International Journal of Progressive Education (IJPE)
Not a member yet
958 research outputs found
Sort by
Examining the Impact of Sports on Secondary Education Students%252339%253B Life Skills
No full textLife skills are applicable psycho-social skills and abilities to develop desired qualities such as self-confidence and socialization. In this context, the research aims to investigate how participation in sports activities during secondary education affects an individual%252339%253Bs life skills.
In the research, the sample group consists of a total of 698 students, including 388 males and 310 females studying at secondary schools in Malatya province district in 2018-2019 academic year. In order to evaluate life skills acquired through sports, the scale with its original form Life Skills Scale for Sport (LSSS) was used.
Statistical package program (SPSS 21 version) was used to analyze the data obtained in the research. Normality analysis tests were conducted on the data. As the result of the tests, it was observed that the data were not normally distributed and non-parametric tests were used for the analyzes. The Mann Whitney U test for binary comparisons and Kruscal Wallis H tests for multiple comparisons were utilized. In the study, the significance level was accepted as p lt%253B0.05.
The research findings showed that there were differences in the life skills of the sample group according to the variables discussed. As a result, it was concluded that middle school students%252339%253B age, gender, class, sports and playing status in the school team made significant differences whereas the family income situation did not affect in shaping their life skills
Investigation of the Effect of Different Teaching Methods on Students Engagement and Scientific Process Skills
Get PDFThe aim of this study is to compare the effects of using different teaching methods in quot%253BCell and Divisionquot%253B and quot%253BForce and Energyquot%253B units on students%252339%253B engagement in the lesson and scientific process skills. In each of the five randomly selected groups, the lessons were taught with Multiple Intelligence, Problem Based Learning, Peer Instruction, Combined and the method proposed by MONE (2017). In the research, quasi-experimental method, one of the quantitative research approaches, was used. The sample of the study consists of 185 seventh grade students studying in two secondary schools in Yakutiye district of Erzurum province. As a data collection tool in the research%253B Student Engagement Scale and Scientific Process Skills Test were used. As a result of the analysis, statistical difference was determined in the engagement levels and scientific process skills of students studying in different groups. In terms of the variable of engagement to the lesson, a significant difference was statistically determined in favor of the groups in which Peer Instruction and Combined Method were used. Also in this study in terms of scientific process skills, a statistically significant difference was found in favor of Problem Based Learning and Combined Method groups
Student Perceptions of the Implications of a Financial Literacy Project Within a College Mathematics Course
Get PDFThe purpose of this study was to investigate how students perceived their engagement in an experiential learning project with a focus on financial literacy within general education mathematics courses (skills, knowledge, attitudes, and behaviors). Specifically, the researchers were looking to investigate whether the completion of a finance project within a general education mathematics course influences students%252339%253B perception of and knowledge about personal finance concerning their lives and career paths. An aggregated analysis of survey responses using Qualtrics showed approximately half of students lacked knowledge of personal finance, the skills to interpret financial information, and expressed limited knowledge of loan repayment calculations. While over half of the participants would recommend this course to other students. There was no statistical significance in the correlation between students%252339%253B assessments of their pre-and-post financial literacy knowledge and whether they recommend this course for future students. However, the majority of responders indicated that they have thought about future career and personal finance before completing the project
Nomenclature of Cyclic and Aromatic Hydrocarbons by Educational Games%253A OrgChemGame
No full textEducational games can be used as an effective means of transferring knowledge in a fun way to complement education and training. The aim of the study was to develop a game and get students%252339%253B opinions on the game that can be played in Organic Chemistry courses in order to teach the names of commonly used organic compounds with cyclic and aromatic structure. The game, which is called OrgChemGame can be played with at least 3 individuals, one of whom is the referee. The game set includes 48 pcs of 3 cm diameter styrofoam balls with structural formulas of organic compounds identified. OrgChemGame was played by 20 students taking the organic chemistry lecture and studying in the 2nd grade of the Science Education program at a state university in Turkey. The opinions of the students about the game were taken with the opinion form prepared by the researchers. As a result of the research, it was determined that the sizes and colors of the balls and cubes used in the game were appropriate, and the texts used were readable. As a result, OrgChemGame has been designed as an educational game having a purpose and rules. It aims to acquire target behaviors and appropriate to the level of the students, allowing the students to learn with fun, and having sufficient duration and comprehensibility
Parental Perceptions of Outdoor Activities
Get PDFThe importance of outdoor activities for children should not be overlooked, and teachers and parents as stakeholders have an influential role in providing learning opportunities (Elliott, 2015). Teachers are dependent on parental reciprocity because of potential for harm (Maynard, 2007), and parents can limit activities because of various reasons such as traffic, weather and getting hurt (Cevher-Kalburan, 2014%253B Yılmaz, 2016). Therefore, identifying parental perceptions of outdoor activities is a significant aspect of supporting childrens opportunity to engage in them. In this research, semi-structured interviews were used to collect data, as a way to understand participating parents views in detail (Fife, 2005). Data collection was carried out by the author and NVivo 12 software programme was used to analyse data from 30 participants. Six main themes emerged from the interview questions in the data analysis, which are presented in this paper. While participating parents overall were positive about promoting outdoor activities both at out-of-school and in schools, their preferences for their children were mostly for indoor activities. Thus, there was conflict between what they claimed for outdoor activities and what they most preferred for their own children. This apparent tension suggests the need for further research
Evaluation of the Intensive English Language Teaching Program for the 5th Grade according to Teachers Views
