Showing papers in "Universal Journal of Educational Research in 2018"
TL;DR: In this paper, the effects of perceived social support and psychological resilience on social media addiction among university students were investigated and a negative relationship was observed between perceived support and social media dependence.
Abstract: This research investigated the effects of perceived social support and psychological resilience on social media addiction among university students. The research group was composed of 503 university students. The ages of participant students varied between 17 and 31 years old. 340 (67.6%) of the participants are female and 163 (32.4%) of them are male. The Personal Information Form, Perceived Social Support Scale, Psychological Resilience Scale, and Social Media Addiction Scale were used as data collection instruments. The data obtained were analyzed with the Pearson's correlation and hierarchic regression. Negative relationship was observed between perceived social support and social media addiction and between psychological resilience and social media addiction. Furthermore, it was found that perceived social support significantly predicted the subscale of perceived social support from friends and psychological resilience was a significantly predictor of social media addiction. The findings were discussed in the light of the related literature.
39 citations
TL;DR: In this paper, the authors investigated the relationship between academic self-efficacy, academic motivation, and academic procrastination, and found that academic motivation partially mediates the relationship with academic selfefficacy.
Abstract: The aim of this study has been to investigate the relationships among academic self-efficacy, academic motivation, and academic procrastination. The study has further delved into the question of whether academic motivation mediates the relationship between self-efficacy and academic procrastination. In order to investigate such links, three hundred and nineteen university students (218 females and 101 males) enrolled in the education faculty of a private university in Istanbul, Turkey, offered data. For data collection, the Aitken Procrastination Inventory, Academic Self-Efficacy Scale, and Academic Motivation Scale have been used. The results of the study indicate that academic motivation partially mediate the relationship between academic self-efficacy and academic procrastination.
35 citations
TL;DR: In this article, the authors conducted a needs analysis towards the curricular design of STEM education to be proposed for the undergraduate programs of science education at education faculties and found that most teachers believe teacher collaboration; they associate their courses mostly with mathematics and information technologies.
Abstract: One of the main objectives of education, which raises individuals that the society needs, is to resource labor force that will provide the development of the society by maintaining the economic, social, scientific and technological advances. Many countries that aspire to have an advanced economy and technology aim to build a society that is advanced at Science, Technology, Engineering and Mathematics (STEM) and have sustainable development in these fields, and this has been one of the main educational strategies of those countries. STEM education has a strategic importance for our country to maintain the competitive power on international scale. This research aims to conduct a needs analysis towards the curricular design of STEM education to be proposed for the undergraduate programs of science education at education faculties. The study holds a descriptive model and qualitative methods were used. The study group consists of 12 faculty from Science, Mathematics, Computer and Instructional Technologies at Faculty of Education, and from the Department of Mechanical Engineering, Faculty of Engineering at Gazi University; 15 science teachers who work at the schools which have different socio-economic levels in Ankara, and 42 sophomore students who study at the Department of Science Education at Gazi University Faculty of Education. Content analysis was used as the data analysis method. Findings of the study reveal that there are no studies conducted to integrate different fields into teacher education programs, there are no courses related to STEM education integrated into the curriculum, and the knowledge and skills pre-service teachers should gain to implement this approach in their professional teaching career do not exist in the curriculum. In addition, it was found that most of the teachers believe teacher collaboration; they associate their courses mostly with mathematics and information technologies. Likewise, it was identified that the main reason behind why the teachers cannot teach through interdisciplinary approach is due to teacher related reasons. Concerning the pre-service education, The Ministry of National Education and education faculties should work collaboratively, determine the teacher competencies and try to develop undergraduate curriculum for pre-service teachers to gain these competencies. Training teachers during pre-service period rather than in-service training will play a crucial role to gain the expected results from the approach.
33 citations
TL;DR: The findings of this study indicated that science student worksheet with EESD approach were theoretically valid according to validator with value A (very good category), and effective to increase student scientific literacy.
