European journal of education studies最新文献

{"title":"STUDENTS' ATTITUDE TOWARDS VIRTUAL LEARNING TYPES IN PRIVATE SECONDARY SCHOOLS IN EGOR LOCAL GOVERNMENT AREA OF EDO STATE: IMPLICATION FOR EDUCATIONAL PLANNING","authors":"C. J. Okafor, Evbade Enoma Nwadishi","doi":"10.46827/ejes.v10i11.5075","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5075","url":null,"abstract":"This study examined students' attitude towards virtual learning types in private secondary schools in Egor LGA of Edo State. Specifically, the study sought to find out the level of students’ positive attitude towards, knowledge of, the student’s participation in, and student’s perceived level of the impact and effectiveness of virtual learning types provided in private secondary schools. A descriptive survey design was used for the study. The population of this study consists of 3850 senior secondary schools two (SS 2) students of private secondary schools in Egor local government area of Edo state. The sample size was 193 which is 5% of the study population. The simple random sampling technique was adopted. The research instrument for this study is a questionnaire titled Students’ Characteristics and the Effectiveness of Virtual Learning Types in Private Secondary Schools’ Questionnaire (SCEVLTPSSQ). The data collected was analyzed using the mean, standard deviation, and t-test statistics. The research question was answered using the mean and standard deviation while the corresponding hypothesis was tested using the t-test statistics. The result of the analysis revealed that students’ levels of knowledge of Computer managed learning, Computer assisted instruction and Asynchronous online learning are high while the level of knowledge of Synchronous online learning is moderate; Students’ level of participation in CML, SOL, AOL, Fixed e-learning and Interactive online learning are moderate; Students’ levels of attitude towards CML, CAI, and AOL are high while the level of attitude towards SOL and FEL are moderate; Students’ perceived levels of the impact and effectiveness of CML, CAI, SOL, AOL, and FEL are high or very high; and Students’ perceived level of impact and effectiveness of IOL is moderate. It was recommended based on findings that administrators should evaluate and improve the effectiveness of existing policies and implement necessary actions in addressing effective virtual learning in the new normal. The study also recommends that training and workshops should be proposed to schools, particularly on discussing interventions to improve their management, pedagogical, and computer skills.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139314937","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 \"IMPORTANT VIEWPOINTS\" OF G.S XI JINPING ON CHINESE EDUCATIONAL REFORM AND DEVELOPMENT: LESSONS FOR AFRICAN EDUCATION","authors":"D. Degreume","doi":"10.46827/ejes.v10i11.5073","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5073","url":null,"abstract":"China has made significant investments in education since its reform and opening up. Today, China not only has the best education system in the world but also high-quality education, which is an excellent model for other countries, particularly African countries. As the country's leader and first actor, China's General Secretary Xi Jinping has delivered an unbroken stream of encouraging speeches in support of the country's long-term development and modernization of education. In his 2018 speech, Xi Jinping underlined the need to understand the \"Nine-persistence\" of education reform and development. It is obvious that Africa must take note of President Xi Jinping's significant remarks on the reform and growth of education in order to better the education system on the continent as China's first economic partner and closest ally. What may therefore be learned about Chinese education from General Secretary Xi Jinping's \"Nine-persistence\"? By making use of pertinent sources, this study attempted to provide an answer.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139316449","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":"STRENGTHENING RESEARCH SUPERVISION IN UNIVERSITIES IN KENYA","authors":"Rugut Cornelius Kipleting, Syomwene Ann Kisilu","doi":"10.46827/ejes.v10i11.5071","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5071","url":null,"abstract":"The vision for university education in Kenya is to provide globally competitive quality research and training. The aim is to produce highly trained researchers who can contribute significantly to the country’s national and economic development. However, several studies show that there are a number of supervision shortfalls in universities in Kenya; and this presents a great concern in the training of research students. The aim of this study therefore was to explore the perspectives of postgraduate students and supervisors on how postgraduate supervision can be strengthened in universities in Kenya. This was a qualitative study located within a social constructivist paradigm. Convenient and purposive sampling was utilised to select 18 participants from three public universities in Kenya. The participants were academic supervisors and postgraduate students doing Masters and Doctoral studies. Data collection was done using unstructured individual interviews with supervisors and focus group discussions with students. The data generated was analysed thematically and Vygotsky’s social-cultural theory was used to make meaning of the findings. The results revealed that supervisors need to be supported through capacity-building programs that shape their knowledge and skills and building physical and online structures that support the supervision process. It also revealed that there is a need to engage students in a comprehensive mentorship program and a constructive student-supervisor relationship. The study recommends that for the achievement of effective postgraduate supervision, there is a need for universities in Kenya to invest in developing the skills and knowledge of supervisors and improve the supervision environment by setting up the necessary support structures. Student–centered programs should also be put in place to enable students’ active participation and positive social interaction between the student and the supervisor.  