Pub Date : 2022-06-01DOI: 10.29329/epasr.2022.442.8
Yasemin Abalı Öztürk
{"title":"An Analysis of the Relationship between Pre-Service Secondary Mathematics Teachers' Epistemological Beliefs towards Learning, their Educational Beliefs, and Critical Thinking Dispositions","authors":"Yasemin Abalı Öztürk","doi":"10.29329/epasr.2022.442.8","DOIUrl":"https://doi.org/10.29329/epasr.2022.442.8","url":null,"abstract":"","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41491360","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}
Pub Date : 2022-06-01DOI: 10.29329/epasr.2022.442.1
Kader Birinci Konur, Sinem Tüfekçi
{"title":"Comparison of Preservice Science and Social Studies Teachers' Attitudes Towards Socioscientific Issues","authors":"Kader Birinci Konur, Sinem Tüfekçi","doi":"10.29329/epasr.2022.442.1","DOIUrl":"https://doi.org/10.29329/epasr.2022.442.1","url":null,"abstract":"","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46269638","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}
Pub Date : 2022-06-01DOI: 10.29329/epasr.2022.442.5
Bahadır Gülden, Kadir Kaplan
In this study, it was aimed to determine the strengths, deficiencies, and weaknesses of distance education process of learning-teaching activities in Turkish lesson by asking the opinions of students who are the subject of the learning process. In the study, the basic qualitative research design was preferred considering the nature of the research subject. The study group of the research consists of twenty-eight 7th grade students who continue their education activities in Eskisehir in the 2020-2021 academic year. The online interviews were conducted with the teachers through a semi-structured interview form prepared by the researchers. The data were analyzed by content analysis using the MAXQDA program. The students stated that distance education is more functional than face-to-face education in vocabulary activities of listening and comprehension skills. In speaking and writing skills, students mostly preferred distance education. The students explained the strengths and weaknesses of the two educational environments compared to each other in terms of all skills, with their justifications. In the study, students were also asked to write the five most useful features of both educational environments. Thus, the strengths of both learning environments in terms of Turkish lessons were revealed. Based on the data obtained, it has been determined that distance education cannot create an alternative to face-to-face education in terms of social interaction, teacher-student interaction, group studies at the desired level, but distance education is clearly preferred by students as it offers many opportunities that face-to-face education does not offer. For this reason, based on the prominent skills and activities of distance education, it can be said that it will be more beneficial to continue Turkish lessons by adopting a mixed (hybrid) model in the future.
{"title":"Middle School Students' Views on Distance Education: Turkish Language Teaching under the Shadow of COVID-19 Pandemic","authors":"Bahadır Gülden, Kadir Kaplan","doi":"10.29329/epasr.2022.442.5","DOIUrl":"https://doi.org/10.29329/epasr.2022.442.5","url":null,"abstract":"In this study, it was aimed to determine the strengths, deficiencies, and weaknesses of distance education process of learning-teaching activities in Turkish lesson by asking the opinions of students who are the subject of the learning process. In the study, the basic qualitative research design was preferred considering the nature of the research subject. The study group of the research consists of twenty-eight 7th grade students who continue their education activities in Eskisehir in the 2020-2021 academic year. The online interviews were conducted with the teachers through a semi-structured interview form prepared by the researchers. The data were analyzed by content analysis using the MAXQDA program. The students stated that distance education is more functional than face-to-face education in vocabulary activities of listening and comprehension skills. In speaking and writing skills, students mostly preferred distance education. The students explained the strengths and weaknesses of the two educational environments compared to each other in terms of all skills, with their justifications. In the study, students were also asked to write the five most useful features of both educational environments. Thus, the strengths of both learning environments in terms of Turkish lessons were revealed. Based on the data obtained, it has been determined that distance education cannot create an alternative to face-to-face education in terms of social interaction, teacher-student interaction, group studies at the desired level, but distance education is clearly preferred by students as it offers many opportunities that face-to-face education does not offer. For this reason, based on the prominent skills and activities of distance education, it can be said that it will be more beneficial to continue Turkish lessons by adopting a mixed (hybrid) model in the future.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43344061","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.8
M. Türkoğlu, Ahmet Aypay
The purpose of this research was to reveal how the performance evaluations of teachers in a private school were made and the results of those evaluations. The research was designed as a case study, which is one of the qualitative research methods. The research was carried out in the 2013-2014 academic year. The participants of this research were 15 teachers, 3 administrators, 6 students and 4 parents. The data were obtained through semi-structured interviews. Findings revealed that the performance evaluation of the teachers were based on the surveys from students, school administrators and parents, general observations made by school administrators, course inspections and follow-up with digital cameras. In this context, teachers were awarded during the year and at the end of the year depending on their performance evaluation results. Participants also mentioned some positive and negative consequences of the performance evaluation in the school. The rewards given vary based on the performance of the teachers. The main rewards were as follows: salary increase, plaques and certificates with symbolic value, and contract renewal. On the other hand, teachers were punished due to their low performance. The consequences of the punishment were as follows: verbal or written warning penalties, low pay raise in salary, termination of some duties at the school and non-renewal of contract/dismissal.
