International Journal of Modern Education Studies (IJONMES)
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Addictive behaviors: An analysis of support type and relapse rates among college students
Get PDFAddictions can be classified as any substance, habit or behavior that one has come to heavily depend upon. This can include a variety of habits or behaviors outside of the traditional illicit drug realm. We identified compulsions related to non-illicit or habitual addictions to determine if relapse rates are negatively correlated with positive or negative support. We used a mixed-methods design that examined 24 undergraduate psychology students who attended a rural state university. Participants were asked to give up an addictive substance or habit of their choice for 30 days, and keep a journal during this time. In addition to investigating data using qualitative measures, two independent samples t-tests found that there were significant differences between relapse rates and support levels, p= 0.002, and relapse rates and gender p=.011.Keywords: Non-illicit, addiction, relapse, positive support, negative suppor
Investigation of Prospective Preschool Teachers' Digital Literacy and Teacher Readiness Levels
Get PDFThe aim of this study is to examine the relationship between prospective preschool teachers' digital literacy and teaching readiness levels. The research was conducted with the correlational survey model, one of the quantitative research methods. The sample of the study consisted of 349 prospective preschool teachers studying in third and fourth year in four state universities in Turkey during the academic year 2020-2021. Data on digital literacy levels of prospective preschool teachers were collected with the "Digital Literacy Scale", and data on their readiness to teach were collected with the "Teaching Readiness Scale". The data were analyzed with the SPSS 22 software program. As a result of the analysis of the data, it was determined that prospective preschool teachers' digital literacy and teaching readiness levels were high, and that their levels of digital literacy and teaching readiness did not differ according to gender or grade level variables. It was revealed that there was a moderate, positive relationship between the digital literacy and teaching readiness levels of prospective teachers
How Well Do First Grade Students, Learning to Read and Write by Distance Education During the Pandemic Period, Write?
Get PDFThe aim of this study was to examine the handwriting legibility and writing errors of first grade primary school students who were learning early literacy through distance education during the pandemic period, according to various variables. The research was designed according to the survey method, and the study group consisted of 211 students studying in the first grade of primary school. The “Multidimensional Legibility Scale”, “Writing Errors Form”, “Dictation Text” and “Copying Text” were used as data collection tools in the research. For the analysis of the research data, the legibility of the first grade primary school students’ handwriting was analysed according to the “Multidimensional Legibility” scale. According to the results of the research, female students wrote more legibly than male students. Students made more writing errors in the dictation writing task than in the copying writing task. Students at state schools made more errors in their writing than students at private schools. Considering that the distance education process will also be a part of education life in later periods, research studies on the adequacy of the distance education process for fostering basic skills can be included in order to advance this process more beneficially, especially in primary school. The effect of distance education on handwriting legibility and writing errors at other grade levels can be investigated. Within the framework of the results obtained, different activities can be designed for writing skills in distance education
Study of Developing Stereotyped Thoughts Scale Toward Science Courses
Get PDFThe study aims to develop a scale for determining the stereotyped thoughts of primary school classroom and elementary science teacher candidates toward science courses. Descriptive survey model, one of the quantitative research patterns, is used since the study follows the process of scale development. In sample determination, first stratified sampling and then easily accessible sampling method are used. The study groups consist of 611 pre-service teachers, wherein 302 was for Exploratory Factor Analysis (EFA) while 309 was for Confirmatory Factor Analysis (CFA). For the validity of the scale, the number of content validity rate (CVR) was determined in line with the opinions of 14 experts and the scale items were arranged. For the construct validity of the scale, EFA was performed and total item correlation and item factor loadings were found to be at the desired level. As a result of the validity-reliability analysis of the study by adopting a Likert-type scale development model, a 28-item scale structure with Cronbach alpha internal consistency coefficient .81, consisting of five factors, was obtained, which explains 58.63% of the total variance.
