Pub Date : 2017-02-01DOI: 10.22521/unibulletin.2017.61.1
AINA, Jacob Kola
The study is a quasi-experimental research employing the pretest-posttest design. 52 pre-service teachers from a college of education were sampled with 26 pre-service teachers in both the control group (CG) and experimental group (EG). The instruments used to collect data were Physics Achievement Test (PAT), Peer Instruction Dialogical Argumentation Questionnaire (PIDAQ), and Adopted Physics ConcepTest (APC) for teaching the experimental group. The instruments were validated by experts in science education and physics. The reliability of the PAT, based on a pilot test conducted, shows that the Cronbach’s alpha coefficient is 0.876. The data obtained were analyzed using t-test, Analysis of Covariance (ANCOVA), and descriptive statistics. Findings revealed that the incorporation of DA into PI has an impact on the students’ learning of current electricity. The study considered some implications of the findings on the teaching and learning of physics.
{"title":"An Investigation of Incorporating Dialogical Argumentation into Peer Instruction (PI) for Pre-Service Teacher Learning of Current Electricity","authors":"AINA, Jacob Kola","doi":"10.22521/unibulletin.2017.61.1","DOIUrl":"https://doi.org/10.22521/unibulletin.2017.61.1","url":null,"abstract":"The study is a quasi-experimental research employing the pretest-posttest design. 52 pre-service teachers from a college of education were sampled with 26 pre-service teachers in both the control group (CG) and experimental group (EG). The instruments used to collect data were Physics Achievement Test (PAT), Peer Instruction Dialogical Argumentation Questionnaire (PIDAQ), and Adopted Physics ConcepTest (APC) for teaching the experimental group. The instruments were validated by experts in science education and physics. The reliability of the PAT, based on a pilot test conducted, shows that the Cronbach’s alpha coefficient is 0.876. The data obtained were analyzed using t-test, Analysis of Covariance (ANCOVA), and descriptive statistics. Findings revealed that the incorporation of DA into PI has an impact on the students’ learning of current electricity. The study considered some implications of the findings on the teaching and learning of physics.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"6 1","pages":"7-19"},"PeriodicalIF":0.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68199573","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 : 2017-01-15DOI: 10.22521/unibulletin.2017.61.2
Aycan Cicek Saglam, Murat Aydogmus
The purpose of the current study is to determine the communication competence of school directors working in various secondary schools in the city of Usak, Turkey, in relation to variables on the basis of teachers’ opinions. The population of the study, which employs the descriptive survey model, is comprised of 820 teachers working in 18 secondary schools located in the city of Usak during the 2014-2015 school year. All the schools included in the study were visited and the questionnaire given to teachers who were willing to participate in the study. Of the distributed questionnaires, only 301 were subjected to analysis. The research data were collected by using “Communication Competence Scale for Elementary School Directors” developed by Topluer (2008). The statistical analyses of the collected data were conducted using the SPSS (Statistical Package for Social Sciences) 17.0 program by means of descriptive statistics, t-test, one-way variance analysis (ANOVA) and Tukey significance test. Findings revealed that in general the teachers think that the school directors’ communication competence is high. The school directors’ communication competence for the dimensions of understanding, empathy, social comfort, and support was found to be “mostly” positive. Moreover, it was also concluded that the gender variable has no significant effect on teachers’ opinions about any of the sub-dimensions of directors’ communication competence. However, the teachers’ opinions about the sub-dimension of support were found to vary on the age variable. Older teachers are of the opinion that school directors demonstrate more supportive communication patterns. The number of teachers in a school was also found to significantly affect teachers’ opinions. In terms of the sub-dimensions of understanding empathy and social comfort, with increasing numbers of teachers, the school director’s communication competence in general is evaluated more positively.
