The aim of this study is to determine the opinions of science teachers and science teacher candidates about using cartoon movies during science instruction. Phenomenology pattern which is a qualitative research method was used in this research. Research was conducted with 52 science teachers and 48 preservice science teachers. Data were collected with an open-ended survey which is created by the researcher. Gained data were analyzed with the content analyze method. As a result of this research, science teachers and preservice science teachers stated that both cartoon films and cartoon characters have a significant effect on children, help concretize the science subject and help permanent learning. It was also emphasized that it could create an enjoyable learning environment by attracting students’ attention. Participants stated that using cartoon movies can be beneficial at the beginning of the lesson. In addition, the solar system and planets, systems, space, force and motion were presented as the most appropriate science topics in which cartoons can be used. The most given example cartoons are Tom and Jerry, Smurfs, Popeye, Jetsons, SpongeBob and Rafadan Crew. 87 of the 98 participants who participated in the study indicated that cartoons could be used during science teaching. On the other hand, some science teachers and preservice science teachers indicated that the use of cartoon movies in science lesson can lead to distraction, loss of time and deviation from the purpose of the subject. Apart from this, the participants stated that they want to design educational-instructional, entertaining and remarkable cartoons.
{"title":"Science Teachers’s and Science Teacher Candidates’s View about Using Cartoon Movies in Science Teaching","authors":"Zeynep Kaya","doi":"10.51535/tell.1228951","DOIUrl":"https://doi.org/10.51535/tell.1228951","url":null,"abstract":"The aim of this study is to determine the opinions of science teachers and science teacher candidates about using cartoon movies during science instruction. Phenomenology pattern which is a qualitative research method was used in this research. Research was conducted with 52 science teachers and 48 preservice science teachers. Data were collected with an open-ended survey which is created by the researcher. Gained data were analyzed with the content analyze method. As a result of this research, science teachers and preservice science teachers stated that both cartoon films and cartoon characters have a significant effect on children, help concretize the science subject and help permanent learning. It was also emphasized that it could create an enjoyable learning environment by attracting students’ attention. Participants stated that using cartoon movies can be beneficial at the beginning of the lesson. In addition, the solar system and planets, systems, space, force and motion were presented as the most appropriate science topics in which cartoons can be used. The most given example cartoons are Tom and Jerry, Smurfs, Popeye, Jetsons, SpongeBob and Rafadan Crew. 87 of the 98 participants who participated in the study indicated that cartoons could be used during science teaching. On the other hand, some science teachers and preservice science teachers indicated that the use of cartoon movies in science lesson can lead to distraction, loss of time and deviation from the purpose of the subject. Apart from this, the participants stated that they want to design educational-instructional, entertaining and remarkable cartoons.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"401 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115996702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to examine the relationship between death anxiety, meaning in life and parental attitude of university students. The survey method, one of the quantitative research methods, was used in the study. The research group consists of 325 people, 242 women and 83 men. Meaning in Life Questionnaire, Scale of Death Anxiety, Young Parenting Inventory and Personal Information Form were used as data collection tools. In the study, descriptive statistics, Pearson Product Moments Correlation coefficients, Spearman Rank Differences Correlation coefficient and multiple linear regression analysis were used. There was a significant negative correlation between the scores obtained from the presence of meaning subscale and the scores of the scale of death anxiety, and emotionally depriving mother, pessimistic/fearful mother, emotionally depriving father, pessimistic/fearful father, belittling/criticizing mother, belittling/criticizing father subscales. There was a significant positive correlation between the search for meaning subscale scores and the scale of death anxiety mean score, and conditional/achievement-focused mother and conditional/achievement-focused father subscale scores. Looking at the results of the regression analysis, it is seen that death anxiety is a significant predictor of both the presence of meaning and the search for meaning. Findings were discussed based on the literature, and recommendations were given.
