This study is aimed to explore the views of classroom teachers who have inclusive students in their classrooms on IEP preparation, implementation and evaluation in mathematics lessons. The research was designed with the case study method, one of the qualitative research methods. The participant group of the study consisted of 22 classroom teachers with inclusive students in their classrooms. The research data were collected face-to-face in the second semester of the 2022-2023 academic year through a semi-structured interview form. The content analysis method was used to analyze the collected data. As a result of the content analysis, the data obtained were organized and interpreted under the themes of IEP preparation, implementation, and evaluation in mathematics lessons. As a result of the research, it was determined that classroom teachers could not find appropriate and sufficient materials and could not get expert support in the process of IEP implementation in mathematics courses. In addition, it was found that classroom teachers were inadequate in monitoring and evaluating the IEP in mathematics and used non-standard measurement and evaluation tools. It can be said that experimental studies are needed to assess whether or not the IEP preparation, implementation, and evaluation process improves students' achievement in mathematics.
{"title":"Primary school mathematics course, individualized education program, classroom teachers, monitoring and evaluation","authors":"Tunahan FİLİZ","doi":"10.55236/tuara.1353213","DOIUrl":"https://doi.org/10.55236/tuara.1353213","url":null,"abstract":"This study is aimed to explore the views of classroom teachers who have inclusive students in their classrooms on IEP preparation, implementation and evaluation in mathematics lessons. The research was designed with the case study method, one of the qualitative research methods. The participant group of the study consisted of 22 classroom teachers with inclusive students in their classrooms. The research data were collected face-to-face in the second semester of the 2022-2023 academic year through a semi-structured interview form. The content analysis method was used to analyze the collected data. As a result of the content analysis, the data obtained were organized and interpreted under the themes of IEP preparation, implementation, and evaluation in mathematics lessons. As a result of the research, it was determined that classroom teachers could not find appropriate and sufficient materials and could not get expert support in the process of IEP implementation in mathematics courses. In addition, it was found that classroom teachers were inadequate in monitoring and evaluating the IEP in mathematics and used non-standard measurement and evaluation tools. It can be said that experimental studies are needed to assess whether or not the IEP preparation, implementation, and evaluation process improves students' achievement in mathematics.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135917798","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 secondary school mathematics teachers’ orchestration types specific to their dynamic geometry software-based emergency remote teaching. The theoretical lens of the study is instrumental orchestration in which teachers’ teaching styles with the use of technological tools are defined as orchestration types. The study was designed as a case study whose participants were two secondary school mathematics teachers (Faruk and Ela) experienced in the use of dynamic geometry software in their face-to-face teaching processes. Semi-structured interviews and observations were performed in order to collect the data in the study. The collected data were analyzed through qualitative content analysis method. The results of the study reveal that the teachers developed two new orchestration types during the emergency remote teaching process While Faruk developed the Teacher-in-sherpa-role orchestration in which the teacher performed the operations asked by the students; both teachers performed the Screen-as-board in which they used virtual pen to draw auxiliary lines, place marks and take notes on the screen. In addition, Ela adapted the Monitor-and-guide orchestration into her teaching process, in which a student-monitoring system regarding dynamic geometry activities played an essential role. The results show that various orchestration types identified in the literature do not occur in the remote teaching processes due to their characteristics regarding the physical classroom environment. It is suggested that further studies focus to examine the orchestration types developed by mathematics teachers in the post-pandemic remote teaching processes.