Abstract: Indonesia is a country that has abundant renewable energy sources, one of which is hydropower that can be utilized as an alternative energy source. However, fossil energy remains as major supplier of energy needs in all sectors of activity. The Education for Environmental Sustainable Development (EESD) approach can be applied in science education to prepare learners with environmental knowledge, especially energy, so students can participate actively in solving various energy issues in the environment. EESD is suitable to be trained to students using science student worksheet. The objectives of this research were: (1) to develop EESD-based science student worksheet that is theoretically valid and (2) to know the effectiveness of science student worksheet that is developed to increase scientific literacy. This research used 4-D Thiagarajan development model which includes Define, Design, Develop, and Disseminate stages. The findings of this study indicated that science student worksheet with EESD approach were: (1) theoretically valid according to validator with value A (very good category), and (2) effective to increase student scientific literacy.
32 citations
TL;DR: In this article, the authors investigated sixty-four first-year Emirati university students' (thirty-one males and thirty-three females) views on collaborative writing in a Project Based Learning (PBL) class on a gender segregated campus.
Abstract: The traditional view that writing is an individual activity often translates into the teaching of it as an individual task. Rarely do students engage in extensive dialogue with their peers when writing. However, much writing in the workplace takes place in collaboration with others. Although, on the surface, many authors may not seem to write with others collaboratively, the truth is that they engage in intensive intrapersonal community affected by interpersonal communication. They also communicate with them through incorporating ideas from other authors and by following requirements set by publishers and teachers. Collectively, these entail that writing instruction at college be tailored towards students' current and future needs. In addition, the collection of student perceptions of such an instructional design is necessary for curriculum designers and teachers to better cater to student needs. It is also useful to identify student perceptions related to gender in gender-segregated learning environments commonly encountered in Arab nations. Motivated by these factors, this study investigated sixty-four first-year Emirati university students' (thirty-one males & thirty-three females) views on collaborative writing in a Project Based Learning (PBL) class on a gender segregated campus. Quantitative and qualitative data were collected using a survey and a discourse completion task. Results revealed that the students believed that collaborative project writing was compatible with the Emirati culture. As well, their overall satisfaction with their collaborative writing experience was positive. They were particularly happy that it contributed to general skills that included the use of technology and critical thinking skills. They were also positive about its effects on their English language and teamwork skills. Promotion of active learning and innovation was also agreed upon as a positive attribute of collaborative project writing. Results also showed that the female students were overall more content with their experience, with particularly positive opinions about its effects on English and teamwork skills. Results are discussed, and recommendations are made to enhance learning environments compatible with the principles of collaborative learning.
25 citations
TL;DR: In this paper, the authors examined the possible relationships between academic locus of control, positive thinking skills and grit in high school students and found a positive correlation between internal and external academic locuses of control and grit.
Abstract: The main purpose of this study is to examine the possible relationships between academic locus of control, positive thinking skills and grit in high school students. The participants of the research are composed of 288 adolescents continuing their high school education from 4 different schools in Agri, Turkey which were selected with convenient sampling. 168 of the participants are male and 120 are female students. Pearson's moment correlation analysis was used for determining relations among variables, and multiple regression analysis was used to determine the regression coefficient of the variables on each other. Parametric tests were used, because the data showed a normal distribution. p <.01 significance level criteria were taken. According to the findings, positive correlation between internal academic locus of control and positive thinking skills was found (r=.54). A positive correlation was found between the internal academic locus of control and grit at (r=.58). A positive correlation was found between positive thinking skills and grit (r=.61). The internal academic locus of control, external academic locus of control and positive thinking skills explain the 50% of the grit's total variance. Based on this evidence, it can be said that the academic locus of control and positive thinking skills are important predictors for grit.
24 citations
TL;DR: In this paper, a study was conducted on 9th and 10th grade students, randomly selected from 19 boys' and 21 girls' government high schools in Lahore city, and the study concluded that students exhibit significant level of classroom participation.
Abstract: It is evidence based conclusion that students' classroom participation makes them more motivated, supports their learning, improves their communication and promotes higher order thinking skills. The current study was an intention to investigate the current level of secondary school students' classroom participation and to identify the underlying factors that contribute to it. The study was conducted on 9th and 10th grade students, randomly selected from 19 boys' and 21 girls' government high schools in Lahore city. Sampling process consisted of two stages. In the first stage, 10% sample size was calculated which led to random selection of 4 schools, two from each cohort. At second stage, 500 students were purposively selected from 1689 students, 250 from each cohort. A self-report questionnaire (FBCPS) was used to collect data. Response rate was 70%. Simple descriptive and inferential statistics were used to analyze the data. The study concluded that students exhibit significant level of classroom participation. Further boys participated more in the class as compare to girls, while internal and external factors behind their classroom participation were same, although the extent to which they influence was different. Girls were influenced by motivation in their classroom participation as compared to boys. Boys' participated more due to high self-esteem. Teachers, parents and peers and curriculum are important external factors which supported boys classroom participation more than girls who in turn more influenced by classroom environment.
