Educational digital games are games designed for educational purposes. These games are used to provide students with certain knowledge, and designated with a with a view to improving their skills or to shaping their behavior. The aim of this study is to determine the effect of educational digital games Wordwall and Matific used in teaching primary school mathematics course on student achievement and attitude. Pre-test and post-test were applied to the experimental and control groups of the study in which quasi-experimental method was used. The study group consisted of 48 students studying in the 3rd grade of a public primary school. In the experimental group of the study, educational digital games Wordwall and Matific were used in the measurement unit of the mathematics course (length, perimeter, area, and liquid measurement). In the control group, the same subject was presented in accordance with the instructions in the third grade mathematics teacher's guide provided by Republic of Türkiye Ministry of National Education. The data were collected with the 20-question "Mathematics Achievement Test", which was jointly determined by the classroom teachers and the researchers, and the "Mathematics Course Attitude Scale" consisting of 13 items developed by Ayvaz (2010). In the analysis of the data, t-test for independent and dependent groups, which is one of the parametric tests appropriate to the research hypotheses, was applied. The findings of the study show the effectiveness of educational digital games in affecting students' academic achievement and attitudes. Based on this result, it is recommended that teachers should benefit from trainings in order to use educational digital games effectively in lessons.
{"title":"The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class","authors":"Handan Kocabatmaz, Gülçin Kezban Saraçoğlu","doi":"10.17275/per.24.28.11.2","DOIUrl":"https://doi.org/10.17275/per.24.28.11.2","url":null,"abstract":"Educational digital games are games designed for educational purposes. These games are used to provide students with certain knowledge, and designated with a with a view to improving their skills or to shaping their behavior. The aim of this study is to determine the effect of educational digital games Wordwall and Matific used in teaching primary school mathematics course on student achievement and attitude. Pre-test and post-test were applied to the experimental and control groups of the study in which quasi-experimental method was used. The study group consisted of 48 students studying in the 3rd grade of a public primary school. In the experimental group of the study, educational digital games Wordwall and Matific were used in the measurement unit of the mathematics course (length, perimeter, area, and liquid measurement). In the control group, the same subject was presented in accordance with the instructions in the third grade mathematics teacher's guide provided by Republic of Türkiye Ministry of National Education. The data were collected with the 20-question \"Mathematics Achievement Test\", which was jointly determined by the classroom teachers and the researchers, and the \"Mathematics Course Attitude Scale\" consisting of 13 items developed by Ayvaz (2010). In the analysis of the data, t-test for independent and dependent groups, which is one of the parametric tests appropriate to the research hypotheses, was applied. The findings of the study show the effectiveness of educational digital games in affecting students' academic achievement and attitudes. Based on this result, it is recommended that teachers should benefit from trainings in order to use educational digital games effectively in lessons.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"19 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140081084","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 school needs to pay instructional supervision considerable attention to implement better teaching-learning procedures that will result in a more effective education. These procedures ought to remain democratic and cooperative. The attitude of the teachers toward supervision influences the outcomes of the supervision process. Therefore, in the context of secondary schools in Ethiopia's Dembecha area, this study sought to explore the mediating effect of teacher attitude to instructional supervision in the relationship between job performance and instructional supervisory practice. A mixed research design that was convergent parallel was utilized. Using comprehensive sampling, all four principals, two secondary school supervisors, and three hundred teachers participated in the study. Consequently, the study discovered that although teachers' work performance was at a moderate level, the status of instructional supervisory practice and their attitudes about it were at a low level. There were positive, significant, and moderate levels of correlation between instructional supervisory practice, teachers' attitudes toward instructional supervision, and teachers' job performance. Finally, the study revealed that teachers' attitude toward instructional supervision has a mediating impact on the association between instructional supervisory practice and job performance. In terms of practical applications, this study supports educators and school administrators in recognizing the benefits and drawbacks of instructional supervision and in implementing corrective actions to address the issues secondary schools encounter. Secondary schools’ instructional supervision practices need to be improved further to be widely accepted by teachers and put into practice.
