Theses supervised by Prof. Dr. Ayşe Münire Erden
16 theses · Yeditepe University
Okul öncesi öğretmenlerinin okuma yazma öğretimine ilişkin görev algılarını etkileyen faktörler
Okuma yazma becerileri bireyin sosyal, kişisel ve akademik hayatının vazgeçilmezi bir bölümünü oluşturmaktadır. Bu nedenle bu sürece en çok dahil olan okul öncesi öğretmenlerinin okuma yazma etkinliklerine ilişkin görev algılarını etkileyen unsurların belirlenmesi hem çocuk hem de toplum için oldukça önemlidir. Bu çalışmanın amacı okul öncesi öğretmenlerinin okuma yazma öğretimine ilişkin görev algılarını etkileyen faktörler belirlenmesidir. Araştırma nicel araştırma yöntemleri arasında yer alan tarama modeli ile desenlenmiştir. Araştırmanın çalışma grubunu elverişli örneklem yöntemi ile seçilen 169 okul öncesi öğretmeni oluşturmaktadır. Araştırmada veriler Covid-19 pandemisi nedeni ile çevrim içi ortamda toplanmıştır. Araştırma sonucunda öğretmenlerin eğitim durumları, mesleki deneyimleri ile okuma yazma öğretimine ilişkin görev algıları arasında anlamlı bir farklılık olduğu tespit edilmiştir. Ancak, öğretmenlerin cinsiyet ve okul türü ve çalıştıkları yaş grupları ile okuma yazma öğretimine ilişkin görev algıları arasında anlamlı bir farklılık olmadığı bulunmuştur.
Examining the predictive roles of algebra learning field attitude and mathematical literacy self-efficacy on algebraic thinking of 8th grade students
The purpose of this study is that examining the predictor roles of 8th grade students' algebra learning field attitude and mathematical literacy self-efficacy on their algebraic thinking. The study was conducted with the participation of 212 students selected by convenience sampling method in a public secondary school in İstanbul. The correlation research was used in this study. Algebraic Thinking Test, Algebra Learning Field Attitude Scale and Mathematical Literacy Self-Efficacy Scale were used as data collection tools. Descriptive Statistics, Correlation and Multiple Regression analyzes were used to analyze the obtained data. According to the results of the analysis, the number of students at Level 0 and 1 was more than the number of students at other levels. The results of the regression analysis ascertained that algebra learning field attitude of students was not significant predictor of their algebraic thinking and mathematic literacy self-efficacy of students was significant predictor of their algebraic thinking. In other words, students' mathematical literacy self-efficacy had an impact on their high or low algebraic thinking levels.
A structural equation model on language achievement of efl learners: The analysis of cognitive flexibility, metacognitive skills and academic buoyancy
The present study was an attempt to test a hypothesized language academic achievement model, investigating the relationship between cognitive flexibility, metacognitive skills, and academic buoyancy among Turkish EFL (English as a Foreign Language) learners. Specifically, the study examined to what extent cognitive flexibility, metacognitive skills, and academic buoyancy predict language achievement of EFL learners. To this end, a study group of 685 EFL learners was asked to complete the demographic information form, cognitive flexibility inventory, metacognitive skills scale and academic buoyancy scale. IBM SPSS 24 was used for tabulating the data and running descriptive statistics, and confirmatory factor analysis (CFA) was conducted to assure the construct validity of the questionnaires used. Within the scope of the research, the Academic Buoyancy Scale (ABS) was developed. Exploratory and confirmatory factor analyses were performed for the ABS. To check the CFA of the cognitive flexibility inventory and metacognitive skills scale, partial least squares structural equation modeling (PLS-SEM) was performed in conjunction with the SmartPLS tool. The hypothesized path model was tested through the IBM AMOS 24 program with maximum likelihood estimation. The results of the path analysis indicated some insignificant paths, and thus these paths were eliminated from the proposed model and a suggested path was added to the model. The final model accounted for 73% of the variance in language achievement. The analysis indicated that the final model had an acceptable fit to the data set. When model fit indices are explored, the model has accepted and perfect fit indices (X 2 / sd = 5.41, RMSEA =.08, SRMR =.03, GFI =.97, NFI =.97, CFI =.98, TLI =.96). The findings of the study revealed that cognitive flexibility has a medium positive direct effect on metacognitive skills; metacognitive skills have a positive, direct, and significant impact on academic buoyancy; and a significant, positive indirect effect on language achievement. Based on the results, there is no direct effect of cognitive flexibility on academic buoyancy and academic achievement of EFL learners. Moreover, metacognitive skills did not impact academic achievement directly. The study concludes with a discussion of its potential contributions to the scholars, instructors and practitioners in the field and an explanation of its implications. Keywords: Academic buoyancy, cognitive flexibility, metacognition, metacognitive skills, academic achievement, structural equation modelling, path analysis