{"title":"Matematik Öğretmenlerinin Dinamik Geometri Yazılımı Temelli Acil Uzaktan Öğretim Sürecine Özgü Orkestrasyon Tiplerinin İncelenmesi","authors":"Mustafa DEĞERLİ, Candaş UYGAN","doi":"10.55236/tuara.1352767","DOIUrl":"https://doi.org/10.55236/tuara.1352767","url":null,"abstract":"The aim of this study is to examine secondary school mathematics teachers’ orchestration types specific to their dynamic geometry software-based emergency remote teaching. The theoretical lens of the study is instrumental orchestration in which teachers’ teaching styles with the use of technological tools are defined as orchestration types. The study was designed as a case study whose participants were two secondary school mathematics teachers (Faruk and Ela) experienced in the use of dynamic geometry software in their face-to-face teaching processes. Semi-structured interviews and observations were performed in order to collect the data in the study. The collected data were analyzed through qualitative content analysis method. The results of the study reveal that the teachers developed two new orchestration types during the emergency remote teaching process While Faruk developed the Teacher-in-sherpa-role orchestration in which the teacher performed the operations asked by the students; both teachers performed the Screen-as-board in which they used virtual pen to draw auxiliary lines, place marks and take notes on the screen. In addition, Ela adapted the Monitor-and-guide orchestration into her teaching process, in which a student-monitoring system regarding dynamic geometry activities played an essential role. The results show that various orchestration types identified in the literature do not occur in the remote teaching processes due to their characteristics regarding the physical classroom environment. It is suggested that further studies focus to examine the orchestration types developed by mathematics teachers in the post-pandemic remote teaching processes.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858428","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 is a research conducted by using the document analysis technique, one of the qualitative research methods, in order to examine women thinkers who have contributed to curriculum studies in sociological, psychological or philosophical terms by revealing the place of women in education throughout history. Although there are many scientists who have contributed to the field of educational programs, nine women who are considered to have contributed the most are included in the research. These women are Hypatia, Mary Wollstonecraft, Jane Addams, Maria Montessori, Melanie Klein, Hilda Taba, Nel Noddings, Jane Roland Martin and Fatma Varış from Turkey. As a result of the research, the following results emerged. Although there are women who have contributed to education programs, their number is not very high in the history of education. This is due to the fact that women's rights to education were taken away from them or that women's actions and thoughts are considered insignificant in historiography. It is also a fact that their work is often overshadowed. Nevertheless, the research shows that these women scientists have carried out important studies in many fields such as learning processes, curriculum development and teaching methods. Hypatia's experimental-based understanding of education pioneered the creation of content. Mary Wollstonecraft's views on the importance of individual development and physical activities in education were included in the programs. Addams' experimental studies, the idea that these experiments should go from concrete to abstract and that students should establish activities with each other have been guiding the development of educational programs. The Montessori method continues to be applied in many schools. Her ideas contribute to the determination of materials in the preparation of programs. Klein's developmental stages have guided the design of parent programs and the content of the programs. Taba's curriculum development model, which adopts an inductive approach and consists of eight stages, is still used in curriculum development studies today. Noddings' views were utilized in determining the aims of education and paved the way for raising more democratic and tolerant individuals. Martin's ideas have been useful in making education programs emphasize the equality of women and men in education. While Varış's curriculum stages and his emphasis on this subject are still used in curriculum development studies today, she has also been a pioneer with his egalitarian and secular views.
{"title":"AN EXAMINATION OF WOMEN THINKERS WHO HAVE CONTRIBUTED SOCIOLOGICALLY, PSYCHOLOGICALLY OR PHILOSOPHICALLY TO EDUCATIONAL PROGRAMS FROM A FEMINIST PERSPECTIVE","authors":"Hilal Altintaş, Zeynep Demi̇rtaş, Ö. F. Vural","doi":"10.55236/tuara.1328263","DOIUrl":"https://doi.org/10.55236/tuara.1328263","url":null,"abstract":"This study is a research conducted by using the document analysis technique, one of the qualitative research methods, in order to examine women thinkers who have contributed to curriculum studies in sociological, psychological or philosophical terms by revealing the place of women in education throughout history. Although there are many scientists who have contributed to the field of educational programs, nine women who are considered to have contributed the most are included in the research. These women are Hypatia, Mary Wollstonecraft, Jane Addams, Maria Montessori, Melanie Klein, Hilda Taba, Nel Noddings, Jane Roland Martin and Fatma Varış from