This study investigated the effect of vocabulary instruction enriched with Powtoon and Kahoot on fifth-grade middle school students’ English vocabulary reading and listening achievement and their attitudes toward the English course. The study used an explanatory sequential mixed-methods design. The quantitative phase followed a pretest–posttest quasi-experimental design with experimental and control groups, while the qualitative phase was structured as a case study. Participants were 32 fifth-grade students from a public middle school in the city center of Kırşehir. In the experimental group, vocabulary instruction was supported with Powtoon and Kahoot activities, whereas the control group followed regular curriculum-based instruction. Quantitative data were collected from both groups, and qualitative data were obtained from experimental group students’ views on the implementation. Data were gathered using the “Vocabulary Achievement Test”, the “Attitude Scale toward the English Course”, and “a semi-structured interview form”. Independent- and paired-samples t-tests were used for quantitative analysis, and descriptive analysis was used for qualitative data. The results showed significant differences favoring the experimental group in vocabulary reading achievement, vocabulary listening achievement, and attitudes toward the English course. Interview results showed that students found the tools enjoyable, attention- and interest-grabbing, and motivating, and stated that these tools supported participation in the course, classroom interaction, and learning retention.
This study examined the effects of the RDRWP model on students’ reading comprehension and speaking skills across middle and high school classrooms in Türkiye. Grounded in constructivist theory, the model integrates book reading, discussion, collaboration, and project-based production, conceptualizing literacy learning as a socially mediated and interactive process. The study employed a mixed-methods design combining quantitative and qualitative data to provide a comprehensive understanding of the implementation and outcomes of the model. The quantitative strand adopted an experimental design to examine changes in students’ reading comprehension and speaking performance, while the qualitative strand drew on semi-structured interviews with participating students and practicing teachers. The 20-week implementation process involved 10 teachers, 72 middle school students, and 66 high school students from different grade levels. Quantitative findings demonstrated that participation in the RDRWP model contributed positively to the development of students’ reading comprehension and speaking skills. Qualitative findings further revealed that the model promoted active participation, collaborative interaction, and the development of a stronger reading culture within classrooms. Overall, the findings suggest that the RDRWP model provides a promising pedagogical framework for integrating reading, discussion, and collaborative meaning-making practices in literacy education.
The aim of this study is to compare the learning objectives of the globally recognized International Baccalaureate Diploma Program (IBDP) and Cambridge International General Certificate of Secondary Education (IGCSE) Chemistry curricula according to the Revised Bloom's Taxonomy. In the study conducted through document analysis, 362 learning objectives in the IBDP and 353 learning objectives in the IGCSE were analyzed. The learning objectives were independently coded by two researchers according to the knowledge and cognitive process dimensions of Revised Bloom's Taxonomy (RBT), and discrepancies were resolved through discussion and expert consultation. The results were analyzed using frequency and percentage distributions. The results revealed that both curricula tended to emphasize the understand and apply levels within the cognitive process dimension, whereas objectives targeting the create category were scarce. In the knowledge dimension, conceptual and procedural knowledge were dominant in both curricula. However, notable differences emerged between the two programs. The IBDP included a higher proportion of learning objectives at the apply and evaluate levels, whereas the IGCSE curriculum contained more objectives at the remember and understand levels. These findings suggest that while both curricula prioritize conceptual understanding and the practical application of knowledge, the IBDP places greater emphasis on higher-order cognitive processes. By systematically mapping these cognitive disparities, this study provides an empirical benchmark to guide curriculum developers in bridging the gap between foundational chemistry education and advanced, higher-order skills.
Uncertainty and inconsistency in university students’ career goals may increase fear of the future and constitute an important risk factor for the emergence of psychological problems such as depression, anxiety, stress, and loneliness. This study aimed to examine the mediating role of fear of the future in the relationship between career goal inconsistency and depression, anxiety, stress, and loneliness among students studying at faculties of sport sciences. A correlational survey model was used in the study, and the data collected from 318 sport sciences students studying at universities in Türkiye were analyzed using structural equation modeling (SEM). In addition, the construct validity of the measurement instruments was evaluated through confirmatory factor analysis using χ², df, p, CFI, TLI, SRMR and RMSEA while their reliability was assessed using Cronbach’s alpha coefficient. The findings indicated that career goal inconsistency was significantly associated with fear of the future and that fear of the future might play a mediating role in explaining the relationships between career goal inconsistency and depression, anxiety, stress, and loneliness. The model explained 45.4% of the variance in fear of the future, 47.9% in depression, 45.3% in anxiety, 41.5% in stress, and 27.7% in loneliness. These results highlighted the importance of career counseling and psychological support practices for sport sciences students.