Parents' use of the scientific concepts in daily life and students' science success
The aim of this study is to carry out an investigation to reveal the relationship between the frequency of use of scientific concepts by parents and students' science success. The use of science concepts by families in the home environment is important for the student's science success. This research was carried out with a total of 379 fourth grade students and their parents in one private and four state primary schools in Istanbul in the 2021-2022 academic year. Survey type research method was used. The data were collected with the scientific concept test applied to the students and the scientific concept scale applied to the parents. The quantitative data obtained at the end of the process were analyzed with the SPSS 25 package program and evaluated with the descriptive analysis method. One-way ANOVA, t-test and linear regression were used for analysis of data. As a results of the research, it was determined that there was a significant relationship between the frequency of use of scientific concepts by parents and students' success in science. The use of scientific concepts by parents predicted students' scientific concept success in a statistically significant and positive way. On the other hand, there was a statistically meaningful yet slight difference among different education level of the parents and using scientific concepts of parents with daughters are higher than those of families with sons. The scores on using scientific concepts of the female participants were higher than the male participants. Parents' use of scientific concepts can explain 18.8% of the variance of students' success in scientific concepts. Key Words: scientific concepts, science success, parents' involvement
EFL teachers' ideas about digital gamification for young learners
The study aims to analyze EFL Teachers' ideas about Digital Gamification. This research is quantitative research and descriptive. This research's participants consist of 104 primary EFL teachers who work in private and public schools in İstanbul. Snowball sampling is going to be used for choosing a sample. While this study's findings have been evaulated, non-parametric test methods and t-test were utilized for analysis of data. According to results of this research, EFL teachers have positive attitudes towards English Teachers' ideas about Digital Gamification. This study examined sub problems such as teaching experience, gender, school type. Teaching experience and school type don't make difference in points. However, there is a significant difference between genders. Male EFL teachers' points are higher than female EFL teachers. Also education variable was analysed. The EFL teachers who have MA degree, got higher points than EFL teachers who have BA degree.
The effects of collaborative process and collaborative product approaches to writing on 7th grade students' writing performance in online environment
Writing is one of the important but unfortunately neglected skills in learning a foreign language. The significance of having the ability to write in a second or foreign language for academic purposes has become more important for the student's future careers recently. This study aimed to design a foreign language writing instruction to answer the question that whether the implication of the Collaborative Product or Process Approach to Writing in a private secondary school's writing classes makes a positive impact on students' writing performance. The study was conducted with 73 7th-grade students in a private secondary school in İstanbul and designed as a quasi-experimental study. The treatment or implication of the Collaborative Process Approach to Writing to Experimental Group 1, the Collaborative Product Approach to Writing to Experimental Group 2 and the regular treatment was conducted in the control group. The treatment period lasted 12 weeks via Zoom sessions because of the pandemic. Both the experimental and the control groups conducted a publicly open-source B1 Pre (PET) Writing Test as a pretest and also a posttest which was utilized as the data collection tool. Analysis of covariance (ANCOVA) was conducted to perform pretest-posttest analysis where the pretest was used as a covariate to remove the possible effects of the pretest (covariant) from the dependent variable (posttest). The results taken from ANCOVA showed statistically significant differences between the post-test scores of the students in both groups. However, these statistics didn't explain which pair of means were significant. Therefore, the Post-Hoc Bonferroni test was computed to identify significant pairs of means. As the results indicate, there was a significant difference between the posttest scores of students in favour of Experimental Group 1 (Collaborative Process Approach to Writing).