Turkey. As a result of the research, the following results emerged. Although there are women who have contributed to education programs, their number is not very high in the history of education. This is due to the fact that women's rights to education were taken away from them or that women's actions and thoughts are considered insignificant in historiography. It is also a fact that their work is often overshadowed. Nevertheless, the research shows that these women scientists have carried out important studies in many fields such as learning processes, curriculum development and teaching methods. Hypatia's experimental-based understanding of education pioneered the creation of content. Mary Wollstonecraft's views on the importance of individual development and physical activities in education were included in the programs. Addams' experimental studies, the idea that these experiments should go from concrete to abstract and that students should establish activities with each other have been guiding the development of educational programs. The Montessori method continues to be applied in many schools. Her ideas contribute to the determination of materials in the preparation of programs. Klein's developmental stages have guided the design of parent programs and the content of the programs. Taba's curriculum development model, which adopts an inductive approach and consists of eight stages, is still used in curriculum development studies today. Noddings' views were utilized in determining the aims of education and paved the way for raising more democratic and tolerant individuals. Martin's ideas have been useful in making education programs emphasize the equality of women and men in education. While Varış's curriculum stages and his emphasis on this subject are still used in curriculum development studies today, she has also been a pioneer with his egalitarian and secular views.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125766601","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}
Literary texts help the social structure to be understood and be commented on. We can find the interest of the individual and the society not only in the fictional texts like novels and stories but also in memoirs. Compared to novels and stories, memoirs can even be more plausible in the contexts of place, time and person. They present the relevant time, event or person more realistically and in a detailed way. Literary works will be studied in this research with aim of understanding the social structure and life style from the perspective of women's education places. Different spaces can be found in the Ottoman Empire where knowledge-sharing and communication web exist. Coffee-houses, mosques, public baths, picnic areas, beer-houses can be the examples for these spaces. If we touch upon these spaces from the perspective of women in detail, it would be true to say that educational spaces take the forefront in knowledge sharing. In this study, women’s education centers in the Ottoman Empire are examined through novels and memoirs. The spaces of women’s education in Müfide Ferti Tek’s novels “Aydemir” and “Pervaneler" (Moths) and Halide Edip Adıvar’s memoir “Mor Salkımlı Ev” (The House with Purple Wisteria) are touched upon in the research. This article is a qualitative study in terms of its methods.
文学文本有助于理解和评论社会结构。我们不仅可以在小说和故事等虚构文本中找到个人和社会的兴趣，也可以在回忆录中找到。与小说和故事相比，回忆录甚至可以在地点、时间和人物的背景下更可信。他们以更真实、更详细的方式呈现相关的时间、事件或人物。本研究将以文学作品为研究对象，从女性受教育地的角度来了解当时的社会结构和生活方式。在知识共享和交流网络存在的奥斯曼帝国，可以找到不同的空间。咖啡馆、清真寺、公共浴室、野餐区、啤酒屋都可以作为这些空间的例子。如果我们从女性的角度详细探讨这些空间，那么教育空间在知识共享方面走在了前列。在本研究中，通过小说和回忆录考察了奥斯曼帝国的妇女教育中心。研究涉及到fide Ferti Tek的小说《Aydemir》和《Pervaneler》(飞蛾)以及Halide Edip Adıvar的回忆录《Mor Salkımlı Ev》(The House with Purple Wisteria)中的女性教育空间。本文在方法上是一种定性研究。
{"title":"OSMANLI DEVLETİ’NDE KADIN EĞİTİM MEKÂNLARININ ROMANLAR ÜZERİNDEN ANALİZİ","authors":"Ayşegül Yıldırım","doi":"10.55236/tuara.1232290","DOIUrl":"https://doi.org/10.55236/tuara.1232290","url":null,"abstract":"Literary texts help the social structure to be understood and be commented on. We can find the interest of the individual and the society not only in the fictional texts like novels and stories but also in memoirs. Compared to novels and stories, memoirs can even be more plausible in the contexts of place, time and person. They present the relevant time, event or person more realistically and in a detailed way. Literary works will be studied in this research with aim of understanding the social structure and life style from the perspective of women's education places. Different spaces can be found in the Ottoman Empire where knowledge-sharing and communication web exist. Coffee-houses, mosques, public baths, picnic areas, beer-houses can be the examples for these spaces. If we touch upon these spaces from the perspective of women in detail, it would be true to say that educational spaces take the forefront in knowledge sharing. In this study, women’s education centers in the Ottoman Empire are examined through novels and memoirs. The spaces of women’s education in Müfide Ferti Tek’s novels “Aydemir” and “Pervaneler\" (Moths) and Halide Edip Adıvar’s memoir “Mor Salkımlı Ev” (The House with Purple Wisteria) are touched upon in the research. This article is a qualitative study in terms of its methods.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125275920","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 study is a quasi experimental research that sought to find out if using Numbered Heads Together (NHT) cooperative instructional strategy can foster (enhance) students interest in learning biology.