{"title":"Secondary School Directors’ Communication Competence on the Basis of Teacher Opinions","authors":"Aycan Cicek Saglam, Murat Aydogmus","doi":"10.22521/unibulletin.2017.61.2","DOIUrl":"https://doi.org/10.22521/unibulletin.2017.61.2","url":null,"abstract":"The purpose of the current study is to determine the communication competence of school directors working in various secondary schools in the city of Usak, Turkey, in relation to variables on the basis of teachers’ opinions. The population of the study, which employs the descriptive survey model, is comprised of 820 teachers working in 18 secondary schools located in the city of Usak during the 2014-2015 school year. All the schools included in the study were visited and the questionnaire given to teachers who were willing to participate in the study. Of the distributed questionnaires, only 301 were subjected to analysis. The research data were collected by using “Communication Competence Scale for Elementary School Directors” developed by Topluer (2008). The statistical analyses of the collected data were conducted using the SPSS (Statistical Package for Social Sciences) 17.0 program by means of descriptive statistics, t-test, one-way variance analysis (ANOVA) and Tukey significance test. Findings revealed that in general the teachers think that the school directors’ communication competence is high. The school directors’ communication competence for the dimensions of understanding, empathy, social comfort, and support was found to be “mostly” positive. Moreover, it was also concluded that the gender variable has no significant effect on teachers’ opinions about any of the sub-dimensions of directors’ communication competence. However, the teachers’ opinions about the sub-dimension of support were found to vary on the age variable. Older teachers are of the opinion that school directors demonstrate more supportive communication patterns. The number of teachers in a school was also found to significantly affect teachers’ opinions. In terms of the sub-dimensions of understanding empathy and social comfort, with increasing numbers of teachers, the school director’s communication competence in general is evaluated more positively.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"6 1","pages":"20-32"},"PeriodicalIF":0.0,"publicationDate":"2017-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49670295","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 : 2017-01-07DOI: 10.22521/UNIBULLETIN.2017.61.9
B. Daba, Fesseha Mulu
The ruling Ethiopia’s People Revolutionary Democratic Front (EPRDF) has adopted a mix of two ideologies called “Democratic Developmental State” (democracy from the dominant west), and Developmental State Ideology (from the east), initially under the leadership of the late Prime Minister, Meles Zenawi. Thus, this desk research paper aims to analyze the adoption of developmental state ideology within the existing federal structure of the state, whether or not it is contradictory to the 1995 Federal Democratic Republic of Ethiopia Constitution, and assess its implication to the autonomy of regional states. Accordingly, the study concludes that the adoption of this ideology amounts to a change of constitution, and state structure from federal to unitary. The state governments would be under a visible shadow of the federal government where the states would serve merely as agents of the federal government, and their autonomy would be degraded significantly.
{"title":"Incorporating ‘‘Democratic Developmental State Ideology’’ into Ethiopia’s Ethnic Federalism – A Contradiction?","authors":"B. Daba, Fesseha Mulu","doi":"10.22521/UNIBULLETIN.2017.61.9","DOIUrl":"https://doi.org/10.22521/UNIBULLETIN.2017.61.9","url":null,"abstract":"The ruling Ethiopia’s People Revolutionary Democratic Front (EPRDF) has adopted a mix of two ideologies called “Democratic Developmental State” (democracy from the dominant west), and Developmental State Ideology (from the east), initially under the leadership of the late Prime Minister, Meles Zenawi. Thus, this desk research paper aims to analyze the adoption of developmental state ideology within the existing federal structure of the state, whether or not it is contradictory to the 1995 Federal Democratic Republic of Ethiopia Constitution, and assess its implication to the autonomy of regional states. Accordingly, the study concludes that the adoption of this ideology amounts to a change of constitution, and state structure from federal to unitary. The state governments would be under a visible shadow of the federal government where the states would serve merely as agents of the federal government, and their autonomy would be degraded significantly.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"6 1","pages":"109-117"},"PeriodicalIF":0.0,"publicationDate":"2017-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68199414","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 : 2017-01-06DOI: 10.22521/UNIBULLETIN.2017.61.10
Elif Iliman Puskulluoglu, Yahya Altınkurt
The purpose of this study is to develop a data collection tool in order to define the levels of teachers’ structural empowerment. The sample of the research consists of teachers of primary, secondary and high schools. For the construct validity, explanatory and confirmatory factor analyses are done. The five-factor structure, emerged as the result of explanatory factor analysis (EFA), is; Participatory DecisionMaking Environment (DM), Accountable Environment (AE), Professional Development Supportive Environment (PD), Facilitative School Environment (FE), and AutonomySupportive Environment (AS). This five-factor structure accounts for 65.01% of the total variance. The scale is comprised of a five-point Likert type 30 items ranging from “1-completely disagree” to “5-completely agree”. The five-factor, 30 item structure emerged at the end of EFA, is also analyzed via confirmatory factor analysis (CFA), and the results show that the scale has good fit (χ/sd= 2.93, RMSEA= .079, NFI= .96, NNFI= .97, CFI= .97, IFI= .97, RMR= .04, SRMR= .05). For the reliability of the scale, item total correlations, Cronbach’s Alpha internal consistency coefficients and item means of the upper and lower 27% groups are examined. Consequently, a psychometrically adequate, valid and reliable data collection tool is developed to assess teachers’ structural empowerment.
