Theses supervised by Doç. Dr. Gonca Kızılkaya Cumaoğlu
13 theses · Yeditepe University
The examination of emotional intelligence among middle school students in terms of parental attitudes
This study aimed at investigating emotional intelligence and parents attitudes in middle school children. Utilization permit is received by approval of parents before the application. This approval also comprised that all parents consented to attend with their children for this examination. The scales are examined online. The sample included of 196 attendees recruited from 5th, 6th, 7th and 8th grades students and their parents. In order to determine children's emotional intelligence levels, Bar-On Emotional Quotient Inventory Youth Version EQ-i has been applied to both parents and children. Bar-On EQ-i scores which is calculated by dividing the sum of parents' and chidren's scores. In order to determine parents attitudes, Parental Style Inventory has been used. Results indicated that female students had statistically significant higher scores than male students' in terms of intrapersonal, interpesonal, stress management, adaptability subscales and total scores of Bar-On EQ-i Youth Version. Also, female students had statistically significant higher scores than male students' in terms of all subscales of Parental Style Inventory. 5th grade students had statistically significant iv higher score than other grades' in terms of subscales of intrapersonal, interpesonal, general mood, positive impression and total scores of Bar-On EQ-i. In all categories, fathers' education level was not correlated any item. Regarding Bar-On EQ-i correlation results, subscales of intrapersonal and interpersonal subscales, children whose mothers have master or doctoral degree education level had statistically significant higher score than others. Besides, in general mood subscale, children whose mothers have bachelor, master or doctoral degree education level statistically significant higher score than others. Finally, regarding the consequences of correlation between subscales of Bar-On EQ-i and Parental Style Inventory, it founded that statistically significant positive correlation between PSI subscale of acceptance/involvement and Bar-On EQ-i YV all subscales and total scores. Key Words: emotional intelligence, parental attitudes, emotion, EQ, parenting styles, middle school students.
The effects of face-to-face and blended learning environments in coding training on students' computational thinking skills
This study explores the effects of coding training on computational thinking (CT) skills levels in face-to-face learning (FTFL) and blended learning (BL) environments. The research sample consists of 60 seventh grade students (30 girls, 30 boys) observed over the ITS course of the 2019-2020 academic year. These students attend a private secondary school in Istanbul and have prior programming experience, having taken Information Technologies and Software (ITS) courses over the preceding two years. This quantitative research was undertaken following a weak experimental research design with one group pre-test, post-test experimental design, using a personal information form and secondary school CT Skills Levels Scale. These were analyzed using the SPSS 25 program. The students undertook two coding training projects, the first lasting sixteen weeks and using Arduino educational robotics coding applications in a FTFL environment, and the second (also lasting sixteen weeks) a drone coding application in a BL environment. Three tests were undertaken across the course: one before the FTFL training; one between the FTFL and BL training; and one at the conclusion of the coding training. The results of this study for the FTFL coding training reveal insignificant development in CT skills; no significant difference among the girls and boys sample groups; and no significant variation in CT skill subfactors either. Whilst there was again little change in the overall CT skills after training in the BL environment, the results do suggest some development in collaboration (a CT subfactors) amongst girls students; and in the BL environment, both girls and boys students also attested to improvements in collaboration and creativity skills.
The effects of students' attitudes towards digital technology on English vocabulary learning via mobile devices
The developing technologies have been increasingly surrounding every aspect of our lives. Education is one of the most affected areas from these developments. Educators from different disciplines use various types digital technologies in learning environments. Mobile learning is one of the developments occurred as a result technological developments in education. A number of studies show that mobile learning is beneficial for language learning and vocabulary learning in particular. There is an expanding tendency to use mobile learning devices in education; however, the question if it is appropriate to use the mobile learning technologies in every learner group is still not answered. There can be a number of factors that affect the benefits of mobile learning technologies. This study was done on high school students to find out if the students' attitudes towards digital technology is an influential factor on the effectiveness of vocabulary learning via mobile devices. The results of the study indicated that using mobile devices has an obvious positive effect in vocabulary learning. Furthermore, the results showed that there is a positive correlation between students' attitudes towards digital technology and the vocabulary learning process; however, not every sub factor has a remarkable effect on the learning process. As the learning technologies develop day by day, there are still several factors to be examined. Consequently, the study will be helpful for new studies to find out the influencer factors of English vocabulary education via mobile devices. Keywords: Digital Technology, Mobile Learning, Vocabulary Learning, Attitudes
