Öğrenci Başarısının Derse Katılım ve Öğretmen Yakınlığıyla İlişkisi

Çelik, Süleyman; Toraman, Sultan Örenoğlu; Çelik, Kevser

doi:10.24106/kefdergi.378129

Cited by 22 publications

(9 citation statements)

References 9 publications

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“…As a result, students react to such behaviors positively. Indeed, the literature includes several studies demonstrating that teacher immediacy and supportive behaviors increase students’ achievement (Çelik et al, 2018; Hoyer 2011; Kolburan-Geçer, 2002). Similarly, a meta-analysis showed that teacher immediacy is significantly related with positive attitudes concerning student learning (Witt et al, 2004).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

ÖZDAŞ>

2022

SAGE Open

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This study investigated the associations between teachers’ immediacy behaviors, high school students’ academic achievement, and several demographic variables including gender, school type, class level, and the transition from primary to secondary education examination (TPSE) scores. A mixed methods research design was employed involving surveys and interviews. The survey was administered to 340 high school students attending 11 state schools in the Southeastern Region of Turkey. Interviews were conducted with 60 students attending the same schools. Findings of the research indicated (1) a moderate, positive, and significant relationship between students’ academic achievement and their TPSE scores; (2) a low, positive, and significant relationship between their academic achievement and teachers’ immediacy behaviors; and (3) a low, negative, and significant relationship between the students’ TPSE scores and teachers’ immediacy behaviors. Findings point to the importance of a holistic investigation of the factors associated with achievement at high school and the specific role played by teachers’ immediacy behaviors.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

ÖZDAŞ>

2022

SAGE Open

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“…Bu süreçte öğrenci başarısını sağlamada, görev ve sorumlulukları tanımlanan en önemli paydaşlardan biri öğretmendir. Alanyazın incelendiğinde öğretmenin öğrenci başarısı üzerindeki etkisi açık bir şekilde ifade edilmektedir (Brophy, 1986;Çelik, Örenoğlu Toraman, & Çelik, 2018;Darling-Hammond, 2000;Eraslan, 2009;Fisher, Berliner, Filby, Marliave, Cahen, & Dishaw, 1981;Marks, & Louis, 1997;Rivkin, Hanushek, & Kain, 2005;Rockoff, 2004;Skinner & Belmont, 1993;Wenglinsky, 2002;Witkin, 1973). Benzer şekilde, öğrencinin matematik başarısı üzerinde de matematik öğretmenin önemli bir etkisi bulunmaktadır (Canales & Maldonado, 2018;Tella, 2008).…”

Section: Matematik Başarısı Ve öğRetmen öZ-yeterliğiunclassified

Bilişim Teknolojileri Özyeterliği Cinsiyet Açığı: Ortaokul Matematik Öğretmenlerine Yönelik Bir İnceleme

Kartal¹,

Temelli²,

Şahin³

2018

Kuramsal Eğitimbilim

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In the research, it is aimed at to examine the self-efficacy levels of information technology of secondary school mathematics teachers according to gender. The study also finds out whether the self-efficacy levels of male and female teachers differ according to professional experience. In the study, a causal comparative research design one of the quantitative research methods is used. The research population is composed of secondary school mathematics teachers taught in Çanakkale. Based on the principle of volunteering, participants were reached by using "random sampling technique". A total of 168 teachers, 71 males and 97 females, participated in the research. With this technique, the "Self-efficacy Perceptions Scale of Teachers' Information Technology" developed by Ekici, Ekici and Kara (2012), consisting of 27 items, was used as data collection tool. The results of the study revealed that male and female mathematics teachers' self-efficacy levels of IT are "high" (over total score) according to the rating between "very low" and "very high". It was found out that self-efficacy levels of male teachers are higher than selfefficacy levels of female teachers. In addition, it was seen that self-efficacy levels of male teachers are higher than female self-efficacy levels in each professional experience.

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“…Establishing effective learning environments in today's increasingly complicated world to promote learning and academic success is one of the most addressed topics in education (Chapman, 2003;Çelik et al, 2018;Hoyert et al, 2019;Kreng, 2013;Kuh et al, 2006, Hopland, & Nyhus, 2016Alzubaidi, Aldridge, & Khine, 2016;Lim & Fraser, 2018). Although factors affecting learners' success stretch from the individuals' readiness, characteristics, backgrounds to educational policies and practices as well as institutional facilities and many others, students' engagement still stands as a key factor in educational settings (Chapman, 2003;Fredin et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Does class participation predict academic achievement? A mixed-method study

Akpur

2021

Engl. Lang. Teach. Educational. Journal

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The present study’s aim is to identify whether class participation is a significant predictor of English language achievement among university students and their views concerning class participation and academic achievement. A sequential mixed method design was applied and a total of 2013 university students (813 female 40.3%; 1200 male, 59.7%) participated in the quantitative portion of the study. Course Participation Grade (CPG) criteria and English Proficiency Exam (EPE) held at the end of the academic year by the institution were used as data collection tools. The qualitative data were analysed through content analysis of a focus group interview with a group of seven participants. The findings suggested that the relationship between academic achievement and CPG was positive and significant. Correspondingly, the qualitative data revealed similar results with the quantitative data by showing that the class participation has powerful impact on academic achievement.

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Öğrenci Başarısının Derse Katılım ve Öğretmen Yakınlığıyla İlişkisi

Cited by 22 publications

References 9 publications

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

Bilişim Teknolojileri Özyeterliği Cinsiyet Açığı: Ortaokul Matematik Öğretmenlerine Yönelik Bir İnceleme

Does class participation predict academic achievement? A mixed-method study

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