{"title":"Teacher Performance Evaluation System in a Private School: A Case Study","authors":"M. Türkoğlu, Ahmet Aypay","doi":"10.29329/epasr.2022.248.8","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.8","url":null,"abstract":"The purpose of this research was to reveal how the performance evaluations of teachers in a private school were made and the results of those evaluations. The research was designed as a case study, which is one of the qualitative research methods. The research was carried out in the 2013-2014 academic year. The participants of this research were 15 teachers, 3 administrators, 6 students and 4 parents. The data were obtained through semi-structured interviews. Findings revealed that the performance evaluation of the teachers were based on the surveys from students, school administrators and parents, general observations made by school administrators, course inspections and follow-up with digital cameras. In this context, teachers were awarded during the year and at the end of the year depending on their performance evaluation results. Participants also mentioned some positive and negative consequences of the performance evaluation in the school. The rewards given vary based on the performance of the teachers. The main rewards were as follows: salary increase, plaques and certificates with symbolic value, and contract renewal. On the other hand, teachers were punished due to their low performance. The consequences of the punishment were as follows: verbal or written warning penalties, low pay raise in salary, termination of some duties at the school and non-renewal of contract/dismissal.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42012585","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.5
Hatice Onuray Eğilmez
The purpose of this study was to examine the COVID-19 fears and psychological well-being of students (n=123) at the Music Education Department of Bursa Uludag University/Turkey in terms of some variables. Data were collected through a questionnaire that consists of the Student Demographic Information Form, the Fear of COVID-19 Scale and the Psychological Well-being Scale. Within the framework of the descriptive survey model, data were analyzed with the Mann Whitney U Test considering the students' gender, the status of their own or a relative having had COVID-19, following the courses face-to-face or online, arrival at the department by public transport, taxi or private vehicle, and the income level change of the students or their families during the pandemic. As for the analysis of psychological well-being and COVID-19 fear regarding being with family, friends or being alone during the pandemic process and the frequency of coming to the department, Kruskal Wallis H was used. In the study, COVID-19 fears of music teacher candidates were found to be slightly below the middle and their psychological well-being mean scores were above the middle. Moreover, significant results in the psychological well-being of the music teacher candidates were obtained regarding accommodation (staying with family/friends or alone) and arrival at the department (by public transportation, taxi or private vehicle). Results for other variables for which no significant results could be obtained were interpreted on the basis of their mean scores and suggestions were made in the light of the results.