Dans öğetmenlerinin mesleki görüşleri ve mesleki görüşlerini etkileyen faktörler
Türkiye'de dans eğitimi, okul öncesi süreçlerde başlayarak eğitimin her kademesinde pek çok eğitim kurumu programında etkinlik olarak, kurslarda da ana ders olarak yer almaktadır. Özel kurslarda üç yaşından itibaren öğrenciler bale kurslarına başlamaktadır ve bu kurslara başlayan öğrencilerin ilk öğretmeni dans öğretmeni olabilmektedir. Dans öğretmenlerinin Millî Eğitim Bakanlığı tarafından görevlendirilmelerinin yapılması için bir kurs belgesine sahip olmaları yeterlidir. Bu araştırmanın amacı dans öğretmenlerinin mesleki görüşlerini incelemektedir. Niceliksel yöntemin kullanıldığı araştırmada veriler, araştırmacı tarafından geliştirilen "Dans Öğretmenlerinin Mesleki Görüşleri Ölçeği" ile toplanmıştır. Araştırma grubunu elverişli örneklem yöntemi ile belirlenen 101 öğretmen oluşturmaktadır. Araştırma sonucunda öğretmenlerin öğretim yöntem ve teknikleri, eğitimde öğrenme kuramları ve öğrenciye dokunma ile ilgili maddelerin ortalamasının genel ortalamanın altında olduğu ve öğretmenlerin görüşlerinin, cinsiyet, çalışma süresi, mezun olunan eğitim kurumu türü ve mesleki eğitim almış veya almamış olduklarına göre değişmediği bulunmuştur.
Adaptation of the effective lifelong learning inventory (ELLI) in Turkish
Aim of present research is adaptation of ELLI, which was developed by R. Deakin Crick, P. Broadfoot, G. Claxton in 2004, into Turkish by carrying a language equivalency, reliability and validity study. It is a Likert-type, online inventory to diagnose, track and develop learning power of students by a subjective self report. Results could be used as an opportunity to create free learning spaces for them to become aware of learning to learn capacities they can develop. A strong positive Pearson ve Spearman correlation has been found between the total scores and seven dimensions of Turkish and that of English forms of ELLI in the language equivalency study. 552 students studying in grades 5-12 were completed online ELLI Turkish Questionnaire for validity and reliability study. The Cronbach Alpha reliability coefficient of Turkish version of ELLI has been found .90; and that of its dimensions' values have been changed between .62 and .83. Confirmatory Factor Analysis was performed on the collected data to test goodness of fit of the dimensions in relation to the data. Although the confirmatory factor analytic results were showing quite poor fit for the Turkish sample, overall the dimensions showed a reasonable fit within the data. The RMSEA is below 0.05, except the three weak items, rest of the items' fit at good levels. It has been decided to keep all Turkish version of ELLI questionnaire items as it is for cross-cultural researches to explore learning dispositions comparatively using international data collected from different countries.
Effects of personalized feedback with open online resources on the essay writing performance of undergraduate preparatory program students studying EFL
Since writing is the primary means of academic communication, academic writing is perhaps the most crucial talent in academic settings. For the majority of students, it is also the hardest skill to learn. In ELL, many methods and techniques have been used to improve students' writing skills. One of these methods is providing feedback on students' writing. The aim of the study was to reveal the effects of personalized feedback with open online resources on the essay writing performance of undergraduate preparatory program students studying EFL at a state university in Turkey. The study was conducted with a mixed method Explanatory Sequential Design including a quasi-experimental study employing a control and an experiment group and a pre-post test administration and interviews with students. When the possible effects of the pretest were removed from the dependent variable (post test) the means of the groups taken from the post test changed slightly. The ANCOVA test was run to identify if there were any statistically significant differences between the pretest and the post test scores of the Experimental and the Control Groups. As a result of the ANCOVA test, it was found that there was not a statistically significant difference (p=.871, p>.05) between the post test scores of the students in the experimental and control groups. In the qualitative part of the study, interviews were conducted with eight voluntary students. In the interviews, the students were asked to reflect on the personalized feedback they received. As a result of the thematic analysis employed in the examination of the qualitative data, it was found that all interviewees had positive reflections about the feedback they received. However, they also expressed that they were already using online resources in their studies.