{"title":"Development of Teachers’ Structural Empowerment Scale (TSES): A Validity and Reliability Study","authors":"Elif Iliman Puskulluoglu, Yahya Altınkurt","doi":"10.22521/UNIBULLETIN.2017.61.10","DOIUrl":"https://doi.org/10.22521/UNIBULLETIN.2017.61.10","url":null,"abstract":"The purpose of this study is to develop a data collection tool in order to define the levels of teachers’ structural empowerment. The sample of the research consists of teachers of primary, secondary and high schools. For the construct validity, explanatory and confirmatory factor analyses are done. The five-factor structure, emerged as the result of explanatory factor analysis (EFA), is; Participatory DecisionMaking Environment (DM), Accountable Environment (AE), Professional Development Supportive Environment (PD), Facilitative School Environment (FE), and AutonomySupportive Environment (AS). This five-factor structure accounts for 65.01% of the total variance. The scale is comprised of a five-point Likert type 30 items ranging from “1-completely disagree” to “5-completely agree”. The five-factor, 30 item structure emerged at the end of EFA, is also analyzed via confirmatory factor analysis (CFA), and the results show that the scale has good fit (χ/sd= 2.93, RMSEA= .079, NFI= .96, NNFI= .97, CFI= .97, IFI= .97, RMR= .04, SRMR= .05). For the reliability of the scale, item total correlations, Cronbach’s Alpha internal consistency coefficients and item means of the upper and lower 27% groups are examined. Consequently, a psychometrically adequate, valid and reliable data collection tool is developed to assess teachers’ structural empowerment.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"6 1","pages":"118-132"},"PeriodicalIF":0.0,"publicationDate":"2017-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48543185","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 : 2017-01-05DOI: 10.22521/UNIBULLETIN.2017.61.8
Ferhat Karakaya, S. S. Avgin, Mehmet Yılmaz
In this research, it is aimed to determine pre-service science teachers' environment attitude, behavior and perceptions in terms of different variables. In this research, the relational screening model method was used. The study group consists of 265 preservice science teachers from a state university in Turkey. The research was conducted during the fall semester of 2015-2016. In this research, the Environment Attitude Scale (EAS), Environment Behavior Scale (EBS), and Environment Perceptions Scale (EPS) were used. Data were analyzed by using IBM SPSS-21 statistical program. For data analysis, Independent t-test, Mann-Whitney U-test, One-Way Variance Analysis (ANOVA), Tukey significance test and also Correlation Analysis were used. There was no statistically significant difference found in pre-service teachers’ environment attitude, behavior and perceptions in terms of gender and longest-lived place. However, there was a statistically significant difference found in pre-service teachers’ environment attitude, behavior and perceptions in terms of the variables of having an environment lesson, education department and grade level. There was a positive middle relationship between environmental literacy components and environment attitude behavior, and a positive weak relationship between environment attitudeperceptions.
