Bilimsel araştırma yöntemleri

Büyüköztürk, Şener; Çakmak, Ebru Kılıç; Akgün, Özcan Erkan; Karadeniz, Şirin; Demirel, Funda

doi:10.14527/9789944919289

Cited by 4,318 publications

(3,858 citation statements)

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“…Survey research are studies to determine specific characteristics of a group [17]. According to Karasar [35] survey models are an approach aimed at describing the present situation in its both present and past form.…”

Section: Methodsmentioning

confidence: 99%

Developing An Achievement Test for Fraction Teaching: Validity and Reliability Analysis

Bal-Incebacak

Ersoy

2017

ITM Web Conf.

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Abstract. The aim of the study is to develop an achievement test that can be used to measure the achievement status of elementary school 4th grader students in terms of their fractions learning in mathematics courses. Examining the literature, it is visible that there are 8 development stages of the achievement test.. ITEMAN 3.5 package software was employed to analyze the validity and reliability of the test. Statistical analysis of the test reveals that KR-20 Internal Consistency and KR-21 Internal Consistency are 0.90. This value indicates that the consistency of the test is high. The average discrimination of the test is 0.80, which indicates that the test is highly distinctive among students. The average strength of the test has been calculated as 0.67. Therefore, it has been determined that the test should be both easy and distinctive when it comes to measuring the effectiveness of the teaching method. The result of the analysis suggest that when consistency and distinctiveness values are considered, the developed test is not only easy to use but also highly distinctive. Finally, it has been discovered that the academic achievement test for fraction teaching is valid and reliable.

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Section: Methodsmentioning

confidence: 99%

Developing An Achievement Test for Fraction Teaching: Validity and Reliability Analysis

Bal-Incebacak

Ersoy

2017

ITM Web Conf.

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“…Bu model, genel bir yargıya ulaşmak için evrenin tümü veya evrenden alınacak örneklem üzerinden yapılan düzenlemeler olarak ifade edilmektedir (Karasar, 2003). Buna ek olarak, bu araştırmada seçkisiz örnekleme yöntemlerinden basit seçkisiz örnekleme yöntemi kullanılmıştır (Büyüköztürk, Çakmak, Akgün, Karadeniz, & Demirel, 2008). Araştırmanın evrenini iki üniversitenin eğitim fakültesi oluşturmaktadır.…”

Section: Yöntem Araştırma Modeliunclassified

Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention

Hacıömeroğlu¹

2018

IOJES

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This study aims at examining elementary pre-service teachers' integrative STEM intentions. In this quantitative study, data were gathered from 401 elementary pre-service teachers who were enrolled in two public universities. Results of the study revealed that pre-service teachers' integrative STEM intentions were positive in general. In addition, regarding knowledge, attitude, value, subjective norm, perceived behavioral control, and behavioral intention, elementary pre-service teachers seemed to hold positive views for integrative STEM teaching. Findings of this study showed that there was no significant difference between pre-service teachers' scores on knowledge, attitude, value, perceived behavioral control, and behavioral intention regarding gender. However, there was a significant difference between pre-service teachers' scores on subjective norm regarding gender. In the same way, there was a significant difference between pre-service teachers' scores on perceived behavioral control and behavioral intention regarding the years spent in the program. However, there was no significant difference between pre-service teachers' scores on knowledge, attitude, value and subjective norm regarding the years spent in the program. Moreover, there was a significant difference between pre-service teachers' scores on knowledge regarding school variable.© 2018 IOJES. All rights reserved Keywords:1 Elementary pre-service teacher, STEM teaching, intention Extended SummaryResearch studies conducted with pre-service teachers focusing on integrative approaches in STEM teaching has been increasing over the years (Corlu, 2014;Corlu, Capraro & Çorlu, 2015, Lin & Willams, 2016. Among these research studies, pre-service teachers' perceptions of STEM education have been examined for different subjects such as science, mathematics, and chemistry. Therefore, research studies are suggesting the need for measuring elementary pre-service teachers' intentions for integrative STEM teaching. This current study aimed to examine elementary pre-service teachers' integrative STEM teaching Intentions. MethodIn this quantitative study, survey method was utilized to examine elementary pre-service teachers' integrative STEM teaching intentions. For this reason, data were gathered from 401 pre-service teachers who were majoring in elementary teacher education program at two public universities. Data were collected from third and fourth year pre-service teachers. The sample consists of 95 male and 306 female pre-service teachers. Elementary pre-service teachers' scores on integrative STEM intentions questionnaire were analyzed by using descriptive and inferential statistics. Independent t-tests were performed to investigate whether or not there is a significant difference between integrative STEM intentions questionnaire scores of the pre-service teachers regarding gender, years spent in the program, and school.

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“…The sample size of 322-500 is acceptable standard when the population is 2000 based on the amount of .05 deviations (Büyüköztürk et al, 2008). Therefore, the sample selected through incidental sampling from Kocaeli in 2013-2014 academic year.…”

Section: Samplementioning

confidence: 99%

The Effect of Teachers’ Spirituality and Ethical Ideology on Their Preference of Reporting Wrongdoings at Schools

Gökçe¹

2016

IES

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This paper aimed to examine whistleblowing in point of individual level. Three sets of hypotheses were developed concerning the relationships between (1) religiosity and ethical ideology, (2) ethical ideology and intentions to different modes of whistleblowing, and (3) religiosity and intentions to different modes of whistleblowing. Descriptive statistics, Correlation matrix, and regression analysis were used to analyze the data. The sample includes 323 teachers in Turkey. The results confirmed that religiosity was negatively associated with relativism, and positively associated with idealism while they rejected any relation between the ethical ideology and intention to whistleblowing modes. The results confirmed only the positive relationship between religiosity and internal whistleblowing, while rejecting the other hypotheses. Few studies have investigated the relationship between whistleblowing modes and ethical ideology. Therefore, examining religiosity, ethical ideology, and whistleblowing in an education context in Turkey, this paper believed to contribute the literature with regard to Islamic perspective.

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Bilimsel araştırma yöntemleri

Cited by 4,318 publications

References 0 publications

Developing An Achievement Test for Fraction Teaching: Validity and Reliability Analysis

Developing An Achievement Test for Fraction Teaching: Validity and Reliability Analysis

Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention

The Effect of Teachers’ Spirituality and Ethical Ideology on Their Preference of Reporting Wrongdoings at Schools

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