{"title":"Fostering Secondary School Students' interest in Biology Using Numbered Heads Together Cooperative Instructional Strategy","authors":"I. Nwuba","doi":"10.55236/tuara.1136342","DOIUrl":"https://doi.org/10.55236/tuara.1136342","url":null,"abstract":"The study is a quasi experimental research that sought to find out if using Numbered Heads Together (NHT) cooperative instructional strategy can foster (enhance) students interest in learning biology.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132326463","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 investigated leader-member exchange (LMX) and abusive supervision (AbS) as predictors of psychological well-being (PWB) among bankers. Participants were 299 bank employees consisting of hundred and thirty (130) males (40.5%) and one hundred and sixty-nine (169) female (59.5%). Their ages ranged from 26-54years with a mean age of 40.5 and a standard deviation of 8.51. The study adopted correlation design and multiple regression statistics to analyze the data from structured questionnaires administered to 320 bankers selected from randomly selected banks in Awka South Local Government Area. Psychological well-being scale, Leader-member exchange scale, and Abusive supervision scale were used as instruments for data collection. Three hypotheses were tested anchored on psychodynamic theory to explain the relationship among variables under study. The results revealed that the first hypothesis confirmed LMX significantly predicted PWB at R2 = .156 (15.6%), F (16.41) = .001 p
本研究考察了领导-成员交换(LMX)和滥用监管(AbS)对银行家心理健康(PWB)的预测作用。参与者是299名银行员工，包括130名男性(40.5%)和169名女性(59.5%)。年龄26 ~ 54岁，平均年龄40.5岁，标准差8.51岁。本研究采用相关设计和多元回归统计的方法，对在Awka南部地方政府区域内随机抽取的320名银行从业人员进行结构化问卷调查。采用心理健康量表、领导-成员交换量表和虐待监督量表作为数据收集工具。在心理动力学理论的基础上测试了三个假设，以解释所研究的变量之间的关系。结果显示，第一个假设证实LMX显著预测PWB, R2 = .156 (15.6%)， F (16.41) = .001 p
{"title":"LEADER-MEMBER EXCHANGE AND ABUSIVE SUPERVISION AS PREDICTORS OF PSYCHOLOGICAL WELL-BEING AMONG BANK WORKERS IN AWKA SOUTH LOCAL GOVERNMENT AREA","authors":"Chukwuemeka Etodike","doi":"10.55236/tuara.1143977","DOIUrl":"https://doi.org/10.55236/tuara.1143977","url":null,"abstract":"This study investigated leader-member exchange (LMX) and abusive supervision (AbS) as predictors of psychological well-being (PWB) among bankers. Participants were 299 bank employees consisting of hundred and thirty (130) males (40.5%) and one hundred and sixty-nine (169) female (59.5%). Their ages ranged from 26-54years with a mean age of 40.5 and a standard deviation of 8.51. The study adopted correlation design and multiple regression statistics to analyze the data from structured questionnaires administered to 320 bankers selected from randomly selected banks in Awka South Local Government Area. Psychological well-being scale, Leader-member exchange scale, and Abusive supervision scale were used as instruments for data collection. Three hypotheses were tested anchored on psychodynamic theory to explain the relationship among variables under study. The results revealed that the first hypothesis confirmed LMX significantly predicted PWB at R2 = .156 (15.6%), F (16.41) = .001 p","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122565006","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}
A. Arfandi, Celia Tri Pristya Devi̇tha, Fiskia Rera Baharuddin, P. Purnamawati, Abdul Muis Mappalotteng
This study aims to describe and compare the competency and performance of productive teachers at Public Vocational High Schools in Kendari City. This research is a comparative descriptive quantitative study with descriptive statistical analysis and Kruskal-Wallis analysis for the comparative test. The number of samples was as many as 123 people who were determined using a purposive sampling technique based on certain criteria. The results of the study showed that there is no significant difference in the average competency of teachers based on certification, while there is a significant difference in the average performance of teachers based on certification, where teachers who have been certified through the PPG program have the highest average. The group of teachers who had been certified through the PLPG program had the second-highest average rank, while productive teachers who had not been certified had the lowest average competency. Furthermore, there is no significant difference in the average competency and performance of teachers based on tenure categories. Teachers with a working tenure of 0 to 15 years have a higher average performance than teachers with a working tenure of 16 to 25 years. Teachers with a working tenure of 26 to 40 years have the highest average performance.