English instructors' views on the teacher's books in university preparatory programs in Türkiye
This study investigates the use of teacher's books (TBs) in English language teaching (ELT) at the university level with a focus on instructors' views and practices within a Turkish university context. Although TBs are designed to guide lesson planning and enhance instructional consistency, their role in university-level instruction remains under-researched. This qualitative study looks into how Turkish university-level ELT instructors interact with teacher's books, as well as frequent usage patterns, factors affecting their reliance on these resources, and the challenges that they experience when using them. The participant group consists of 15 Turkish ELT Instructors from 12 different state and foundation universities in Türkiye. The participants were chosen by using purposive sampling to guarantee that participants had experience with teacher's books. The data for this qualitative study was collected through semi-structured interview questions. The findings reveal that TBs are found beneficial by a majority of the university-level English instructors in the Turkish universities' context. The data also shows that instructors utilize different sections within TBs significantly more than the different sections they omit in TBs. In contrast, the study also reveals that the challenges and limitations expressed by instructors overwhelmingly surpass the number of benefits mentioned. The study concluded that teacher agency and individual teaching preferences significantly affect views regarding TBs and their usage whereas teaching experience or institutions revealed less diversity in difference of views. The findings suggest that there is a need for flexible and locally relevant materials for ELT instructors in Turkish universities, and also a need for an improvement in institutional awareness regarding the needs of their instructors in their relevant contexts. Keywords: Teacher's Books, Instructional Support, Instructional Materials Evaluation, English Language Teaching (ELT), University-level Instructors
The role of cognitive and motivational factors in high school dropout
The primary aim of this study was to investigate the cognitive and motivational reasons for school dropout among 9th-grade students with high dropout rates. To achieve this, the study examined whether there are significant differences in motivational factors (future expectations, mindset, and academic self-efficacy) and cognitive factors (metacognition and academic delay of gratification) between students who have dropped out of school and those who have enrolled in 9th-grade education. Additionally, the study explored to what extent these factors predict school dropout. The sample for the study comprised 526 students who dropped out of school in the 9th grade from three different types of schools in Istanbul during the years 2020, 2021, and 2022 and 462 students currently attending the 9th grade in three different high schools in Istanbul. The data required for the study were obtained with the "Future Expectation Scale of Adolescent (FESA)," "Academic Delay of Gratification Scale (ADOGS)," "Academic Self-Efficacy Scale (ASES)," "Metacognition Scale," and "Mindset Scale." Data analysis was conducted using SPSS software, employing Multivariate Analysis of Variance (MANOVA) and Logistic Regression analyses. The study's primary findings are summarized as follows: The logistic regression analysis indicated that the independent variables in the model explained 44.5% of the variance in school dropout. The model achieved a success rate of 77.6%. Specifically, future expectations had a positive effect on school dropout (β = 0.46), metacognition had a positive effect (β = 0.775), academic self-efficacy had a negative effect (β = -0.711), and mindset had a negative effect (β = -0.905). Regarding significant differences, the analysis of future expectations scores revealed that students who had dropped out of school have higher future expectations than those who attend school. Examination of metacognition and academic delay of gratification scores showed that dropout students had higher means, although these differences were not statistically significant (p > 0.05). Conversely, the analysis of academic self-efficacy and mindset scores demonstrated that 9th-grade students had higher levels of academic self-efficacy and mindset than dropouts, which was statistically significant (p < 0.05).
