İlköğretim Online (İOO - E-Journal)
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The factors effecting the grade of academicians’ satisfaction level: The reality of major field of study for classroom training
Get PDFThe aim of the research is to find out the satisfaction levels of the academicians in the main science branch of class education; management and organizing, education, research, infrastructure and stakeholder relations subscales according to some demographic variables. Mixed method, explicative sequential pattern was used in the research. A sample of 21 academics working at the university, identified as easily accessible, constitutes the working group, with five academics identified according to the criteria sample of the purposeful sample. Quantitative data were collected through the "Mehmet Akif Ersoy University Academic Staff Satisfaction Survey" and qualitative data were collected through semi-structured interview form. Quantitative data were analyzed by SPSS program and qualitative data by descriptive analysis method. When the findings are examined; the level of satisfaction of academicians did not make a meaningful difference according to their titles, and they showed according to their genders. In addition, the most positive opinion of academicians was sub-dimension, while the most negative was infrastructure. The quantitative findings obtained were examined in depth and the direct opinions of academicians were included. The research was discussed within the framework of related literature and similar study findings and various suggestions were made.The aim of the research is to find out the satisfaction levels of the academicians in the main science branch of class education; management and organizing, education, research, infrastructure and stakeholder relations subscales according to some demographic variables. Mixed method, explicative sequential pattern was used in the research. A sample of 21 academics working at the university, identified as easily accessible, constitutes the working group, with five academics identified according to the criteria sample of the purposeful sample. Quantitative data were collected through the "Mehmet Akif Ersoy University Academic Staff Satisfaction Survey" and qualitative data were collected through semi-structured interview form. Quantitative data were analyzed by SPSS program and qualitative data by descriptive analysis method. When the findings are examined; the level of satisfaction of academicians did not make a meaningful difference according to their titles, and they showed according to their genders. In addition, the most positive opinion of academicians was sub-dimension, while the most negative was infrastructure. The quantitative findings obtained were examined in depth and the direct opinions of academicians were included. The research was discussed within the framework of related literature and similar study findings and various suggestions were made
Social media and hidden curriculum: What do teacher-student interactions teach students?
Get PDFThe aim of this study is to examine the views of the students about the learning outcomes of teacher-student interactions on social media within the context of hidden curriculum. To this end, a quantitative associational research design was used in this study. Within the scope of the research, 2046 students attending to the middle schools in Kahramanmaraş province were selected into the sample. The data of the study were collected using “Hidden curriculum on social media scale” which has a four-factor structure consisting of 16 items developed by the researchers. The results of the analysis from the hidden curriculum perspective revealed that as a result of interactions between the teacher and the student on social media, students learn some rules and values, know better about their teachers, restrain themselves from sharing and communicating about certain topics, and gain confidence in communication. Furthermore, a statistically significant difference was found in favor of male students in terms of learning to restraint and gaining confidence in communication, whereas no significant difference was observed in terms of learning rules and values, and knowing better about teachers. With regard to grade level, the learning outcomes of especially the 5th graders through hidden curriculum on social media were found to be significantly more than those of other students in upper classes of middle schools. However, all the statistically significant differences were found to have small effect sizes. It was also found that the daily time students spend on social media and the number of teachers added as friends to their accounts were significant predictors of students' their learning outcomes within the scope of hidden curriculum.The aim of this study is to examine the views of the students about the learning outcomes of teacher-student interactions on social media within the context of hidden curriculum. To this end, a quantitative associational research design was used in this study. Within the scope of the research, 2046 students attending to the middle schools in Kahramanmaraş province were selected into the sample. The data of the study were collected using “Hidden curriculum on social media scale” which has a four-factor structure consisting of 16 items developed by the researchers. The results of the analysis from the hidden curriculum perspective revealed that as a result of interactions between the teacher and the student on social media, students learn some rules and values, know better about their teachers, restrain themselves from sharing and communicating about certain topics, and gain confidence in communication. Furthermore, a statistically significant difference was found in favor of male students in terms of learning to restraint and gaining confidence in communication, whereas no significant difference was observed in terms of learning rules and values, and knowing better about teachers. With regard to grade level, the learning outcomes of especially the 5th graders through hidden curriculum on social media were found to be significantly more than those of other students in upper classes of middle schools. However, all the statistically significant differences were found to have small effect sizes. It was also found that the daily time students spend on social media and the number of teachers added as friends to their accounts were significant predictors of students' their learning outcomes within the scope of hidden curriculum
