Bullying was a concerning issue among pre-schoolers within kindergarten settings, though its definition remained debated. This research’s aim is to uncover the forms of bullying, its causes, and impacts on children, as well as the intervention programs implemented by early childhood education teachers. This research engaged 87 teachers in anti-violence training, collecting data via bullying worksheets and interviews with 18 preschool teachers. The results showed that in early childhood education, verbal bullying involved the use of degrading words, while physical bullying included actions that hurt the victim's body. Relational bullying impacted social exclusion, whereas emotional bullying focused on hurting the victim's feelings. Internal causes included aggressive tendencies and low social values, while external causes included negative environmental influences and upbringing. Victims experienced depression, isolation, and learning disorders. The abuser might lose empathy, have difficulty forming relationships, and show aggressive behavior in the future. Teachers communicated openly with perpetrators and victims to help understand the root causes of behavior and provide emotional support. Follow-up actions taken by early childhood education institutions included counseling, developing empathy and social skills, strengthening positive values, and creating a safe environment. Parental involvement through education and open communication was also an important factor in creating a conducive environment for positive child development and preventing bullying.
{"title":"Fostering Safe Schools: Empowering Educators and Parents in the Fight Against Violence in Early Childhood Education Setting","authors":"Hardiyanti Pratiwi, M. Islamy, Agus Riwanda","doi":"10.17275/per.24.53.11.4","DOIUrl":"https://doi.org/10.17275/per.24.53.11.4","url":null,"abstract":"Bullying was a concerning issue among pre-schoolers within kindergarten settings, though its definition remained debated. This research’s aim is to uncover the forms of bullying, its causes, and impacts on children, as well as the intervention programs implemented by early childhood education teachers. This research engaged 87 teachers in anti-violence training, collecting data via bullying worksheets and interviews with 18 preschool teachers. The results showed that in early childhood education, verbal bullying involved the use of degrading words, while physical bullying included actions that hurt the victim's body. Relational bullying impacted social exclusion, whereas emotional bullying focused on hurting the victim's feelings. Internal causes included aggressive tendencies and low social values, while external causes included negative environmental influences and upbringing. Victims experienced depression, isolation, and learning disorders. The abuser might lose empathy, have difficulty forming relationships, and show aggressive behavior in the future. Teachers communicated openly with perpetrators and victims to help understand the root causes of behavior and provide emotional support. Follow-up actions taken by early childhood education institutions included counseling, developing empathy and social skills, strengthening positive values, and creating a safe environment. Parental involvement through education and open communication was also an important factor in creating a conducive environment for positive child development and preventing bullying.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649676","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}
Language assessment literacy as a relatively new term denotes teachers’ understanding of the assessment construct both theoretically and practically. Given the importance of assessment in the teaching and learning process, the main purpose of the current study is to investigate the general and skill-based language assessment literacy levels of EFL teachers working at K12 schools in Türkiye and to analyse their needs both in pre-service and in-service years. Considering the purpose of the study, a mixed-method research design was employed. At the initial phase of the study, the quantitative data were collected by means of the Language Assessment Knowledge Scale (LAKS), and 272 EFL teachers working at K12 schools in Türkiye participated. Descriptive and inferential analyses were run, and results showed that the participants’ mean score in LAKS was 31.59 out of 60. The participants demonstrated the highest level of knowledge in assessing reading, while assessing listening was identified as the area where teachers had the least expertise. In the second phase, semi-structured interviews were conducted with volunteers to learn more about the teachers’ opinions on language assessment knowledge and their needs. Qualitative findings complemented the findings from the questionnaire by revealing details about the reasons of the participants’ scores in LAK scale.
