Technology use in classrooms in today's world is believed to have a positive impact on students' success and their attitudes towards lessons. In this study we investigated students' attitudes towards technology use in class and whether the use of technology improved their academic achievement. A quasiexperimental research design was used and we assigned 3 groups as experimental groups (n = 41) and 2 as control groups (n = 41). Mathematics was selected as the subject to be studied. All groups completed a pretest and a posttest. For the experimental groups, lessons were designed using several technological tools, whereas lessons for control groups were taught using traditional teaching methods. At the end of the study, the experimental groups completed a scale to investigate the preferences and attitudes of the students in regard to technology-based instruction. One-way ANCOVA was used to evaluate the differences in posttest results, which revealed that the mathematics posttest results of the students who were instructed using technology were significantly higher than the posttest results of the groups who were instructed without technology. Results showed that students had a positive attitude towards technology use. The implications for curriculum designers and teachers are discussed.Today in most developed countries technology is being used extensively in classrooms. As Bitter and Pierson (2005) and Wiske, Franz, and Breit (2005) have pointed out, the use of instructional technology in class enhances learning SOCIAL BEHAVIOR AND PERSONALITY, 2014, 42(Suppl.), S31-S42
Bullying is not a new topic to be researched but the consequences of bullying for university students is an area yet to be studied. Thus, in this study our aim was to develop a bullying scale for use with university students. In order to do this we categorized their bullying behaviors as physical, verbal, emotional, and cyber; and their bullying status as bully, victim, bully-victim, and bystander. The survey we developed to validate our scale was completed by volunteer participants individually. Exploratory factor analysis was done to determine construct validity of the scale. The internal consistency values were calculated for reliability.The resultant values showed that the developed scale can be accepted as a valid and reliable scale to be used for measuring both bully and victim behaviors among young adults studying at tertiary level.The incidence of bullying is rising internationally and is considered an issue both inside and outside schools. Bullying has gained attention as it affects many individuals at varying ages in varied environments. This topic has been discussed extensively by a number of researchers in the fields of psychology and education (
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