The effect of inquiry based instruction on the self-efficacy and achievement of sixth grade science students
The purpose of this study is to compare the effect of (level 2) structured and (level 3) guided inquiry based instruction on the self-efficacy and achievement of students in sixth grade science course. A quasi experimental design was used to investigate the change in the achievement and self-efficacy scores after participation in the different levels of inquiry based instruction. Two subject groups, each including 21 students, were selected for the study from a private school in Istanbul. One of the classes was instructed with (level 3) guided inquiry based instruction, the other class was instructed with (level 2) structured inquiry based instruction. The self-efficacy level and achievement in cell subject of each group were measured with the self-efficacy and achievement scales before and after three weeks of intervention. One way ANCOVA was used in the analyses of hypotheses. Inquiry based instruction of level 3 (guided inquiry) is found more effective in achievement whereas, there is no statistically significant difference between the groups in terms of their self-efficacy. Key Words: self-efficacy, inquiry based learning, inquiry based instruction, science education, scientific inquiry
The effects of online group mentoring on universal design for learning implementation
Evidence from neuroscience indicates that learner variability is the norm, challenging traditional school and curriculum designs aimed at the average student. In response, the Universal Design for Learning (UDL) framework supports inclusive practices by embracing student variability within educational environments. As agents of change, it is crucial for teachers to acquire the knowledge, skills, beliefs, and attitudes necessary for inclusive pedagogies. However, sustainability in teacher professional learning presents significant challenges. Mentoring, as an ongoing professional development strategy, has shown benefits for teachers in various settings. Accordingly, this study investigated the effects of an online group mentoring program on teachers' application of UDL. A convergent parallel mixed methods design combining experimental design and qualitative analysis was used. The participants were 54 primary school and 35 secondary school Turkish teachers working in public schools in Istanbul. While all participants completed the UDL Basic Professional Development program, a group of teachers additionally completed the mentoring program. Quantitative data were collected using the Turkish Form of the UDL Implementation Fidelity Tool, which was adapted by the researcher, and the Turkish Form of the Expectancy-Value-Cost for Professional Development Scale. Qualitative data were collected from teacher interviews, and a thematic analysis was conducted. Findings showed that both groups were equally committed to using the UDL framework, valued the framework, and perceived similar challenges to implementation. Teachers in the mentoring program had significantly higher expectations of successful implementation of the UDL framework. Teacher interviews highlighted the benefits of feedback, self-assessment, realistic scenarios, and colleague interaction. These components allowed teachers to identify their areas of development, adopt a student-centered approach, acquire practical knowledge, and have a positive view of the UDL application. Teachers also reported that they had begun implementing various UDL strategies in classrooms after the mentoring program. This study suggests that mentoring programs can enhance teacher self-efficacy and support the implementation of new pedagogical frameworks. Further research is recommended to optimize the design of mentoring programs for teachers' professional development. Keywords: Universal Design for Learning (UDL), Inclusive education, Teacher professional development, Online mentoring, Group mentoring, Implementation fidelity
Effect of the different components of working memory on multiplication skills of 3rd grade children
The basic arithmetic operations skills of the students play important role to solve math problems as prerequisite knowledge. Therefore, in the first years of primary education, four-operation skills are involved in math curriculum at most. The cognitive process of dealing with numbers and counting abilities are associated with working memory which is the part of this process. The purpose of this present study is to investigate the extent to which components (central executive, phonological loop and visuo-spatial sketchpad) of working memory explaining multiplication skills of 3rd grade children. The study was carried out during the spring semester of 2015-2016 academic year at Istek Kemal Atatürk Primary School in Istanbul. 60 third grade students (23female and 37 male) whose parents were received permission were involved in the study. In order to evaluate the participants' capacity of central executive (CE), phonological loop (PL) and visuospatial sketchpad (VS) components, the tasks named as the counting recall test (CRT), digit span test (DST) and block recall test (BRT) were designed and administered by computers. In addition, participants' multiplication skills were evaluated by multiplication test (MT). Linear multiple regression analysis was used in order to analyze how well the independent variables predicted multiplication skills. The results of multiple regression analysis revealed that the best predictor variable of multiplication skills was the central executive component of working memory.