{"title":"Examining the Relationships between Death Anxiety, Meaning in Life, and Parental Attitude","authors":"U. Baltacı, Z. Traş, M. Ak, Şahin Kesici","doi":"10.51535/tell.1208379","DOIUrl":"https://doi.org/10.51535/tell.1208379","url":null,"abstract":"The aim of this study is to examine the relationship between death anxiety, meaning in life and parental attitude of university students. The survey method, one of the quantitative research methods, was used in the study. The research group consists of 325 people, 242 women and 83 men. Meaning in Life Questionnaire, Scale of Death Anxiety, Young Parenting Inventory and Personal Information Form were used as data collection tools. In the study, descriptive statistics, Pearson Product Moments Correlation coefficients, Spearman Rank Differences Correlation coefficient and multiple linear regression analysis were used. There was a significant negative correlation between the scores obtained from the presence of meaning subscale and the scores of the scale of death anxiety, and emotionally depriving mother, pessimistic/fearful mother, emotionally depriving father, pessimistic/fearful father, belittling/criticizing mother, belittling/criticizing father subscales. There was a significant positive correlation between the search for meaning subscale scores and the scale of death anxiety mean score, and conditional/achievement-focused mother and conditional/achievement-focused father subscale scores. Looking at the results of the regression analysis, it is seen that death anxiety is a significant predictor of both the presence of meaning and the search for meaning. Findings were discussed based on the literature, and recommendations were given.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114474702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Closing the science achievement gap between low achieving (LA) and high achieving (HA) students has become an important part of educational policies, particularly in Turkey. Bearing this in mind, the purpose of the present study is to reveal a science teacher’s teaching moves about LA and HA students and the pedagogical belief system behind these moves. This single case study relates to one science teacher (Mehmet), who performed explicit teaching moves. In order to determine the moves being used with LA and HA students, Mehmet is asked to write questions that he often uses in his lessons and explain the moves that he has applied during the questioning and solution phases. In addition, semi-structured interviews regarding teaching motivation, science teaching motivation, science teaching practices and beliefs about LA and HA students are conducted so as to reveal the belief-oriented background of these moves. The results show that the teaching moves varying according to the achievement differences is a complex phenomenon. Mehmet changes the structure of his scaffolding, his scientific practices and classroom technologies according to the achievement differences. He produces these teaching moves using a nested structure in which he contextualizes his teaching strategies in is daily science teaching practices.
{"title":"A Science Teacher's Teaching Moves about Low and High Achieving Students: A Belief System Approach","authors":"Ruhan Özel, Ahmet Kılınç","doi":"10.51535/tell.1195260","DOIUrl":"https://doi.org/10.51535/tell.1195260","url":null,"abstract":"Closing the science achievement gap between low achieving (LA) and high achieving (HA) students has become an important part of educational policies, particularly in Turkey. Bearing this in mind, the purpose of the present study is to reveal a science teacher’s teaching moves about LA and HA students and the pedagogical belief system behind these moves. This single case study relates to one science teacher (Mehmet), who performed explicit teaching moves. In order to determine the moves being used with LA and HA students, Mehmet is asked to write questions that he often uses in his lessons and explain the moves that he has applied during the questioning and solution phases. In addition, semi-structured interviews regarding teaching motivation, science teaching motivation, science teaching practices and beliefs about LA and HA students are conducted so as to reveal the belief-oriented background of these moves. The results show that the teaching moves varying according to the achievement differences is a complex phenomenon. Mehmet changes the structure of his scaffolding, his scientific practices and classroom technologies according to the achievement differences. He produces these teaching moves using a nested structure in which he contextualizes his teaching strategies in is daily science teaching practices.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123487279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to determine the effect of cartoon-enriched instruction on 4th grade primary school students’ academic achievement and attitudes towards Turkish courses. The research was carried out with a total of 62 students studying in two separate fourth grade classes of a public primary school during the 2019-2020 academic year. A quasi-experimental design with pretest-posttest control group was used in the study. While the cartoon-enriched method was implemented with the students in the experimental group, regular curriculum was followed with the students in the control group. Achievement test and the attitude scale were applied to the students as a pre-test and post-test to obtain the research data. Normality tests, descriptive analyses, Mann-Whitney U and Independent Groups t-test were used in data analysis. According to the findings obtained as a result of the research, it was concluded that there was a difference between academic achievement and attitudes towards the course in favor of the experimental group, but this difference was not significant. While there was a difference in academic achievement according to gender in the experimental group students in favor of female students, there was no difference in the attitude towards the course according to gender. The research can also be applied to other courses taught in primary schools. Different humor elements can be used together with cartoons to improve students’ attitude towards humor in a positive way. In the research, some acquisitions were selected and cartoons were created in a limited way. The study can be replicated by creating cartoons for all other acquisitions in Turkish courses.
