ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents&apos; Mathematics Anxiety and Their Contribution to Mathematics Education
Author: Deringöl, Yasemin
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Parent Attitudes,Parent Participation,Mathematics Education,Elementary School Students,Middle School Students,Correlation,Instructional Program Divisions,Parent Role,Parent Background,Educational Attainment,Knowledge Level,Mathematics Achievement,Foreign Countries

This study aims to investigate the mathematics anxieties of primary and middle school parents and their contributions to the teaching of mathematics. The data of the research were collected using &quot;Mathematics Anxiety Scale for Parents,&quot; &quot;Parents' Contribution to the Mathematics Education Scale,&quot; and &quot;Parent Form,&quot; developed by the researcher. This research was designed as a survey study, and obtained data were analyzed using SPSS 16. Some of the conclusions that are achieved in this investigation are as follows: mathematics anxiety of parents were found to be low whereas their participation in their children's mathematics education was high, there was no difference in the mathematics anxiety of the children in accordance with the grade level they were enrolled in, the participation of primary school parents in mathematics education was found to be higher than that of the middle school parents, there was no difference between mathematics anxiety of mothers and fathers, mothers participated in the mathematics education more than fathers did, mathematics anxiety of parents decreased as their graduation and mathematics knowledge increased, thus, their participation in mathematics education increased, there was a high and inverse relationship between mathematics anxiety and participation in mathematics education.
Teachers&apos; Views on Teaching Modern Kazakh Stories over National Values
Author: Zhanat, Aliyeva
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Folk Culture,Story Telling,Elementary School Teachers,Culturally Relevant Education,Empathy,Critical Thinking,Imagination,Reading Skills,Listening Skills,Instructional Materials,Social Values,Foreign Countries,Values Education,Teaching Methods,Program Effectiveness

It is extremely important to bring national and universal values to young individuals from an early age. This study aims to evaluate the views of teachers about teaching modern Kazakh stories over national values. The qualitative research method was used in the research. The study group of the research consisted of 40 primary school teachers working in Almaty, Kazakhstan. Research data were collected with a semi-structured interview form prepared by the researchers. As a result of the research, teachers expressed patriotism, customs, love of the flag, national holidays, historical awareness, historical artifacts, national sports, and handicrafts as values that can be taught to students through Kazakh stories. Teachers expressed the advantages of teaching national values with Kazakh stories as empathy, critical thinking, using imagination, developing reading, understanding and listening, effective teaching, material diversity, convenience in value teaching, and value reinforcement.
Twenty-First-Century Skills Acquired by Mathematics Teachers: School Principals&apos; Perspectives
Author: Hamzeh, Mohammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,21st Century Skills,Mathematics Teachers,Public Schools,Teaching Skills,Instructional Improvement,Gender Differences,Women Administrators,Teacher Characteristics,Foreign Countries

This study aimed at investigating the acquisition degree of the 21st-century skills of mathematics teachers from the perspective of school principals. The study sample consisted of 75 school principals. They were selected randomly among the public schools. The study instrument consisted of four questionnaires, namely: personal skills, communication skills, technical skills, and teaching skills. Each questionnaire consisted of 30 items. The study results showed that the acquisition degree of the 21st-skills of mathematics teachers was intermediate for the personal and communication skills while it was high for the technical and teaching skills. The results also showed that there are no statistically significant differences ([alpha]=0.05) attributed to the gender variable from the perspectives of the male and female school principals towards the acquisition degree of the 21st-century skills of mathematics teachers. The study recommended utilizing the 21st-century skills of mathematics teachers which will result in improving the teaching process in general.
Social Anxiety among College Students: Predictive Roles of Attachment Insecurity and Emotional Schemas
Author: Özteke Kozan, Hatice Irem
Date: 2022-00-00
Type: Journal Articles
Subjects: Anxiety,College Students,Attachment Behavior,Emotional Response,Schemata (Cognition),Gender Differences,Social Behavior,Predictor Variables,Foreign Countries,Psychological Patterns