Article visualizations:","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139316619","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":"ENHANCING TEACHING AND LEARNING STRATEGIES FOR PUBLIC PRIMARY SCHOOL EDUCATORS TO ACCOMMODATE VERNACULAR LANGUAGE DIVERSITIES IN HANANG DISTRICT, TANZANIA","authors":"Clemence Mbiza, Flora O. Kasumba, Brown Gwambene","doi":"10.46827/ejes.v10i10.5069","DOIUrl":"https://doi.org/10.46827/ejes.v10i10.5069","url":null,"abstract":"<p>The study assessed public primary school teachers' strategies for accommodating learners with vernacular language backgrounds in Hanang District, Tanzania. The study involved 110 participants, including 44 teachers and 49 pupils, 4 Ward Education Officers, 1 School Quality Assurance Officer, 1 District Primary Academic Officer, and 11 head teachers. The study employed a mixed research approach. The study selected the sample size using simple random and purposive sampling, and we collected the data through questionnaires, interviews, and observation. The collected data was analyzed using computer software, Statistical Package for Social Sciences (SPSS version 20). The study's findings indicated that most public primary school teachers in Hanang used multiple teaching strategies, such as songs, total physical response, questions and answers, the direct method, and reading aloud, to accommodate pupils with vernacular language backgrounds. These strategies were most frequently employed in lower levels, exceptionally standard one and two. Further, primary school teachers were using teaching and learning materials like pictures, photographs, drawings, cards, flip charts, and natural objects. Also, primary school teachers assess and evaluate their pupils through written exercises, tests, questions and answers, and oral quizzes. The study concluded that multiple teaching strategies helped learners with vernacular backgrounds in public primary schools to master Kiswahili. Also, the assessment and evaluation tools in public primary schools effectively accommodated all pupils’ capabilities and levels of skills. Therefore, teachers should construct standard tests. Hence, the study recommended that the Ministry of Education, Science and Technology (MoEST) organize seminars, workshops and in-service training (IN-SET) to update and impart new knowledge to the teachers on using teaching strategies and preparing practical assessment tools. The government should also employ enough primary school teachers specialized in early childhood education, construct many classrooms and supply sufficient and relevant teaching and learning materials.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0016/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803658","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":"TEACHERS CONFIDENCE OF CLASSROOM ASSESSMENT PRACTICES: A CASE OF BASIC SCHOOLS IN UPPER DENKYIRA WEST DISTRICT, GHANA","authors":"Samuel Oppong, Regina Mawusi Nugba, Eugene Asamoah, Nathaniel Quansah, Vera Rosemary Ankoma-Sey","doi":"10.46827/ejes.v10i11.5063","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5063","url":null,"abstract":"Teachers' confidence in classroom activities has been a major concern for educators and major stakeholders in Ghana. However, the literature suggests that showing higher confidence in classroom practices positively impact students learning outcome. The specific purposes of the study were to determine whether teachers are confident in (1) monitoring, analysing, and communicating assessment results and (2) assessment, design, implementation, and feedback. The study also sought to find out whether gender plays a role in teachers’ confidence in classroom assessment practices. A descriptive research design was adopted for the conduct of the study. The population for this study comprised all public basic schools in the Upper Denkyira West District. The purposive Sampling technique was used to select 137 out of 187 Lower Primary School Teachers (Basic 1-3). A standardised inventory called “Classroom Assessment Inventory” developed and validated by Christopher DeLuca, Danielle LaPointe-McEwan, and Ulemu Luhangain in 2016 was adopted for this study. It was found that primary school teachers were generally more optimistic about their ability to put the various classroom assessments into practice in the classroom. Overall, the study found that teachers have a higher level of confidence in their assessment practices in the classroom. It was also revealed that there is no statistically significant difference between confidence in classroom assessment and the gender of teachers. It was recommended that Ghana Education Service through District Directors of Education should organize in-service training and workshops for all teachers to partake in irrespective of their gender.