The effect of feedback on preservice teachers’ motivation and reflective thinking
Get PDFThis study aims to investigate the effect of a feedback model designed for preservice teachers on their motivation and reflective thinking. The study was designed as a single-factor within-groups design where the independent variable is the feedback model and the dependent variables are preservice teachers’ motivation and reflective thinking. The model was applied for six weeks in the Instructional Technologies and Material Development course at Gazi University during the spring term of the 2015-2016 academic year. The data was collected using the motivation scale, the reflective thinking tendencies scale and a semi-structured evaluation form of the feedback model designed by the researcher. The Shapiro-Wilk-W test, t-test, and eta-squared statistical test were used to analyze the quantitative data, and content analysis was used to analyze the quantitative data. The quantitative results indicated that the preservice teachers’ scores on the motivation scale significantly increased after the implementation of the model, while the qualitative results showed that the model contributed to their personal development.This study aims to investigate the effect of a feedback model designed for preservice teachers on their motivation and reflective thinking. The study was designed as a single-factor within-groups design where the independent variable is the feedback model and the dependent variables are preservice teachers’ motivation and reflective thinking. The model was applied for six weeks in the Instructional Technologies and Material Development course at Gazi University during the spring term of the 2015-2016 academic year. The data was collected using the motivation scale, the reflective thinking tendencies scale and a semi-structured evaluation form of the feedback model designed by the researcher. The Shapiro-Wilk-W test, t-test, and eta-squared statistical test were used to analyze the quantitative data, and content analysis was used to analyze the quantitative data. The quantitative results indicated that the preservice teachers’ scores on the motivation scale significantly increased after the implementation of the model, while the qualitative results showed that the model contributed to their personal development
No full textThis study fundamental purpose is to explore pre and in-service teachers’ perceptions of self-efficacy regarding inclusive practices, as assessed through employing the TEIP (Teacher Efficacy for Inclusive Practices) scale. This study was conducted by means of a systematised review. As pre- and in-service teachers’ self-efficacy can influence the quality of inclusive education, the researcher investigated studies that have addressed this issue in-depth. Eight databases were searched during this study, and 24 peer reviewed articles in which the TEIP scale was used, from 2012 to 2018, were selected for inclusion. The perceptions of pre- and in-service teachers’ self- efficacy towards inclusive education were examined through using the TEIP scale’s three sub-dimensions. The results show that the perceptions of pre- and in-service teachers’ self-efficacy towards inclusive education are associated with teachers’ field experience, age of teacher, level currently teaching, length of training, knowledge of local legislation, confidence in teaching significant interaction with disabled students, gender, level of education, different countries’ perspectives, attitude and subject major
The effects of materials based on ARCS Model on motivation: A meta-analysis
Get PDFThis meta-analysis examined the relationship between motivation and materials which are designed based on ARCS Model. Twenty six individual studies were included in the analysis and 28 effect size from these studies were calculated (N = 2140). The results showed positive effects of materials on motivation (g=0.57). Attention was found as the largest effect among the components of ARCS Model (g=0.55). Moreover, overall effect size was calculated 0.48 for relevance, 0.49 for confidence and 0.54 for satisfaction. Sample and duration were identified as two possible moderators. It was found that materials had rather effect on younger groups concerning sampling. As for duration, students’ motivation grew as duration of material use increased. Based on the results in terms of duration moderator, it is thought that the results of experimental studies investigating motivation and use or design of materials in literature may not be reliable because they had short duration of implementation. For this reason, it is suggested that future experimental researches should be performed with long-period implementations
Implementation and evaluation of an EFL teacher training program for non-formal education settings
Get PDFAbstract. This study aims to implement and evaluate a suggested in-service teacher training program for English language teachers in non-formal education institutions. In doing this, 2-week online training program was designed considering the professional needs of the teachers and implemented with a follow-up. Pre and posttests, self-assessment scales and lesson observations were utilized in order to compare teacher knowledge and behaviors before and after the training. In addition, those instruments, feedback forms were also received from the teachers in order to figure out their attitudes towards the implemented program. Findings from the study showed that the program had a significant impact on teacher knowledge and behaviors. Although the majority had a positive attitude towards the program, some teachers suggested that a face-to-face training program be held and that the length could be extended
Presentation of Social Stories with Tablet Computers in Social Skill Instruction for Students with Autism Spectrum Disorder
