) kullanılmıştır. Covid 19 korkusu toplam puan, belirsizliğe tahammülsüzlük toplam puan ve yaygın anksiyete bozukluğu toplam puanları arasındaki korelasyon Pearson Momentler Çarpımı Korelasyon Katsayısı yöntemi ile bulunmuştur. Yapılan analiz sonucunda Covid 19 korkusu toplam puan, belirsizliğe tahammülsüzlük toplam puan ve yaygın anksiyete bozukluğu toplam puanları arasında pozitif düzeyde anlamlı bir ilişki bulunmuştur. Ek olarak Covid 19 korkusu ve Belirsizliğe tahammülsüzlüğün yaygın anksiyete bozukluğu üzerindeki yordayıcı etkisi çoklu regresyonla test edilmiş ve Covid 19 korkusu, belirsizliğe tahammülsüzlük (IUS) toplam puan ve alt boyutlarından IUS1, IUS4, yaygın anksiyete bozukluğunun anlamlı yordayıcıları olduğu bulunmuştur
ENSURING STUDENT-CENTERED, CONSTRUCTIVIST AND PROJECT-BASED EXPERIENTIAL LEARNING APPLYING THE EXPLORATION, RESEARCH, INTERACTION AND CREATION (ERIC) LEARNING MODEL
No full textExperiential learning literally is making meaning from direct experience. It plays vital role in facilitating the process of creating knowledge, sense-making and knowledge transfer in teaching, training and development. This study assessed the effectiveness of Exploration, Research, Interaction and Creation (ERIC) Learning Model which is a framework adopted from various theories and philosophies such those of student-centered, constructivist-based, project-based, experiential, multisensory, reflective, participatory, interactive, cooperative, collaborative and active learning. Mixed method was used employing pre-experimental design and narrative analysis of learning experiences. Pre-test and posttest, survey, interview, observation and focus group discussions were made. There were 32 college students in the Tourism Management Program enrolled in NAS 106 (Environmental Science) and 28 enrolled in BST 323 (Ecotourism) for Academic Year 2018 - 2019 at Columban College, Inc. and were used as subjects. Quantitative data were treated using Mean, Weighted Mean and t-Test for Dependent Samples. Student’s engagement and involvement were maximized by exploration, research, interaction and creation and they adapted the skills and strategies for them to become responsible learners and lifelong learners. There was a significant increase in the performance of students as well as develops more positive attitude towards the topics
FLIPPED CLASSROOM IMPLEMENTATION IN SCIENCE TEACHING
No full textInternet teknolojisinde ki hızlı gelişme ile birlikte her geçen gün yeni öğrenme ve öğretme yaklaşımları kullanılmaya başlamıştır. Bu yaklaşımlardan birisi olan ters yüz öğrenme modelinde öğretmen seçtiği kaynakları öğrencileri ile ders öncesinde paylaşmakta ve ilgili konu öğretimi bu kaynaklar ile sınıf dışında gerçekleştirilmekte; sınıf içinde ise konu pekiştirme çalışmaları etkileşimli, aktif ve işbirlikli problem çözme etkinlikleri ile sağlanmaktadır. Bu bağlamda bu çalışmanın amacı; Ters Yüz Sınıf modelinin ortaokul 8. sınıf fen bilimleri dersi Maddenin Isı ile Etkileşimi konusunda öğrencilerin akademik başarılarına etkisini ve Ters Yüz Sınıf modeliyle ilgili görüşlerini ortaya koymaktır. Araştırmanın çalışma grubunu, 2017-2018 öğretim yılında, Konya il merkezindeki bir devlet ortaokulunda öğrenim gören toplam 63 sekizinci sınıf öğrencisi oluşturmaktadır. Çalışmada, nicel ve nitel veri toplama yöntemlerinin birlikte kullanılması yoluyla, araştırma sonuçlarını bütünleştirilmesine imkân sağlayan karma yöntem kullanılmıştır. Nicel veri toplama aracı olarak alanında uzman dört fen bilgisi öğretmeni ve araştırmacı tarafından hazırlanan ‘Başarı Testi, nitel verilerin toplanmasında ise araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılmıştır Araştırmada son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma sonucunda; deney grubunun akademik başarısının kontrol grubuna göre istatistiksel olarak anlamlı ve olumlu yönde yüksek olduğu sonucuna ulaşılmıştır. Deney grubu öğrencileri; ters-yüz sınıf uygulamasıyla başarılarının arttığını, daha iyi öğrendiklerini, ders katılımlarının arttığını, mevcut programa göre ders işlenen sınıftaki konu anlatımını dinlemekten daha eğlenceli bulduklarını ifade etmiştir. Öğrenciler evlerinde internetin olmaması ya da hızının yetersiz olması, bilgisayarlarının donanımlarının yetersiz olmasından dolayı karşılaştıkları sorunları uygulamanın dezavantajları olarak ifade etmişlerdir.