{"title":"Refining the Assessment Literacy Competence among K12 EFL Teachers","authors":"Özlem Doğan, Burcu Ünal","doi":"10.17275/per.24.59.11.4","DOIUrl":"https://doi.org/10.17275/per.24.59.11.4","url":null,"abstract":"Language assessment literacy as a relatively new term denotes teachers’ understanding of the assessment construct both theoretically and practically. Given the importance of assessment in the teaching and learning process, the main purpose of the current study is to investigate the general and skill-based language assessment literacy levels of EFL teachers working at K12 schools in Türkiye and to analyse their needs both in pre-service and in-service years. Considering the purpose of the study, a mixed-method research design was employed. At the initial phase of the study, the quantitative data were collected by means of the Language Assessment Knowledge Scale (LAKS), and 272 EFL teachers working at K12 schools in Türkiye participated. Descriptive and inferential analyses were run, and results showed that the participants’ mean score in LAKS was 31.59 out of 60. The participants demonstrated the highest level of knowledge in assessing reading, while assessing listening was identified as the area where teachers had the least expertise. In the second phase, semi-structured interviews were conducted with volunteers to learn more about the teachers’ opinions on language assessment knowledge and their needs. Qualitative findings complemented the findings from the questionnaire by revealing details about the reasons of the participants’ scores in LAK scale.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650666","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}
Online student engagement refers to the level of students’ involvement and effort in online learning activities. Individuals with self-regulation skills actively and constructively set their goals and strategies based on their own knowledge, independent of environmental influences. However, research exploring the relationship between self-regulation and student engagement in online learning environments is limited. This study aimed to examine this relationship within online learning environments. The research utilized survey, causal-comparative, and correlational research models to address its questions. Participants included 660 bachelor’s degree students, and data was collected using an online student engagement scale and an online self-regulation skills scale. The findings indicated that both online self-regulation skills and online student engagement were at moderate levels. The study found that online student engagement did not significantly differ by gender. However, university students aged 25 and over had significantly higher online engagement than other age groups. Additionally, fourth-year university students exhibited significantly higher online involvement than students in other grade levels, and students from numeric fields demonstrated significantly higher online engagement compared to those from other fields. In terms of online self-regulation, there were no significant differences by age and grade level. Nevertheless, female students exhibited significantly higher self-regulation skills than male students, and students from numeric fields had significantly higher self-regulation skills than those from other fields. Moreover, the study found a significantly positive moderate correlation between online student engagement and online self-regulation skills. The findings also revealed that online self-regulation skills could explain 40.4% of the variance in online student engagement.
{"title":"Unpacking the Relationship Between Online Student Engagement and Online Self-Regulation in Higher Education","authors":"Egecan Berk Kaşikçi, S. İzmirli","doi":"10.17275/per.24.56.11.4","DOIUrl":"https://doi.org/10.17275/per.24.56.11.4","url":null,"abstract":"Online student engagement refers to the level of students’ involvement and effort in online learning activities. Individuals with self-regulation skills actively and constructively set their goals and strategies based on their own knowledge, independent of environmental influences. However, research exploring the relationship between self-regulation and student engagement in online learning environments is limited. This study aimed to examine this relationship within online learning environments. The research utilized survey, causal-comparative, and correlational research models to address its questions. Participants included 660 bachelor’s degree students, and data was collected using an online student engagement scale and an online self-regulation skills scale. The findings indicated that both online self-regulation skills and online student engagement were at moderate levels. The study found that online student engagement did not significantly differ by gender. However, university students aged 25 and over had significantly higher online engagement than other age groups. Additionally, fourth-year university students exhibited significantly higher online involvement than students in other grade levels, and students from numeric fields demonstrated significantly higher online engagement compared to those from other fields. In terms of online self-regulation, there were no significant differences by age and grade level. Nevertheless, female students exhibited significantly higher self-regulation skills than male students, and students from numeric fields had significantly higher self-regulation skills than those from other fields. Moreover, the study found a significantly positive moderate correlation between online student engagement and online self-regulation skills. The findings also revealed that online self-regulation skills could explain 40.4% of the variance in online student engagement.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650237","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}
Mathematical modeling is a cyclical process involving the competencies of understanding the problem, simplifying, mathematizing, working mathematically, interpreting, and validating. Mathematical modeling self-efficacy beliefs are essential to students’ mathematical modeling performance. This study examined middle and high school students’ mathematical modeling self-efficacy beliefs. The participants consisted of 1091 middle school students and 974 high school students. The data were collected through the “Mathematical Modeling Self-Efficacy Scale [MMSS]”. T-tests and ANOVA test statistics were used to determine the effect of gender, school level, grade level and previous engagement in model-eliciting activities on the mathematical modeling self-efficacy beliefs. The results showed that the mathematical modeling self-efficacy beliefs of middle school students were significantly higher than those of high school students. Furthermore, middle school students’ mathematical modeling self-efficacy beliefs did not differ significantly by gender, while at the high school level there was a significant difference in favor of males. Regarding grade levels, only a statistically significant difference was found between the mathematical modeling self-efficacy beliefs of seventh- and eighth-grade students. Moreover, middle and high school students who had previously engaged in model-eliciting activities had significantly higher mathematical modeling self-efficacy beliefs than those who had not. In the accessible literature, there is no study on the mathematical modeling self-efficacy beliefs of middle and high school students. Therefore, we believe this study’s results will contribute to the literature on mathematical modeling.