The aim of the study is to analyze the image of the teaching profession from the perspective of its key stakeholders—administrators, teachers, and parents—and to reveal the similarities and differences in the perceptions of these groups. Furthermore, the findings of the study aim to contribute to the development of policies that strengthen the social status of the teaching profession. Within the scope of these objectives, the study was conducted using a phenomenological method, and interviews were conducted with 29 participants from different fields, ages, and years of experience. A semi-structured interview form developed by the researchers was used to determine the image of the teaching profession in Turkiye through different stakeholders in education. Data obtained from participants were transferred to the MAXQDA program and subjected to content analysis. The findings indicate that the image of the teaching profession has been negatively affected by technological developments, social expectations, and changes in education. Economic inadequacy, negative representation in the media, violence against teachers, and limited opportunities for professional development have been decisive factors in this decline. In addition, teachers' lack of self-care, the mismatch between theoretical knowledge and practice in undergraduate education, and social perception have also negatively affected this process.
The level of anxiety experienced by students in a life science course can shape not only their academic performance but also their emotional development. Therefore, the aim of this study was to develop a scale for examining primary school students' anxiety about life science lessons. The study was conducted using a survey model, and the data were collected face-to-face. Exploratory and confirmatory factor analyses were used to analyze the data. Exploratory factor analysis (EFA) was performed with 470 and confirmatory factor analysis (CFA) with the participation of 437 primary school students. As a result of these analyses, a scale consisting of two factors and 15 items was obtained. In the EFA, the eigenvalues for the anxiety and comfort factors ranged between 4,278 and 2,251, explaining 43,528% of the total variance. Furthermore, the Cronbach Alpha reliability coefficient value of the scale was calculated as 0.85. The two-factor structure of the scale was confirmed by the CFA (x²/sd=2.08; RMSEA=0.050; SRMR=0.045; NFI=0.94; NNFI=0.96; CFI=0.97; GFI=0.95; AGFI=0.93). The study found that the scale is valid and reliable. The research suggested that the scale can be used to examine primary school students' anxiety about life science lessons.
This research aims to examine the social media addiction and digital footprint awareness levels of secondary school students, and the relationship between these two variables. The study consisted of 1095 participants studying in secondary schools. Correlational survey model was used. The Personal Information Form, Social Media Addiction Scale for Adolescents, and Digital Footprint Awareness Scale were administered to the participants. In addition to descriptive statistics, independent samples t-test, ANOVA, and correlation analyses were conducted. The mean score for the students' social media addiction level was found to be X̅=2.08. While social media addiction levels do not differ significantly according to gender or the type of device they use most often when using social media, they do show significant differences according to internet access, grade level, and average daily social media usage time. The students' mean digital footprint awareness score was calculated as X̅=3.55. While digital footprint awareness did not differ significantly by gender, grade level, or average daily social media usage time. It did differ significantly by internet access and the type of device they use most often when using social media. Correlation results revealed a negative, weak, and significant relationship between social media addiction and digital footprint awareness.
Learner autonomy refers to an individual's ability to take responsibility for their own learning, including setting goals, planning, selecting methods, monitoring progress, and evaluating outcomes. In modern foreign language teaching, the primary goal is to develop students' communicative competence. Instructors play a crucial role in this process, by fostering classroom environments that support learner autonomy. This study aims to investigate how teachers of Turkish as a foreign language perceive learner autonomy and how these views are reflected in their teaching practices, using a mixed-methods approach. A parallel mixed design was adopted. The quantitative sample, consisting of 64 Turkish language teachers from various provinces, was selected through criterion sampling. Data were collected using a structured questionnaire and analyzed using SPSS. For the qualitative part, data were gathered from focus group interviews with 15 teachers, also selected through criterion sampling. A semi-structured interview form was used, and responses were analyzed through content analysis. The findings indicated that while most instructors were aware of the concept and value of learner autonomy, they often encountered challenges in operationalizing it within classroom settings.