Anahtar Kelimeler: Ters-yüz sınıf modeli, fen öğretimi, akademik başarıAlong with the fast development in the internet technologies, every day new learning and teaching approaches are introduced and implemented. In flipped learning model, one of these approaches, sources selected by the teacher are shared with the students before the class and students study and learn the subject before the class, out of the classroom, and in the classroom, subject reinforcement exercises are made in an active manner, using collaborative problem solving activities. In this context, the aim of this research is to reveal the effect of Flipped Classroom model on the academic success of the students for the subject of Interaction of Matter with Heat of 8th grade Science course and opinions of students on the Flipped Classroom Model. Study group of the research consists of a total of 63 8th grade students, studied in a state middle school located in the central part of city of Konya during the 2017-2018 school year. In the research, mixed methods, a method that allows integration of research results via utilization of quantitative and qualitative data collection methods conjointly. As the quantitative data collection tool, the "Achievement Test" developed by a group of four, consisting of four professionalist science teachers and researchers, and as the qualitative data collection tool, "Semi-Structured Review" form, developed by the researcher have been used. In the research, a quasi-experimental design with a posttest control group has been used. As the result of the research; It was concluded that the academic achievement of the experimental group was statistically significant and positively higher than the control group. Students consisting the experimental group has expressed that with the flipped classroom application, their success and their participation to the class has improved and they found this method to be more fun than listening to the lecturing as per the current program requires. Also, the students have stated their absence of internet access at home and the problems they encounter due to hardware inadequacies of their computers are the drawbacks of the implementation.
Keywords: Flipped classroom model, science teaching, academic achievement
PROBLEM-SOLVING PERFORMANCE AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF EYE TRACKING MEASUREMENTS
No full textThe purpose of the present study was to propose a model for mathematics achievement considering the mediating role of eye tracking measurements in the relationship between problem solving performance and mathematics achievement. In this sequential explanatory mixed method research design, a geometry test was conducted to 381 7th grade students. Their problem-solving process was recorded using eye tracking technology. Also, their mathematics achievement scores were acquired from their schools. Afterwards, semi-structured interviews were conducted to 15 students. Based on the results, it was observed that there was a positive relationship among problem-solving performance and mathematics achievement while eye tracking measurements were negatively correlated to problem solving performance and mathematics achievement. Qualitative findings also confirmed these results. Moreover, the hypothesized model could approximately express 22% of the variance on mathematics achievement
PROSPECTIVE SCIENCE TEACHERS’ VIEWS ON CAREER PLANNING AND THEIR SELF-EFFICACY LEVELS FOR CAREER DECISION-MAKING
No full textThe aim of this survey study was to determine prospective science teachers’ competency levels in making career decisions and to determine their views on career planning. The participants were 88 prospective middle school science teachers enrolled at the Science Teaching Program of a state university during the spring 2018. The data were collected through the Career Decision-Making Self-Efficacy Scale (CDSS) (Ulaş & Yıldırım, 2016) and open-ended, written extended response questions prepared by the researcher. The findings revealed that for career decision-making, the participants had high efficacy levels; they were predominantly doing their own career planning; and that they were influenced by their family members’ views. They envisioned career planning as a long-term process starting at birth and encompassing the whole school and professional lives. The majority thought that their career decisions affected every aspect of their lives
EFFECTIVENESS OF UTILIZING SCENARIO-BASED INSTRUCTION TO TEACH “FUNCTIONS” TO HIGH SCHOOL STUDENTS IN MATHEMATICS CLASSES
No full textThe aim of this study was to investigate the effects of teaching the subject of “Functions”, utilizing scenarios associated with everyday life, to high school students in terms of their academic achievements. The study was carried out with twenty 10th grade students at a high school in a district of Bartin, Turkey in the 2018–2019 school year. In the study, which was based on the Mixed Methods, a weak quasi-experimental design with one pre-test and post-test group, was employed. Function achievement test (FAT) and semi-structured student interview form (SSIF) were used as data collection tools. During the study, scenarios and activities with the examples of daily life related subject of functions were applied for a period of 8 weeks. In the research, the quantitative data were analyzed via the Wilcoxon Signed-Ranks Test, and the qualitative data were analyzed using the coding technique. As a result of the analyses, it was observed that there was a significant difference between the pre-test and post-test scores in favor of the post-test.
Keywords: function, high school students, use of scenarios, mathematics, achievemen
English
No full textIn this study, it was aimed to compare the predictions of the academic achievement of the artificial neural networks (ANN) run in MATLAB and SPSS software and to determine the factors related to their academic achievement. Sample consisted of 465 students who were studying at Grade 4 in primary schools in the Central Anatolian Region of Turkey in 2017. A 12-questions questionnaire was used as the collection tool. For the content validity of the questionnaire, expert opinions were received. The KR20 reliability coefficient was calculated as .60. An exploratory factor analysis was run for the construct validity. In the ANN model, the items related to the academic achievement in the questionnaire were considered as independent variables / inputs, and the academic achievements of the previous year as the dependent variables / outputs. The predictions of the academic achievement of the ANN models were analyzed in MATLAB R2013a and SPSS 24.0 software and the regression coefficients of the independent variables were examined. It was found that MATLAB software had a higher rate of the correct prediction compared to SPSS. In the regression coefficients of the independent variables, some differences and similarities between the results of MATLAB and SPSS were found