{"title":"The Mediating Role of Teachers’ Attitudes toward Instructional Supervision in the Association between Instructional Supervisory Practice and Teachers’ Job Performance","authors":"Kelemu Zelalem Berhanu","doi":"10.17275/per.24.27.11.2","DOIUrl":"https://doi.org/10.17275/per.24.27.11.2","url":null,"abstract":"The school needs to pay instructional supervision considerable attention to implement better teaching-learning procedures that will result in a more effective education. These procedures ought to remain democratic and cooperative. The attitude of the teachers toward supervision influences the outcomes of the supervision process. Therefore, in the context of secondary schools in Ethiopia's Dembecha area, this study sought to explore the mediating effect of teacher attitude to instructional supervision in the relationship between job performance and instructional supervisory practice. A mixed research design that was convergent parallel was utilized. Using comprehensive sampling, all four principals, two secondary school supervisors, and three hundred teachers participated in the study. Consequently, the study discovered that although teachers' work performance was at a moderate level, the status of instructional supervisory practice and their attitudes about it were at a low level. There were positive, significant, and moderate levels of correlation between instructional supervisory practice, teachers' attitudes toward instructional supervision, and teachers' job performance. Finally, the study revealed that teachers' attitude toward instructional supervision has a mediating impact on the association between instructional supervisory practice and job performance. In terms of practical applications, this study supports educators and school administrators in recognizing the benefits and drawbacks of instructional supervision and in implementing corrective actions to address the issues secondary schools encounter. Secondary schools’ instructional supervision practices need to be improved further to be widely accepted by teachers and put into practice.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"20 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080962","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 determine the socioeconomic status of immigrant students in line with the views of teachers working in schools. The study is a phenomenology research based on qualitative research method. The study group of the research consists of 20 teachers working in the secondary schools in the central districts (Karatay, Meram and Selçuklu) in Konya, Türkiye, in the 2022-2023 academic year. A semi-structured interview form was used as a data collection tool in the study. The collected data were analysed by descriptive analysis method. As a result of the analysis of the teachers' views on the current socioeconomic status of immigrant students, problem areas such as social life, communication, economic life, and family life were determined. The problems and conditions encountered in the country of origin pose serious challenges to migrant students and families in every aspect. When these problems are considered as a whole, they disadvantage migrant children in the country of migration. In order to minimize or eliminate these problem areas and to solve them, some practices can be implemented to enhance the language, culture, economic situation of immigrant students and the welfare of their families. Conducting research by referring to the opinions of students and parents in different provinces and levels will contribute to an in-depth and detailed understanding of the socioeconomic status of immigrant students.
{"title":"Socioeconomic Status of Immigrant Students in the Context of Teachers' Views","authors":"M. İ. Akyürek, Murat Akkoyun","doi":"10.17275/per.24.24.11.2","DOIUrl":"https://doi.org/10.17275/per.24.24.11.2","url":null,"abstract":"The aim of this study is to determine the socioeconomic status of immigrant students in line with the views of teachers working in schools. The study is a phenomenology research based on qualitative research method. The study group of the research consists of 20 teachers working in the secondary schools in the central districts (Karatay, Meram and Selçuklu) in Konya, Türkiye, in the 2022-2023 academic year. A semi-structured interview form was used as a data collection tool in the study. The collected data were analysed by descriptive analysis method. As a result of the analysis of the teachers' views on the current socioeconomic status of immigrant students, problem areas such as social life, communication, economic life, and family life were determined. The problems and conditions encountered in the country of origin pose serious challenges to migrant students and families in every aspect. When these problems are considered as a whole, they disadvantage migrant children in the country of migration. In order to minimize or eliminate these problem areas and to solve them, some practices can be implemented to enhance the language, culture, economic situation of immigrant students and the welfare of their families. Conducting research by referring to the opinions of students and parents in different provinces and levels will contribute to an in-depth and detailed understanding of the socioeconomic status of immigrant students.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"38 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409114","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. López-Melgarejo, Norberto LÓPEZ-NÚÑEZ, Juan Carlos MONTOYA-RUBİO
This study aims to analyze the evolution of the Musical Curriculum for the second cycle of Early Childhood Education in Spain from a historical perspective. Methodologically, a review and analysis of the legislative documents on Early Childhood Education from the end of the 19th century to the present has been carried out. To this end, a comprehensive review of the main legislative contributions in this context is carried out. The results reveal that since the 1980s to the present, there has been a trend toward a greater number of curricular elements in relation to the area of Music and, in addition, with respect to the different musical fields, it is seen that they too have undergone a progressive increase over time. The inclusion of the musical language within the area of Artistic Education is a premise that has remained present in all documents. The level of concretion of the normative text is discussed, which has been decreasing over time, contributing to greater freedom for the teacher when considering teaching practice in the classroom. The study of past references is considered necessary to adequately shape the new regulations, especially in a context such as Spain, characterized by constant change in the educational field.