{"title":"COMPETENCY AND PERFORMANCE OF CERTIFIED PRODUCTIVE TEACHERS OF VOCATIONAL HIGH SCHOOL","authors":"A. Arfandi, Celia Tri Pristya Devi̇tha, Fiskia Rera Baharuddin, P. Purnamawati, Abdul Muis Mappalotteng","doi":"10.55236/tuara.1078330","DOIUrl":"https://doi.org/10.55236/tuara.1078330","url":null,"abstract":"This study aims to describe and compare the competency and performance of productive teachers at Public Vocational High Schools in Kendari City. This research is a comparative descriptive quantitative study with descriptive statistical analysis and Kruskal-Wallis analysis for the comparative test. The number of samples was as many as 123 people who were determined using a purposive sampling technique based on certain criteria. The results of the study showed that there is no significant difference in the average competency of teachers based on certification, while there is a significant difference in the average performance of teachers based on certification, where teachers who have been certified through the PPG program have the highest average. The group of teachers who had been certified through the PLPG program had the second-highest average rank, while productive teachers who had not been certified had the lowest average competency. Furthermore, there is no significant difference in the average competency and performance of teachers based on tenure categories. Teachers with a working tenure of 0 to 15 years have a higher average performance than teachers with a working tenure of 16 to 25 years. Teachers with a working tenure of 26 to 40 years have the highest average performance.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123281319","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}
Despite the importance of introductory technology as vocational subjects and the basis of STEM education, students’ interest in the subject is not encouraging as many students have erroneous conception of the subject. Given this situation, this study investigated the self-esteem and self-efficacy as determinants of students’ interest introductory technology. Anchored on social cognitive theory, the study adopted a factorial design and 2-Way analysis of variance as design and statistical tool to examine the effects of self-esteem and self-efficacy on students’ interests in Introductory Technology. The sample of this study consist of 478 junior secondary II students (221 males, 257 females) whose ages ranged from 11 to 15yrs with a mean age of 12.50years and standard deviation of 1.20. Multi-stage sampling method was used in selecting the sample for the study. Data were collected with Interest Scale, Index of self-esteem scale and Self-efficacy scale. The result revealed that the observed mean difference in the students’ interest in Introductory Technology among students with high and low self-esteem was significant at F(3, 478) = 15.9, p < .05. Also, the mean difference in the students’ interest in Introductory Technology among students with high and low self-efficacy was significant at F(3, 478) = 12.0, p < .05. Equally findings revealed that there is interaction effect between self-esteem and self-efficacy on students’ interest in Introductory Technology at F(3, 478) = 7.5, p < .05. Findings imply that that self-esteem and self-efficacy impacted students’ interest in introductory technology subject. It is recommended that school management consider adoption of extra-curricular activities aimed at improving social skill competence of students to enhance students’ self-esteem and self-efficacy.
尽管入门技术作为职业学科和STEM教育的基础很重要，但由于许多学生对这门学科有错误的概念，学生对这门学科的兴趣并不令人鼓舞。在此背景下，本研究探讨了自尊和自我效能感作为学生兴趣介绍技术的决定因素。本研究以社会认知理论为基础，采用因子设计和双向方差分析作为设计和统计工具，考察自尊和自我效能感对学生技术导论兴趣的影响。本研究样本为初二学生478人，其中男221人，女257人，年龄11 ~ 15岁，平均年龄12.50岁，标准差1.20。采用多阶段抽样方法选择研究样本。采用兴趣量表、自尊指数量表和自我效能量表进行数据采集。结果显示，高自尊学生和低自尊学生对入门技术兴趣的平均差异显著(F(3,478) = 15.9, p < 0.05)。高、低自我效能学生对入门技术兴趣的平均差异有显著性，F(3,478) = 12.0, p < 0.05。自尊和自我效能对学生技术导论兴趣有交互作用，F(3,478) = 7.5, p < 0.05。研究结果表明，自尊和自我效能感影响学生对技术入门科目的兴趣。建议学校管理层考虑采取旨在提高学生社交技能能力的课外活动，以增强学生的自尊和自我效能感。
{"title":"Self-efficacy and Self-esteem as Determinants of Students’ Interest in Introductory Technology in Anambra State, Nigeria","authors":"Chukwuemeka Etodike","doi":"10.55236/tuara.1151556","DOIUrl":"https://doi.org/10.55236/tuara.1151556","url":null,"abstract":"Despite the importance of introductory technology as vocational subjects and the basis of STEM education, students’ interest in the subject is not encouraging as many students have erroneous conception of the subject. Given this situation, this study investigated the self-esteem and self-efficacy as determinants of students’ interest introductory technology. Anchored on social cognitive theory, the study adopted a factorial design and 2-Way analysis of variance as design and statistical tool to examine the effects of self-esteem and self-efficacy on students’ interests in Introductory Technology. The sample of this study consist of 478 junior secondary II students (221 males, 257 females) whose ages ranged from 11 to 15yrs with a mean age of 