{"title":"The Effect of Cartoon-Enriched Instruction on Primary School Students’ Academic Achievement and Attitude in Turkish Courses","authors":"Sevgi Hayran, A. Şahi̇n, Gül Özüdoğru","doi":"10.51535/tell.1196671","DOIUrl":"https://doi.org/10.51535/tell.1196671","url":null,"abstract":"This study aimed to determine the effect of cartoon-enriched instruction on 4th grade primary school students’ academic achievement and attitudes towards Turkish courses. The research was carried out with a total of 62 students studying in two separate fourth grade classes of a public primary school during the 2019-2020 academic year. A quasi-experimental design with pretest-posttest control group was used in the study. While the cartoon-enriched method was implemented with the students in the experimental group, regular curriculum was followed with the students in the control group. Achievement test and the attitude scale were applied to the students as a pre-test and post-test to obtain the research data. Normality tests, descriptive analyses, Mann-Whitney U and Independent Groups t-test were used in data analysis. According to the findings obtained as a result of the research, it was concluded that there was a difference between academic achievement and attitudes towards the course in favor of the experimental group, but this difference was not significant. While there was a difference in academic achievement according to gender in the experimental group students in favor of female students, there was no difference in the attitude towards the course according to gender. The research can also be applied to other courses taught in primary schools. Different humor elements can be used together with cartoons to improve students’ attitude towards humor in a positive way. In the research, some acquisitions were selected and cartoons were created in a limited way. The study can be replicated by creating cartoons for all other acquisitions in Turkish courses.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125840753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main aim of this study is to compare the digital literacy levels of teachers in Turkey and of those in other member countries within the European Union eTwinning network. The present study has been conducted with a mixed methods research design, in which quantitative and qualitative methods are used together. The quantitative data of the research have been collected online from a total of 181 teachers, 106 from Turkey and 75 from the member countries of the eTwinning network by using the Digital Literacy Scale, while the qualitative data have been obtained from a total of 111 teachers. The quantitative data have been analyzed by using descriptive statistics and independent sample t test, whereas the qualitative data have been analyzed in line with the descriptive analysis approach by using the MaxQDA 2020 program. As a result of the research, the digital literacy levels of the teachers working in Turkey and those in the member countries of the European Union eTwinning network have been found to be at high levels, with no statistically significant difference between the gender variable and digital literacy.