The effect of video feedback tools on academic writing skills in blended learning at English preparatory schools in Turkish universities
The purpose of this academic study is to delve into the influence of virtual feedback on university prep school students' academic writing skills in English as a second language. In this respect, the technology-oriented feedback style which is regarded as 'video feedback' will be compared with the conventional text-based feedback which is given in class and the factors affecting both will be analysed in depth. The video feedback is given through 'Google Meet', a popular video conferencing tool. The investigation concerned is to provide detailed information with educators regarding the advantages and disadvantages of the above-mentioned feedback technique. Therefore, this study will serve as a kind of academic journey to explore a promising method by comparing and contrasting it with other feedback styles. The research scrutinises the data collected through some English prep school students studying at a private university in Istanbul, Turkey. Within this academic research, two classes consisting of 19 students in total are involved in the process and the work reflecting their academic writing skills has been examined comprehensively in an attempt to comprehend the effects of video feedback on their academic performance in English language. In this manner, both classes - the experimental group and the control group - are given one writing task throughout an academic semester lasting 9 weeks and their improvement has been observed closely by the researcher. Throughout the process, the pretest - posttest experimental design was applied. The results of this study demonstrate that the English language-based academic writing skills of those students that were provided with video feedback were improved compared to those who were merely given traditional feedback. In an attempt to demonstrate those students' improvement rate in line with the predetermined time period, the researcher benefited from the Mann-Whitney U-Test which is regarded as one of the Non-parametric Statistical Tests. The relevant results show that the written exam scores of those students getting video feedback are significantly higher than those that were given traditional text-based feedback in English essay writing exams. Keywords: Blended Learning, Second Language Learning, Online Learning
Examination of school counselors' opinions on cyberbullying cases at schools
In this study, it was aimed to examine the views of the school counselor working at primary and secondary schools in terms of cyberbullying cases that they have encountered. And thus the phenomenology design, which is one of the qualitative research methods, was used. The research was conducted with 21 school counselor teachers working in 15 primary –secondary, private and public schools in Istanbul. The data of the research was collected by the open-ended interview questions. The data obtained was analyzed by using content analysis. According to the results of the research, it has been revealed that there is a significant relationship between gender and being a private or public school and cyberbullying cases at schools. The school counselors we interviewed emphasized that class and branch teachers need to be aware of the cyberbullying incidents and this issue should be focused on in-service training.
Üniversite öğrencilerinin e-öğrenme stilleri ile teknoloji bağımlılıkları arasındaki ilişkinin incelenmesi
Bu araştırmanın amacı, üniversite öğrencilerinin teknoloji bağımlılıkları ile e- Öğrenme stilleri arasındaki ilişkiyi incelemektedir. Yapılmış olan çalışma, 2020-2021 yılında Yeditepe Üniversitesi'nde farklı bölüm ve farklı sınıf düzeylerinde eğitim gören 143 öğrenci ile gerçekleştirilmiştir. Çalışmada Gülbahar & Alper (2014) tarafından geliştirilen e-Öğrenme Stilleri Ölçeği ve Aydın (2017) tarafından geliştirilen Teknoloji Bağımlılığı Ölçeği kullanılmıştır. Çalışmada elde edilen verilere SPSS programı kullanılarak yorumlanmıştır. Normal dağılım gösteren verilerde Bağımsız Gruplar t-testi ve Tek Yönlü ANOVA testi uygulanmıştır. Normal dağılım göstermeyen verilerde ise, ikili grupların karşılaştırılmasında Mann-Whitney U testi, üç ve üzeri grupların karşılaştırılmasında ise Kruskal Wallis testi uygulanmıştır. İstatistiksel olarak anlamlılık bulunması durumunda, anlamlılığın yönünü belirlemek için Tamhane's T2 testi uygulanmıştır. İlişkiyi belirlemeye yönelik yapılan analizlerde ise Spearman korelasyon analizi yapılmıştır. Gerçekleştirilen analizlerin sonuçları istatistiksel tablolar ile verilmiştir. Yapılmış olan araştırma sonucunda öğrencilerin teknoloji bağımlılık düzeylerinin "Düşük Düzeyde Bağımlı" olduğu tespit edilmiştir. Öğrencilerin e-Öğrenme stilleri incelendiğinde ise katılımcıların en çok sahip olduğu e-Öğrenme stilinin "Görsel-İşitsel Öğrenme" olduğu görülmektedir. Üniversite öğrencilerinin Sosyal Ağ Bağımlılığı ile Görsel-İşitsel Öğrenen e-öğrenme stiline sahip oluşu arasında negatif ve anlamlı bir ilişki, Çevrimiçi Oyun Bağımlılığı ile Bağımsız Öğrenen e-öğrenme stiline sahip oluşu arasında negatif ve anlamlı bir ilişki, Teknoloji Bağımlılığı ile Görsel-İşitsel Öğrenen e-öğrenme stiline sahip oluşu arasında negatif ve anlamlı bir ilişki, Çevrimiçi Oyun Bağımlılığı ile Bağımsız Öğrenen e-öğrenme stiline sahip oluşu arasında negatif ve anlamlı bir ilişki, Teknoloji Bağımlılığı ile Bağımsız Öğrenen e-öğrenme stiline sahip oluşu arasında negatif ve anlamlı bir ilişki, Çevrimiçi Oyun Bağımlılığı ile Sezgisel Öğrenen e-öğrenme stiline sahip oluşu arasında negatif ve anlamlı bir ilişki ve Çevrimiçi Oyun Bağımlılığı ile e- öğrenme stilleri ölçeği tümü arasında negatif ve anlamlı bir ilişki bulunmuştur.