22 citations
TL;DR: In this article, the effects of rope-jump training program in physical education lessons on strength, speed and VO2 max in 10-12 year old boys were examined in SPSS 16 program.
Abstract: The aim of this study is to examine the effects of rope-jump training program in physical education lessons on strength, speed and VO2 max in 10-12 year old boys. 240 male students; rope-jump group (n=120) and control group (n=120) participated in the study. Rope-Jump group continued 10 weeks of regular physical education and sport lessons and at the same time rope jump training program exercise 3 days a week, while the control group continued physical education and sports lessons only. Body weight, body fat percentage, leg strength, 20m speed test and VO2 max test measurements were taken before and after the 10 week period in both groups. The obtained data were evaluated in the SPSS 16 program. In the statistical analysis, t test was used in dependent and independent groups. As a result of pre-test and post-test, significant differences were found in all parameters except speed of control group (p<0.05). When the measurement differences between pre-test and post-test were compared according to the groups, it was determined that weight, body fat ratio, 20m sprint, VO2 max and leg strength measurements were significantly different in favor of rope jump group (p<0.05). In 10-12 year old boys, rope-jump training program was the result of having a positive effect on strength, VO2 max and especially speed. As a result, the inclusion of rope-jump programs in physical education and sports lesson curriculum, and in sports branch training programs may contribute to the development of children's motor skills and accelerate the development of the children.
20 citations
TL;DR: The Digital Addiction Scale (DAS) as mentioned in this paper is a scale for determining the level of digital addiction of the youth, which consists of five sub-dimensions: Overuse, Non-restraint, Inhibiting the Flow of Life, Emotional State, and Dependence.
Abstract: This study was carried out to develop a scale for determining the level of digital addiction of the youth. In this study carried out with a group of 687 students from Siirt, Dicle and Erzincan Universities, a draft scale of 28 items based on the interviews with two students who spent a long time with digital tools and their friends, and on the expert opinions was prepared. The validity of the Digital Addiction Scale (DAS) was determined by descriptive, confirmatory factor analysis, and criterion reliability. Item analysis based on the average of points of 27% lower-upper groups and item-total correlation was conducted. Reliability was determined by Cronbach's alpha and test-retest methods. The result of the factor analysis showed that the DAS explains the 59.51% of the total variance and has a structure consisting of five sub-dimensions called Overuse, Non-restraint, Inhibiting the Flow of Life, Emotional State, and Dependence. The confirmatory factor analysis showed that the DAS has good adaptive values. The scales applied concurrently with the DAS within the scope of criterion validity were also found to be in a significant and positive relation to the DAS. The item-total score correlation coefficients were found between .373 and 620. The t- values of item mean scores of 27% lower-upper groups were found to be significant. Cronbach's Alpha was calculated 0.874. The test-retest reliability made in a three-week interval was calculated r=.779 (p<.001). According to the findings of the study, it is possible to say that the DAS is a valid and reliable measurement tool that can be used to measure the digital addiction of the university students.
20 citations
TL;DR: In this article, the authors found that physical education teachers have higher perceptions of transformational leadership when compared with transactional leadership and they were found to have moderate levels of organizational cynicism.