{"title":"Environmental Literacy Dimensions of Pre-Service Teachers","authors":"Ferhat Karakaya, S. S. Avgin, Mehmet Yılmaz","doi":"10.22521/UNIBULLETIN.2017.61.8","DOIUrl":"https://doi.org/10.22521/UNIBULLETIN.2017.61.8","url":null,"abstract":"In this research, it is aimed to determine pre-service science teachers' environment attitude, behavior and perceptions in terms of different variables. In this research, the relational screening model method was used. The study group consists of 265 preservice science teachers from a state university in Turkey. The research was conducted during the fall semester of 2015-2016. In this research, the Environment Attitude Scale (EAS), Environment Behavior Scale (EBS), and Environment Perceptions Scale (EPS) were used. Data were analyzed by using IBM SPSS-21 statistical program. For data analysis, Independent t-test, Mann-Whitney U-test, One-Way Variance Analysis (ANOVA), Tukey significance test and also Correlation Analysis were used. There was no statistically significant difference found in pre-service teachers’ environment attitude, behavior and perceptions in terms of gender and longest-lived place. However, there was a statistically significant difference found in pre-service teachers’ environment attitude, behavior and perceptions in terms of the variables of having an environment lesson, education department and grade level. There was a positive middle relationship between environmental literacy components and environment attitude behavior, and a positive weak relationship between environment attitudeperceptions.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"6 1","pages":"95-108"},"PeriodicalIF":0.0,"publicationDate":"2017-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68199353","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 : 2016-10-17DOI: 10.22521/UNIBULLETIN.2016.512.3
I. Haris
The commitment of the Indonesian Government to improve the quality of education over the last decade has continued to pose a serious challenge to all stakeholders in the education system. One of the strategic approaches to improving education quality is through the employment of capacity building activities. This paper deals with capacity building activities for educational stakeholders in Kabupaten Sikka, Nusa Tenggara Timur Indonesia during the implementation of the Nusa Tenggara Timur Partnership Education Program (NTT PEP). Specifically, attention will be on the capacity building activities for education stakeholders such as school principals, school supervisors, Dinas Pendidikan (District Education Office) staff, and school committee members in Kabupaten Sikka. Efforts will focus on how the capacity building activities have affected the performance of the schools in Kabupaten Sikka and how this has also been reflected in the level of improvement of education in Indonesia. Finally, what can be learned from the capacity building activities in Kabupaten Sikka will be highlighted.
{"title":"Capacity Building Activities for Educational Stakeholders for Improving the Quality of Education","authors":"I. Haris","doi":"10.22521/UNIBULLETIN.2016.512.3","DOIUrl":"https://doi.org/10.22521/UNIBULLETIN.2016.512.3","url":null,"abstract":"The commitment of the Indonesian Government to improve the quality of education over the last decade has continued to pose a serious challenge to all stakeholders in the education system. One of the strategic approaches to improving education quality is through the employment of capacity building activities. This paper deals with capacity building activities for educational stakeholders in Kabupaten Sikka, Nusa Tenggara Timur Indonesia during the implementation of the Nusa Tenggara Timur Partnership Education Program (NTT PEP). Specifically, attention will be on the capacity building activities for education stakeholders such as school principals, school supervisors, Dinas Pendidikan (District Education Office) staff, and school committee members in Kabupaten Sikka. Efforts will focus on how the capacity building activities have affected the performance of the schools in Kabupaten Sikka and how this has also been reflected in the level of improvement of education in Indonesia. Finally, what can be learned from the capacity building activities in Kabupaten Sikka will be highlighted.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"5 1","pages":"26-37"},"PeriodicalIF":0.0,"publicationDate":"2016-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68199505","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 : 2016-09-06DOI: 10.22521/UNIBULLETIN.2016.512.4
F. Korkmaz, Serkan Ünsal
Development plans are documents that cover a country’s future predictions on different fields such as health, education, agriculture, and industry. They also state what public and private sectors do and what they need to do in the future, as official papers including governments’ predictions on the country’s future, development plans may be affected by different ideologies. Like many other developing countries, Turkey has started to be affected by neoliberalism since the 1980s. How can this affect be seen in the development plans? On which clauses in the development plans can the reflection of neoliberalism be explicitly or implicitly observed? Which term and principles related to neoliberalism take place in which clauses within the development plan? Within the scope of stated problems, Turkey’s Ninth Development Plan is analyzed and discussed in this study. The current study applied documentary analysis, one of the qualitative research designs. As a result, some clauses of the Ninth Development Plan have been determined to be closely related with education and the economy. It has also been found that almost all clauses related to education in the development plan include some neoliberalism associated terms such as workforce, employment, and workforce competence.
