Needs Analysis on Values Education Programme for Preschool Students

KAYIRAN, Derya; Bağçeci, Birsen

doi:10.11114/jets.v6i10.3538

“…Studies of needs analysis have been undertaken over the last three decades (Widodo, 2016) and a number of contemporary researches on this issue have mushroomed in many different countries, such as Greece (Chostelidou, 2010;Tzotzou, 2014), Iran (Aliakbari & Boghayeri, 2014;Atai & Shoja, 2011;Boroujeni & Fard, 2013;Eslami, 2010;Mohammadi & Mousavi, 2013;Moiinvaziri, 2014), Spain (Benavent & Sánchez-Reyes, 2015;Peters & Fernández, 2013), Sudan (Elsaid Mohammed & Nur, 2018), USA (Bosher & Smalkoski, 2002;Serafini, Lake, & Long, 2015), Japan (Cowling, 2007), China (Guiyu & Yang, 2016;Li, 2014;Wu, 2012;Zhu & Liu, 2014), Turkey (Akyel & Ozek, 2010;Kayiran & Bağçeci, 2018), KSA (Abdalla & Mohammed, 2016;Al-Qahtani, 2015;Alsamadani, 2017;Fadel & Rajab, 2017), Taiwan (Chen, Chang, & Chang, 2016;Lu, 2018), Thailand (Bosuwon & Woodrow, 2009;Prachanant, 2012), and Indonesia (Nimasari, 2018;Poedjiastutie & Oliver, 2017;Sabarun, 2019;Salam, 2017). Those literatures reflect the centrality and the inevitable role of need analysis in establishing an ESP course.…”

Section: Introductionmentioning

confidence: 99%

English Teaching in Vocational High School: A Need Analysis

Mahbub

¹

2022

JEELS

View full text Add to dashboard Cite

This research investigates the vocational school students’ needs on the implementation of English teaching and learning that is focused on the target needs and learning needs. By adapting Hutchinson and Waters’ model (1987), questionnaire consisting of parts A and B was administered to 32 students. Part A deals with the target needs centred on the learner’s necessities, lacks and wants that are effectively functioned in the target situation. In contrast, part B concerns about learning needs that encompass learning inputs, procedures, teacher’s and learners’ role, and setting. Additionally, interviews were also conducted with the students and an English teacher to gather data in order to examine in-depth results of the practices of English teaching and to uncover possible areas of students’ language difficulties in learning English. The results suggested that the students have different perceptions of their necessities, wants, and lacks. The findings also demonstrated the students’ learning needs including the learning inputs, teaching-learning procedures, the teacher’s and learners’ role, as well as the teachinglearning settings.

show abstract

“…Ergin and Karataş (2014) conducted a study with teachers and determined that family was one of the determining factors in values education and that the values taught by school and family conflicted. Kayıran and Bağçeci (2018) found that the most important values according to preschool teachers were honesty, patriotism, responsibility, justice, and respect for older adults and the environment. In Şahin (2019), preservice teachers emphasized that the primary goal of values education should be to turn students into good citizens.…”

Section: Introductionmentioning

confidence: 99%

“…In Ulusoy (2021), history teachers (n=30) stated that the history curriculum should include alternative activity examples instead of just giving definitions and information, that materials should be provided free of charge by schools, that activities should be carried out to prevent peer bullying, and that there should be more activities and operations for women's rights. Most studies on values and values education focus on teachers and preservice teachers (Akan, 2021;Bayırlı, Doruk & Tüfekçi 2020;Çalışkan, Yıldırım, & Demirhan, 2021;Duban & Aydoğdu, 2016;Durdukoca Firat, 2019;Ekşi & Kaya, 2021;Kamer & Şahin, 2021;Katmış & Balcı, 2017;Kayıran & Bağçeci, 2018, Okumuş, 2021Oğuz, 2012;Yazar, 2012;Yildiz-Göğebakan & Pala, 2021). However, there is limited research on academics.…”

