International Journal of Contemporary Educational Research最新文献

{"title":"Metaverse Risk Perceptions of Gifted Students","authors":"Kübra YİĞİT TEKEL, Yavuz Yaman","doi":"10.52380/ijcer.2023.10.4.355","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.4.355","url":null,"abstract":"This research aims to examine the views of gifted secondary school students about the metaverse and their risk perceptions toward the digital environment. In this context, the study group consisting of 55 gifted students was determined through purposive sampling. A survey was used to collect participants' views on the metaverse, and the \"Virtual World Risk Perception Scale\" was used to measure the risks they felt in digital environments. A mixed method was used in this research. Content analysis was used in the qualitative data analysis, and the ANOVA test and t-test were used in the quantitative data analysis. The findings obtained in the analysis showed that while students defined the metaverse as a virtual universe, virtual reality, commerce, and socializing place. It was seen that the place where they met this concept was social media. While the students stated that the use of metaverse in education could have advantages, such as motivation, fun learning experience, and contribution to personal development, they mentioned disadvantages, such as health problems, addiction, safety, ethics, and disconnection from real life. Virtual world risk perceptions did not differ according to gender and class level. Students who did not have metaverse experience stated that the digital environment had a risk regarding corruption compared to those with experience.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139149426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding a Group of Teachers Who Carry out a Duty in a Socioeconomically Disadvantageous Area in the Southeast of Turkey","authors":"Ali Culha, H. Demirtaş","doi":"10.52380/ijcer.2023.10.2.382","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.2.382","url":null,"abstract":"We know that the socioeconomic structure of the areas of schools affects schools and their educational activities. Considering this fact, in the present study we sought to stress how the socioeconomic structure of the areas of schools where teachers carried out a duty affected the teachers. In the phenomenological study, we aimed to reveal the inequalities faced by the teachers who carried out a duty in a socioeconomically disadvantageous area in the southeast of Turkey. In order to collect data, we conducted face-to-face interviews with the teachers who experienced educational inequalities in their schools. We found that the teachers experienced both physical and educational inequalities and these inequalities had individual and organizational effects. Due to these effects, the teachers had social and individual expectations. As a consequence, it is possible to state that the teachers had similar job definitions, however, they did not have similar opportunities in terms of the areas where they carried out a duty. We stress the necessity of actualizing fair applications that pay regard to the qualities of areas where teachers carry out a duty.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131880147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of Gamification Applications on Students’ Attitudes towards Lesson and Procrastination Behaviors","authors":"Z. Tatlı, Ahmet Gülay, Arzu Mert","doi":"10.52380/ijcer.2023.10.2.387","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.2.387","url":null,"abstract":"The aim of this study is to evaluate the effectiveness of foreign language teaching with gamification applications at primary school. In this research, embedded design, which is one of the mixed methods in which quantitative and qualitative methods are used together, has been adopted. The study group of this research is comprised of 33 students from 4th grade at a primary school. Research data were collected through attitude scale for English lesson in primary school, homework, follow-up chart and semi-structured interview. The data of the scale were subjected to inferential statistics, the data of the chart was subjected to descriptive statistics and the data of the interview was subjected to content analysis. According to the findings of the study, the gamification applications significantly increase the attitude of primary school students and have a positive effect on procrastination behaviors. In addition, primary school students have positive evaluations about these applications as making the learning process fun, increasing their curiosity to learn, the participation in the lesson and the desire to be successful. In line with these results of the research, it is recommended to use gamification applications in education for effective teaching.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132810697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigation of Student and Teacher Characteristics Associated with Mathematics Achievement in the Transition to Secondary Education Exam","authors":"Sinem Demirkol, Hülya Kelecioğlu","doi":"10.52380/ijcer.2023.10.2.486","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.2.486","url":null,"abstract":"The purpose of this study is to examine student and teacher characteristics related to students' mathematics achievement. The study group for this research was composed of 1533 students who participated in the mathematics subtest of the transition from basic education to secondary education applied in 2016 and 36 mathematics teachers who teach these students. The data for the research are collected with the prepared student and teacher questionnaires. In the analysis of the data, two-level hierarchical linear models are used. According to the results, the most important teacher characteristic related to students' mathematics achievement is the level of professional satisfaction of the teacher. In addition, teachers' seniority, main field education, and classroom management skills have a significant and positive effect on mathematics achievement. Also, teachers' participation in professional development activities has a significant and negative effect on mathematics achievement, but this effect is small in practice. At the student level, the student's self-confidence in mathematics has the most important effect on the subject’s achievement. The variables of students' liking mathematics and their anxiety towards mathematics have negative and significant effects on mathematics achievement, but these effects are small in practice.