In this research, effects on grammar and writing achievement of a Turkish language instruction in which a programmed grammar source book followed are explored. Turkish Republic of Northern Cyprus primary schools eighth grade students is the population of this research. The participants of this research are assigned randomly into two groups namely control group (n = 33) and experimental group (n = 30). The experimental group followed a programmed grammar source book in the teachinglearning sessions in Turkish language instruction, whereas the control group followed a grammar book based on traditional methods. Findings of this research revealed that the experimental group students were more successful in grammar compared to the control group students. However, no significant differences were observed between the experimental and the control group students in terms of writing skills.
This study, which was conducted to identify the views of students regarding the communication behaviours of instructors with the role of education administrators, aims to reflect the communication behaviours of instructors in the classroom management and the students' behaviours in the communication styles within the class environment. Therefore, the communication behaviours of instructors in classroom management were identified and then, it was asserted whether such behaviours vary based on the several independent variables, and finally the demographic characteristics of the students taking part in the scale were assessed. Based on the data obtained from such results, the views of instructors on the communication behaviours in the classroom management and their consideration for the lesson were obtained. The inventory of Samsa (2005)
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