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0011/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135302100","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":"STRATEGIC EVALUATION OF SOME EU PROJECTS PREPARED BY THE MINISTRY OF NATIONAL EDUCATION IN THE CONTEXT OF THE VISION OF VOCATIONAL EDUCATION","authors":"Ünal Akyüz","doi":"10.46827/ejes.v10i11.5064","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5064","url":null,"abstract":"The aim of this study is to evaluate the impact of the change in the vision of vocational education within the scope of the \"Modernization of Vocational and Technical Education Project\" (MTEM) and \"Strengthening the Vocational Education and Training System\" (MEGEP) financed by the EU, which was concluded by the Ministry of National Education. Vocational education is a type of education that increases the employability of students by providing vocational skills and is very important in the economic development of countries. Vocational education has gained even more importance in recent years due to the increasing need for human resources. This increasing importance obliges us to take some decisions about education locally and to transfer some responsibilities to local administrations as a means of development and development. In addition to this, it is necessary to set standards for each occupational group for an advanced vocational education and for citizens to take responsibility for a qualified vocational education. This study evaluates the studies on the development and standardization of the vocational education system through the projects made on this subject and sheds light on the development of the last twenty years.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0012/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135302098","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":"SCHOOL LEADERSHIP MODELS IN GREECE: PRACTICES OF PRIMARY SCHOOL LEADERS / ΜΟΝΤΕΛΑ ΣΧΟΛΙΚΗΣ ΗΓΕΣΙΑΣ ΣΤΗΝ ΕΛΛΑΔΑ: ΠΡΑΚΤΙΚΕΣ ΔΙΕΥΘΥΝΤΩΝ/ΤΡΙΩΝ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ","authors":"Sofia Kolosidou, Domna-Mika Kakana","doi":"10.46827/ejes.v10i11.5061","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5061","url":null,"abstract":"<p>One of the most critical factors associated with school effectiveness is school leadership. The purpose of our research was to study the practices of primary school principals regarding school leadership from the perspective of managerial, transformational, and instructional leadership models. The sample of the study consisted of 12 primary school principals who worked in Thessaloniki (Greece). A semi-structured interview was used as a data collection tool. Data were studied and categorized based on the method of hybrid thematic analysis. The results of the study showed that managerial model is dominant. Principals, though, developed the tendency to adopt modern models of leadership as well, the “narrow” version of instructional leadership model and the two of the four dimensions of transformational leadership model, Idealized influence and Ιndividual consideration. The conclusion is that although principals had adopted some aspects of modern leadership models, it is necessary for them to acquire knowledge and skills for the other dimensions also and to act accordingly. The Ministry of Education should design and implement training programs for principals, after conducting an investigation of training needs, in order to acquire more knowledge and skills concerning leadership and management so they can be more effective.</p><p>Ένας από τους πιο σημαντικούς παράγοντες που συνδέονται με τη σχολική αποτελεσματικότητα είναι η σχολική ηγεσία. Σκοπός της παρούσας έρευνας ήταν να μελετήσει τις πρακτικές διευθυντών/ντριων δημοτικής εκπαίδευσης σχετικά με τη σχολική ηγεσία υπό το πρίσμα των μοντέλων της διοικητικής, μετασχηματιστικής και καθοδηγητικής ηγεσίας. Το δείγμα της έρευνας αποτέλεσαν 12 διευθυντές/ντριες δημοτικών σχολείων της Θεσσαλονίκης. Ως ερευνητικό εργαλείο αξιοποιήθηκε η ημι-δομημένη συνέντευξη και ως ερευνητική τεχνική η υβριδική θεματική ανάλυση. Από τα αποτελέσματα της έρευνας προέκυψε πως το διοικητικό μοντέλο είναι κυρίαρχο στις πρακτικές των διευθυντών/ντριών, οι οποίες συνδέονται επίσης με τη «στενή» εκδοχή του καθοδηγητικού μοντέλου και τις δύο από τις τέσσερις διαστάσεις της μετασχηματιστικής ηγεσίας, την εξιδανικευμένη επιρροή και το εξατομικευμένο ενδιαφέρον. Ως συμπέρασμα προέκυψε η ανάγκη υλοποίησης επιμορφωτικών προγραμμάτων για διευθυντές/ντριες, μετά από διερεύνηση αναγκών, υπό την αιγίδα κρατικών φορέων της εκπαίδευσης, ώστε να αποκτήσουν γνώσεις και δεξιότητες και για τις υπόλοιπες διαστάσεις των σύγχρονων μοντέλων ηγεσίας και να ανταποκριθούν στις απαιτήσεις της θέσης ευθύνης που υπηρετούν. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0011/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135469995","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":"SELF-ESTEEM LEVELS AMONG SECONDARY SCHOOL STUDENTS IN DIFFERENT CATEGORIES OF SCHOOLS. CASE OF PUBLIC SECONDARY SCHOOLS IN NYANDARUA WEST SUB-COUNTY, KENYA","authors":"Peter Muchemi","doi":"10.46827/ejes.v10i11.5060","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5060","url":null,"abstract":"The major purpose of the study was to investigate whether students’ level of self-esteem can be influenced by the category of school a learner attends. To achieve this objective, schools were categorized into three categories which are day schools, day-boarding schools, and boarding schools. Students’ self-esteem was measured and the data obtained was analyzed. The aim was to find out whether there was any significant difference in students’ level of self-esteem in different school categories. The research was conducted using an ex post facto research design. Categories of schools were seen as a naturally occurring independent variable, which could have an effect on students’ level of self-esteem. The population of the study comprised students in public secondary schools in Nyandarua West Sub County. The Sub County had 8 public secondary schools when the research was conducted; with a student population of 3067. Data relevant to the study was collected using questionnaires, and a self-esteem test prepared by the researcher. The questionnaires were administered to a sample of 240 students, selected using simple random sampling from the 1320 form two students in the Sub County. Data was analysed using mean calculations, percentages, and a one-way ANOVA test. It