<p style="text-align: justify;">In this study, a cluster analysis was performed by creating a data set from students' personality traits and academic procrastination behaviours. Correlation analysis was done to examine the relationship between the variables, and the characteristics of the formed clusters and the association of the clusters with the perceived socioeconomic status were examined. Cluster analysis is a simple and practical method for classifying a set of complex data based on certain variables and making them more meaningful and using the results as an aid to decision-making. Clustering algorithms handle such data effectively, making it more meaningful. Following the analysis, it was revealed that two clusters had formed. The first of the clusters includes 65.2 % of the sample population; the level of procrastination and the mean score of neurotic personality traits were calculated higher than the other cluster. The remaining part of the sample population (34.8 %) constitutes the second cluster. The mean scores of studying systematically habits and extroversion, agreeableness, conscientiousness, and openness to experience personality traits of the students forming this cluster are higher than the other cluster. No association was observed between the clusters and the perceived socioeconomic levels of the students. The distributions of socioeconomic levels within the clusters are similar to each other. When the correlations of these variables are examined; positive relationships were found between the level of procrastination and neurotic personality traits. Procrastination behaviour and neurotic personality traits were also negatively correlated with other variables.</p>

This study aims to adapt the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI- R) into Turkish. MARSI-R is a self-report instrument designed to assess students’ metacognitive awareness of reading strategies and perceived strategy use when reading school-related materials. 525 students (65% female, 35% male, Mage = 13 years old.) from multiple school types and degrees participated in this study. A stepwise validation procedure was used to translate and produce a Turkish version of the inventory. Evidence of structural and external aspects of validity for the inventory was collected. The 15-item inventory had a three-factor solution (global reading strategies, problem-solving strategies, and support reading strategies), as supported by confirmatory factor analysis. Turkish version scores were positively correlated with students' perceived reading ability, which provides evidence of MARSI-R's external validity. The coefficient of stability was calculated using data from 85 students who took the Turkish version of the MARSI-R twice in a five-week interval. The study’s overall results provided evidence of the reliability and validity of the inventory. According to the results presented in this study, the Turkish version of the inventory can be implemented to assess the students’ metacognitive awareness of reading strategies and perceived strategy use. The findings show that the adapted inventory can be used to obtain valid and reliable results for Turkish lower and upper secondary school students.

Bu araştırmanın amacı, Türkiye’de öğrenme analitiği kullanılarak yapılan tezleri incelemektir. Bu amaçla anahtar kelimeleri arasında “Öğrenme analitiği” veya “Öğrenme analitikleri” bulunan ve Yüksek Öğretim Kurulu Tez Merkezinde yayımlanan tezler araştırılmış, 2014 - Haziran 2022 tarihleri arasında yayımlanan 11 doktora ve 10 yüksek lisans tezi incelemeye tabi tutulmuştur. Analiz için içerik analizi yöntemi tercih edilmiştir. Tezlerin amaçları, araştırma yöntemi, veri toplama araçları, veri analiz yaklaşımları, katılımcıları/örneklemi ve anahtar kelimeleri incelenmiştir. Araştırma sonucunda öğrenme analitiği kullanılarak yapılan tezlerin (1) akademik ilerlemeyi tahmin etme ve başarıyı etkileyen unsurları belirleme, (2) öğrenci davranışlarını analiz etme ve (3) geliştirilen izleme sistemlerinin kullanışlılığını tespit etmeyi amaçladığı görülmüştür. Tezlerde araştırma yöntemi olarak nicel (n=10) ve karma yöntemler (n=11) tercih edilmiş, sadece nitel yöntemlerin tercih edildiği çalışmaya rastlanmamıştır. Çoğunlukla öğrenme yönetim sistemleri olmakla beraber anketlerin, ölçeklerin, görüşmelerin, gözlemlerin ve başarı testlerinin veri toplama aracı olarak kullanıldığı tespit edilmiştir. Verilerin analizi için hipotez testlerinin, makine öğrenmesi algoritmalarının, içerik analizlerinin ve betimsel istatistik analizlerin yapıldığı belirlenmiştir. Tezlerin örneklemleri büyük çoğunlukla yüksek öğrenim öğrencilerinden oluşmaktadır. İncelenen tezlerde toplam 72 farklı anahtar kelime 108 defa kullanılmıştır. Tezlerin belirlenmesi için kullanılan “öğrenme analitiği / öğrenme analitikleri” dışında en sık kullanılan anahtar kelimeler “eğitsel veri madenciliği”, “açık ve uzaktan öğrenme”, “çevrimiçi öğrenme ortamları”, “öğrenme yönetim sistemleri” ve “öz düzenlemeli öğrenme” olarak belirlenmiştir. Türkiye’de öğrenme analitiği alanında yapılan lisansüstü tezlere dair bilgi sahibi olunması sağlanmıştır.

Learning Management Systems (LMS) are software applications that facilitate the management and monitoring of online teaching courses and/or training programs, workshops, webinars, forums, and other similar learning activities. The LMS provides learning and teaching benefits and possibilities for synchronous, asynchronous, and hybrid training. For instance, learning management systems (LMS) can store a wide variety of large-scale educational data. The stored data can be analyzed by employing educational data mining methods. Educational data mining (EDM) is a new discipline that deals with methods for exploring the unique and large-scale data generated by digital platforms to better understand students’ learning progress and the learning environment itself. In this study, the data stored in the LMS used by Balıkesir University during the fall semester of the 2021–2022 academic year were analyzed by using educational data mining methods in order to reveal the current status of distance education activities and make suggestions to improve the quality.