The aim of this study is to examine classroom management competence level and investigate the factors that predict this level among students studying at faculty of education. This study is a quantitative study designed as a survey model. The study group of this research consists of 405 faculty of education students. Ordinal logistic regression analysis was used to analyze the data. According to research results, faculty of education students have a high level of (3.66) classroom management competence. In addition, the group who committed violence before has 0.63 times higher classroom management competence than the group who did not commit violence. The group piling up books has 2.40 times higher classroom management competence than the group who does not. Classroom management competence is 3 times higher in the group who evaluates themselves as a successful teacher. It was confirmed that the group who evaluates themselves successful at courses has 1.67 times higher classroom management competence.
As part of a broader set of activities to strengthen family planning training and improve the quality of family planning services in Turkey, follow-up visits were performed at different family planning sites across the country in order to conduct on-the-job training. The objective of on-the-job training was to refresh and improve family planning counselling skills for all methods as well as to refresh and improve intrauterine device insertion/removal skills and also some determinants of quality care. It was also aimed at transferring up-to-date information to family planning practitioners, identifying frequently encountered problems and helping with solution approaches for problems both at the individual and programmatic levels. The results of the follow-up visits reflect issues about both the staff and the clinical facility itself in terms of conforming with the standards of the 'National Family Planning Guidelines' set forth by the Ministry of Health. The follow-up team consisted of nine members who were specially trained. They represented different sectors such as a non-governmental organization, a medical school and the Ministry of Health. The follow-up team performed 90 visits to 16 clinics in 11 provinces between 1995 and 1998. Methods used were structured observations via standard checklists, meetings with the clinic staff, self-assessment, role plays, demonstration, coaching and the provision of feedback. During this period, a total of 130 health professionals working in 16 clinics were trained on-the-job. A significant improvement was observed in the performance of the family planning practitioners and the quality of care provided in clinics. While none of the service providers were found to have a standard skill level in general counselling during the first visit, at the end of the fifth visit all were capable of providing counselling services according to the national standards. Intrauterine device insertion skills were high at the beginning of the visits, and 16 of the 17 observed service providers (94%) were assessed as conforming to the standards. At the fifth visit, all of the 42 service providers (100%) were found to be adequate. At the facility level, all 16 clinics established separate counselling rooms in the follow-up period. Additionally, the number of clinics conforming to infection prevention standards increased from two clinics in 15 at the first visit to all 16 clinics at the fifth visit. This study showed that the ultimate success of family planning programs depend on structured and well-supervised on-the-job training through follow-up visits to the sites.
Bu araştırmada, matematik dersine yönelik sevgide öğrencilerin matematik alanına verdiği değer, matematik alanında hissettikleri özgüven ve matematik derslerinin öğretimsel açıdan anlaşılırlığının kestirim gücünü tespit etmek amaçlanmıştır. Araştırmada, TIMSS 2019 uygulamasına Türkiye'den katılan sekizinci sınıf öğrencilerinden elde edilen veri kullanılmıştır. Hiyerarşik regresyon analizi sonuçları, öğrencilerin matematik dersine yönelik sevgisi üzerinde matematik alanında öğrencinin hissettiği özgüvenin en önemli değişken olduğunu, ardından matematik alanına atfettikleri değer ve matematik derslerinin öğrerimsel açıdan anlaşılırlığının geldiğini göstermektedir. Kurulan regresyon eşitliği ile öğrencilerin matematik dersine yönelik hissettikleri sevginin yaklaşık %60’ının açıklandığı belirlenmiştir. Araştırma sonucunda, matematik dersine yönelik sevginin temelinde hem duyuşsal hem de öğretimsel etmenler olduğu ve görece duyuşsal etmenlerin daha etkili olduğu belirtilebilir. Buna göre, öğrencilerin derse yönelik ilgisini ve bağını arttırmak ve matematik dersindeki performansını desteklemek için duyuşsal faktörlerin gelişimine zemin hazırlanmasının olumlu sonuçları olacağı ifade edilebilir. STEM eğitiminin sınıf içinde başarısının hem öğrenci hem de öğretmen tarafından çok yönlü bir hazırbulunuşluğu gerektirdiği genel sonucuna ulaşılmıştır.
Objectives: The purpose of this study is to determine university students’ views on online exams during the pandemic. The study was carried out with the participation of 15 undergraduate students studying at an engineering university in Azerbaijan. Methods: Interpretive phenomenology guided the study. Data were collected through semi-structured interviews and analyzed using content analysis. Results: Research findings showed that students experienced various problems in the online exam process. The inability to solve the technical problems encountered during exams and the perception that the instructors did not have sufficient knowledge about the conduct of the online exams made it difficult for the exam process to be carried out effectively. Conclusion: Research results indicated that students who are taking their first online exam bring attention to both the positive and negative aspects of the process and discuss both the advantages and disadvantages of online exams in this context. Implications: It is critical to develop infrastructure and train human resources at this point in order to easily adapt to different crisis situations that may arise in the future that require nontraditional assessment methods.
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