{"title":"Music Education in Early Childhood Education: Influence of the General Education Law on current regulations","authors":"A. López-Melgarejo, Norberto LÓPEZ-NÚÑEZ, Juan Carlos MONTOYA-RUBİO","doi":"10.17275/per.24.17.11.2","DOIUrl":"https://doi.org/10.17275/per.24.17.11.2","url":null,"abstract":"This study aims to analyze the evolution of the Musical Curriculum for the second cycle of Early Childhood Education in Spain from a historical perspective. Methodologically, a review and analysis of the legislative documents on Early Childhood Education from the end of the 19th century to the present has been carried out. To this end, a comprehensive review of the main legislative contributions in this context is carried out. The results reveal that since the 1980s to the present, there has been a trend toward a greater number of curricular elements in relation to the area of Music and, in addition, with respect to the different musical fields, it is seen that they too have undergone a progressive increase over time. The inclusion of the musical language within the area of Artistic Education is a premise that has remained present in all documents. The level of concretion of the normative text is discussed, which has been decreasing over time, contributing to greater freedom for the teacher when considering teaching practice in the classroom. The study of past references is considered necessary to adequately shape the new regulations, especially in a context such as Spain, characterized by constant change in the educational field.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410679","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}
Modern technology has been incorporated into all the aspects of daily life. The relevant changes are transforming our routines and are being integrated into our lives at varied speeds. This transition is also having an impact on teaching and learning practices. To integrate the aforementioned changes into their everyday practices, substantial effort has been invested by the participants within these contexts, namely, the students and their teachers. The necessity for proficiency in technology tools and applications, coupled with the exploration of whether there exists any correlation between technological pedagogical content knowledge (TPACK) levels and self-efficacy levels, stands as a phenomenon that warrants examination in literature. Although previous studies succeeded to emerge TPACK level of English language teachers from different backgrounds, it was aimed to fill the gap for those (124) of gifted students through the current study. A case study was used; also, TPACK-EFL survey and the English Self-Efficacy Belief Scale were preferred as the instruments. The results indicated that the TPACK level of English language teachers of gifted students was quietly high, and they were aware of instructional strategies, student engagement, and classroom management from the perspective of self-efficacy within four language skills such as; reading, writing, listening and speaking.
{"title":"The Relationship between TPACK and Self-Efficacy of the English Teachers of Gifted Students in Science and Art Centres: A Sample of Türkiye","authors":"Tugba AYDIN YILDIZ","doi":"10.17275/per.24.22.11.2","DOIUrl":"https://doi.org/10.17275/per.24.22.11.2","url":null,"abstract":"Modern technology has been incorporated into all the aspects of daily life. The relevant changes are transforming our routines and are being integrated into our lives at varied speeds. This transition is also having an impact on teaching and learning practices. To integrate the aforementioned changes into their everyday practices, substantial effort has been invested by the participants within these contexts, namely, the students and their teachers. The necessity for proficiency in technology tools and applications, coupled with the exploration of whether there exists any correlation between technological pedagogical content knowledge (TPACK) levels and self-efficacy levels, stands as a phenomenon that warrants examination in literature. Although previous studies succeeded to emerge TPACK level of English language teachers from different backgrounds, it was aimed to fill the gap for those (124) of gifted students through the current study. A case study was used; also, TPACK-EFL survey and the English Self-Efficacy Belief Scale were preferred as the instruments. The results indicated that the TPACK level of English language teachers of gifted students was quietly high, and they were aware of instructional strategies, student engagement, and classroom management from the perspective of self-efficacy within four language skills such as; reading, writing, listening and speaking.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"16 s1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140412522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to determine the contribution of teachers and administrators who took part in the projects on ICT - new technologies - digital skills carried out in the field of Erasmus+ main action 1 school education staff mobility KA101, one of the EU education programmes. In this study, mixed research method was used, and an embedded mixed design was applied. The interview form was used to collect qualitative data and the Participants' Opinions on the Effectiveness and Classroom Implementation of ICT New Technologies - Digital Skills Themed Erasmus+ School Education Staff Mobility (KA101) Projects were used to collect quantitative data. The research group consists of teachers and administrators who have carried out ICT New Technologies - Digital Skills themed Erasmus+ projects between 2014-2020 in different schools and levels in Konya city centre and districts. As a result of the analysis, it was concluded that the participants learned new teaching methods and techniques after the project and started to apply them in their classrooms. In addition, it was observed that the training received by the participants was innovative, improved their digital skills, increased the quality of education at school, provided permanent learning and increased the motivation of the participants. It was also revealed that teachers' and administrators' participation in projects improves their digital skills, they learn new teaching methods and techniques, they can transfer the skills they have acquired to the classroom environment and thus contribute positively to permanent learning and increasing the quality of education.