{"title":"Reflections of Neoliberal Perspective on Education in the Ninth Development Plan","authors":"F. Korkmaz, Serkan Ünsal","doi":"10.22521/UNIBULLETIN.2016.512.4","DOIUrl":"https://doi.org/10.22521/UNIBULLETIN.2016.512.4","url":null,"abstract":"Development plans are documents that cover a country’s future predictions on different fields such as health, education, agriculture, and industry. They also state what public and private sectors do and what they need to do in the future, as official papers including governments’ predictions on the country’s future, development plans may be affected by different ideologies. Like many other developing countries, Turkey has started to be affected by neoliberalism since the 1980s. How can this affect be seen in the development plans? On which clauses in the development plans can the reflection of neoliberalism be explicitly or implicitly observed? Which term and principles related to neoliberalism take place in which clauses within the development plan? Within the scope of stated problems, Turkey’s Ninth Development Plan is analyzed and discussed in this study. The current study applied documentary analysis, one of the qualitative research designs. As a result, some clauses of the Ninth Development Plan have been determined to be closely related with education and the economy. It has also been found that almost all clauses related to education in the development plan include some neoliberalism associated terms such as workforce, employment, and workforce competence.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"5 1","pages":"38-52"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68199516","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 : 2016-08-10DOI: 10.22521/UNIBULLETIN.2016.512.6
Reyhan Ağçam, M. P. Babanoğlu
Assessment is any of a variety of procedures used to obtain information about student performance (Linn & Gronlund, 2000, p. 32). As reported by Pellegrino, Chudowsky, and Glaser (2001), it provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services. Related research on language testing and assessment in foreign language education, which is one of the most controversial issues in Turkey, have been carried out with a focus on perspectives of teachers rather than the students who obviously play the leading role in the process. Hence, the current study is primarily motivated to explore the perceptions of students on foreign language assessment in higher education in Turkey. A total of 103 undergraduate students attending an English Language Preparatory Program at a state university in Turkey took part in the study. They were assigned a questionnaire consisting of openand closed-ended items to reveal their perceptions on the applications of language assessment in higher education (e.g. core language skills, assessment types employed in testing foreign language development, and types of questions used in the tests throughout an academic year). The findings have demonstrated that most participants found assessment necessary in their foreign language education, and that speaking and listening are considered the most important skills, while grammar and reading are regarded as the least important. As for question types, Selected Response Items (e.g. Matching, MC, Odd-one-out, and T-F) have revealed the most-favored by students in comparison to the Constructed Response Items (e.g. Sentence Completion, WhQuestions, and etc.) and Personal Response items (e.g. writing a paragraph), which might be attributed to the less challenging and demanding structure of the selected response items. The study concludes with a few pedagogical implications on language assessment in higher education, and suggestions for further directions.