Abstract: The purpose of this study was to find out the transformational and transactional leadership and organizational cynicism perceptions of physical education and sports teachers. The sample of the study consists of 70 physical education teachers chosen randomly who were working in schools of Turkey during the 2017-2018 Academic year. Personal information form, transformational and transactional leadership scale and organizational cynicism scale were used in the study. Descriptive statistics were used to analyse the data obtained from the study. Kurtosis and Skewness values were found to show whether the variables of the study were normally distributed and t-test was used for paired comparisons, while Anova test was used for the comparison of more than two independent groups. According to the results of the study physical education teachers were found to have higher perceptions of transformational leadership when compared with transactional leadership and they were found to have moderate levels of organizational cynicism. While significant difference was found between transformational and transactional leadership styles and the variable of gender; no significant difference was found between gender and organizational cynicism sub-dimensions. Another result of the study was that no significant difference was found between the variables of type of school teachers worked in, age and school graduated from and organizational cynicism sub dimensions, transformational and transactional leadership styles. Also significant difference was found between the variable of teachers' professional seniority and cognitive dimension, affective dimension and behavioural dimension.
18 citations
TL;DR: In university students, it was found that as the PA scores increased, QoL levels also increased and there was a positive relationship between them, and students should be encouraged to do sport in their spare time to improve their QOL levels.
Abstract: This study was to investigate the physical activity (PA) and quality of life (QoL) of sports department students (SDS) and other department students (ODS) attending university. A total of 300 university students participated in this study. 150 SDS (age; 20.67±1.65 years) including 89 males and 61 females and 150 ODS (age; 19.45±1.22 years) 56 males and 94 females. To determine the physical activity levels, International Physical Activity Questionnaire (IPAQ) short and Quality of Life questionnaire-short form (WHOQOL-BREF) were applied. The weekly physical activity scores of SDS and ODS were 5386.24 ±3528.47 MET-min/week and 1616.85±1249.12 MET-min/week respectively and statistically difference was found (p<0.001). QoL levels and physical, psychological, social relations and environmental parameters of SDS were found to be higher than ODS and statistically significant (p <0.001). In comparison with the genders, the total average PA score of men was found as 4938.86 ± 3919.33 MET-minute/week while that of women was found as 2592.44 ± 2276.82 MET-minute/week. In the QoL parameters, only the social relations of men were higher than women, and a statistically significant difference was found (p <0.001). In university students, it was found that as the PA scores increased, QoL levels also increased and there was a positive relationship between them. Students should be encouraged to do sport in their spare time to improve their QoL levels.
TL;DR: In this paper, the authors determine the predictive role of happiness and a teachers' level of satisfaction with life, on their classroom management profiles on the Oxford Happiness Questionnaire Short Form, the Satisfaction with Life Scale, and the Classroom Management Profile Inventory.
Abstract: The purpose of this study is to determine the predictive role of happiness and a teachers' level of satisfaction with life, on their classroom management profiles. The Oxford Happiness Questionnaire Short Form, the Satisfaction with Life Scale, and the Classroom Management Profile Inventory have been administered to 384 teachers employed in state-run secondary education institutes in the districts of Ankara city. According to t-test results, there was a significant difference between the satisfaction with life and authoritarian classroom management profile, with respect to gender. One-way variance analysis (ANOVA) results exhibited that with respect to seniority no difference was detectable between happiness and a teachers' level of satisfaction with life and their classroom management profiles. Findings from a correlation analysis put forth a positive relationship between happiness and a satisfaction with life, and an appreciative classroom management profile, whereas a negative relationship was detected in relation to an indifferent classroom management profile. Findings from multiple regression analysis indicated that happiness and satisfaction with life are significant predictors of appreciative and indifferent classroom management profiles. At the end of this research some suggestions have been offered to elevate the happiness and satisfaction of teachers in general.
TL;DR: In this paper, the effect of organizational justice behaviors on organizational silence and cynicism based on the opinions of academics who serve in Schools of Physical Education and Sports, and Faculties of Sports Sciences was examined.
Abstract: In this research, it is aimed to examine the effect of organizational justice behaviors on organizational silence and cynicism based on the opinions of academics who serve in Schools of Physical Education and Sports, and Faculties of Sports Sciences. Research group consisted of academics from 22 different universities in Turkey. There are 320 people (245 males and 75 females) in the research group. Organizational justice scale, organizational silence scale, organizational cynicism scale and job performance scale are used as data collecting tools in the study. During the research, a model was tried to be created that reflected the correlation among organizational justice behaviors, organizational silence and cynicism the new model was examined by means of Structural Equation Model via Lisrel 8.7. According to the results, the higher the perception of organizational justice behaviors, the less the organizational cynicism. Moreover, there was a positive significant correlation between organizational silence and organizational cynicism.