{"title":"Participant Opinions on the Effectiveness and Classroom Applicability of Erasmus+ School Education Staff Mobility (KA101) Projects on New Technologies - Digital Skills","authors":"Mehmet Tokgöz, A. T. Korucu","doi":"10.17275/per.24.26.11.2","DOIUrl":"https://doi.org/10.17275/per.24.26.11.2","url":null,"abstract":"This study aimed to determine the contribution of teachers and administrators who took part in the projects on ICT - new technologies - digital skills carried out in the field of Erasmus+ main action 1 school education staff mobility KA101, one of the EU education programmes. In this study, mixed research method was used, and an embedded mixed design was applied. The interview form was used to collect qualitative data and the Participants' Opinions on the Effectiveness and Classroom Implementation of ICT New Technologies - Digital Skills Themed Erasmus+ School Education Staff Mobility (KA101) Projects were used to collect quantitative data. The research group consists of teachers and administrators who have carried out ICT New Technologies - Digital Skills themed Erasmus+ projects between 2014-2020 in different schools and levels in Konya city centre and districts. As a result of the analysis, it was concluded that the participants learned new teaching methods and techniques after the project and started to apply them in their classrooms. In addition, it was observed that the training received by the participants was innovative, improved their digital skills, increased the quality of education at school, provided permanent learning and increased the motivation of the participants. It was also revealed that teachers' and administrators' participation in projects improves their digital skills, they learn new teaching methods and techniques, they can transfer the skills they have acquired to the classroom environment and thus contribute positively to permanent learning and increasing the quality of education.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"22 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140414162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to examine the satisfaction level of instructors teaching English as a Foreign Language (EFL) online at the tertiary level in Türkiye. The mixed-method research design was used to understand the nature of the existing state. In the quantitative part of the study, a total of 106 EFL instructors were included while there were 7 EFL instructors in the qualitative part of the study. The data were obtained through the “Online Instructor Satisfaction Measure (OISM)”, and an interview form consisting of 8 open-ended questions. Descriptive statistics were used in the analysis of the quantitative data while content analysis was employed for the analysis of qualitative data. The overall satisfaction level of EFL instructors with online teaching was found to be at moderate level. The findings revealed that EFL instructors identified various personal and system-related factors that facilitated their interaction with students in the online learning environment. On the other hand, they stated that student-to-student interaction was limited in online teaching, which poses a challenge for instructors. Additionally, assessment was one of the challenges of online teaching as well as internet loss, lack of interaction. They also stated that online teaching provided flexibility and wide range of resources as well as saving time. This study highlighted the importance of evaluating and enhancing online teaching practices to ensure instructors' satisfaction.
{"title":"EFL Instructors’ Satisfaction with Teaching English Online at Tertiary Level","authors":"Burcu Karafi̇l, Özlem UYSAL İLBAY","doi":"10.17275/per.24.20.11.2","DOIUrl":"https://doi.org/10.17275/per.24.20.11.2","url":null,"abstract":"The aim of this study is to examine the satisfaction level of instructors teaching English as a Foreign Language (EFL) online at the tertiary level in Türkiye. The mixed-method research design was used to understand the nature of the existing state. In the quantitative part of the study, a total of 106 EFL instructors were included while there were 7 EFL instructors in the qualitative part of the study. The data were obtained through the “Online Instructor Satisfaction Measure (OISM)”, and an interview form consisting of 8 open-ended questions. Descriptive statistics were used in the analysis of the quantitative data while content analysis was employed for the analysis of qualitative data. The overall satisfaction level of EFL instructors with online teaching was found to be at moderate level. The findings revealed that EFL instructors identified various personal and system-related factors that facilitated their interaction with students in the online learning environment. On the other hand, they stated that student-to-student interaction was limited in online teaching, which poses a challenge for instructors. Additionally, assessment was one of the challenges of online teaching as well as internet loss, lack of interaction. They also stated that online teaching provided flexibility and wide range of resources as well as saving time. This study highlighted the importance of evaluating and enhancing online teaching practices to ensure instructors' satisfaction.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415788","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}
M. Maciuliene, Gintarė Gulevičiūtė, Aelita Skaržauskienė
Informal learning spaces have gained recognition as catalysts for student co-creation and engagement in higher education institutions. This study investigates the relationship between the availability and accessibility of informal learning spaces on campus and its influence on university belongingness, interpersonal relationships, student well-being, and university campus satisfaction. Mixed-method approach incorporating interviews and survey has been used in the study. Through qualitative research methods, including interviews with stakeholders, we explored the informal learning spaces at Mykolas Romeris University (MRU). The findings highlight that MRU offers a variety of spaces for both collaborative and focused learning, which are characterized by inclusivity, accessibility, digitalization, and availability for students. Guided by two research hypotheses, the quantitative part of the study examines the extent to which the availability and accessibility of informal learning spaces impact these key variables. The survey revealed a positive perception among respondents regarding the availability, accessibility, and satisfaction with informal learning spaces. Moreover, the study indicates that higher availability and accessibility of informal learning spaces on campus can significantly influence students' university belongingness and well-being. This paper contributes to the field by examining informal learning spaces from a holistic perspective that encompasses both students and stakeholders.