评估是用于获取学生表现信息的各种程序中的任何一种(Linn & Gronlund, 2000, p. 32)。正如Pellegrino、Chudowsky和Glaser(2001)所报道的那样，它向学生、教育者、家长、政策制定者和公众提供了关于教育服务有效性的反馈。在土耳其，外语教育中的语言测试与评价是一个最具争议的问题，但相关研究的重点是教师的观点，而不是在这一过程中明显起主导作用的学生的观点。因此，本研究的主要目的是探讨土耳其高等教育中学生对外语评估的看法。共有103名就读于土耳其一所州立大学英语预备课程的本科生参与了这项研究。他们被分配了一份由开放式和封闭式项目组成的问卷，以揭示他们对高等教育中语言评估应用的看法(例如，核心语言技能、测试外语发展所采用的评估类型以及整个学年测试中使用的问题类型)。调查结果表明，大多数参与者认为评估在他们的外语教育中是必要的，口语和听力被认为是最重要的技能，而语法和阅读被认为是最不重要的。在题型方面，选择题型(如Matching、MC、Odd-one-out、T-F)比构造题型(如Sentence Completion、WhQuestions等)和个人题型(如writing a paragraph)更受学生青睐，这可能是由于选择题型的结构不那么具有挑战性和要求。本研究总结了高等教育语言评估的教学意义，并对未来的发展方向提出了建议。
{"title":"Students’ Perceptions of Language Testing and Assessment in Higher Education","authors":"Reyhan Ağçam, M. P. Babanoğlu","doi":"10.22521/UNIBULLETIN.2016.512.6","DOIUrl":"https://doi.org/10.22521/UNIBULLETIN.2016.512.6","url":null,"abstract":"Assessment is any of a variety of procedures used to obtain information about student performance (Linn & Gronlund, 2000, p. 32). As reported by Pellegrino, Chudowsky, and Glaser (2001), it provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services. Related research on language testing and assessment in foreign language education, which is one of the most controversial issues in Turkey, have been carried out with a focus on perspectives of teachers rather than the students who obviously play the leading role in the process. Hence, the current study is primarily motivated to explore the perceptions of students on foreign language assessment in higher education in Turkey. A total of 103 undergraduate students attending an English Language Preparatory Program at a state university in Turkey took part in the study. They were assigned a questionnaire consisting of openand closed-ended items to reveal their perceptions on the applications of language assessment in higher education (e.g. core language skills, assessment types employed in testing foreign language development, and types of questions used in the tests throughout an academic year). The findings have demonstrated that most participants found assessment necessary in their foreign language education, and that speaking and listening are considered the most important skills, while grammar and reading are regarded as the least important. As for question types, Selected Response Items (e.g. Matching, MC, Odd-one-out, and T-F) have revealed the most-favored by students in comparison to the Constructed Response Items (e.g. Sentence Completion, WhQuestions, and etc.) and Personal Response items (e.g. writing a paragraph), which might be attributed to the less challenging and demanding structure of the selected response items. The study concludes with a few pedagogical implications on language assessment in higher education, and suggestions for further directions.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"5 1","pages":"66-77"},"PeriodicalIF":0.0,"publicationDate":"2016-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68199555","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 : 2016-06-06DOI: 10.22521/UNIBULLETIN.2016.512.2
Monika Raghuvanshi
Attitude is a psychological variable that contains positive or negative evaluation about people or an environment. The growing generation possesses learning skills, so if positive attitude is inculcated at the right age, it might therefore become habitual. Students in the age group 14-20 years from the city of Bikaner, India, are the target population for this study. An inventory of 30Likert-type scale statements was prepared in order to measure attitude towards the environment and matters related to conservation. The primary data is collected though a structured questionnaire, using cluster sampling technique and analyzed using the IBM SPSS 23 statistical tool. Factor analysis is used to reduce 30 variables to a smaller number of more identifiable groups of variables. Results show that students “need more regulation and voluntary participation to protect the environment”, “need conservation of water and electricity”, “are concerned for undue wastage of water”, “need visible actions to protect the environment”, “need strengthening of the public transport system”, “are a little bit ignorant about the consequences of global warming”, “want prevention of water pollution by industries”, “need changing of personal habits to protect the environment”, and “don’t have firsthand experience of global warming”. Analysis revealed that nine factors obtained could explain about 58.5% variance in the attitude of secondary school students towards the environment in the city of Bikaner, India. The remaining 39.6% variance is attributed to other elements not explained by this analysis. A global campaign for improvement in attitude about environmental issues and its utility in daily lives may boost positive youth attitudes, potentially impacting worldwide. A cross-disciplinary approach may be developed by teaching along with other related disciplines such as science, economics, and social studies etc.