TL;DR: In this paper, the authors investigated the effect of micro-teaching practices with concrete models on the pre-service teachers' self-efficacy beliefs about using concrete models and to determine the opinions of the preservice teachers about this issue.
Abstract: The purpose of the current study was to investigate the effect of micro-teaching practices with concrete models on the pre-service teachers' self-efficacy beliefs about using concrete models and to determine the opinions of the pre-service teachers about this issue. In the current study, one of the mixed methods, the convergent design (embedded) was used. The participants in the study consisted of 41 pre-service elementary mathematics teachers who were enrolled mathematics teacher education programme at a state university in Turkey. In this research, The Instrument of Pre-service Mathematics Teachers Efficacy Beliefs about Using Concrete Models developed by Bakkaloglu [44] and interview forms were used as data collection tools. The research revealed that the micro-teaching practices with concrete models had positive effects on the pre-service teachers' self-efficacy beliefs about using concrete models. Pre-service teachers think that these micro-teaching practices had positive effects on the skills of teaching.
TL;DR: In this article, the effects of using scientific educational games in teaching Kingdoms of Living Things on students' academic achievement and retention of knowledge were investigated, and the results put forth that educational games enhance students' achievement and are an effective tool in providing the retention of new knowledge.
Abstract: This study aims to investigate the effects of using scientific educational games in teaching Kingdoms of Living Things on students' academic achievement and retention of knowledge. The study also assessed students' perceptions of these educational games. 68 ninth grade students constitute the study group of this research. In the school in which the instruction was carried out two ninth grade classes were randomly assigned as experimental group and control group. The implementation of the study lasted seven weeks as three lesson hours per week. The same method of lecturing was carried out in the experimental and control groups. Review of the topics was made by researcher through the question-answer method and giving the activities in the textbook as homework in the control group. In the experimental group, educational games were used to review, reinforce and assess the topics. At the end of the study the score of posttest and the retention test implemented six month after showed a significant difference in favor of experimental group. The results put forth that educational games enhance students' achievement and are an effective tool in providing the retention of new knowledge. Within the scope of the study, the experimental group students' views on the use of educational games were obtained at the end of implementation, which were generally positive. The students found the games informative, entertaining and reinforcing their learning, and stated that they are effective in enabling the retention of new knowledge, promoting collaboration with their peers, and increasing their interest and motivation for learning.
TL;DR: In this article, the authors sought to ascertain the attitude of teachers towards use of chatbot technology for teaching and learning purposes, chatbots being yet an emerging educational technology within a majority of developing countries including Kenya.
Abstract: Teacher's attitude towards some particular technology influences their willingness to use that technology in their instructional processes, and consequently the attitude and responses of students to the technology that they observe teachers using. This has a direct bearing on whether or not such technology will successfully be integrated into routine classroom practice and whether benefits of using such technology for teaching-learning purposes will be realized. This study sought to ascertain the attitude of teachers towards use of chatbot technology for teaching and learning purposes, chatbots being yet an emerging educational technology within a majority of developing countries including Kenya.
TL;DR: In this paper, the effect of the thinking aloud strategy on the reading comprehension skills of the 4th grade primary school students was examined in a quasi-experimental model, which is designed in quasi-Experimental model.
Abstract: The purpose of this study, which is designed in quasi-experimental model, is to examine the effect of the thinking aloud strategy on the reading comprehension skills of the 4th grade primary school students. For this purpose, in the second semester of 2016-2017 academic year, the reading comprehension levels of 26 students in the 4th grade at a primary school located in the central district of Turkey's Bartin province were determined by applying a pre-test. Among the two classes, whose reading comprehension levels were equal, one class was assigned as the experimental and the other as the control group in an objective manner. In the research; Reading Comprehension Test 1, which included questions about the text 'Edison Invents the Light Bulb' developed by Sulak (2014); and the Reading Comprehension Test 2, which included questions about the text 'Everything Started with a Kite' developed by the researcher were used as data collection tools. The data obtained in the study were transferred to the SPSS 18 software pack; and statistical procedures such as arithmetic average, frequency, percentage, standard deviation, Mann Whitney U, Wilcoxon Marked Rank Test were performed on the data, in the direction of the questions in the research. As the result of the research, it was concluded that there was a significant difference between the pre-test and post-test scores, in favor of the post-test scores of the experimental group students who were taught the thinking aloud strategy.