The qualifications that teachers should possess and the challenges they face in the education of gifted students are crucial for enhancing the quality of education. Based on this premise, this study aims to identify what can be done to improve the quality of education for gifted students in Turkey by consulting the views of teachers working in Science and Art Centers (B & Idot;LSEM). The phenomenological design, one of the qualitative research methods, was used in this study. The study group consisted of 30 teachers working in Science and Art Centers located in the central districts of Konya during the 2022-2023 academic year. To determine the participants, the typical case sampling method, one of the purposive sampling techniques, was employed. A semi-structured interview form was used as the data collection tool. The collected data were analyzed using content analysis. The results revealed that the main factors negatively affecting the development of gifted students in B & Idot;LSEMs include lack of physical resources, teacher incompetencies, insufficient individualized education processes, and inadequate in-service training opportunities. To address these issues, it is necessary to ensure teachers' participation in systematic and practice-oriented professional development programs, adopt student-centered teaching approaches, and improve physical conditions. The findings of this study were found to be largely consistent with the results reported in the literature.
The present study set out to explore the relationship between middle school students' perceptions of their attitudes towards maths and their perceptions of their self-regulation skills. The study was designed around a correlational survey model, a quantitative research method. The study population consisted of middle school students in the central districts of Denizli. The study was conducted with the participation of 464 students identified by a simple random sampling technique. The data collection tools were the "Attitude towards Mathematics Inventory" and the "Self-Regulation Scale". Descriptive statistics and correlation analysis were employed to analyze the data acquired in the study. The results of the study show that the middle school students' perceptions regarding their attitude towards mathematics and self-confidence, which is a dimension of the attitude, were found to be high. In addition, there was also a low-level positive correlation between the students' perceptions of their attitudes towards mathematics and their perceptions of self-regulation, goal setting and planning. Finally, there was a low-level positive correlation between the students' perceptions of their self-regulation and their perceptions of their enjoyment and motivation in mathematics.
This study examines the relationship between preschool teachers' cyberloafing levels and teacher motivation. The study group consisted of 209 preschool teachers. Conducted using the relational survey model, one of the quantitative research methods, the study involved independent samples ttests, Pearson correlation coefficients, one-way analysis of variance, and linear regression analyses. The findings indicate that male teachers and those working in private schools engaged in cyberloafing more frequently. Additionally, a negative and significant relationship was found between cyberloafing and both overall their motivation and its sub-dimensions. No significant relationship was observed with age or years of experience. Regression analyses revealed that intrinsic motivation was the only significant predictor of cyberloafing. The results suggest that a decline in intrinsic motivation may lead to increased cyberloafing among preschool teachers. It is believed that these findings will contribute to the development of preventive and supportive approaches aimed at strengthening their motivation for school administrators and policymakers.
The purpose of this study is to examine the relationships among fourth-grade elementary school students' reading comprehension levels, fluent reading skills, and reading motivation through Structural Equation Modeling (SEM). The study sample consisted of 239 students (117 males and 122 females) attending various elementary schools in Gaziantep during the fall semester of the 2023-2024 academic year. A relational screening model was employed in this study. Data were collected using the Narrative Text Comprehension Test (NTCT), Informative Text Comprehension Test (ITCT), the Reading Motivation Scale (RMS), a reading fluency passage, and a teacher evaluation form. The analysis results indicated moderate positive correlations between fluent reading and reading comprehension, as well as between intrinsic and extrinsic motivation; however, the relationship between reading comprehension and extrinsic motivation was weaker. While intrinsic motivation had a significant effect on both fluent reading and reading comprehension, extrinsic motivation influenced only fluent reading. The direct effect of fluent reading on reading comprehension was positive and significant.When examining the mediating role of motivation, it was observed that reading motivation had a significant effect on both skills. Reading comprehension explained 18% of the variance in reading motivation, while fluent reading accounted for 11%; conversely, reading motivation explained 34.7% of the variance in fluent reading. In conclusion, intrinsic motivation enhances reading performance, fluent reading supports reading comprehension, and reading motivation serves an important mediating function in this process.