University Students' Views on Distance Learning
Get PDFThis study aims to examine distance education practices of universities in Turkey during coronavirus (covid-19) pandemic according to views of undergraduate students. The method of this study is designed in the survey model. The study group consists of 1561 students studying at 44 universities. Simple random sampling method was used while selecting the study group. The data were collected by the researchers, with the ‘Scale of Distance Education Views of University Students’ which was developed within the scope of the study. Study data were analyzed with descriptive tests, t-test, and ANOVA tests. The findings of this research show that there is a significant difference in the university students' positive views about distance education in terms of their social lives, socio-economic factors, ability to learn independently, making themselves willing to learn, their willingness to go to school, adaptation to the lesson plan, school performance of the students, before and after course studies, devices they use for the education, the internet connection quality they have, their capability level to use the technology, access to course resources and the system of the university they are studying at. The findings of this study provide an important insight into the factor affecting students’ views on distance learning, which need to be considered in the future conceptualization of such provision
The Effect of Digital Activities on the Technology Awareness and Computational Thinking Skills of Gifted Students (eTwinning Project Example)
Get PDFThe aim of this study was to examine the effect of interdisciplinary activities organised online within the scope of an eTwinning project carried out with gifted students on the students’ technology awareness and computational thinking (CT). The study was carried out through web-based tools for a period of 3 months in the year 2020. A single-group pretest-posttest design, one of the pre-experimental designs, was used in the study. The participants were 50 gifted students continuing their education at Science and Art Centres affiliated to the National Education Ministry in 6 different provinces of Anatolia. Quantitative and qualitative methods were used together in the study. A technology awareness and computational thinking scale was chosen as the quantitative data collection tool, while mind maps were used as the qualitative data collection tool. As a result of the research, a significant increase in the participants’ technology awareness and computational thinking was determined in favour of the posttest, while this increase was verified through the mind-mapping technique applied to the students. At the end of the study, the findings were discussed, and recommendations were made for future studies
Persistence and Academic Performance of Medical Students in Online Learning Environment During the COVID-19 Pandemic Lockdown
Get PDFGovernment response to the COVID 19 pandemic in the spring of 2020 came as a wave of physical closures requiring sudden change in the method of instruction from face-to-face to a completely online. Assessment of students adaptation to this change during emergency lockdown is the focus of this study. We used a One-way ANOVA to compare pandemic and pre-pandemic Performance of First Year medical students at the University of Arkansas for Medical Sciences in the brain and behavior module. Students’ test scores related to perception of persistence levels was studied using correlation analysis. In addition, a regression analysis was performed to examine prediction factors of medical student course grades during COVID-19. Students’ grades in the module during the COVID-19 were significantly higher compared to the grades in recent prior years at the p.001 level [F (3, 692) = 9.08]. Pearson product-moment correlation results showed a strong and positive correlation between students’ persistence level (M = 3.46, SD = .997, n = 79), and their module grade during COVID-19 (M = 258.777, SD = 14.6878, n = 79), r = .33, p = .01. The multiple linear regression analysis accounts for 14% of the variance in students’ module grades and the variance was statistically significant at p .05. As such, we conclude that students’ persistence to adjust to a new learning environment coupled with module directors and faculty successfully employing remote education methods, met the learning challenges during the pandemic and students maintained a high level of academic success
Navigating through Turbulent Times: U.S. Secondary Teachers Share Their Experiences as Online Learners and the Implications for Their Teaching Practice
No full textThis Participatory Action Research project was a collaborative endeavor designed to identify the challenges secondary in-service teachers face as learners in a virtual context and the implications their participation in graduate synchronous remote coursework had for them as middle and secondary classroom teachers teaching online. In this article we highlight the obstacles schools have been facing amid the coronavirus pandemic, present the fears consuming teachers, parents and students, describe the frustration with remote learning, summarize the pre- and post-coronavirus teacher stress, burnout, and attrition occurrences, outline preventative measures being taken to make schools safe and secure, and discuss how supporting teacher self-care, in turn promotes student wellbeing. We share lessons learned from identifying teacher stresses in the online virtual learning context and redesigning our graduate courses for our participants by modeling best practices for coping with technostress, incorporating technology tools, modifying pedagogical procedures and integrating various resources to enhance virtual instruction. Using thematic analysis we identified the following themes which impact the e-teaching-learning experience: a) juggling multiple demands in the home environment while learning online is distracting; (b) balancing work-life responsibilities is challenging; (c) teaching and learning in a virtual context is isolating; (d) dealing with technostress is overwhelming and (e) practicing self-care allows teachers to support student wellbeing. We summarize the findings from this project where the teachers reflect on their personal experiences while enrolled in online graduate courses and describe how the teachers’ experiences as learners, informed their teaching practic
The COVID-19 Pandemic, its Consequences, and the Recovery: Implementation of Disaster Education and Management is Key to the Schooling of Children with Disabilities
Get PDFCOVID-19 pandemic has eroded gains towards Kenya Vision 2030’s poverty eradication goal by denying Kenyan children and youth with disabilities access to (quality) education. Situational analysis on the impact of COVID-19 pandemic on education of primary and secondary school-age individuals from March 2020 to December 2020 reveal that the education opportunities for learners with disabilities remained unpredictable as the disease ravaged communities to the end of the year. Learners with disabilities fell behind academically after school closure and COVID-19 related biases predisposed them to academic failure and failed adulthood. Then, the implementation of disaster education and recovery plans are overdue and must intentionally target education of children and youth with disabilities.
An Investigation of Preservice Teachers’ Academic Self-Efficacy and Academic Motivation
Get PDFThe purpose of this study is to determine the academic self-efficacy and motivation levels of preservice teachers and to investigate these cognitive aspects in terms of various variables. The participants of the current study consist of 621 preservice teachers studying at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in 2020-2021 academic year. The study adopted a single survey model. Research data were collected using Academic Self-Efficacy Scale and Academic Motivation Scale. Independent sample T-test and one-way ANOVA were used to analyze the data. The findings of the study revealed that the academic self-efficacy and academic motivation levels of the preservice teachers were high; academic self-efficacy did not reveal any significant difference according to gender and year of study variables. It was found out that the academic motivations of the participants revealed significant differences according to gender, year of study, academic achievement, and career expectation variables