TL;DR: In this paper, a study was carried out to investigate the digital addiction level of university students according to their purposes for using digital tools and found that the DA scores of the students who used digital tools a lot for research were significantly lower than the scores of students using tools less for this purpose.
Abstract: This study was carried out to investigate the digital addiction (DA) level of the university students according to their purposes for using digital tools. 527 students studying at the faculties of education of Erzincan, Dicle, and Siirt Universities participated this study in which general survey model was used. A form was used to reveal for which purpose and how often the students used digital tools. The DA levels of the students were found out by the Digital Addiction Scale. According to the frequencies of the students' using digital tools for participating social media, playing games, communicating, and shopping, the DA scores were found to differ significantly for those who used digital tools for these purposes more frequently. The DA scores of the students who used digital tools a lot for research were significantly lower than the scores of the students using tools less for this purpose. It was also found that the DA scores of the students who used digital tools for watching films and listening to music with different frequencies did not differ from each other significantly. The study has shown that while the frequent use of digital tools for participating social media is highly effective on digital addiction, the frequent use of digital tools for games, communication, research, and shopping has a low effect on digital addiction.
TL;DR: In this article, a total of 40 academic studies consisting of articles and papers published in national and international journals are discussed and the results of the content analysis are investigated within this scope.
Abstract: People need to be qualified to adapt to innovations caused by the rapid change in information and technology. This would be realized with the integration of technology into education. In order to subsist in the world of science and technology the disciplines with an important role both now and in the future are science, technology, engineering and mathematics. In this regard, the number of studies conducted on the improvement of science, technology, engineering and mathematics (STEM) education is also increasing day by day. In this study information is given about the studies conducted on STEM and a total of 40 academic studies consisting of articles and papers published in national and international journals are discussed. Within this scope, studies conducted on the subject matter according to the results of the content analysis are investigated. Research approaches, research methods, learning environments, learning outcomes, data collection tools, research samples, STEM subjects of these studies and body of literature are evaluated. Data collected from the studies are analyzed with methods of descriptive statistics. Results are presented as frequencies and percentage tables. As a result of the study it stands out that qualitative researches are preferred more in STEM education studies, experimental studies and surveys are used as research methods and studies are conducted mostly with primary school students. It is considered that this study would be helpful to researchers eager to study on the subject.
TL;DR: In this paper, the authors identify the difficulties that primary school teachers experience in the primary reading and writing instruction, and find out their solution offers for eliminating these difficulties, including education of parents, carrying out activities suitable for students, change of handwriting type, cooperation with parents, consideration of readiness level, and improvement of physical conditions.
Abstract: The purpose of the current research is to identify the difficulties that primary school teachers experience in the primary reading and writing instruction, and to find out their solution offers for eliminating these difficulties. The study group of the research is composed of 51 primary school teachers selected by criterion sampling as a type of purposive sampling. The qualitative method was used for the research. Semi-structured interviews were made with teachers to ask them three questions. Teacher opinions were taken in writing in order to identify the difficulties which they experienced in the process of primary reading and writing instruction, and thoroughly analyze their opinions about how those difficulties can be solved. The data obtained from these interviews were analysed by the content analysis method. The research revealed that out of the 51 primary school teachers, 37 were happy and 14 were unhappy; the difficulties they described about the process included parental indifference, unreadiness of students, teaching of cursive italic handwriting, lack of professional experience, student absenteeism, lack of interest by students, and physical inadequacies; and their solution offers for eliminating these difficulties included education of parents, carrying out activities suitable for students, change of handwriting type, cooperation with parents, consideration of readiness level, and improvement of physical conditions.
TL;DR: In this paper, the authors analyzed the career decision-making difficulties of high school students with different locus of control and found that individuals with external locus-of-control experienced more difficulty in the process of decision making due to the lack of necessary information or inconsistent information.