数学建模是一个循环往复的过程，涉及理解问题、简化、数学化、数学运算、解释 和验证等能力。数学建模自我效能信念对学生的数学建模表现至关重要。本研究考察了初中和高中学生的数学建模自我效能感信念。研究对象包括 1091 名初中生和 974 名高中生。数据通过 "数学建模自我效能感量表[MMSS]"收集。采用 T 检验和方差分析来确定性别、学校层次、年级和以前参与模型激发活动对数学建模自我效能感的影响。结果表明，初中生的数学建模自我效能感明显高于高中生。此外，初中生的数学建模自我效能感在性别上没有明显差异，而高中生的数学建模自我效能感在性别上则有明显差异，男性更胜一筹。在年级方面，只有七年级和八年级学生的数学建模自我效能感在统计上有显著差异。此外，曾经参与过模型激发活动的初中生和高中生的数学建模自我效能感明显高于那些没有参与过模型激发活动的学生。在可查阅的文献中，还没有关于初高中学生数学建模自我效能感的研究。因此，我们相信本研究的结果将有助于数学建模方面的文献研究。
{"title":"Mathematical Modeling Self-Efficacy of Middle School and High School Students","authors":"Büşra Çaylan Ergene, Özkan Ergene","doi":"10.17275/per.24.51.11.4","DOIUrl":"https://doi.org/10.17275/per.24.51.11.4","url":null,"abstract":"Mathematical modeling is a cyclical process involving the competencies of understanding the problem, simplifying, mathematizing, working mathematically, interpreting, and validating. Mathematical modeling self-efficacy beliefs are essential to students’ mathematical modeling performance. This study examined middle and high school students’ mathematical modeling self-efficacy beliefs. The participants consisted of 1091 middle school students and 974 high school students. The data were collected through the “Mathematical Modeling Self-Efficacy Scale [MMSS]”. T-tests and ANOVA test statistics were used to determine the effect of gender, school level, grade level and previous engagement in model-eliciting activities on the mathematical modeling self-efficacy beliefs. The results showed that the mathematical modeling self-efficacy beliefs of middle school students were significantly higher than those of high school students. Furthermore, middle school students’ mathematical modeling self-efficacy beliefs did not differ significantly by gender, while at the high school level there was a significant difference in favor of males. Regarding grade levels, only a statistically significant difference was found between the mathematical modeling self-efficacy beliefs of seventh- and eighth-grade students. Moreover, middle and high school students who had previously engaged in model-eliciting activities had significantly higher mathematical modeling self-efficacy beliefs than those who had not. In the accessible literature, there is no study on the mathematical modeling self-efficacy beliefs of middle and high school students. Therefore, we believe this study’s results will contribute to the literature on mathematical modeling.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649813","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 action research investigates the effect of game technique on reducing English listening and speaking anxiety among fourth-grade primary school students. The study group involved 46 students at a Science and Art Centre in Türkiye. The quantitative data were collected through the English Listening Anxiety Scale and the English Speaking Anxiety Scale administered before and after the implementation. The qualitative data were gathered through student interviews and teacher’s research diary. The dependent samples t-test was used to compare the pre-test and post-test mean scores from the scales. The data from the interviews and the diary were analysed by inductive analysis. Firstly, the findings of the t-test analysis revealed that game technique significantly reduced students’ English listening anxiety, but not English speaking anxiety. On the other hand, the qualitative findings showed that this technique has positive contributions to learning-teaching process although it does not have such an effect on both speaking and listening anxiety. Nevertheless, the analysis of the interviews and the diary also indicated that the technique has a positive influence on the factors that can reduce anxiety such as “willingness to make sentences, not getting bored in lessons, feeling relaxed, thinking quickly, eagerness, and effort”. Considering all the findings in the study, we concluded that using game technique in English courses is not directly effective in reducing English listening and speaking anxiety, but it has positive contributions to the overall learning-teaching process. Finally, the study provides some practical suggestions for teachers.