This study investigates the factors associated with the level of science competency among eighth-grade students in Turkey in the 2015 and 2019 cycles of the Trends in International Mathematics and Science Study (TIMSS). Using data obtained from TIMSS 2015 and 2019, the study examines relationships between factors such as educational expectations, frequency of science teachers assigning homework, sense of belonging to school, enjoyment of learning science, valuing science, and confidence in science and students’ science competency levels. Data from science achievement tests and student questionnaires collected from eighth-grade students in Turkey who participated in TIMSS 2015 and 2019 evaluations were used as research instruments. The sample comprised 6,079 students included within the scope of TIMSS 2015, and 4,077 students included in TIMSS 2019 at the eighth-grade level. Logistic regression analyses were performed for the obtained data with results demonstrating that factors such as educational expectations and confidence in science had strong positive relationships with the students’ science competency. In contrast, factors including the frequency of science teachers assigning homework, sense of belonging to school, enjoyment of learning science, and valuing science were found to have negative relationships with science competency levels.
The study aims to investigate the effect of Flipped Classroom Model (FCM) supported science teaching on sixth-grade students’ learning responsibility and perceived self-regulation skills. A mixed design was adopted to reveal the effects of FCM supported science teaching. The participants consisted of 39 students in total. The research used the Responsibility for Learning Scale (RLS) and Perceived Self-Regulation Scale (PSS) as quantitative data collection tools. An interview form was used as a qualitative data tool. Quantitative data obtained in the study were analyzed with comparative statistical tests. Qualitative data were analyzed with content analysis. Research results found that FCM-supported science teaching effectively improved sixth-grade students’ ability to take responsibility for learning and perceived self-regulation. In addition, the FCM supported science teaching increased students’ responsibilities, improved self-confidence, made knowledge permanent, and made learning fun. Thus, the FCM can be considered as a useful tool if there is a need to improve regulation and taking responsibility skills.
Self-efficacy, a central concept in social cognitive theory, refers to an individual's confidence in performing tasks and achieving desired outcomes. This study explores differences in self-efficacy perceptions among freshman and senior pre-service teachers enrolled in English Language Teaching programs at state universities and examines factors influencing these differences. The study included 136 English as a Foreign Language (EFL) teacher candidates from the freshman and senior years at a major state university in Ankara, with additional semi-structured interviews conducted with 10 participants. Findings reveal that while gender has minimal effect on self-efficacy, educational stages and satisfaction levels have significant effects. Notably, no significant difference was found between freshman and senior self-efficacy levels, and higher program satisfaction was paradoxically associated with lower self-efficacy. Interview responses highlight that EFL teacher candidates can enhance self-efficacy by adapting to evolving systems, recognizing strengths and weaknesses, following field developments, broadening skills beyond English, and addressing concerns about English proficiency. Based on these findings, the study recommends that teacher education programs integrate early teaching practice experiences, provide structured guidance on self-directed learning strategies, and implement support systems to address the emotional complexity that emerges with professional experience. This study contributes to understanding factors that impact self-efficacy in teacher education and offers practical implications for curriculum developers, academic advisors, and policy makers.
This research aims to explore how the attitudes of secondary and high school students toward physical education correlate with their sense of belonging to both their school and their local community. This research sample comprised 1,102 students, with 490 being female and 612 being male. It was determined that the data obtained showed a normal distribution. Thus, it was decided to conduct simple linear regression, ANOVA and Tukey analyses. A moderate correlation was detected between the attitude toward physical education and the sense of belonging to the school (p
This study explores the school adjustment experiences of children displaced by an earthquake, focusing on their perceptions of peer relationships, teacher interactions, and the broader educational environment. The study was conducted using a phenomenological research design. A study group of 10 children aged between 60 and 72 months was formed on February 6, 2023, after the earthquakes with magnitudes of 7.7 and 7.6 centered in Kahramanmaraş. Participants were selected using criterion sampling, a type of purposeful sampling that ensures the inclusion of individuals meeting the predetermined criteria. Data were collected using qualitative techniques, including structured observations, semi-structured interviews, and analysis of children's drawings. The findings indicated that earthquake-related trauma had a significant negative impact on school adjustment. Factors such as peer interactions, the structure and content of the school curriculum, and its implementation played a crucial role in adjustment. Furthermore, teacher attitudes and behaviors influence children's peer relationships, emotional well-being, and classroom experiences. The results, analyzed from psychological and developmental perspectives, provide recommendations for future research and interventions supporting disaster-affected children in educational settings.