Section: Introductionmentioning

confidence: 99%

Values Lost in Society in the Eyes of Academics

Koç¹,

Yayla²

2022

IES

0

View full text Add to dashboard Cite

Although there are numerous studies and discussions about the concept of value, it is claimed to lack an objective basis. The concept of value is difficult to define from a single perspective because it relates to many disciplines, especially the social sciences. Philosophy, sociology, psychology, religious sciences, anthropology, and historical sciences have attributed different meanings to the concept of value. However, the fact that the concept of value is related to human behavior has been a common point in all disciplines of social sciences. Values are essential in terms of social sciences because they interpret human behavior (Ulusoy & Dilmaç, 2016). Therefore, this study aimed to determine what academics thought about the core values lost in society and what kind of solutions they offered to that problem. The sample consisted of 16 academics from Van Yuzuncu Yıl University/Turkey. The sample consisted of 12 men and 4 women. The study adopted a qualitative research design. Data were collected using a semi-structured interview questionnaire consisting of open-ended questions. The data were analyzed using descriptive analysis. The findings focused on participants’ views of the concept of values, the values lost in society, values problems, and solutions to the lost values.

show abstract

“…Studies of needs analysis have been undertaken over the last three decades (Widodo, 2016) and a number of contemporary researches on this issue have mushroomed in many different countries, such as Greece (Chostelidou, 2010;Tzotzou, 2014), Iran (Aliakbari & Boghayeri, 2014;Atai & Shoja, 2011;Boroujeni & Fard, 2013;Eslami, 2010;Mohammadi & Mousavi, 2013;Moiinvaziri, 2014), Spain (Benavent & Sánchez-Reyes, 2015;Peters & Fernández, 2013), Sudan (Elsaid Mohammed & Nur, 2018), USA (Bosher & Smalkoski, 2002;Serafini, Lake, & Long, 2015), Japan (Cowling, 2007), China (Guiyu & Yang, 2016;Li, 2014;Wu, 2012;Zhu & Liu, 2014), Turkey (Akyel & Ozek, 2010;Kayiran & Bağçeci, 2018), KSA (Abdalla & Mohammed, 2016;Al-Qahtani, 2015;Alsamadani, 2017;Fadel & Rajab, 2017), Taiwan (Chen, Chang, & Chang, 2016;Lu, 2018), Thailand (Bosuwon & Woodrow, 2009;Prachanant, 2012), and Indonesia (Nimasari, 2018;Poedjiastutie & Oliver, 2017;Sabarun, 2019;Salam, 2017). Those literatures reflect the centrality and the inevitable role of need analysis in establishing an ESP course.…”

Section: Introductionmentioning

confidence: 99%

English Teaching in Vocational High School: A Need Analysis

Mahbub

¹

2022

JEELS

View full text Add to dashboard Cite

This research investigates the vocational school students’ needs on the implementation of English teaching and learning that is focused on the target needs and learning needs. By adapting Hutchinson and Waters’ model (1987), questionnaire consisting of parts A and B was administered to 32 students. Part A deals with the target needs centred on the learner’s necessities, lacks and wants that are effectively functioned in the target situation. In contrast, part B concerns about learning needs that encompass learning inputs, procedures, teacher’s and learners’ role, and setting. Additionally, interviews were also conducted with the students and an English teacher to gather data in order to examine in-depth results of the practices of English teaching and to uncover possible areas of students’ language difficulties in learning English. The results suggested that the students have different perceptions of their necessities, wants, and lacks. The findings also demonstrated the students’ learning needs including the learning inputs, teaching-learning procedures, the teacher’s and learners’ role, as well as the teachinglearning settings.

show abstract

Needs Analysis on Values Education Programme for Preschool Students

Cited by 4 publications

References 4 publications

English Teaching in Vocational High School: A Need Analysis

English Teaching in Vocational High School: A Need Analysis

Values Lost in Society in the Eyes of Academics

English Teaching in Vocational High School: A Need Analysis

Contact Info

Product

Resources

About