Get PDFAutism Spectrum Disorder (ASD) is an advanced and complex developmental disability. Furthermore, it is described as a disorder that occurs during the early developmental stages, characterized by limited, repetitive behavioral patterns and interests or activities, problems in various forms of social communication and interaction that persist throughout life. The problems that children with ASD experience in social communication and interaction skills also lead to problems in acquisition of social skills. Children with ASD experience mutual social communication difficulties, as well problems in non-verbal social behavior and establishing social relationships. Social stories are written with a perspective of a child in a special format to explain social situations to children with ASD, to instruct social skills and allow them to cope with difficulties in social situations. In the present study, the effectiveness of social story tablet computer software on the acquisition of social skills by children with ASD was analyzed. Two male and 1 female 5-7 years old students who were diagnosed with ASD were included in the study. The social stories developed by the authors before the instruction were adapted to tablet computer environment. The teachers employed in the institution and were the instructors of the students in the study group were informed about the presentation of these stories to the children with ASD and the application. The “sharing” behavior was selected among the social stories that were developed based on the course requirements. In the first two study sessions, the authors provided feedback for the teachers who conducted the study. The study was conducted with a single-subject design with multiple probe model with probe conditions across participants design. The study findings demonstrated that social story tablet computer program was effective on the acquisition of social skills by children with ASD. An increase in the sharing behavior of all three participants was observed. Furthermore, three participating teachers expressed positive views on the social story tablet computer software
Investigating Science and Mathematics Teacher Candidate’s Perceptions of TPACK-21 Based on 21st Century Skills
Get PDFTwenty-first century teachers are expected to have the ability to benefit from collaboration, problem solving, creative and innovative thinking, information and communication technology (ICT) applications. Teachers need to know various pedagogical approaches and appropriate ways to use ICT to support the development of twenty-first century skills of their students. The framework of technological pedagogical content knowledge (TPACK) provides a theoretical model for studying the way teachers use ICT in education. The purpose of this study is to reveal the relationships of the components that constitute the TPACK-21 scale. The data were collected from 254 teacher candidates at a state university in Turkey from the science and math departments in the academic year of 2017-2018. For this purpose, the relationships between the components/factors that constitute the TPACK-21 scale were examined with a model. Relational survey model was used in the research. In the research, the scale developed by Valtonen et al. (2017) determining prospective teachers’ 21st century skills of TPACK-21 was used. The data obtained in the study were analyzed by structural equation modeling. The direct and positive effects of Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK21) and Pedagogical Content Knowledge (PCK21) from external variables consisting of binary knowledge fields of the research are seen on TPACK-21. These variables explain 74% of the change in TPACK-21. TCK is the variable that affects TPACK-21 the most. Another important result reached in this study is that teachers' content knowledge (CK) directly and positively affect TCK and PCK21 and this effect is greater than the effect of technological knowledge (TK) and pedagogical knowledge (PK21). When the results of this research are evaluated, a gradual model including CK and PCK21 can be proposed instead of a direct technology-based approach to professional development programs developed to increase 21st century competencies of teachers’ TPACK-21s
Development of an attitude scale towards asking questions for elementary education students
Get PDFAbstract. In this study, an instrument assessing elementary education students’ attitudes towards asking questions in the classroom was developed. Items were determined based on interviews with students and teachers and scaled according to five-point Likert scale, “Never”, Rarely”, “Sometimes”, “Usually”, “Always”. Validity and reliability analyses of the instrument were conducted with two different study groups. Firstly, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were done with Study Groups 1 (203 fourth-grade students). Then, CFA was repeated with data obtained from Study Group 2 (334 fourth-grade students). According to EFA results, two constructs were determined and these constructs including 24 items were named as Openness towards asking question and Anxiety towards asking question. CFA goodness of fit indices obtained from both groups showed that the scale with two constructs was acceptable. Cronbach’s α reliability coefficients for each construct were respectively .78 and .80 for Study Group 1 and .76 and .77 for Study Group 2. As a result of analyses, reliability and validity of the developed instrument was ensured
Teachers' opinions on the effectiveness of digital technology in the realization of cognitive objectives
Get PDFEducational technologies are used as an effective tool in achieving educational objectives. In this research, it is aimed to examine teachers' opinions about the effectiveness level of digital technology in acquiring cognitive objectives. The research was conducted as the sequential explanatory mixed research design. “A questionnaire of technology beliefs for cognitive objectives” and semi-structured interview form developed by the researchers were applied. At the end of the research, it was concluded that teachers' views about the effectiveness of digital technologies in achieving cognitive objectives were generally high. Smart boards and Web 2.0 are thought the most effective tool by the teachers. Respectively computer, tablet pc, smartphone and Web 1.0 come next in that list. It has been seen that smart board and Web 2.0 technologies play an effective role in the acquisition of cognitive objectives by enabling the development of different parameters