本研究的目的是根据一些变量检查土耳其Bursa Uludag大学音乐教育系学生(n=123)对COVID-19的恐惧和心理健康状况。数据通过学生人口统计信息表、COVID-19恐惧量表和心理健康量表组成的问卷收集。在描述性调查模型的框架内，使用Mann Whitney U Test对数据进行分析，考虑到学生的性别，自己或亲戚是否患有COVID-19，参加面对面或在线课程，乘坐公共交通工具，出租车或私家车到达部门，以及学生或其家庭在大流行期间的收入水平变化。至于分析心理健康状况和COVID-19恐惧在大流行过程中与家人，朋友或独自一人以及来科室的频率，使用Kruskal Wallis H。在这项研究中，音乐教师候选人对新冠病毒的恐惧程度略低于中等水平，他们的心理健康水平平均得分高于中等水平。此外，在住宿(与家人/朋友住在一起或独自一人)和到达部门(乘坐公共交通，出租车或私家车)方面，音乐教师候选人的心理健康得到了显著的结果。其他未得到显著结果的变量的结果根据其平均得分进行解释，并根据结果提出建议。
{"title":"Covid-19 Fears and Psychological Well-Being of Pre-service Music Teachers","authors":"Hatice Onuray Eğilmez","doi":"10.29329/epasr.2022.248.5","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.5","url":null,"abstract":"The purpose of this study was to examine the COVID-19 fears and psychological well-being of students (n=123) at the Music Education Department of Bursa Uludag University/Turkey in terms of some variables. Data were collected through a questionnaire that consists of the Student Demographic Information Form, the Fear of COVID-19 Scale and the Psychological Well-being Scale. Within the framework of the descriptive survey model, data were analyzed with the Mann Whitney U Test considering the students' gender, the status of their own or a relative having had COVID-19, following the courses face-to-face or online, arrival at the department by public transport, taxi or private vehicle, and the income level change of the students or their families during the pandemic. As for the analysis of psychological well-being and COVID-19 fear regarding being with family, friends or being alone during the pandemic process and the frequency of coming to the department, Kruskal Wallis H was used. In the study, COVID-19 fears of music teacher candidates were found to be slightly below the middle and their psychological well-being mean scores were above the middle. Moreover, significant results in the psychological well-being of the music teacher candidates were obtained regarding accommodation (staying with family/friends or alone) and arrival at the department (by public transportation, taxi or private vehicle). Results for other variables for which no significant results could be obtained were interpreted on the basis of their mean scores and suggestions were made in the light of the results.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41589222","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.6
Erkan Yanarateş
The purpose of this study was to determine the effect of teaching with animation on chemistry achievement and learning persistence on pre-service science teachers studying in the undergraduate program of science teaching. The quasi-experimental model, one of the quantitative research approaches, was used in the study. The pretest-posttest was applied with the experimental control group. Eighty-two pre-service teachers, randomly selected with the appropriate sampling method, participated in the research. The "General Chemistry Achievement Test" developed by Sönmez (2017), which has validity and reliability in the literature, was used as a data collection tool. In addition, to determine the persistence of learning, chemistry achievement test post-test applications were applied again at six-week intervals. The data obtained from the findings was analyzed using descriptive and inferential statistical techniques in the SPSS 23.0 package program. Because the collected data did not have a normal distribution, the research conducted using nonparametric test techniques (Mann Whitney U and Kruskal Wallis) revealed a significant positive difference in favor of the experimental group to which animation was applied. In addition, in terms of gender variables, it has been determined that women have a higher mean than men. In contrast, there was no significant difference in grade level between teacher candidates. Following a six-week persistence test, it was found that there was a significant and positive correlation, ensuring the learning's persistence.
{"title":"The Effect of Animated Teaching on Science Teacher Candidates' Chemistry Achievements and Learning Persistence","authors":"Erkan Yanarateş","doi":"10.29329/epasr.2022.248.6","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.6","url":null,"abstract":"The purpose of this study was to determine the effect of teaching with animation on chemistry achievement and learning persistence on pre-service science teachers studying in the undergraduate program of science teaching. The quasi-experimental model, one of the quantitative research approaches, was used in the study. The pretest-posttest was applied with the experimental control group. Eighty-two pre-service teachers, randomly selected with the appropriate sampling method, participated in the research. The \"General Chemistry Achievement Test\" developed by Sönmez (2017), which has validity and reliability in the literature, was used as a data collection tool. In addition, to determine the persistence of learning, chemistry achievement test post-test applications were applied again at six-week intervals. The data obtained from the findings was analyzed using descriptive and inferential statistical techniques in the SPSS 23.0 package program. Because the collected data did not have a normal distribution, the research conducted using nonparametric test techniques (Mann Whitney U and Kruskal Wallis) revealed a significant positive difference in favor of the experimental group to which animation was applied. In addition, in terms of gender variables, it has been determined that women have a higher mean than men. In contrast, there was no significant difference in grade level between teacher candidates. Following a six-week persistence test, it was found that there was a significant and positive correlation, ensuring the learning's persistence.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44787216","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.13
Mahmut Bozkurt, Fatih Ozturk
The principal objective of this study was to profile qualitative research in social sciences through a comprehensive examination of 10,637 documents. An analysis on how scholars from central/peripheral countries included in the qualitative research citations/publications is presented. Central/peripheral distinction is used to determine the trends in the globalization of qualitative research. With the comprehensive examination, this paper will shed light on the discussion of the patterns of globalization in qualitative research. Science mapping technique among bibliometric methods was employed. This paper is based on studies that published in journals that use the English word/term "qualitative" in their titles. The data for this study encompassed 10,637 documents published between 1995 and 2019 by 16,884 authors. Our findings reveal that qualitative research continue to be mostly North Americaand Europe-centered initiatives. A similar situation is also observed for the most cited publications and the affiliated institutes of their authors. The studies focus primarily on the individuals' self and social experiences, social psychology, and their knowledge, attitude, and behaviors in education. The most cited publications and the institutions with the highest number of publications are all North Americaand Europe-centered. Another finding is that six of every 10 qualitative research are about medical sciences.
