No abstract

The contribution of e-learning technologies, especially LMS which has become an important component of e-learning, is significantly increasing in higher education. It is critical to understand the factors that affect the behavioral intention of students towards LMS use. The aim of this study is to explore predictors of students' acceptance of Course Portal at a postsecondary vocational school level. We utilised a framework suggested by Sezer and Yilmaz (2019) for understanding students' acceptance of LMS. This framework obtains the main constructs in UTAUT: namely, performance expectancy, effort expectancy, social influence and facilitating conditions. More external variables, associate degree programs, high school type, academic grade point average were also adopted. Accordingly, 387 students were answered the questionnaire for investigating behavioral intention. Artificial neural network analysis (ANN) was used to predict students' acceptance of LMS use according to variables associated with their use of LMS technology. ANN analyses in the present study revealed that performance expectancy, effort expectancy, social influence and facilitating conditions are important predictors of students' behavioral intention to use LMS. Nevertheless, performance expectancy was found to be the most influencing predictor of LMS use. The analyses of this research provides evidence on the utilization of ANN to predict the determining factors of LMS acceptance.

This study aims to analyze from a multinational perspective, whether interest in environmental issues is a determining factor on science literacy, using PISA-2018 data. In this study, where one of the quantitative research models; relational survey model was used, the secondary data obtained from the PISA-2018 evaluation were analyzed. The data of 98306 students at the age of 15 in 15 different countries were used. In the analysis of the data obtained, t-test, multiple regression analysis, and artificial neural network analysis were used. According to the results of the analysis, significant differences were found between the science literacy scores of the students who were very interested in the environmental issues in their country and those who were not interested at all. Similarly, significant differences were found between the science literacy scores of students who were very interested in environmental issues in other countries and those who were not interested at all. In addition, it can be stated that the students' relevance to environmental problems are factors that statistically predict students' science literacy in a significant way. Based on the results of the study, suggestions were made.

The purpose of this research is to examine the readiness level of vocational college students for online learning according to various variables. The sample of the study included 334 (231 freshmen and 103 sophomore) students studying at a vocational college of a state university in Turkiye. Data collection tool used in the research consisted of Student Demographics Form and Online Learning Readiness Scale. Quantitative data obtained from the study were statistically analyzed with Three Factor MANOVA for independent groups. The findings showed that the average level of readiness for online learning of participants was at good extent, the dimension with the highest average was online communication self-efficacy, and with the lowest average was computer/internet self-efficacy. It was determined that the level of readiness for online learning of participants did not differ significantly according to the graduated high school, department and grade level. Readiness for online learning needs to be considered in detail to help all students use online tools for learning in order to get the most out of their post-COVID education. It is recommended that students be provided with opportunities to improve their readiness for online learning, which is necessary for them to continue their lifelong learning.

Extracurricular activities are those that fall outside the formal curriculum, performed by students. Literature offers extracurricular activity as one of the factors affecting academic achievement. This study aims to determine the effects of students' participation in extracurricular activities on their academic achievements by using PISA-2015 data. Secondary data were used for analysis. The population of the study consists of the data of 519334 students evaluated in PISA-2015. No samples are set as determined population is completely accessible. A four-step secondary data analysis guide was used in the analysis of data. Independent samples t-test was used to analyze the data. The results have proved that the average mathematics, reading skills and science scores of students who participated in extracurricular activities are lower than those who did not participated in extracurricular activities. There is a statistically significant difference between the means in favor of students who did not participated in extracurricular activities. Another remarkable finding of the study is that the effect of participation in extracurricular activities on successful and unsuccessful students varies. The average mathematics, reading skills and science scores of the successful students who participated in extracurricular activities are higher than successful students who did not participated in extracurricular activities. In the case of unsuccessful students, the opposite situation exists. The average mathematics, reading skills and science scores of the unsuccessful students who participated in extracurricular activities are lower than unsuccessful students who did not participated in extracurricular activities. In this study, it is concluded that extracurricular activities may have negative effects on academic performance of unsuccessful students. Findings are in line with the literature and further recommendations were given in the study.