Examination of the relationship between high school students' strategies to cope with cyberbullying and the levels of nomophobia
This research was conducted with a view to determine the cyberbullying situation among high school students and also to determine the strategies of students to cope with cyberbullying. Within the scope of the research 311 high school students in Adana participated in the study on voluntary basis through an online questionnaire. The questionnaire consisted of a student recognition form, a 23-question scale to determine the effects of cyberbullying on students and a 23-question survey to determine students' strategies for coping with cyberbullying. According to the results of the research, it has been determined that cyberbullying has many negative effects on students. Additionally, it was found that students who were exposed to cyberbullying mostly tried to avoid it by some coping strategies such as asking the bully to end their behaviour, blocking the messages from the bully, not answering the calls from unknown and private numbers, and changing the passwords of the internet accounts they use. On the other hand it was determined that stucyberbullying coping strategies such as telling the incident to the psychologist, resorting to legal procedures and reporting the situation to the teacher or the school principal were less used by students. Moreover, when the relationship between students' nomophobia levels and exposure to cyberbullying is examined, it was seen that there is a statistically significant, weak and positive relationship. When the relationship between students' nomophobia levels and their strategies to cope with cyberbullying is examined; it has been determined that there is a statistically significant, weak and negative relationship. When the relationship between students' strategies to cope with cyberbullying and their exposure to cyberbullying was examined, it was determined that there was a statistically significant, moderate and negative relationship. Keywords: bully, bullying, cyberbullying
Exploring students' attitudes toward motivation, satisfaction, and perceived learning outcomes using online feedback in writing argumentative essay
ABSTRACT Online peer feedback is implemented to help students learn how to write argumentative essays better, especially in large online classes where teachers cannot provide one-on-one feedback due to workload. Considering on the literature, students' motivation and satisfaction can affect their learning outcomes in many aspects. However, there is limited information on how motivation and happiness are affected by online peer feedback. This study investigates students attitude toward motivation, satisfaction, and perceived learning outcomes in an online peer feedback environment in the context of argumentative essay writing. 41 graduate students from Wageningen University participated in an online module for writing argumentative essays. Students were invited to complete surveys about their motivation, satisfaction, and level of perceived learning. This study's results showed the high level of motivation and satisfaction with perceived learning outcomes in an online peer feedback environment. Key words: argumentative essay, motivation, online peer feedback, perceived learning outcome, satisfaction
Examining the relationship between systems thinking and environmental perception
In this study, the relation between individuals‟ systems thinking skills and their environmental perception was researched. In addition, how individuals‟ social media usage levels differ for both individuals‟ systems thinking skills and environmental perception is analyzed. Therefore, firstly, the data about the social media usage of individuals were collected using the personal information form created by the researcher. Then, the Environmental Perception Scale developed by Mürşet Çakmak (2020) and the Systems Thinking Perception Scale developed by Dolansky et al. (2010) and adapted to Turkish by Harmancı (2019) were implemented face-to-face or digitally. The reliability coefficient of the scale of systems thinking scale used in this study was higher than 0.7 (.926). The reliability of the coefficient of the environmental perception scale used in this study was higher than 0.7 (.979). The sample of the research consists of 315 individuals residing in Istanbul, over the age of 17, using social media. Pearson correlation test was applied to the data collected about the variables of the study. As a result of the analysis realized with the SPSS program, a medium level of positive correlation was found between the systems thinking perception and the environmental perception (.46). Besides a low level of positive correlation was found between the individuals' systems thinking levels and the use of social media. A low level of positive correlation was also found between the environmental perception and the use of social media (.16). To sum up, it has been determined that there is a positive correlation between individuals' social media usage times and their perceptions of systems thinking and environmental perceptions. It has been determined that there is a positive correlation between environmental perception and system thinking, environmental perception and social media usage level, and system thinking and social media usage level. Based on the results of the study, it could be said that systems thinking should be included in the education curriculum together with its outcomes in order to improve environmental perception, and social media platforms can be restructured with the principles of systems thinking in the context of environmental perception.