The associations between social anxiety, attachment insecurity, and emotional schemas were investigated among college students in the current study. A correlational design was used, and 502 college students (64.7% female, 35.3% male) participated in the study. In data collection, the Experiences in Close Relationships Scale (ECR), Social Anxiety Scale (SAS), and Leahy Emotional Schema Scale (LESS) were used. In data analysis, the Pearson correlation and hierarchical regression analysis were used. Before conducting hierarchical regression analysis, multivariate outliers, multicollinearity, and normality were assessed. Results revealed that female students had higher scores on the dimension of social avoidance. Moreover, attachment insecurity (avoidant and anxious) and emotional schemas were significant predictors of social anxiety of college students.
Successful Aging Scale: Validity and Reliability Study
Author: Demir Çelebi, Çigdem
Date: 2022-00-00
Type: Journal Articles
Subjects: Aging (Individuals),Test Construction,Test Validity,Test Reliability,Foreign Countries,Older Adults,Individual Characteristics,Gender Differences,Educational Attainment,Well Being

The purpose of this research is to develop a successful aging scale specific to Turkey. This research was carried out on two different study groups for exploratory and confirmatory factor analysis studies. The study group formed for exploratory factor analysis consists of 521, and the group for confirmatory factor analysis consists of 243 elderly individuals.By the analyzes carried out, the KMO value of the Successful Aging Scale was found to be 0.97; validity and reliability analyzes were continued. It was observed that the 19-item SAS with item loads varying between 0.74 and 0.84 explained 61.42% of the total variance. After the exploratory factor analysis studies of the SAS, the confirmatory factor analysis studies were started and after the two modifications, the model fit indices were found at an acceptable level (X[superscript 2]/ df = 2.24, RMSEA = 0.069, CFI = 0.922, TLI = 0.911, SRMR = 0.067). In order to determine the criterion-based validity of the SAS, Successful Aging Scale and the Aging In-Situ Scale were used. As a result of the analysis, it was seen that the SAS showed a moderate meaningful relationship with both scales. The Cronbach alpha internal consistency coefficient of the total score of the SAS was calculated as 0.96 in the first study group and .90 in the second study group.
The Effect of Prospective Teachers&apos; Beliefs about the Necessity of Multicultural Education and Self-Efficacy Perceptions of Multicultural Education: A Path Model
Author: Aslan, Serkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Multicultural Education,Self Efficacy,Social Sciences,Beliefs,Gender Differences,Intellectual Disciplines,Correlation,Cultural Awareness,Foreign Countries

This study aims to determine whether there is a relationship between prospective teachers' beliefs about the need for multicultural education and their self-efficacy perceptions about multicultural education. Descriptive and correlational survey models were used in the research. The research sample composed of 251 prospective classroom and social sciences teachers at a state university in Turkey participated in the study. The research sample was obtained using the convenience sampling method. Data collection tools consisting of the Personal Information Form, Self-Efficacy Perceptions for Multicultural Education and Beliefs about the Necessity of Multicultural Education scales were used. Descriptive statistics, correlation analysis, multivariate variance analysis and path model were used to analyse the research data. The findings show that prospective teachers have a high level of participation in their beliefs about the self-efficacy and necessity of multicultural education. In addition, there was no significant difference between prospective teachers' beliefs about the need for multicultural education and their self-efficacy perceptions of multicultural education in terms of gender and department. A moderate positive relationship was found between prospective teachers' beliefs regarding the necessity of multicultural education and their self-efficacy perceptions toward multicultural education. The prospective teachers' beliefs about the need for multicultural education significantly predicted multicultural education self-efficacy perceptions.
Developing the Social Activities of Primary School Students with Hearing Impairment Using Technologies
Author: Ussenova, Malika
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Student Attitudes,Parent Attitudes,Hearing Impairments,Elementary School Teachers,Elementary School Students,Interpersonal Relationship,Student Participation,Interpersonal Communication,Barriers,Student Behavior,Deafness,Program Effectiveness,Friendship

It is known that the use of technology to support individualization and motivation in education programs for hearing-impaired individuals has positive results. This research aims to reveal the views of teachers, students, and parents to develop the social activities of hearing-impaired students by supporting them with technology. This research was conducted with the phenomenology pattern, one of the qualitative research designs. Data were collected through semi-structured interview forms prepared separately for teachers, students, and parents. The participants of the study consisted of 20 primary school teachers, 20 hearing-impaired primary school students, and 20 parents of hearing-impaired students, who were working in various primary schools in Kazakhstan in the 2022-2023 academic year. As a result of the research, the majority of the participants believed the communication problems mostly faced by students with hearing impairment outweighed the psychological and school problems. The majority of the participants stated that the students were willing to participate in social activities if they were supported.
The Effects of Yawn-Sigh, Lip Trill and Tongue Relaxation Exercises on Frequency and Amplitude Perturbation of Voice in Vocal Training
Author: Sahin Orhon, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Music Education,Teacher Education Programs,Preservice Teachers,Music Teachers,Singing,Training,Acoustics,Instructional Effectiveness,Human Body,Motor Development,Motor Reactions