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115039443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Teacher Support Scale for Secondary School Students (TSSSSS): A Validity and Reliability Study","authors":"F. Kalkan, N. Cemaloğlu","doi":"10.52380/ijcer.2023.10.2.485","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.2.485","url":null,"abstract":"In this study, a valid and reliable scale (TSSSSS) was aimed to develop to measure secondary school students’ perceptions of teacher support. The research was carried out on a total of 773 students studying in 6 different secondary schools in Ankara’s Yenimahalle district in the Spring Term of the 2021-2022 Academic Year. The students who participated in the research voluntarily were divided into four study groups. The first study group consisted of 7th and 8th grade students for the pre-application of the scale. The second study group and the third study group consisted of 5th, 6th, 7th, and 8th grade students to determine the structure of the scale and verify the structure of the scale. The fourth study group consisted of students studying in the 7th and 8th grades of the school where the pre-application was made for the reliability study of the scale. The application form of the scale, which was created based on the literature review, was submitted to expert opinion for content and face validity and rearranged in line with the recommendations of the experts. As a result of the pre-application, some statements in the scale were changed based on the students’ opinions. A structure with 36 items and four factors was gained with EFA, which explained 66.56% of the total variance. The factors of the scale were categorized under the names of emotional support (10 items), instructional support (5 items), guidance and orientation support (12 items), and problem-solving support (9 items). The structure of the scale was confirmed by CFA. Reliability coefficients obtained by Cronbach Alpha, composite reliability, and the test-retest method were examined for the reliability of the measurements related to the dimensions of the TSSSSS, and it was found that the reliability was quite high. The analyses carried out to determine the distinctiveness of the items on the scale revealed that all of the items were distinctive. In addition, as a result of examining the Pearson product-moment correlation coefficients calculated for the sub-dimensions of the TSSSSS after the item analysis, it was determined that the compatibility and the correlation between the dimensions of the scale were high. Based on these findings, it can be said that TSSSSS is a valid and reliable scale that can be used to measure secondary school students’ perceptions of teacher support.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123824429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the Relationship Between the Meaning Attributed to Marriage and Loneliness: The Mediating Role of Hopelessness","authors":"Kübra Dombak, Erol Uğur","doi":"10.52380/ijcer.2023.10.2.487","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.2.487","url":null,"abstract":"In this study, the mediating role of hopelessness in the relationship between the meaning attributed to marriage and loneliness was examined. The study group consists of 567 participants (348 male, and 219 female). Data were obtained using “Meaning Attributed to Marriage Scale”, “UCLA Loneliness Scale Short Form” and “Beck Hopelessness Scale”. In line of research hypothesis, the research data were analyzed using regression analysis. In addition, whether hopelessness has a statistically significant mediating effect on the relationship between the meaning attributed to marriage and loneliness was tested using the mediator model in line with the research hypotheses. In the mediator model tested, it was seen that hopelessness had a partial mediating effect on the relationship between the positive and negative meanings attributed to marriage and loneliness.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"241 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125705046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set","authors":"Ebru Turan Güntepe, Esra Keleş","doi":"10.52380/ijcer.2023.10.2.489","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.2.489","url":null,"abstract":"This study aims to design an educational process for teaching scientific concepts during the preschool period based on the instructional design model of Seels and Glasgow and to evaluate its effectiveness. For this purpose, a material set incorporating a teacher's manual and interactive holographic materials was developed. The teacher's manual developed has an inquiry-based approach according to which scientific concepts are structured in line with scientific information. Expert opinions were obtained regarding the developed material set. It was determined that the material set developed in line with expert opinions may be supportive in teaching scientific concepts in the preschool period. Moreover, it was found that the developed material set helped the concretization of abstract concepts that are difficult to observe and that require a process and assisted the children in constructing scientific information in their minds by way of generating realistic three-dimensional images. It is anticipated that, with the interactive holographic material set developed during the research, the lack of materials and scientific information in the preschool teaching process of scientific concepts may be prevented.