本行动研究调查了游戏技巧对减轻四年级小学生英语听说焦虑的影响。研究小组涉及土耳其科学与艺术中心的 46 名学生。定量数据通过实施前后的英语听力焦虑量表和英语口语焦虑量表收集。定性数据通过学生访谈和教师研究日记收集。因果样本 t 检验用于比较量表测试前和测试后的平均得分。对访谈和日记中的数据进行了归纳分析。首先，t 检验分析结果显示，游戏技巧显著降低了学生的英语听力焦虑，但没有降低英语口语焦虑。另一方面，定性分析结果表明，虽然游戏技术对口语和听力焦虑的影响不大，但它对学习和教学过程有积极的促进作用。然而，对访谈和日记的分析也表明，该技术对 "愿意造句、上课不厌烦、感觉放松、思维敏捷、渴望和努力 "等能减轻焦虑的因素有积极影响。综合所有研究结果，我们得出结论：在英语课程中使用游戏技巧并不能直接有效地降低英语听说焦虑，但它对整个学习-教学过程有积极的促进作用。最后，本研究为教师提供了一些实用建议。
{"title":"The effect of games on listening and speaking anxiety in learning English","authors":"Setenay Say Yağcıoğlu, Muhittin Çalışkan","doi":"10.17275/per.24.60.11.4","DOIUrl":"https://doi.org/10.17275/per.24.60.11.4","url":null,"abstract":"This action research investigates the effect of game technique on reducing English listening and speaking anxiety among fourth-grade primary school students. The study group involved 46 students at a Science and Art Centre in Türkiye. The quantitative data were collected through the English Listening Anxiety Scale and the English Speaking Anxiety Scale administered before and after the implementation. The qualitative data were gathered through student interviews and teacher’s research diary. The dependent samples t-test was used to compare the pre-test and post-test mean scores from the scales. The data from the interviews and the diary were analysed by inductive analysis. Firstly, the findings of the t-test analysis revealed that game technique significantly reduced students’ English listening anxiety, but not English speaking anxiety. On the other hand, the qualitative findings showed that this technique has positive contributions to learning-teaching process although it does not have such an effect on both speaking and listening anxiety. Nevertheless, the analysis of the interviews and the diary also indicated that the technique has a positive influence on the factors that can reduce anxiety such as “willingness to make sentences, not getting bored in lessons, feeling relaxed, thinking quickly, eagerness, and effort”. Considering all the findings in the study, we concluded that using game technique in English courses is not directly effective in reducing English listening and speaking anxiety, but it has positive contributions to the overall learning-teaching process. Finally, the study provides some practical suggestions for teachers.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649987","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}
F. K. Uyar, Remziye Uludağ Kırçıl, Şafak Uluçınar Sağır
It is evident that knowing the nature of science is a requirement for “science education”, which serves as the basis of conscious citizenship. For this reason, articles concerning the nature of science that were published in the Web of Science and EBSCOhost database between 2015 and 2022 were examined in this study in order to establish a broad framework and develop a research road map. A qualitative design approach and a descriptive review method were used. The keywords "Nature of Science (NoS) and Science Education" and "Teaching of Nature of Science (NoS) and Science Education" were used. The majority of the 107 articles on the nature of science that have been examined preferred qualitative research designs, and "Science & Education" is the publication that has published the most articles on the subject in 2017-2018-2020, pre-service teachers were mostly preferred as the sample group, it was applied to groups of “21-50” people as the sample group, open reflective approach was preferred as the teaching approach, the most commonly used method-technique was “discussion”, the activities used in the articles were generally standard, semi-structured interview form was preferred as the evaluation tool and “VNOS-C” was deployed as the questionnaire. Studies may be conducted within the boundaries of further lectures on the topic and internationally published theses.
