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.