{"title":"A Study To Determine The Etwinning-Related Views Of The Teachers In The Etwinning Network Countries, And Their Digital Literacy Levels","authors":"bayram gökbulut","doi":"10.51535/tell.1201383","DOIUrl":"https://doi.org/10.51535/tell.1201383","url":null,"abstract":"The main aim of this study is to compare the digital literacy levels of teachers in Turkey and of those in other member countries within the European Union eTwinning network. The present study has been conducted with a mixed methods research design, in which quantitative and qualitative methods are used together. The quantitative data of the research have been collected online from a total of 181 teachers, 106 from Turkey and 75 from the member countries of the eTwinning network by using the Digital Literacy Scale, while the qualitative data have been obtained from a total of 111 teachers. The quantitative data have been analyzed by using descriptive statistics and independent sample t test, whereas the qualitative data have been analyzed in line with the descriptive analysis approach by using the MaxQDA 2020 program. As a result of the research, the digital literacy levels of the teachers working in Turkey and those in the member countries of the European Union eTwinning network have been found to be at high levels, with no statistically significant difference between the gender variable and digital literacy.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121290043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this research, we aimed to reveal the genogram diagram in the novel of “Cevdet Bey and Oğulları.” Representation of individuals with at least three generations age, gender, marital ties, as well as moods, dependencies, and methods of coping with stress genogram revealed many factors, such as individual and family-based therapies are used. The genogram maps of Cevdet Bey, Refik and Ahmet, who are included in the book, representing three generations, could be examined by extracting them. Not only can the physical characteristics of the characters, but also the relationship between them, communication, decoupling, addiction, etc. concepts be examined in the novel. Although the names and upbringing styles of the characters may change, it can be determined in the work that the toxic events that cannot be solved in the family are repeated. With the help of the study, it was revealed that the novel “Cevdet Bey ve Oğulları”, Orhan Pamuk’s first book which also won two awards, has a separate place in literary works in terms of studying the genogram from all angles.
{"title":"GENOGRAM: EXAMİNATİON of THREE GENERATİONS of CEVDET BEY ve OĞULLARI","authors":"Fadim Büşra Keleş, M. Avcı, Şahin Kesici, M. Ak","doi":"10.51535/tell.1213780","DOIUrl":"https://doi.org/10.51535/tell.1213780","url":null,"abstract":"In this research, we aimed to reveal the genogram diagram in the novel of “Cevdet Bey and Oğulları.” Representation of individuals with at least three generations age, gender, marital ties, as well as moods, dependencies, and methods of coping with stress genogram revealed many factors, such as individual and family-based therapies are used. The genogram maps of Cevdet Bey, Refik and Ahmet, who are included in the book, representing three generations, could be examined by extracting them. Not only can the physical characteristics of the characters, but also the relationship between them, communication, decoupling, addiction, etc. concepts be examined in the novel. Although the names and upbringing styles of the characters may change, it can be determined in the work that the toxic events that cannot be solved in the family are repeated. With the help of the study, it was revealed that the novel “Cevdet Bey ve Oğulları”, Orhan Pamuk’s first book which also won two awards, has a separate place in literary works in terms of studying the genogram from all angles.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132263872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed at determining the opinions of drama leaders, who practiced with preschool-age groups in the field of drama, about drama activities and education. In line with this purpose, the opinions of drama leaders on the concept of drama, the learning outcomes of drama activities on children, the approaches of parents to drama, and the problems or difficulties experienced by leaders in drama education were determined. This study was carried out as a case study, one of the qualitative research methods, by taking the opinions of 27 leaders who provided drama education to preschool children within the framework of formal or non-formal education institutions in İstanbul, Turkey. A semi-structured interview form prepared by the researchers was used as a data collection tool. As a result of this study, 4 different themes regarding the perspectives of the leaders on the concept of drama, 4 different themes regarding the opinions on drama and education, 4 different themes regarding the learning outcomes that the drama observed by the leaders for the children, 4 different themes regarding the learning outcomes that the drama should provide to the children, 4 different themes regarding the perspectives of parents on the concept of drama, and 5 different themes regarding the difficulties of drama were revealed.