{"title":"Analysis of Articles on the Nature of Science between 2015 and 2022","authors":"F. K. Uyar, Remziye Uludağ Kırçıl, Şafak Uluçınar Sağır","doi":"10.17275/per.24.57.11.4","DOIUrl":"https://doi.org/10.17275/per.24.57.11.4","url":null,"abstract":"It is evident that knowing the nature of science is a requirement for “science education”, which serves as the basis of conscious citizenship. For this reason, articles concerning the nature of science that were published in the Web of Science and EBSCOhost database between 2015 and 2022 were examined in this study in order to establish a broad framework and develop a research road map. A qualitative design approach and a descriptive review method were used. The keywords \"Nature of Science (NoS) and Science Education\" and \"Teaching of Nature of Science (NoS) and Science Education\" were used. The majority of the 107 articles on the nature of science that have been examined preferred qualitative research designs, and \"Science & Education\" is the publication that has published the most articles on the subject in 2017-2018-2020, pre-service teachers were mostly preferred as the sample group, it was applied to groups of “21-50” people as the sample group, open reflective approach was preferred as the teaching approach, the most commonly used method-technique was “discussion”, the activities used in the articles were generally standard, semi-structured interview form was preferred as the evaluation tool and “VNOS-C” was deployed as the questionnaire. Studies may be conducted within the boundaries of further lectures on the topic and internationally published theses.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of teaching Turkish to foreigners, this study aimed to assess whether attitudes towards the target language, grammatical knowledge, speaking skills, reading comprehension, listening comprehension, and prior writing knowledge could predict success in writing in the target language. To investigate this, a relational survey method and a quantitative research design were employed. The study sample comprised 147 B1 level-foreign learners studying Turkish as a foreign language at the Turkish Language Teaching Center (TÖMER) in Ankara during the 2022-2023 academic year. The study utilized a multiple-choice test to assess reading comprehension, an informative listening text titled “Ay’a Yolculuk (Journey to the Moon)” along with a 20-question short-answer test to evaluate listening comprehension, a rating scale for assessing speaking skills, and a cloze test for measuring Turkish grammar knowledge. Moreover, in this study, a short-answer test was employed to assess the participants’prior knowledge of writing. An attitude scale was used to measure students’attitudes towards learning Turkish, while a 6+1 analytical assessment scale was used to evaluate students’ writing skills. When the predictive impact of the chosen independent variables on writing skills was examined, these variables collectively accounted for 66% of the variation in writing achievement. The ranking of the influence levels of these variables on writing achievement (from most to least influential) was as follows: prior knowledge, grammatical knowledge, reading comprehension, attitude towards the target language, speaking achievement, and listening achievement.
{"title":"A Study on the Predictors of Written Expression Level of Turkish Learners as a Foreign Language","authors":"Yusuf Günaydın","doi":"10.17275/per.24.55.11.4","DOIUrl":"https://doi.org/10.17275/per.24.55.11.4","url":null,"abstract":"In the context of teaching Turkish to foreigners, this study aimed to assess whether attitudes towards the target language, grammatical knowledge, speaking skills, reading comprehension, listening comprehension, and prior writing knowledge could predict success in writing in the target language. To investigate this, a relational survey method and a quantitative research design were employed. The study sample comprised 147 B1 level-foreign learners studying Turkish as a foreign language at the Turkish Language Teaching Center (TÖMER) in Ankara during the 2022-2023 academic year. The study utilized a multiple-choice test to assess reading comprehension, an informative listening text titled “Ay’a Yolculuk (Journey to the Moon)” along with a 20-question short-answer test to evaluate listening comprehension, a rating scale for assessing speaking skills, and a cloze test for measuring Turkish grammar knowledge. Moreover, in this study, a short-answer test was employed to assess the participants’prior knowledge of writing. An attitude scale was used to measure students’attitudes towards learning Turkish, while a 6+1 analytical assessment scale was used to evaluate students’ writing skills. When the predictive impact of the chosen independent variables on writing skills was examined, these variables collectively accounted for 66% of the variation in writing achievement. The ranking of the influence levels of these variables on writing achievement (from most to least influential) was as follows: prior knowledge, grammatical knowledge, reading comprehension, attitude towards the target language, speaking achievement, and listening achievement.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650280","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}