{"title":"Beyond The Lecture Hall: Exploring Informal Learning Spaces as Catalysts for Interpersonal Relationships, Student Well-Being and Campus Satisfaction in Higher Education Institutions","authors":"M. Maciuliene, Gintarė Gulevičiūtė, Aelita Skaržauskienė","doi":"10.17275/per.24.18.11.2","DOIUrl":"https://doi.org/10.17275/per.24.18.11.2","url":null,"abstract":"Informal learning spaces have gained recognition as catalysts for student co-creation and engagement in higher education institutions. This study investigates the relationship between the availability and accessibility of informal learning spaces on campus and its influence on university belongingness, interpersonal relationships, student well-being, and university campus satisfaction. Mixed-method approach incorporating interviews and survey has been used in the study. Through qualitative research methods, including interviews with stakeholders, we explored the informal learning spaces at Mykolas Romeris University (MRU). The findings highlight that MRU offers a variety of spaces for both collaborative and focused learning, which are characterized by inclusivity, accessibility, digitalization, and availability for students. Guided by two research hypotheses, the quantitative part of the study examines the extent to which the availability and accessibility of informal learning spaces impact these key variables. The survey revealed a positive perception among respondents regarding the availability, accessibility, and satisfaction with informal learning spaces. Moreover, the study indicates that higher availability and accessibility of informal learning spaces on campus can significantly influence students' university belongingness and well-being. This paper contributes to the field by examining informal learning spaces from a holistic perspective that encompasses both students and stakeholders.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"53 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140411672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to reveal the effects of project- and resource-based teaching methods on student teachers' social intelligence, metacognitive thinking skills, and academic achievements. A pretest-posttest control group design, a quasi-experimental method, was used in the study. The study used the purposeful sampling method to determine the study group. The study group consists of four different groups. The study analyzed the collected data by MANOVA and paired samples t-test. The findings obtained from the study showed that there was a significant difference in terms of metacognitive thinking skills and academic achievement between the groups to which different teaching methods were applied. In the study, it was understood that the group to which PBTM was applied was more successful than the other groups in terms of metacognitive thinking skills and academic achievements. It was observed that there was a significant difference between the pre-test and post-test scores regarding the metacognitive thinking skills and academic achievement of the group to which PBTM was applied. On the other hand, it was determined that there was no significant difference in terms of the scores regarding social intelligence levels between the groups to which different teaching methods were applied in the study. It was observed that there was no significant difference between the social intelligence variable pre-test and post-test scores of the groups. In conclusion, the study revealed that different teaching methods used in lessons affected students' social intelligence, metacognitive thinking and academic achievement at different levels.