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134163322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Behavioral Self-Regulation Skills and the Teacher-Child Relationship in Early Childhood","authors":"Ö. Özcan, A. Erol, Asiye İvrendi","doi":"10.52380/ijcer.2023.10.2.268","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.2.268","url":null,"abstract":"The present study examined the relationship between children's behavioral self-regulation (BSR) skills and the teacher-child relationship (TCR). Furthermore, this study investigated the contribution of the TCR, child's age, parent monthly income, child gender, and year of attendance in preschool education on children's BSR assessed by the Revised Head-Toes-Knees-Shoulders (HTKS-R). Participants consist of 388 children aged 42 to 77 months. Pearson product-moment correlation analysis and multivariate linear regression analysis were used in the data analysis. The results show a moderately positive relationship between BSR skills and the TCR. Furthermore, the results indicate that except for child gender and years of attendance in preschool, TCR, child's age, and monthly income of the family significantly predict the total score of BSR skills. Moreover, the TCR is the strongest predictor of BSR skills, followed by the child's age and the family’s monthly income, respectively. The qualities of TCR appear to be essential for children’s BSR skills.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117246237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Pattern of Relationship between Virtuous Leadership and Organizational Reputation: A Comparative Analysis","authors":"Fatih Baydar","doi":"10.52380/ijcer.2023.10.2.363","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.2.363","url":null,"abstract":"The purpose of the study is to examine the relationship pattern between school administrators' virtuous leadership behaviors and organizational prestige of schools. In order to examine the relationship pattern between variables, relational survey model (predictive design) was preferred among quantitative research methods. The study group of the research consists of 489 teachers actively working in Maltepe, Kartal, Pendik and Tuzla districts in 2023. Personal information form, Virtuous Leadership Scale and Organizational Respectability Scale were used to collect the data. Pearson correlation and regression analyses were used to analyze the data. According to the findings of the study, according to teachers' perceptions, the level of virtuous leadership of school administrators is high and the level of respectability of schools is medium. There is a positive and moderately significant relationship between the virtuous leadership behaviors of school administrators and the organizational prestige of schools. It was determined that virtuous leadership has the ability to predict the organizational prestige of schools positively. This study has made theoretical contributions to the field by identifying the virtuous leadership of school administrators and the organizational prestige of schools and revealing the relationship pattern between these two variables. Considering the findings and results, inferences were made about the virtuous leadership behaviors of school administrators and the dignity of schools and suggestions were made for practitioners, decision makers and researchers.\u0000 ","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128834427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prospective Classroom Teachers' Reasons for Choosing the Teaching Profession and Their Preferences for Their Work Lives","authors":"Seda Kerimgil Çelik","doi":"10.52380/ijcer.2023.10.2.408","DOIUrl":"https://doi.org/10.52380/ijcer.2023.10.2.408","url":null,"abstract":"This research examined the factors that affect the decision of prospective classroom teachers to choose teaching as a profession and their preferences regarding work-life. A case study design, one of the qualitative research methods, was employed in this study The participants consisted of 20 prospective classroom teachers who took the teaching practice course in the 2021-2022 academic year at a state university. A semi-structured interview form was used in data collection and the data was analyzed through content analysis. Findings revealed that prospective classroom teachers' preference for the profession is influenced by their love for the profession, working conditions, love and interest shown by their former teachers, and communication with children. Their preferences are also influenced by their discovery that they can teach children something, their desire to contribute to the development of future generations by serving people in the basic education stage, their families’ supportive behaviors, and their experiences of the profession in their university years. In terms of their preferences for their work lives, most of the teacher candidates expressed a desire to become classroom teachers and work in this field, while it was found that some teacher candidates experienced dilemmas regarding their work lives due to studying or working in different fields. This research emphasizes the need to improve working conditions for teachers and develop teacher training programs that focus on teacher candidates' affective aspects.","PeriodicalId":171092,"journal":{"name":"International Journal of Contemporary Educational Research","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129514777","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}