The aim of this study is to examine the relationship between pre-service teachers’ public speaking anxiety and their five-factor personality traits. The study was conducted with 503 pre-service teachers aged between 18 and 35. The data were collected using the Public Speaking Anxiety Scale, the Quick Big Five Personality Test, and a personal information form. Results from multiple regression analysis indicated that neuroticism and agreeableness significantly and positively predicted public speaking anxiety, whereas extraversion, openness to experience, and conscientiousness significantly and negatively predicted it. In addition, gender was also found to be a significant predictor, with female pre-service teachers reporting higher levels of public speaking anxiety than their male counterparts. The model explained 37% of the variance in public speaking anxiety. Based on the findings, it is recommended to design psychoeducational programs aimed at enhancing the communication skills and reducing the speaking anxiety of pre-service teachers, particularly those with introverted or neurotic personality traits. Such interventions could contribute significantly to their professional competence and effectiveness in classroom communication.
In disasters that result in loss of life and property, social media plays a significant role in facilitating communication and mitigating the destructive impacts of such events. While fulfilling this role, it is essential that social media users demonstrate verbal and visual sensitivity in their engagement with cooperation, solidarity, and public discourse during disasters. To assess social media sensitivity during the earthquake process, which had a profound impact on a large segment of society, a 27-item draft scale was developed based on interviews with social media users and a review of the relevant literature. Expert opinions were sought from two specialists in the fields of disaster management and social media usage regarding the scale items. Following a pilot study, the items were administered to 279 individuals who actively used social media during the disaster. Exploratory factor analysis resulted in a refined scale comprising 15 items. These items were categorized under four factors: “Contribution to the Process”, “Contribution to Management”, “Awareness of Destructive Effects”, and “Facilitation” of the “Process”. A second round of implementation of the scale was conducted with a sample of 157 social media users to further validate the instrument. As a result of the confirmatory factor analysis, it was observed that the scale demonstrated optimal fit indices (CMIN/DF=1,146; RMSA=,031; SRMR=,059; NFI=,89,88; IFI=,984; CFI=,984; GFI=,925; AGFI=,895). The Cronbach's Alpha coefficient of the scale was found to be α =.82. The AVE and CR values related to the reliability of the scale factors indicated a high level of convergent validity. Based on the findings, a valid and reliable measurement tool has been developed for assessing Social Media Sensitivity in Disasters (SMSSD).
A virtual exhibition can be defined as an exhibition in which digital content is presented interactively and accessibly over the internet, with content enriched by visuals, texts, videos, and other multimedia tools. Such exhibitions can be created using platforms such as Art Steps, Spatial, or Emaze, with interactive content developed using these applications in the learning and teaching process. In particular, virtual exhibitions can potentially enhance the interactivity and enjoyment of Life Sciences courses. The primary objective of this research is to ascertain the impact of virtual exhibitions on students' attitudes toward the Life Science course and their levels of enjoyment. Additionally, the study seeks to explore students' perceptions of these applications. A mixed-methods research approach was adopted in the study. The study group consists of 15 students from the third grade of a public school. The data collection instruments employed included the "Life Science Lesson Attitude Scale," the "Life Science Lesson Fun Level Scale," interview forms, and student and researcher diaries. Quantitative data was analyzed using a dependent groups t-test, while qualitative data underwent content analysis. The research findings revealed that the integration of virtual exhibitions in the Life Science course positively impacted students' attitudes towards the course and their levels of enjoyment. The qualitative data analysis indicated that students found the Life Science lessons delivered via virtual exhibitions more interactive and enjoyable.
