The aim of this study was to determine the factors predicting student engagement. The sample of the study consisted of 527 students from Karabuk University Distance Education Center. Independent variables of the study were e-learning style and online learning readiness. The data were analyzed using the stepwise multiple regression analysis. The findings revealed that students, who set a learning goal, can manage their time in line with this goal, put effort, organize their learning considering their needs, pay attention to learning situations or the learning object, prefer to work with visual elements, enjoy doing research, can remember easily and study with visuals that facilitate retrieval, prefer to work independently, take responsibility for their learning, and believe in their learning ability, have higher levels of engagement.
The present study aimed to develop a scale to determine the awareness of adults about domestic violence. The first study group included a total of 245 undergraduate students; 142 female and 103 male students that attended different departments for exploratory factor analysis, and for confirmatory factor analysis, 285 individuals from different age groups and with different education levels (174 females and 111 males) were included in the second study group. Furthermore, data were collected from 170 individuals to determine their validity based on measure in the third study group. The scale-based validity was determined using the Attitude Scale for Domestic Violence. The item-total score correlations were calculated to determine the distinguishing effect of the items in the 3-point grading type scale, and the difference between item scores for the upper 27% and the lower 27% groups was examined with the t-test. The findings demonstrated that the distinguishing impact of the items in the scale items was adequate. It was determined that the reliability varied between 0.71 and 0.92. The findings established that the 20-item, 4-factors Domestic Violence Awareness Scale could provide reliable and valid results.
In this study, the effects of students learning styles on academic achievement was investigated in elearning environments and the answer for the question "are e-learning style, participation in online course and watching the lecture videos offline predictors of academic achievement?" is tried to examined. E-Learning Style Scale (Gülbahar and Alper, 2014) and Achievement Test were applied 501 (350 female and 151 male) students who received pedagogical formation education in e-learning environment during the 2016-2017 academic year. The research was carried out online with learning management systems in the measurement and assessment course for 14 weeks. The certificate of pedagogical formation was given to students at the end of the course. The Achievement Test developed by researchers. This test was tested in another group similar to the study group and found reliable and valid results. The scores obtained from this test were accepted as a measure of academic achievement. Data were analyzed by stepwise multiple regression analyses. According to the results, participation in online course, watching video recordings, active learning style and independent learning style were found as predictors of students' academic achievement. These four variables account for 7% of the total variance in academic achievement.
ÖZ. Bu araştırmanın amacı, ilkokul 4. sınıf için bir "Bilimsel Süreç Becerileri Programı" (BSBP) geliştirmek ve bu programın bilimsel süreç becerilerini kazandırması açısından etkililiğini belirlemektir. Bu amaçla, araştırmada öncelikle BSBP geliştirilmiştir. BSBP'nin öğrenci düzeyine uygunluğu ve bilimsel doğruluğu farklı aşamalarda 11 uzman tarafından değerlendirilmiştir. Araştırmanın çalışma grubunu, 4. sınıfa devam eden toplam 48 öğrenci oluşturmuştur. Çalışmada araştırmacı tarafından geliştirilen Bilimsel Süreç Becerileri Testi (BSBT) ve kısa yanıt gerektiren sorular kullanılmıştır. Araştırmanın sonunda elde edilen bulgular, BSBP'nın deney grubu öğrencilerinin bilimsel süreç becerilerini kullanma düzeylerini kontrol grubunda bulunan öğrencilere göre manidar düzeyde artırdığını ortaya koymuştur. Anahtar Kelimeler: Bilimsel Süreç Becerileri, Program Değerlendirme, "Maddeyi Tanıyalım" Ünitesi.ABSTRACT. The aim of this research is to develop a "Science Process Skills Program" (SPSP) for elementary school grade 4 and determine the effectiveness of this program in terms of acquiring science process skills. During the development stage of the program, sub-dimensions of science process skills were identified using an eclectic approach and the gains related to the sub-dimensions were noted. The workgroup of the research consists of 48 students. Science Process Skill Test (SPST) developed by the researcher and short answer questions were used in the research. The findings obtained at the end of the research show that SPSP increases the level of use of science process skills of the students in the experimental group significantly, compared to the students in the control group. Keywords: Science process skill, program evaluation, The Unit of "Let's Learn The Matter". SUMMARY Purpose and significance:The aim of this research is to develop a "Science Process Skills Program" (SPSP) for elementary school grade 4 and determine the effectiveness of this program in terms of acquiring science process skills. Methods: To that end, SPSP was primarily developed. During the development stage of the program, sub-dimensions of science process skills were identified using an eclectic approach and the gains related to the sub-dimensions were noted. The gains of the unit "Let's Learn The Matter" in Science and Technology Course Program and the gains of the SPSP were correlated and lesson plans were prepared. The relevancy and the scientific accuracy of the SPSP were evaluated by 11 experts at different stages. The workgroup of the research consists of 48 students studying at Aydınlıkevler Elementary School classes 4/C (N=24) and 4/D (N=24) in the district of Altındağ in Ankara. Science Process Skill Test (SPST) developed by the researcher and short answer questions were used in the research. SPST has 39 multiple-choice questions and its validity and reliability analysis was carried out based on preliminary test. Based on expert opinions and the results attained from the difference between the groups, it was determined that it could yie...
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