Nowadays, the prevalence of augmented reality technology is increasing day by day, along with the benefits it provides in many fields from shopping to education, from medicine to the automotive sector. This technology, which allows the real environment to interact with the virtual environment, has been used in many studies in the literature. In this research, the seventh-grade mathematics course, which was processed with augmented reality applications, was conducted. The effects of classroom students’ academic achievements, attitudes toward mathematics lessons, and augmented reality applications were examined. For this purpose, a quasi-experimental design with a pre-test, and post-test control group was used. The research was conducted with a total of 60 students, including 30 in the experimental group and 30 in the control group. A total of 10 lesson hours were applied, including 5 hours per week. Among the quantitative data collection tools, achievement tests, mathematics attitude scales, and augmented reality applications attitude scales were used in the research. As a result of the research, it was found that the course conducted with augmented reality application has a positive effect on the academic achievements of students. However, it was found that there was no significant difference in their attitudes towards mathematics courses. The written opinions received from the students show that the students find the lesson more entertaining and want to use it in other lessons as well.
{"title":"The Effect of Mathematics Teaching with Mobile Augmented Reality Technology on Secondary School Students’ Attitudes and Academic Achievements","authors":"Behiye Canbaz, Nursel Yalçın","doi":"10.17275/per.24.49.11.4","DOIUrl":"https://doi.org/10.17275/per.24.49.11.4","url":null,"abstract":"Nowadays, the prevalence of augmented reality technology is increasing day by day, along with the benefits it provides in many fields from shopping to education, from medicine to the automotive sector. This technology, which allows the real environment to interact with the virtual environment, has been used in many studies in the literature. In this research, the seventh-grade mathematics course, which was processed with augmented reality applications, was conducted. The effects of classroom students’ academic achievements, attitudes toward mathematics lessons, and augmented reality applications were examined. For this purpose, a quasi-experimental design with a pre-test, and post-test control group was used. The research was conducted with a total of 60 students, including 30 in the experimental group and 30 in the control group. A total of 10 lesson hours were applied, including 5 hours per week. Among the quantitative data collection tools, achievement tests, mathematics attitude scales, and augmented reality applications attitude scales were used in the research. As a result of the research, it was found that the course conducted with augmented reality application has a positive effect on the academic achievements of students. However, it was found that there was no significant difference in their attitudes towards mathematics courses. The written opinions received from the students show that the students find the lesson more entertaining and want to use it in other lessons as well.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, the effect of STEM applications integrated with computer- supported materials on mathematics achievement in the subject of ratio-proportion and percentages was examined. In addition, it was aimed to reveal the effect of these applications on computational thinking skills. Furthermore, we aimed to reach the opinions of the experimental group students about the materials they used, STEM applications, and the application process. A mixed method was used with a sample consisting of 89 students in grade 7 of a secondary school. An achievement test, a scale of levels of computational thinking, and learning diaries were used as tools for data collection. The data were analyzed using t-test and content analysis. It was found that there was a significant difference between the experimental and control groups in terms of achievement in favor of the experimental groups. In terms of computational thinking, there was a significant difference in favor of the experimental groups, except for the creativity aspect of computational thinking skills. Based on the findings obtained with the computational thinking skills scale the study had a positive impact on most aspects of computational thinking. Accessed through the learning diaries students' views on learning with STEM applications were generally positive. In particular, the opinions on computer-supported materials pointed to a very satisfactory process. The findings suggest that the inclusion of STEM activities and the use of computer technology in education contribute to students' computational thinking skills and learning.