Abstract: This study intends to elaborate upon difficulties in career decisions of high school students with different locus of control. 9th, 10th, 11th and 12th grade students aged 14-19, 282 (%55.4) females, 227 (%44.6) males totaling 509 participants involved in research located in the south of Turkey. Career Decision-Making Difficulties Questionnaire (CDDQ) and Rotter Internal-External Locus of Control Scale (RIEFCS) were used to collect data. One-way analysis of variance was conducted to compare the participants' career decision- making difficulties in accordance with the locus of control. The findings indicate that total points obtained from the scale of career decision-making difficulties of the participants with external locus of control and lack of information of the scale with inconsistent information sub-dimensions have a higher score average than students with internal locus of control. Individuals with external locus of control experienced more difficulty in the process of decision-making due to the lack of necessary information or inconsistent information. This study contributes to practitioners working in the field of career for theory or application.
TL;DR: In this article, the authors present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development.
Abstract: This study intends to present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development. TESSA is a network of teachers and teacher educators, working to improve classroom teaching in Africa. TESSA MOOC is an innovative approach to capacity building for teacher educators and teachers across Africa. The study presents outputs of an evaluation of TESSA MOOC course undertaken by Kenyan teachers and teacher educators. The experiences of the participants were that the TESSA MOOC was a new but interesting, appealing and flexible course. In addition, the participants were able to learn from one another and what they learnt may impact on their pedagogical skills. Key challenges identified include difficulties in downloading of materials due to lack of internet connectivity and use of ICT phobia for learning. MOOCs represent an untapped potential for teacher professional development that can be a cost and resource effective means to deliver quality education to teachers and teacher educators. Therefore, the teachers and teacher educators may need to exploit this learner based TESSA MOOC to build capacity for teaching.
TL;DR: In this paper, the authors evaluated the lifelong learning tendencies of prospective teachers attending pedagogical formation certificate program and found that lifelong learning tendency of the prospective teachers receiving education did not have statistically significant differences by gender, having child/children, department of graduation and work.
Abstract: Lifelong learning tendencies of prospective teachers attending pedagogical formation certificate program were evaluated in this study. While prospective teachers receiving pedagogical formation at Bartın University and Mustafa Kemal University formed the population of the research, the sample consisted of 210 prospective teachers selected randomly from the population. Screening model was employed in the research. “Personal Information Form” and 1-6 Likert-type “Lifelong Learning Tendencies Scale” which consisted of 27 items and was developed by Diker-Coşkun [17] were applied as data collection tools. Reliability of the scale was tested, and Cronbach Alpha coefficient was found as 0.72. Independent samples t-test, one-way ANOVA and Dunnett’s T3 test were employed in the study. As a result of the data analysis, lifelong learning tendencies of the prospective teachers receiving pedagogical formation were generally high. Furthermore, a statistically significant difference was observed based on variables of marital status, age, universities being studied at, job status and level of income. On the other hand, lifelong learning tendencies of the prospective teachers receiving pedagogical formation education did not have statistically significant differences by gender, having child/children, department of graduation and work
TL;DR: In this article, the authors investigated the correlation between the students' belonging to the university and well-being levels and found significant correlations determined between belonging to university, wellbeing, identification, meaning and health variables.
Abstract: Belonging is one of the basic psychological needs dealt with by many conceptualists. In different contexts the need to belong may be met at different levels. In this study the affiliation of 276 university students (178 females 64.5%, 98 males 35.5%) to their university was dealt with. The aim of this study is to investigate the correlation between the students' belonging to the university and well-being levels. Students in the research group were aged from 18 to 26 years, with mean age of 20.7 and standard deviation of 1.53. The group included 111 (40.2%) first year students, 95 (34.4%) second year students, 46 (16.7%) third year students and 24 (8.7%) fourth year students. Of students, 16 (5.8%) had poor economic status, 157 (56.9%) had moderate, 94 (34.1%) had good and 9 (3.3%) had very good economic status. The data collection tools of the Belonging to the University Scale and PERMA Profiler were used along with a personal information form. Analysis in the research used the multiple regression analysis and correlation techniques. According to the analysis results, the belonging to the university subdimensions of identification, expectation and motivation had a low level and significant correlation with well-being and these three subdimensions explained 15% of well-being. Additionally, there were significant correlations determined between belonging to the university, well-being, identification, meaning and health variables. In conclusion, as the belonging to the university level increases, it is considered university students' well-being levels will increase.