In this study, the usability of lip trill, yawn-sigh and tongue relaxation exercises in vocal training programmes was evaluated. The exercise programmes were carried out with first-year students in a music teacher education programme, and the effect of these exercises on the quality of the voice was measured using acoustic measurement techniques. Thirty-one subjects were included in the study. The experimental group (n = 16) and the control group (n = 15) were determined randomly. While determining the groups, attention was paid to ensure that the characteristics of the groups were the same. An 8-week vocal exercise programme (one session per week) was carried out with the students in the experimental group. The voices of the students were recorded before and after each exercise, and then acoustic measurements of these recordings were made. The data obtained from the measurements conducted before the vocal exercises were compared with the measurement data obtained after the vocal exercises were carried out. The significance assessment of the differentiation of voice parameters in both the short term (comparison of the data obtained before the exercise and the data obtained immediately after the exercise) and in the long term (after the 8-week implementation phase) was made. A significant improvement was shown in voice quality in terms of frequency and amplitude perturbation parameters compared to the control group after each session and at the end of the 8-week exercise programme.
The Influence of Learning Management Information System and Service Quality on the Customer Satisfaction of Ruangguru Application
Author: Badrudin, Badrudin
Date: 2022-00-00
Type: Journal Articles
Subjects: Management Information Systems,Integrated Learning Systems,Consumer Economics,Satisfaction,Electronic Learning,Elementary School Students,Secondary School Students,Foreign Countries,Decision Making,Educational Improvement,Computer Oriented Programs,Educational Quality

This research aims to analyze the information system of learning management and the overall quality of service to the customer's satisfaction application of Ruangguru. This study employed a descriptive quantitative approach. The sampling technique was purposive sampling based on Slovin equations. Data were collected using a synchronous survey instrument with a Likert scale program. The result is that the learning management information system significantly influenced the customer satisfaction of the Ruangguru application. The result is as follows: learning management information system (X1) influences the customer satisfaction of variables (Y1). Then, the quality of service significantly affects customer satisfaction quality of service (X2) affects the variable customer satisfaction (Y1). Last, the information system of learning management and the overall quality of service affect customer satisfaction simultaneously; variables X1 and X2 have a significant influence on the variable Y1.
The Relationship between Learning Styles, Gender and Learning Outcomes
Author: Marantika, Juliaans Eliezer Ruland
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Style,Gender Differences,Correlation,German,Second Language Instruction,Teacher Education Programs,Language Teachers,Preservice Teachers,Personal Autonomy,Multisensory Learning

This research is based on the fact that many lecturers have difficulty determining the proper strategy to improve learning outcomes in heterogeneous classes. This research aims to identify students' learning styles from the gender perspective and describe the related learning strategies to support the learning process. The method used in this study is the descriptive research design. Primary data were collected using questionnaires. The sample comprised 30 German students in the second semester (15 male and 15 female students), who were randomly selected. The results indicated that, overall, there was a correlation between learning styles, gender and learning outcomes. According to the research findings, it can be concluded that learning style and gender can contribute to the learning outcome, especially language skills of the students.
Examination of Turkish Mathematics Teachers Technology Integration Levels and Their Self-Confidence in TPACK
Author: Ardiç, Mehmet Alper
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Secondary School Teachers,Mathematics Teachers,Self Efficacy,Technology Integration,Computer Software,Foreign Countries

The purpose of this study is to investigate secondary mathematics teachers' level of technology integration and their confidence in TPACK related to technology components. Fifty-seven mathematics teachers participated in the present study, which used the convergent parallel mixed method design. A written opinion form to elicit teachers' views and the TPACK self-confidence survey were used as data collection instruments in the study. It was found that teachers have moderate self-confidence and majority of them integrate technology in their teaching at the replacement level. It was also found that teachers' TPACK self-confidence did not differ according to their level of technology integration. However, there was a significant difference in the TPACK component of participants' TPACK self-confidence in favor of those who agreed with the idea that students should use technology tools in the classroom. Similarly, mathematics teachers who use more than one software in their teaching were found to have significantly higher TPACK self-confidence in all components. Consequently, it can be said that the level of technology integration of mathematics teachers is reflected in their TPACK self-confidence.
Teachers&apos; Perceptions of Their Technological Competence in Learning and Teaching Process
Author: Ocak, Gürbüz
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Technological Literacy,Self Efficacy,Teaching Methods,Learning Processes,Case Studies,Course Content,Technology Uses in Education,Pandemics,COVID-19,Integrated Learning Systems,Distance Education,Faculty Development,Foreign Countries,Barriers,Online Courses,Elementary Secondary Education