{"title":"Investigation of the Opinions of Drama Leaders on Drama Education and Activities","authors":"Emek Özgen, Filiz Erbay","doi":"10.51535/tell.1209615","DOIUrl":"https://doi.org/10.51535/tell.1209615","url":null,"abstract":"This study aimed at determining the opinions of drama leaders, who practiced with preschool-age groups in the field of drama, about drama activities and education. In line with this purpose, the opinions of drama leaders on the concept of drama, the learning outcomes of drama activities on children, the approaches of parents to drama, and the problems or difficulties experienced by leaders in drama education were determined. This study was carried out as a case study, one of the qualitative research methods, by taking the opinions of 27 leaders who provided drama education to preschool children within the framework of formal or non-formal education institutions in İstanbul, Turkey. A semi-structured interview form prepared by the researchers was used as a data collection tool. As a result of this study, 4 different themes regarding the perspectives of the leaders on the concept of drama, 4 different themes regarding the opinions on drama and education, 4 different themes regarding the learning outcomes that the drama observed by the leaders for the children, 4 different themes regarding the learning outcomes that the drama should provide to the children, 4 different themes regarding the perspectives of parents on the concept of drama, and 5 different themes regarding the difficulties of drama were revealed.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"139 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116607906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, it was aimed to reveal the predictive power of demographic characteristics, cognitive flexibility and social appearance anxiety of individuals in emerging adulthood on preoccupation with the thought of eating and loss of control over eating, which are the sub-dimensions of food craving. The design of the research was structured according to the relational screening model. The study group of the research consists of 551 participants, 395 (71.7%) women and 156 (28.3%) men. “Food Cravings Questionnaire-Trait Short Form”, “Cognitive Flexibility Inventory”, “Social Appearance Anxiety Scale” and “Personal Information Form” were used to collect research data. Correlation analysis was used to determine the relationship between food craving, cognitive flexibility and social appearance anxiety. Hierarchical regression analysis was used to determine the predictors of food craving of individuals in emerging adulthood. Considering the dimension of preoccupation with the thought of eating, while the alternatives, one of the sub-dimensions of cognitive flexibility, do not make a specific contribution to the model, the control sub-dimension makes a unique contribution to the model. When the sub-dimension of loss of control over eating is considered, alternatives from the sub-dimensions of cognitive flexibility make a low-level significant contribution to the model, while the sub-dimension of control makes a unique contribution to the model. The research results showed that the sub-dimensions of cognitive flexibility is an important predictor of preoccupation with the thought of eating and loss of control over eating, and similarly, social appearance anxiety is an important predictor of all sub-dimensions of food craving.
{"title":"Investigation of the Relationship Between Food Craving, Cognitive Flexibility and Social Appearance Anxiety in Emerging Adulthood","authors":"Emine Duran, Z. Traş","doi":"10.51535/tell.1203610","DOIUrl":"https://doi.org/10.51535/tell.1203610","url":null,"abstract":"In this study, it was aimed to reveal the predictive power of demographic characteristics, cognitive flexibility and social appearance anxiety of individuals in emerging adulthood on preoccupation with the thought of eating and loss of control over eating, which are the sub-dimensions of food craving. The design of the research was structured according to the relational screening model. The study group of the research consists of 551 participants, 395 (71.7%) women and 156 (28.3%) men. “Food Cravings Questionnaire-Trait Short Form”, “Cognitive Flexibility Inventory”, “Social Appearance Anxiety Scale” and “Personal Information Form” were used to collect research data. Correlation analysis was used to determine the relationship between food craving, cognitive flexibility and social appearance anxiety. Hierarchical regression analysis was used to determine the predictors of food craving of individuals in emerging adulthood. Considering the dimension of preoccupation with the thought of eating, while the alternatives, one of the sub-dimensions of cognitive flexibility, do not make a specific contribution to the model, the control sub-dimension makes a unique contribution to the model. When the sub-dimension of loss of control over eating is considered, alternatives from the sub-dimensions of cognitive flexibility make a low-level significant contribution to the model, while the sub-dimension of control makes a unique contribution to the model. The research results showed that the sub-dimensions of cognitive flexibility is an important predictor of preoccupation with the thought of eating and loss of control over eating, and similarly, social appearance anxiety is an important predictor of all sub-dimensions of food craving.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129834703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computerized Adaptive Classification Tests (CACT) aim to classify individuals effectively with high classification accuracy and few items over large item pools. The characteristic features of the item pool include the number of items, item factor loadings, the distribution of the Test Information Function, and dimensionality. In this study, we present the results of a comprehensive simulation study that was examined how item selection methods (MFI-KLI), ability estimation methods (EAP-WLE) and classification methods (SPRT-CI) were affected by strong and weak unidimensional item pools. Findings of the study indicate that CI had always produced results with classification accuracy similar to SPRT but with a test length of almost half. Additionally, KLI and MFI item selection methods were not affected by the item pool characteristic as weak or strong unidimensionality. From findings of this study, it can be recommended to use CI with EAP in CACT studies, whether the item pool is weak or strong unidimensional, but WLE only under strong unidimensional item pools. Additionally, EAP and SPRT methods are recommended to prefer in the weak unidimensional item pool.