Developing 9th grade students' digital competencies as apart of statistics lesson
This study aims to develop digital competencies of 9th grade students (STs) through implementing designed digital competency (DC) learning module integrated into statistics content area. Seven 9th grade STs were participated to the study. Case study method was used to examine development of the 9th grade students' digital competencies (DCs) within the process of module implementation as well as document the changes in DCs of the STs before and after the study. Semi-structured pre-post interviews, video data of classroom activities and students' screen recordings, and the written online documents of the STs were used as data collection tool. The pre and post interview findings revealed that STs had a very limited extent of DCs before the study. In the pre-interview, they indicated that they experienced various difficulties such as spending too much time searching, not being able to access reliable and accurate sources on the Internet and meaningfully synthesizing information from various online sources. In addition, majority of them stated that they did not believe in the necessity of giving citation for the used sources unless it is requirement given by teacher. After the study, they all enhanced their competency of access and assess reliable and accurate online sources along with meaningfully synthesizing information from multiple sources. They gained the competency of giving reference to the sources used in their works because of academic reasons such as preventing knowledge and labor theft. In addition, they became aware of the legal responsibilities regarding to ethical issues. The analysis of video data revealed that as students became more digitally competent, they could reach relevant, reliable and accurate academic sources to reveal the story behind the data, to provide alternative explanations for the statistical inferences and to deepen their contextual knowledge of data. In addition, they started to employ both statistical knowledge covered in the study and DCs while making statistical claims. The overall results of the study suggested that implementing a learning module that draw strength from statistics and use of DCs on Internet, contributed to development of DCs of the 9th grade students. They gained the competencies of critically evaluating online sources, even their own beliefs and knowledge. They also became aware of ethical and legal responsibilities while synthesizing information from online sources. These results showed the potential benefits of implementing such module for closing the gap identified in the literature as insufficiency in learning resources and practices that is connected to real-world and a few numbers of intervention studies for developing DCs of the students in the existing school system. In addition, they could utilize power of other disciplines such as History, Political Science to reveal the underlying story/reason behind the statistical conclusion and inferences. As a result, implementing the learning module that uses power of statistics and DCs, opened a way for interdisciplinary learning environment.
The relationship between five factor personality traits and nomophobia levels among university students
The present research was carried out with the purpose of scrutinizing the relationship between five-factor personality traits and nomophobia. In the scope of the study, the relationship between nomophobia and smartphone use habits were also investigated. The research was compiled through correlational design. The sample of the study comprised 414 undergraduate students (254 female and 160 male) studying in Yeditepe University. The data was obtained via demographic form prepared by researcher, The Big Five Inventory (John et al., 1991; Schmitt et al., 2007), and Nomophobia Questionnaire (Yildirim & Correia, 2015; Yildirim et al. 2016). In the main analyses of the study, the correlations between the study variables were examined with Pearson correlation analysis. The differences between university students' nomophobia levels in terms of demographic variables and smartphone use habits were assessed by one way analysis of variance (ANOVA) and independent samples t-test. The results of the research brought to light relationships between extraversion, neuroticism, and openness to experience traits and nomophobia level. Furthermore, the study revealed that gender, department type, and all smartphone use habits were significantly correlated with nomophobia. Current study provided an insight regarding one of psychological indicators of nomophobic behavior that is considered as important to understand the phenomenon better and to develop more effective intervention programs.
Investigation of university students' new media literacy levels
This study aims to investigate the level of New Media Literacy (NML) of university students and validate recent new media literacy in Turkish version. The data were collected from 486 university students at Yeditepe University in Turkey. The language equivalence, validity and reliability of scale were established. The results show that university students had differences about NML level in terms of their gender and spending time on online games. The result also shows that the Turkish version of this scale can be used in Turkey.
Investigation of the relationship between social media users' social anxiety and communication competencies of high school students
Social anxiety is the most common manifestation of speaking within the community and avoiding eating in crowded places. Adolescents and children with social phobia; They have difficulty in speaking in class, writing on blackboard, communicating with others, eating in crowded places, using school sink. As a result of all these anxiety and fears, the feeling of boredom, constant tension and restlessness becomes a part of child development. In fact, fear and anxiety are the emotions necessary for the survival of people. The distinction: the feeling felt in the face of a real and known danger can be called fear,anxiet is the feeling felt when the danger is not fully known.The aim of this research is to investigate the relationship between social anxiety level and social competency status. The research sample consisted of 250 high school students randomly selected from a private school in Şişli, İstanbul. The research data were collected by using two scales together with the demographic questions prepared by the researcher: 'Social Anxiety for Social Media Users Scale'developed by the researchers (Alkis, Kadirhan, & Sat, 2017) and the 'Communication Competency Scale'which developed by ( Wiemann,1977) and the reliability and validity study was performed by(Erigüç & Koca, 2017). SPSS program was used to analyze the data. T-test, Anova and Regression Analysis were used to test the research hypotheses. Data were evaluated at 95% confidence interval and 5% significance level.