This study determines Turkish in-service teachers' perceptions of their technological competence in learning and teaching process. In the study, case study method was employed. The participants of the study consisted of 23 in-service teachers working in Turkey during 2019-2020 academic year. The questionnaire technique was used in obtaining the data. For this purpose, six open-ended questions were prepared. In the analysis of the data, content analysis was employed. The findings of the study showed that most of the teachers use technology in preparing the course content and presenting it to the students, for in-class and out-of class activities. It was also obtained that most of the teachers feel inadequate in using technology in education. Lastly, teachers indicated that online systems used during pandemic process enabled the continuity of education, provided opportunity for teachers to improve themselves, increased family support and provided flexibility.
The Problem of Evaluating Primary School Students in the Online Education Process
Author: Izmagambetova, Raissa
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,COVID-19,Pandemics,Distance Education,Educational Technology,Technology Uses in Education,Online Courses,Teacher Attitudes,Elementary School Teachers,Conventional Instruction,Student Evaluation,Evaluation Methods,Foreign Countries

Distant education studies carried out during the COVID-19 pandemic period are handled at different education levels and from different perspectives. The purpose of this research is to evaluate the problem of evaluation of primary school students in online education with the opinions of teachers. This research was carried out by using qualitative research methods. The study group of the research consisted of 25 classroom teachers working in various primary schools in Almaty, Kazakhstan, in the 2021-2022 academic year. A semi-structured interview form was used as a data collection tool in the research. As a result of the research, teachers stated that face-to-face education is more advantageous than distance education in the evaluation of students. The teachers categorized the problems they encountered in the field of measurement and evaluation during the distance education process as technical problems, communication problems, method problems, and student problems. They suggested technical support, communication support, choosing the appropriate method, and motivating the students as the solution to the problems.
Making Connections to Address Mathematics Anxiety: A Case Study of the Instructional Triangle and Remedial College Instructors
Author: Pringle, Njeri M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,College Mathematics,College Faculty,Mathematics Teachers,Mathematics Instruction,Teaching Methods,Remedial Mathematics,Environmental Influences,Intervention

Mathematics anxiety is a reality for many students as a number of community college and four-year university students feel disconnected from math and struggle to pass mathematics courses. Using a case study and grounded theory approach, six remedial mathematics instructors were interviewed and observed to examine their instructional strategies and practices. During the interviews, participants expounded upon the changes in strategies and practices implemented when aiding students struggling with anxiety. &quot;The Instructional Triangle&quot; was applied across participants to compare and contrast their experiences. The analysis focused on environmental factors that could increase or exacerbate mathematics anxiety. In particular, a theme of creating connections emerged from how teachers assess for and adjust their strategies and practices to support remedial mathematics students struggling with anxiety. Based on the findings, interventions for assisting educators and students in mediating anxiety promoting perspective-taking and empathy are recommended. Such intervention could inform future strategy and practice development, implementation, and evaluation.
Problems Encountered in the Education of Refugees in Turkey
Author: Kardes, Servet
Date: 2022-00-00
Type: Journal Articles
Subjects: Refugees,Foreign Countries,Problems,Teacher Attitudes,Administrator Attitudes,Student Adjustment,Peer Relationship,Bullying,Social Integration

This study aims to investigate the educational problems of refugee students of Syrian origin. It is a qualitative research designed as a phenomenological study. Phenomenology, a qualitative research method, was the design of choice. The sample group consisted of two administrators, two school counselors, and 11 classroom teachers from a temporary education center in Altindag/Ankara, Turkey. The data of the study were collected using the interview method. The data were analyzed using content analysis. According to the research findings, Syrian refugee children face socioemotional, family, language, and school problems and hate speech, discrimination, isolation, and exclusion. Syrian refugee children should undergo an orientation and preparation program before enrolling in Turkey's public schools. Seminars should be offered to the Turkish population to help them develop empathy for refugees and understand what they are going through. Teachers should be trained in multicultural education.