{"title":"The Effect of Strong and Weak Unidimensional Item Pools on Computerized Adaptive Classification Testing","authors":"Ceylan Gündeğer, Sümeyra Soysal","doi":"10.51535/tell.1202804","DOIUrl":"https://doi.org/10.51535/tell.1202804","url":null,"abstract":"Computerized Adaptive Classification Tests (CACT) aim to classify individuals effectively with high classification accuracy and few items over large item pools. The characteristic features of the item pool include the number of items, item factor loadings, the distribution of the Test Information Function, and dimensionality. In this study, we present the results of a comprehensive simulation study that was examined how item selection methods (MFI-KLI), ability estimation methods (EAP-WLE) and classification methods (SPRT-CI) were affected by strong and weak unidimensional item pools. Findings of the study indicate that CI had always produced results with classification accuracy similar to SPRT but with a test length of almost half. Additionally, KLI and MFI item selection methods were not affected by the item pool characteristic as weak or strong unidimensionality. From findings of this study, it can be recommended to use CI with EAP in CACT studies, whether the item pool is weak or strong unidimensional, but WLE only under strong unidimensional item pools. Additionally, EAP and SPRT methods are recommended to prefer in the weak unidimensional item pool.","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128116951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nesibe Günay Molu, Mahsum Korkutan, B. Ceylan, Tuba Korkmaz Aslan
Purpose: This study was conducted to descriptive the relationship between family communication and school adjustment levels of male adolescents aged 14-19. Method: This descriptive and correlational study was conducted. The sample of the study consisted of 347 male students. 80% of the universe has been reached. Data were collected using an information form, a family evaluation scale to measure their intra-family communication and a school adjustment scale to measure their school adjustment level. Data were collected from male students by face-to-face survey method. Data were summarized as mean, standard deviation, number, and percentage. T test, One Way ANOVA, Pearson Correlation test were used in the analyses. Obtained results were tested at p
{"title":"The Relationship Between Family Communications and School Adjustment Levels of Male Adolescents Aged 14-19","authors":"Nesibe Günay Molu, Mahsum Korkutan, B. Ceylan, Tuba Korkmaz Aslan","doi":"10.51535/tell.1190836","DOIUrl":"https://doi.org/10.51535/tell.1190836","url":null,"abstract":"Purpose: This study was conducted to descriptive the relationship between family communication and school adjustment levels of male adolescents aged 14-19. \u0000Method: This descriptive and correlational study was conducted. The sample of the study consisted of 347 male students. 80% of the universe has been reached. Data were collected using an information form, a family evaluation scale to measure their intra-family communication and a school adjustment scale to measure their school adjustment level. Data were collected from male students by face-to-face survey method. Data were summarized as mean, standard deviation, number, and percentage. T test, One Way ANOVA, Pearson Correlation test were used in the analyses. Obtained results were tested at p","PeriodicalId":127236,"journal":{"name":"Journal of Teacher Education and Lifelong Learning","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127139915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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