The effect of types of school on social and emotional learning skills of 9. grade students
ABSTRACT In this study, it is aimed to investigate the effect of types school on Social and Emotional Learning Skills of 9. grade students. The study group consist of 100 female and 101 male students from 9. grade of high school students in Istanbul. Students who were attented to Public Anatolian High School, Private Anatolian High School, Science High School and Religious High School. To collect data, Social and Emotional Learning Skills Scale (Kabakçı, Owen,2010) was adapt for 9. grade of high school students. The confirmatory factor analyses was used to adapt the original form of the scale for 9. grade of high school students. Independent samples t- Test was used to compare the Social and Emotional Learning Skills of 9. grade of high school students according to gender. Accordingly, it was observed that significant difference was observed in communication skill and total average point of Social and Emotional Learning Skills of 9. grade high school students. Two Way MANOVA was used to compare Social and Emotional Learning Skills of 9. grade of high school students according to the type of school. According to the results of the study, there is a significant difference between groups about problem solving skill, copying stress skill and communication skill. Accordingly, the means of Science High School students' problem solving, copying stress and communication skill is higher than other groups of schools. However there is no significant differences between groups about self-esteem skill. Key words: Social and Emotional Learning, Social and Emotional Learning Skills, Type of High School
The effect of reciprocal teaching on 4th grade primary school students' reading comprehension, summarizing skills and metacognitive awareness of reading strategies in an EFL context
The primary aim of this study is to investigate the effect of Reciprocal Teaching on 4th grade primary school students' reading comprehension, summarizing skills and metacognitive awareness of reading strategies in an EFL context. To achieve this, a quasi-experimental design with pre-tests and post-tests for control and experimental groups is used. To examine the effects of Reciprocal Teaching instruction, students in the experimental group were treated with Reciprocal Teaching instruction for 6 weeks after 3 weeks of Reciprocal Teaching time, 2 lessons (80 minutes) every week. In contrast, the control group continued with the regular school curriculum for the same duration. Reciprocal Teaching strategies (predicting, questioning, clarifying, summarizing) are implemented under the teacher's guidance to the experimental group for 6 weeks. The subjects were 96 4th grade students, 48 in the control group and 48 in the experimental group. At the end of 6 weeks of treatment, the pre and post test results of "The Reading Comprehension Test", "The Rubric of Summarizing Skills" and "Metacognitive Awareness of Reading Strategies Test" are compared. As measurement tools, 20 questions from the TOEFL Reading Comprehension Test for 4th graders developed by an international committee established by ETS, and the scoring key (rubric) for assessing summarization skills for 4th grade students and the revised version of the Metacognitive Reading Strategies Awareness Inventory developed by Mokhtari and Reichard (2002) and adapted into Turkish by Caner and Rabia Börekçi (2023) were used. Analysis of covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA) were conducted to perform pre and post-test analysis where the pretest was used as a covariate to remove the possible effects of the pretest (covariant) from the dependent variable (post-test). ANCOVA results showed that the RT group significantly outperformed the control group in both reading comprehension (F = 6.86, p = .010, η² = .069) and summarizing skills (F = 17.20, p < .001, η² = .157), with medium to large effect sizes. For overall metacognitive awareness (MARSI total), the group effect was borderline significant (F = 3.95, p = .050, η² = .041), indicating a small but meaningful contribution. MANCOVA analyses of the MARSI subscales revealed that RT produced a significant improvement in Support Reading Strategies (SRS) (F = 6.25, p = .014, η² = .064), while increases in Global Reading Strategies (GRS) and Problem-Solving Strategies (PSS) were not statistically significant. All statistics were conducted using SPSS version 24. Keywords: Reading Comprehension Skills, Reciprocal Reading Strategies, EFL Reading Strategies, Metacognitive awareness of reading strategies, Global Reading Strategies, Problem Solving Strategies, Support Reading Strategies, Summarizing Skills