was found out that there was a significant difference in students’ total-mean self-esteem in different categories of schools. Students in boarding schools had a higher level of self-esteem in general compared to students in day-boarding and day schools; whose self-esteem levels were average. Probably, boarding schools have a more child-friendly environment, hence, more opportunities and different facilities which help learners to achieve more and hence acquire positive growth in self-esteem. However, in day schools where opportunities could have been less adequate students recorded a low level of self-esteem. It is therefore recommended that MOEST should finance seminars to sensitize secondary school administrators on adolescents’ needs so that every Principal would endeavor to provide students with age-appropriate resources and activities. To achieve this, the government should supply adequate facilities to schools that do not have them. Further studies should be conducted to find out the environments in boarding schools that facilitated self-esteem growth among students, additionally, whether similar results would be obtained in other Sub Counties in Kenya.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0044/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135469983","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":"REPERCUSSIONS OF SOCIAL MEDIA ADDICTION ON RELATIONSHIP CLOSENESS AND RELATIONSHIP SATISFACTION AMONGST CHINESE UNDERGRADUATES","authors":"Li-Wei Wei","doi":"10.46827/ejes.v10i11.5055","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5055","url":null,"abstract":"In the current socio-digital epoch, the intricate interplay between social media addiction and its potential ramifications on romantic relationships remains largely enigmatic, especially within specific demographic subsets. This study aims to elucidate the repercussions of social media addiction on love relationship closeness and satisfaction among Chinese undergraduates. A cohort of 583 Chinese undergraduates was meticulously analyzed, encompassing an almost equal gender distribution and spanning across diverse academic ranks and relationship durations. Utilizing the \"Social Media Addiction Scale - Adult Form (SMAS-AF)\" and validated scales for assessing relationship intimacy and satisfaction, the research painted a multifaceted picture. Findings revealed a high inclination towards social media addiction (X=4.20), with specific aspects of engagement demonstrating profound agreement among participants. An analytic exploration of the addiction demonstrated a pronounced influence on cognitive faculties and emotional regulation while revealing less consistent challenges in curtailing usage. In the romantic realm, while relationship closeness yielded a moderate mean score of 3.38, love relationship satisfaction signaled a moderate-to-high satisfaction degree (X=3.83). Interestingly, while gender and academic progression remained non-determinants for addiction levels, relationship length emerged as a significant variable. Correlational analyses showcased a stark negative association between social media addiction and relationship closeness (r= -.491) but, surprisingly, a positive correlation with relationship satisfaction (r= .129). Such dichotomous outcomes advocate for deeper investigation, perhaps suggesting a paradigm wherein intensified digital engagement might enhance superficial relationship contentment at the potential cost of depth and closeness.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0013/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925137","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":"COGNITIVE AND AFFECTIVE LEVELS OF THE QUESTIONS ASKED IN READING PART OF ENGLISH TEXTBOOK IN TURKEY","authors":"Zehra Sumeyye Ertem","doi":"10.46827/ejes.v10i11.5056","DOIUrl":"https://doi.org/10.46827/ejes.v10i11.5056","url":null,"abstract":"The aim of this study is to determine which types of questions are most frequently included in the book titled Silver Lining, which is taught in English classes in 11th grades in Turkey, and at what level of understanding questions are asked. For this purpose, the analysis of the reading questions in the \"Reading and Listening\" section of the English textbook was carried out. Barrett's Taxonomy was used as a basis to determine the mental processes required by the questions. Since the questions in the book were examined in the study, the qualitative research method, one of the research methods, was adopted and document analysis was conducted. Within the scope of the research, ten units in the book titled Silver Lining were examined. There are two sections in each unit, section A and section B. There are six or seven question guidelines under the title \"Reading and Writing\" in each section. Within the scope of this study, a total of 263 reading comprehension questions, including 149 question instructions and 114 question items in the entire book, were examined. The eleventh grade English textbook mostly includes matching questions and multiple-choice questions. Open-ended questions, which have a very small share among the question types, were asked in a way that the answers could be easily found in the text. Additionally, it was observed that the questions were asked mostly at the level of simple understanding. In this sense, the text questions in the eleventh grade English textbook should be diversified by teachers, and in addition to simple questions, students should be asked more questions that will activate metacognition, thus enabling them to think critically.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0068/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":93285,"journal":{"name":"European journal of education studies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135927479","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}