{"title":"Qualitative Research in Social Sciences: A Research Profiling Study","authors":"Mahmut Bozkurt, Fatih Ozturk","doi":"10.29329/epasr.2022.248.13","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.13","url":null,"abstract":"The principal objective of this study was to profile qualitative research in social sciences through a comprehensive examination of 10,637 documents. An analysis on how scholars from central/peripheral countries included in the qualitative research citations/publications is presented. Central/peripheral distinction is used to determine the trends in the globalization of qualitative research. With the comprehensive examination, this paper will shed light on the discussion of the patterns of globalization in qualitative research. Science mapping technique among bibliometric methods was employed. This paper is based on studies that published in journals that use the English word/term \"qualitative\" in their titles. The data for this study encompassed 10,637 documents published between 1995 and 2019 by 16,884 authors. Our findings reveal that qualitative research continue to be mostly North Americaand Europe-centered initiatives. A similar situation is also observed for the most cited publications and the affiliated institutes of their authors. The studies focus primarily on the individuals' self and social experiences, social psychology, and their knowledge, attitude, and behaviors in education. The most cited publications and the institutions with the highest number of publications are all North Americaand Europe-centered. Another finding is that six of every 10 qualitative research are about medical sciences.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42250057","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.3
Ali Gökalp, Yusuf Inel
This study aims to examine the empathy skills of secondary school students in terms of some selected variables at the student and school levels. The study group of the research, which was structured as a correlational survey, consisted of 1010 eighth-grade students attending 29 schools selected by random sampling in the province of Uşak during the 2021-2022 school year. The HLM 8 student version was used in the analysis of the data collected via Google Form. 80% of the difference in empathy scores was found to stem from the student-related variables and 20% from the school-level variables. A positive and significant relationship between the number of books read and gender variable and empathy scores was also identified, and it was concluded that as the number of books read by students increased, their empathy scores increased as well, and the girls had higher empathy scores than the boys. In addition, a negative significant relationship was found between the duration of daily internet use and empathy scores. While no significant relationship between school type and empathy was identified, students at secondary schools located in city centers were observed to have higher empathy scores than those located in small towns.
{"title":"An Analysis of Secondary School Students' Empathy Skills in terms of Student- and School-Related Variables","authors":"Ali Gökalp, Yusuf Inel","doi":"10.29329/epasr.2022.248.3","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.3","url":null,"abstract":"This study aims to examine the empathy skills of secondary school students in terms of some selected variables at the student and school levels. The study group of the research, which was structured as a correlational survey, consisted of 1010 eighth-grade students attending 29 schools selected by random sampling in the province of Uşak during the 2021-2022 school year. The HLM 8 student version was used in the analysis of the data collected via Google Form. 80% of the difference in empathy scores was found to stem from the student-related variables and 20% from the school-level variables. A positive and significant relationship between the number of books read and gender variable and empathy scores was also identified, and it was concluded that as the number of books read by students increased, their empathy scores increased as well, and the girls had higher empathy scores than the boys. In addition, a negative significant relationship was found between the duration of daily internet use and empathy scores. While no significant relationship between school type and empathy was identified, students at secondary schools located in city centers were observed to have higher empathy scores than those located in small towns.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45518357","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.10
Derya Yüreğilli Göksu, Yucel Gelişli
The aim of this study is developing a valid and reliable curriculum efficacy perception scale for teachers working with gifted students. Viewing the difference between variables of teachers’gender, field of study, age, seniority in the profession and seniority of working with gifted. The research was carried out with 350 teachers for Exploratory Factor Analysis, 382 for Confirmatory Factor Analysis, and 283 teachers for the analysis of the scale according to variables. As a result of the exploratory factor analysis conducted in the study, it was concluded that 35 items in the scale were gathered under three factors. As a result of the exploratory factor analysis, three factors explained 66.70% of the total variance for the whole scale. The value of the Cronbach Alpha (α) for the whole scale was highly reliable with .972. The findings of the research show that the scale of “Curriculum Efficacy Perception of Teachers Working with Gifted” is valid and reliable. The scale was applied to 283 teachers and viewed in accordance with the variables. It has been revealed that the scale dimensions of the teachers do not differ according to gender, field of study, age, seniority in the profession. However it differs for the subdimensions of seniority of working with gifted.