Get PDFLanguage policies of countries have focused especially on the teaching and learning of English, the universal language of communication because of the increase in international exchange of information. In this context, one of the changes which were made in the field of foreign language teaching in recent years in Turkey is that the intensive foreign language education, put into practice in the 2017-2018 academic years, is implemented in the 5th grades of the determined pilot schools. The aim of the study is to evaluate the intensive English language teaching program for the 5th grade (IELTP) according to the teachers views. The research is conducted in the phenomenological pattern, one of the qualitative research methods. In the 2018-2019 academic years, the data were collected by interviewing with 26 volunteer English teachers from seven different districts of İstanbul. Descriptive and content analysis methods were used to analyse the data. As a result, most of the teachers generally have expressed positive opinions about the intensive English language course for the 5th grade and its curriculum. The instructional activities, methods, and techniques%253B tools and materials%253B measurement tools, methods and activities used by the teachers in their lessons are in line with the ones suggested in the curriculum. However, some teachers have indicated that they face with some problems such as being the subjects in the curriculum intense, above the students level, and focusing on the grammar%253B abundance of the number of objectives%253B the lack of materials
Kindergarten Management Problems and Solutions in Turkey%253A The Experiences of Principals
No full textIn this study, it is aimed to reveal the problems faced by kindergarten principals with the order of importance and to propose solutions to these problems according to their own opinions. The research was designed with mixed (exploratory order) method. In the qualitative dimension, 10 school principals were interviewed. 62 school principals were reached to obtain scaling data based on ranking judgments. As a result, the problems faced by kindergarten principals are related to finance, staff, parents, legislation, communication and students in order of priorities. The most important problems encountered under these problem headings are these%253A Insufficient income sources under the title of financing, not being able to employ enough auxiliary personnel under the heading of staff, parents perspective to school under the heading of the parents, excessive workload under the title of legislation, foreign students and parents in the subtitle of communication and adaptation process problems in the student
Determining The Cognitive Levels of Preservice Science Teacher in Daily-life Problems Prepared on The Density Subject
Get PDFThe aim of this study is to evaluate the cognitive levels of pre-service science teachers according to Bloom%252339%253Bs Taxonomy about quot%253Bdensityquot%253B using daily life problems. The case study design was used in the study. This study was carried out with 45 pre-service teachers. In order to identify the cognitive levels of pre-service teachers about the density subject, a cognitive level test have been used created in line with the Blooms Taxonomy, formed with the purpose of identifying their views about daily life problems requiring higher level thinking skills. When the cognitive levels of pre-service teachers have been analysed, it has been found out that all the pre-service teachers have completed the knowledge, comprehension and application levels while 20 of them have got through analysis level. 13 of them have passed into the synthesis level which requires a higher level thinking skill while 9 of them have reached the last stage, lsquo%253Bevaluation. According to the findings, in order to progress within the cognitive thinking levels while learning lsquo%253Bdensity subject, students should overcome the mathematical deficiencies and concentrate more on daily life problems which require a higher-level thinking skill
Factors in Preschool Period Affecting Reading and Writing Achievements of Turkish Children in the First Grade
Get PDFThis studys aim was to determine the factors affecting Turkish children%252339%253Bs reading- writing achievements in the first grade in the preschool period. The prediction level of attention, visual perception (VP), rapid automatic naming (RAN), writing development (WD), and phonological awareness (PA) of the children in the preschool on their success in reading, reading comprehension (RC), and writing in the first grade was investigated longitudinally. In the preschool, 269 kindergarden students participated in the research, 187 out of those who proceeded to the first grade participated the second year of the study. The study was carried out in the screening design. As the result of research, it has been established that VP, PA, RAN, and WD predict the reading rate in the first grade, and that PA and RAN predict the reading accuracy. It has been found out that PA predicts RC and that VP, WD, and PA predict writing
The Methodological Bases of Turkish ELT Curricula for Basic Education from 1991 to 2018
Get PDFThis paper aims to investigate the methodological bases of the 1991 ELT curriculum for the secondary schools (1st, 2nd, and 3rd grades), the 1997 ELT curriculum for the 4th and 5th grades of the primary education, the 2006 ELT curriculum for the primary education (grades four to eight), 2013 and 2018 ELT curricula for the primary and secondary schools (grades two to eight) in Turkey by utilising document analysisas aform of qualitative research. Investigation of the other components of ELT curricula, namely, needs, goals and objectives, syllabus, assessment and evaluation is not the main concern of the study but some of these components will also be mentioned to shed light on the adopted methodology in the mentioned curricula. It is argued that all the curricula investigated present the teachers with an eclectic approach while some of these curricula (e.g. 1991, 2013, 2018 curricula) state it explicitly and some of them (e.g. 1997 and 2006 curricula) indicate it implicitly by suggesting the teachers get benefit from different principles and%252For activities from different methods and%252For approaches. It is also observed that the principles and%252For activities of the communicative approach are present in all these curricula although their dominance varies from one curriculum to the other. In line with this observation, the study indicates that the commonly articulated thesis in the literature that the communicative approach was integrated, for the first time, into the Turkish ELT curricula with the 1997 curriculum is not valid. It is also argued that besides adopting an eclectic approach with more focus on the communicative approach, the 2013 and 2018 ELT curricula, unlike all the previous curricula, claim to adopt the action-oriented approach but in reality, these two curricula are not action-oriented. The reason behind this problem is purported to be the misinterpretation of the action-oriented approach by the developers of the curricula as well as some other ELT researchers in Turkey