本研究旨在揭示项目教学法和资源教学法对师范生的社会智力、元认知思维能力和学业成绩的影响。研究采用了前测-后测对照组设计，即准实验法。研究采用有目的的抽样方法确定研究组。研究组由四个不同的小组组成。研究通过 MANOVA 和配对样本 t 检验对收集到的数据进行了分析。研究结果表明，采用不同教学方法的小组在元认知思维能力和学业成绩方面存在显著差异。据了解，在元认知思维能力和学业成绩方面，采用 PBTM 的小组比其他小组更成功。据观察，应用 PBTM 的小组在元认知思维能力和学业成绩方面的前测成绩和后测成绩之间存在显著差异。另一方面，研究发现，采用不同教学方法的小组在社会智力水平方面的得分没有显著差异。据观察，各组的社会智力变量前测得分和后测得分没有明显差异。总之，研究表明，课堂上使用的不同教学方法对学生的社会智力、元认知思维和学业成绩产生了不同程度的影响。
{"title":"Examining the Effects of Project and Resource-Based Teaching Methods on Social Intelligence, Metacognitive Thinking and Academic Achievement","authors":"Cengiz Gündüzalp, Yuksel Göktas","doi":"10.17275/per.24.25.11.2","DOIUrl":"https://doi.org/10.17275/per.24.25.11.2","url":null,"abstract":"This study aimed to reveal the effects of project- and resource-based teaching methods on student teachers' social intelligence, metacognitive thinking skills, and academic achievements. A pretest-posttest control group design, a quasi-experimental method, was used in the study. The study used the purposeful sampling method to determine the study group. The study group consists of four different groups. The study analyzed the collected data by MANOVA and paired samples t-test. The findings obtained from the study showed that there was a significant difference in terms of metacognitive thinking skills and academic achievement between the groups to which different teaching methods were applied. In the study, it was understood that the group to which PBTM was applied was more successful than the other groups in terms of metacognitive thinking skills and academic achievements. It was observed that there was a significant difference between the pre-test and post-test scores regarding the metacognitive thinking skills and academic achievement of the group to which PBTM was applied. On the other hand, it was determined that there was no significant difference in terms of the scores regarding social intelligence levels between the groups to which different teaching methods were applied in the study. It was observed that there was no significant difference between the social intelligence variable pre-test and post-test scores of the groups. In conclusion, the study revealed that different teaching methods used in lessons affected students' social intelligence, metacognitive thinking and academic achievement at different levels.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"28 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140412600","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}
Education has always been significant for sustainable development all around the world. However, it is not possible to achieve development without considering the international standards in this globalized world. Countries can be successful only if they interact with other societies without losing their cultural identities. The European Union is an organisation that fosters cooperation and harmony among countries for development. In this context, it has identified four main areas and sixteen indicators for these areas in order to improve the quality of education. Being one of the candidate countries, Türkiye has declared will to harmonize with the educational policies suggested by the European Union. Therefore, the question of how compatible and competitive Türkiye’s education system has become with international standards remains on the agenda in today’s world of increasing international competition in every area. In this line, this study aims at analysing the current situation of Turkish education system according to four key indicators, which are mathematics, science, reading skills and foreign language. For this purpose, the study employs the method of document analysis. Therefore, we analysed PISA 2022 report and EF EPI (EF English Proficiency Index) 2023 report in this line. The study findings show that Türkiye ranks 39th with an average score of 453 in mathematics, 34th with an average score of 476 in science, and 36th with an average score of 456 in reading skills among 81 countries in PISA 2022. Also, Türkiye ranks 66th among 113 countries with an EF EPI score of 493 in English.
{"title":"Türkiye’s Educational Journey: Evaluating the Skills of Mathematics, Science, Reading, and Foreign Language in The Light of International Competition","authors":"Sakine Si̇ncer, Bahar YAKUT ÖZEK, Eray Selcuk","doi":"10.17275/per.24.23.11.2","DOIUrl":"https://doi.org/10.17275/per.24.23.11.2","url":null,"abstract":"Education has always been significant for sustainable development all around the world. However, it is not possible to achieve development without considering the international standards in this globalized world. Countries can be successful only if they interact with other societies without losing their cultural identities. The European Union is an organisation that fosters cooperation and harmony among countries for development. In this context, it has identified four main areas and sixteen indicators for these areas in order to improve the quality of education. Being one of the candidate countries, Türkiye has declared will to harmonize with the educational policies suggested by the European Union. Therefore, the question of how compatible and competitive Türkiye’s education system has become with international standards remains on the agenda in today’s world of increasing international competition in every area. In this line, this study aims at analysing the current situation of Turkish education system according to four key indicators, which are mathematics, science, reading skills and foreign language. For this purpose, the study employs the method of document analysis. Therefore, we analysed PISA 2022 report and EF EPI (EF English Proficiency Index) 2023 report in this line. The study findings show that Türkiye ranks 39th with an average score of 453 in mathematics, 34th with an average score of 476 in science, and 36th with an average score of 456 in reading skills among 81 countries in PISA 2022. Also, Türkiye ranks 66th among 113 countries with an EF EPI score of 493 in English.","PeriodicalId":36886,"journal":{"name":"Participatory Educational Research","volume":"8 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409870","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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