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Using Multivariate Statistics

Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

Many hopes exist regarding the opportunities that the internet can offer to young people as well as fears about the risks it may bring. Informed by research on media literacy, this article examines the role of selected measures of internet literacy in relation to teenagers’ online experiences. Data from a national survey of teenagers in the UK (N = 789) are analyzed to examine: first, the demographic factors that influence skills in using the internet; and, second (the main focus of the study), to ask whether these skills make a difference to online opportunities and online risks. Consistent with research on the digital divide, path analysis showed the direct influence of age and socioeconomic status on young people’s access, the direct influence of age and access on their use of online opportunities, and the direct influence of gender on online risks. The importance of online skills was evident insofar as online access, use and skills were found to mediate relations between demographic variables and young people’s experience of online opportunities and risks. Further, an unexpected positive relationship between online opportunities and risks was found, with implications for policy interventions aimed at reducing the risks of internet use.

Balancing opportunities and risks in teenagers' use of the internet: the role of online skills and internet self-efficacy

The associations between problematic Facebook use, psychological distress and well-being among adolescents and young adults: A systematic review and meta-analysis.

An investigation of the impact of demographics on cyberloafing from an educational setting angle

Antecedents and consequences of game addiction

Internet addiction among college students in terms of causes and effects are investigated. Correlation study method is utilized; structural equation modelling is applied to analyze the data. There are fifteen hypotheses generated for the model. The data is collected via numerous instruments proven as reliable and valid by the previous studies. There are 159 undergraduate students as participants of the study. Antecedent variables are game addiction, bad relationships with friends, family and professors, neglecting daily chores, hindrance of sleep pattern, use internet for researching, weekly internet use hours, leisure time activities, reading and playing computer games. Consequence variables are self-esteem, self-confidence, social self-efficacy, loneliness, and academic self-efficacy. The results indicates that game addiction, neglecting daily chores, bad relationships with professors are significantly associated with internet addiction. Internet addiction decreases one’s self-esteem, self-confidence, social self-efficacy, academic self-efficacy and triggers loneliness. Parents, professors and educational institutions may be illuminated about prevention or monitoring of internet addiction. The current study investigates Internet addiction with respect to its implications for social behavioral, and psychological phenomenon but not in a clinical sense. Hence, studies on Internet addiction merely concentrate on antecedents and features that may cause more addiction; however, both antecedents and consequences are not examined. The value of the current study is to provide more systematic, comprehensive, and theory-based empirical causations via structural equation models. The model may help to diagnose Internet Addiction and illuminate college students its potential harmful socio-psychological consequences.

Internet addiction among college students: Some causes and effects

The present study investigates some factors affecting college students’ tendency to use Facebook for different educational purposes. We reached 120 participants who were college students. Our sample comprised of 63 (52.5%) females and 57 (47.5%) males. We applied convenience sampling technique and an online questionnaire to collect data. Descriptive statistics, multiple regression analysis, and Structural Equation Modelling using IBM SPSS AMOS were utilized. The findings provide that GPA, Personal Use of Facebook for Studying and Socialization, Autonomy Psychological Need, and Academic Procrastination foresee college students’ willingness to use Facebook in their courses. GPA and Personal Use of Facebook for studying are the most influential factors while Autonomy Psychological Need is the least impactful. We also examined the impact of these factors on different educational use types of Facebook: communication, collaboration, resources and material sharing. The results are discussed, and further recommendations for future research and implications are presented in the current study.

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What foresees college students’ tendency to use facebook for diverse educational purposes?

Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast has been recognized as cognitively beneficial, while it is usually perceived as boring by learners. As part of a two-year project funded by the Scientific and Technological Research Council of Turkey (TUBITAK, Grant No:113K727), the present study examined the effects of EFL-podcast length, repetitive listening and a listening aid on the listening comprehension of Turkish pre-service EFL teachers. The study was conducted using a repeated measure experimental design with 29 pre-service EFL teachers and 24 different “listening treatments”. The listening activities were delivered via Tablet PCs in Lab conditions. Qualitative data was compiled at the end of the experiment as a complement to quantitative data in order to better understand the perceived attentional and motivational factors identified during the study. Data showed that podcast length, repetitive listening and use of a listening aid had a significant impact on listening comprehension. Although repetitive listening was perceived as boring, it helped to improve comprehension and attention, and podcast topics and the use of Tablet PCs were perceived as motivating. These findings highlight the notion that using a listening aid can facilitate listening comprehension and help to reduce the number of repetitions required to achieve similar levels of comprehension.

Sacip Toker

Papers

An investigation of the impact of demographics on cyberloafing from an educational setting angle

Antecedents and consequences of game addiction

Internet addiction among college students: Some causes and effects

What foresees college students’ tendency to use facebook for diverse educational purposes?

Impact of repetitive listening, listening-aid and podcast length on EFL podcast listening