{"title":"Developing a Curriculum Efficacy Perception Scale for Teachers Educating Gifted Students","authors":"Derya Yüreğilli Göksu, Yucel Gelişli","doi":"10.29329/epasr.2022.248.10","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.10","url":null,"abstract":"The aim of this study is developing a valid and reliable curriculum efficacy perception scale for teachers working with gifted students. Viewing the difference between variables of teachers’gender, field of study, age, seniority in the profession and seniority of working with gifted. The research was carried out with 350 teachers for Exploratory Factor Analysis, 382 for Confirmatory Factor Analysis, and 283 teachers for the analysis of the scale according to variables. As a result of the exploratory factor analysis conducted in the study, it was concluded that 35 items in the scale were gathered under three factors. As a result of the exploratory factor analysis, three factors explained 66.70% of the total variance for the whole scale. The value of the Cronbach Alpha (α) for the whole scale was highly reliable with .972. The findings of the research show that the scale of “Curriculum Efficacy Perception of Teachers Working with Gifted” is valid and reliable. The scale was applied to 283 teachers and viewed in accordance with the variables. It has been revealed that the scale dimensions of the teachers do not differ according to gender, field of study, age, seniority in the profession. However it differs for the subdimensions of seniority of working with gifted.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41661577","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}
Pub Date : 2022-03-01DOI: 10.29329/epasr.2022.248.9
Murat Sami Türker
Mobile learning, which is widely used in educational settings during the COVID-19 pandemic, will continue playing a critical role in learning environments in the future. Since the successful implementation of mobile learning in education is largely based on users' acceptance of these technologies, it is essential to understand the factors affecting learners' acceptance of mobile devices as learning tools. This study investigated Syrian adult refugees' acceptance and use of mobile learning tools. The results revealed that Syrian adult refugees were positive about using mobile devices in learning Turkish as a second/foreign language, and there exists a concrete and significant correlation among all the constructs of the mobile learning tools acceptance like Perceived Ease of Use, Contribution to Foreign Language Learning, Negative Perceptions, and Voluntariness of Use. Factors affecting mobile learning acceptance was also investigated in the study, and the results indicated significant differences among the refugees regarding their characteristics such as age, gender, level of education. The results also revealed that while the refugees did better in the tests over time, mobile learning acceptance had no significant effect on foreign language achievement. Depending on these results, it can be suggested that mobile devices should be integrated into the education system as a component of the curriculum.
{"title":"Syrian Refugees' Acceptance and Use of Mobile Learning Tools During the Covid-19 Pandemic","authors":"Murat Sami Türker","doi":"10.29329/epasr.2022.248.9","DOIUrl":"https://doi.org/10.29329/epasr.2022.248.9","url":null,"abstract":"Mobile learning, which is widely used in educational settings during the COVID-19 pandemic, will continue playing a critical role in learning environments in the future. Since the successful implementation of mobile learning in education is largely based on users' acceptance of these technologies, it is essential to understand the factors affecting learners' acceptance of mobile devices as learning tools. This study investigated Syrian adult refugees' acceptance and use of mobile learning tools. The results revealed that Syrian adult refugees were positive about using mobile devices in learning Turkish as a second/foreign language, and there exists a concrete and significant correlation among all the constructs of the mobile learning tools acceptance like Perceived Ease of Use, Contribution to Foreign Language Learning, Negative Perceptions, and Voluntariness of Use. Factors affecting mobile learning acceptance was also investigated in the study, and the results indicated significant differences among the refugees regarding their characteristics such as age, gender, level of education. The results also revealed that while the refugees did better in the tests over time, mobile learning acceptance had no significant effect on foreign language achievement. Depending on these results, it can be suggested that mobile devices should be integrated into the education system as a component of the curriculum.","PeriodicalId":30135,"journal":{"name":"Educational Policy Analysis and Strategic Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47631599","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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