TL;DR: In this paper, the authors investigated the effect of Facebook use on writing achievement, writing attitude, writing anxiety and writing self-efficacy of the students in the written expression course and found that Facebook use produced better results in terms of writing achievements and attitudes when compared to the conventional method.
Abstract: The objective of the present study was to investigate the effect of Facebook use on writing achievement, writing attitude, writing anxiety and writing self-efficacy of the students in the written expression course. In the study, pre-test post-test quasi-experimental design with study and control groups was used. The experimental group included 96 students attending Psychological Counseling and Guidance Department in the Faculty of Education in a state university located in western Turkey during 2017-2018 academic year fall semester. In the study, the written expression course was instructed with written homework assignments in the control group and by sharing the written assignments on Facebook in the experimental group. The study findings demonstrated that Facebook use produced better results in terms of writing achievements and attitudes when compared to the conventional method, however the impact was not significant in terms of writing self-efficacy and writing anxiety.
TL;DR: In this paper, the authors assess the perceptions of prospective teachers related to the correlation between metacognitive awareness and participation in discussion and find no significant correlation found between grade level and departmental differences.
Abstract: Form of inquiry should be based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills (critical-creative thinking and problem-solving) rather than conventional teacher-centered teaching and learning based on memorization and behavioral approach. The life quality of human beings will be increased with thought sharing and discussion and this increase is achieved by means of an adequate development of mental faculties such as critical and creative thinking, raising metacognitive awareness and problem solving. The purpose of this study is to assess the perceptions of prospective teachers related to the correlation between metacognitive awareness and participation in discussion. There is no significant correlation found between grade level and departmental differences, gender and general academic scores, participation in discussion and metacognitive awareness scores of university students participated in this study. However, there was a positive correlation between number of books read and participation in discussion. Moreover, there was a moderately significant positive correlation between participation to discussions and metacognitive awareness.
TL;DR: In this article, the influence of motivation, talent, and creativity levels of students attending Science and Arts Centers, an educational institution in Turkey for gifted students, regarding science classes, the role of academic involvement and parent and teacher support, and the school climate as perceived by students.
Abstract: When drawing up the educational conditions offered to gifted students, it is important to be aware of their characteristics and to reveal the variables affecting their learning processes. Even though there are institutions in many countries that provide services for gifted individuals, there are relatively few studies on how students assess the climate in these institutions and how the institutional climate influences the learning process. Therefore, we investigated the influence of motivation, talent, and creativity levels of students attending Science and Arts Centers, an educational institution in Turkey for gifted students, regarding science classes, the role of academic involvement and parent and teacher support, and the school climate as perceived by students. In this context, 997 gifted students selected through stratified sampling provided the data for the study. When parental and teacher support and school climate perceived by gifted students are considered together, this significantly predicts the students' motivation toward science, their levels of scientific creativity, and science talents. The findings of this study were examined considering the current literature, and the limitations of the study and suggestions for future research are presented.
TL;DR: In this article, a mixed method approach was chosen for the study, and quantitative data was collected with 'Child-Friendly School Scale (CFSS)' developed by the researchers, and the qualitative data were obtained from the volunteer teachers.
Abstract: As education has many variables, essential arrangements are required in different areas to enhance its quality. School buildings, environmental arrangements, teaching and learning process, sources and materials, teachers, principals, health and security are the variables of which come to mind first. The concept of 'child-friendly school (CFS)' which was initiated and attempted to actualize by UNICEF's studies, has a nature including all these variables listed above and even more. The current study tires to identify to what extend the teachers, the principals and the secondary school students (5th to 8th grades) perceive their school as child-friendly. The mixed method approach was chosen for the study. The quantitative data was collected with 'Child-Friendly School Scale (CFSS)' developed by the researchers. A total of 54 schools and 4007 students comprise the sample, and the scale was implemented in one class from each grade level chosen randomly. The qualitative data were obtained from the volunteer teachers. Results revealed that the CFS characteristics of the schools changed according to the socioeconomic level of the school, gender of the students and the grade level. It can be suggested to construct a sense of awareness for the child-friendly school concept, to provide the continuity of the arrangements and to make them functional.