12.50years and standard deviation of 1.20. Multi-stage sampling method was used in selecting the sample for the study. Data were collected with Interest Scale, Index of self-esteem scale and Self-efficacy scale. The result revealed that the observed mean difference in the students’ interest in Introductory Technology among students with high and low self-esteem was significant at F(3, 478) = 15.9, p < .05. Also, the mean difference in the students’ interest in Introductory Technology among students with high and low self-efficacy was significant at F(3, 478) = 12.0, p < .05. Equally findings revealed that there is interaction effect between self-esteem and self-efficacy on students’ interest in Introductory Technology at F(3, 478) = 7.5, p < .05. Findings imply that that self-esteem and self-efficacy impacted students’ interest in introductory technology subject. It is recommended that school management consider adoption of extra-curricular activities aimed at improving social skill competence of students to enhance students’ self-esteem and self-efficacy.","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126096176","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}
{"title":"Perception and expectations of newly enrolled students from the Optometry profession – a study from Northern India.","authors":"Anam Ali","doi":"10.55236/tuara.1058802","DOIUrl":"https://doi.org/10.55236/tuara.1058802","url":null,"abstract":"","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134137019","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 : 2021-06-01DOI: 10.17220/tuara.2021.02.13
Müfide Çalık
This study was prepared to examine the factors affecting peer bullying exposure considering adolescents’ gender, age and classes. The study area of the research was applied to 9 th and 10 th grade students of Sakarya province Sapanca Vocational and Technical Anotolian High School. In this study, 10 students were asked questions to examine the factors affecting adolescent’s exposure to peer bullying. Students’ responses were evaluated using the interview form. Although the problems of adolescence differ in the historical process , they have existed in all societies until today. Because adolescents experience self-fornation in this process,plan the future and go through a very difficult process. The importance of friendship, popularity, self-realisation,setting goals and most importantly,rapid biological,psychological and social changes can attract these individuals in different problems. Thus, adolescents’ reactions to these problems sometimes go to extremes and increases in violence are observed. Bullying, which is a form of aggression, is used for purposes such as achieving one’s own goals, establishing authority, and making somebody give up. The increase of aggression events in the world and in our country in recent years has also increased the studies on this issues. In this study, the relationship between peer bullying and some factors such as age ,gender, physical characteristics,personality traits and parental attitudes affecting peer bullying were investigated
{"title":"Analyzing of the Factors Affecting the Exposure of Adolescents to Peer Bullying","authors":"Müfide Çalık","doi":"10.17220/tuara.2021.02.13","DOIUrl":"https://doi.org/10.17220/tuara.2021.02.13","url":null,"abstract":"This study was prepared to examine the factors affecting peer bullying exposure considering adolescents’ gender, age and classes. The study area of the research was applied to 9 th and 10 th grade students of Sakarya province Sapanca Vocational and Technical Anotolian High School. In this study, 10 students were asked questions to examine the factors affecting adolescent’s exposure to peer bullying. Students’ responses were evaluated using the interview form. Although the problems of adolescence differ in the historical process , they have existed in all societies until today. Because adolescents experience self-fornation in this process,plan the future and go through a very difficult process. The importance of friendship, popularity, self-realisation,setting goals and most importantly,rapid biological,psychological and social changes can attract these individuals in different problems. Thus, adolescents’ reactions to these problems sometimes go to extremes and increases in violence are observed. Bullying, which is a form of aggression, is used for purposes such as achieving one’s own goals, establishing authority, and making somebody give up. The increase of aggression events in the world and in our country in recent years has also increased the studies on this issues. In this study, the relationship between peer bullying and some factors such as age ,gender, physical characteristics,personality traits and parental attitudes affecting peer bullying were investigated","PeriodicalId":315640,"journal":{"name":"The Universal Academic Research Journal","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122605350","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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