{"title":"Attitude Exploration Using Factor Analysis Technique","authors":"Monika Raghuvanshi","doi":"10.22521/UNIBULLETIN.2016.512.2","DOIUrl":"https://doi.org/10.22521/UNIBULLETIN.2016.512.2","url":null,"abstract":"Attitude is a psychological variable that contains positive or negative evaluation about people or an environment. The growing generation possesses learning skills, so if positive attitude is inculcated at the right age, it might therefore become habitual. Students in the age group 14-20 years from the city of Bikaner, India, are the target population for this study. An inventory of 30Likert-type scale statements was prepared in order to measure attitude towards the environment and matters related to conservation. The primary data is collected though a structured questionnaire, using cluster sampling technique and analyzed using the IBM SPSS 23 statistical tool. Factor analysis is used to reduce 30 variables to a smaller number of more identifiable groups of variables. Results show that students “need more regulation and voluntary participation to protect the environment”, “need conservation of water and electricity”, “are concerned for undue wastage of water”, “need visible actions to protect the environment”, “need strengthening of the public transport system”, “are a little bit ignorant about the consequences of global warming”, “want prevention of water pollution by industries”, “need changing of personal habits to protect the environment”, and “don’t have firsthand experience of global warming”. Analysis revealed that nine factors obtained could explain about 58.5% variance in the attitude of secondary school students towards the environment in the city of Bikaner, India. The remaining 39.6% variance is attributed to other elements not explained by this analysis. A global campaign for improvement in attitude about environmental issues and its utility in daily lives may boost positive youth attitudes, potentially impacting worldwide. A cross-disciplinary approach may be developed by teaching along with other related disciplines such as science, economics, and social studies etc.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"5 1","pages":"13-25"},"PeriodicalIF":0.0,"publicationDate":"2016-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68199454","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 : 2015-12-30DOI: 10.12973/UNIBULLETIN.312.2
S. Şahin
In today’s education world, the fact that students and teachers have high self-efficacy perception ensures that their education life is more efficient. This study aimed to investigate self-efficacy levels of student candidates who received geography education in Social Sciences Teaching and Geography Teaching at the Geography Departments of Faculties of Science and Arts toward geography learning areas in the curriculum. Geography self-efficacy scale and a demographic information form were applied to the participants. As data were not normally distributed, non-parametric Whitney and Kruskal-Wallis tests were used to compare geography self-efficacy levels among the variables. Research findings revealed that male students’ geography selfefficacy levels were higher. In addition, a statistically significant difference was found between the geography self-efficacy levels in the different departments where geography education has been lectured, and these results are discussed in light of the relevant literature.
{"title":"Comparison of Geography Self-Efficacy Levels of Students Taking Geography Course","authors":"S. Şahin","doi":"10.12973/UNIBULLETIN.312.2","DOIUrl":"https://doi.org/10.12973/UNIBULLETIN.312.2","url":null,"abstract":"In today’s education world, the fact that students and teachers have high self-efficacy perception ensures that their education life is more efficient. This study aimed to investigate self-efficacy levels of student candidates who received geography education in Social Sciences Teaching and Geography Teaching at the Geography Departments of Faculties of Science and Arts toward geography learning areas in the curriculum. Geography self-efficacy scale and a demographic information form were applied to the participants. As data were not normally distributed, non-parametric Whitney and Kruskal-Wallis tests were used to compare geography self-efficacy levels among the variables. Research findings revealed that male students’ geography selfefficacy levels were higher. In addition, a statistically significant difference was found between the geography self-efficacy levels in the different departments where geography education has been lectured, and these results are discussed in light of the relevant literature.","PeriodicalId":31152,"journal":{"name":"Universitepark Bulten","volume":"3 1","pages":"19-27"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66336388","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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