{"title":"The Effect of Computer-Supported Stem Applications on Secondary Students' Achievement and Computational Thinking Skills","authors":"Gizem Berk, Aslan Gülcü","doi":"10.17275/per.24.54.11.4","DOIUrl":"https://doi.org/10.17275/per.24.54.11.4","url":null,"abstract":"In this study, the effect of STEM applications integrated with computer- supported materials on mathematics achievement in the subject of ratio-proportion and percentages was examined. In addition, it was aimed to reveal the effect of these applications on computational thinking skills. Furthermore, we aimed to reach the opinions of the experimental group students about the materials they used, STEM applications, and the application process. A mixed method was used with a sample consisting of 89 students in grade 7 of a secondary school. An achievement test, a scale of levels of computational thinking, and learning diaries were used as tools for data collection. The data were analyzed using t-test and content analysis. It was found that there was a significant difference between the experimental and control groups in terms of achievement in favor of the experimental groups. In terms of computational thinking, there was a significant difference in favor of the experimental groups, except for the creativity aspect of computational thinking skills. Based on the findings obtained with the computational thinking skills scale the study had a positive impact on most aspects of computational thinking. Accessed through the learning diaries students' views on learning with STEM applications were generally positive. In particular, the opinions on computer-supported materials pointed to a very satisfactory process. The findings suggest that the inclusion of STEM activities and the use of computer technology in education contribute to students' computational thinking skills and learning.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649695","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 purpose of this study was to delve into the characteristics, professional competencies, leadership attitudes, and behaviors of successful school principals (SSPs) in socioeconomically disadvantaged schools. Utilizing a systematic grounded theory method (SGTM), we conducted research in the provinces of Amasya, Çorum, Samsun, and Tokat in Türkiye. Purposeful and theoretical sampling methods were employed to recruit successful school principals, deputy principals, teachers, students, and parents from secondary schools affiliated with the Ministry of National Education (MoNE). The data draws on unstructured individual and focus group interviews, as well as documents and observations. All the data obtained were inductively analyzed through open, axis, and selective coding stages. Based on the codes, sub-categories, categories, themes, and dimensions from the analyses, we designed the Contextual Successful School Principalship Model (CSSPM), which falls into four dimensions as follows: individual, managerial, organizational, and instructional. SSPs in this study mostly tend to display paternalistic leadership attitudes and behaviors in terms of dedication and self-sacrifice, serving, intrinsic motivation, and influencing stakeholders. They exhibit almost all the attitudes and behaviors of servant leadership, act according to some national and moral values, and experience national attitudes such as patriotism and nationalism intensely. By giving importance to the academic socialization of students' mothers, successful school principals exhibit transformational and instructional leadership behaviors. They act strategically to directly involve mothers in enhancing student achievement, demonstrating their commitment to fostering an inclusive and supportive educational environment.
{"title":"Successful School Principals in Socioeconomically Disadvantaged Schools: A Grounded Theory Research from Turkish Context","authors":"Ali Duran, N. Cemaloğlu","doi":"10.17275/per.24.50.11.4","DOIUrl":"https://doi.org/10.17275/per.24.50.11.4","url":null,"abstract":"The purpose of this study was to delve into the characteristics, professional competencies, leadership attitudes, and behaviors of successful school principals (SSPs) in socioeconomically disadvantaged schools. Utilizing a systematic grounded theory method (SGTM), we conducted research in the provinces of Amasya, Çorum, Samsun, and Tokat in Türkiye. Purposeful and theoretical sampling methods were employed to recruit successful school principals, deputy principals, teachers, students, and parents from secondary schools affiliated with the Ministry of National Education (MoNE). The data draws on unstructured individual and focus group interviews, as well as documents and observations. All the data obtained were inductively analyzed through open, axis, and selective coding stages. Based on the codes, sub-categories, categories, themes, and dimensions from the analyses, we designed the Contextual Successful School Principalship Model (CSSPM), which falls into four dimensions as follows: individual, managerial, organizational, and instructional. SSPs in this study mostly tend to display paternalistic leadership attitudes and behaviors in terms of dedication and self-sacrifice, serving, intrinsic motivation, and influencing stakeholders. They exhibit almost all the attitudes and behaviors of servant leadership, act according to some national and moral values, and experience national attitudes such as patriotism and nationalism intensely. By giving importance to the academic socialization of students' mothers, successful school principals exhibit transformational and instructional leadership behaviors. They act strategically to directly involve mothers in enhancing student achievement, demonstrating their commitment to fostering an inclusive and supportive educational environment.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141650140","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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