ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Gender on Motivation towards Science Learning: A Meta-Analysis Study
Author: Baysal, Yunus Emre
Date: 2023-00-00
Type: Journal Articles
Subjects: Gender Differences,Student Motivation,Science Education,Meta Analysis,Effect Size,Regression (Statistics),Content Analysis,Elementary Secondary Education,Higher Education

The purpose of this study is to determine the effect size of gender on motivation towards science learning by combining the results of studies, which were conducted to determine the effect of gender on motivation towards science learning, via the meta-analysis method. In this context, master's thesis, doctoral dissertations, and articles, which were conducted between 2010 and 2020, were suitable for the research problem, and had statistical data to be included in the meta-analysis study, were reviewed and examined in Turkish and English from national and international databases. As a result of the literature review, 2435 national and international studies were collected. Forty-nine studies, containing data suitable for coding protocol in accordance with the criteria determined by the researchers, were included in the meta-analysis. The sample size of 20.862 participants was obtained in the study (10.446 females and 10.416 males). The effect sizes and the combined effect sizes of the studies were calculated using &quot;Comprehensive Meta-Analysis v 2.0 (CMA).&quot; In the studies using the random effects model, the effect size of the gender variable on motivation towards science learning was determined to be 0.155 (95% CI, SE = 0.040). This value showed that the overall effect of the gender variable on motivation towards science learning was at an &quot;insignificant&quot; level in favor of the women. The results of the anova similarity analysis performed for the categorical moderators of publication type, scale type, and education level indicated that these moderators did not cause any statistically significant difference in the effect sizes. As a result of the meta-regression analysis performed for the publication year moderator -- which was evaluated as a continuous variable -- this moderator did not make any significant difference on the effect sizes of motivation towards science learning.
The Predictive Influence of Intelligence and Communicative Language Ability on School Achievement
Author: Nikolic, Mirjana
Date: 2023-00-00
Type: Journal Articles
Subjects: Intelligence,Communicative Competence (Languages),Elementary School Students,Grade 5,Predictor Variables,Academic Achievement,Grammar,Pragmatics,Serbocroatian,English (Second Language),Second Language Learning,Language Tests,Bilingualism,Native Language,Learning Strategies,Verbs,Language Proficiency,Mathematics Achievement,Foreign Countries,Intelligence Tests

Although numerous studies show that intelligence, measured by various tests, is a significant predictor of school achievement, this cognitive variable can only explain about 50% of the variance. It is also known that communicative language ability represents an important basis for learning subject content in the early period of formal education. One of the most comprehensive models of language ability (Bahman, Palmer, 1996), in addition to strategic knowledge, includes language knowledge that includes organizational language knowledge (grammatical and textual) and pragmatic language knowledge. Although the non-cognitive factors de facto participate in the explanation of school success, the aim of the research presented in this paper was to determine the predictive influence of intelligence and communicative language ability, i.e. organizational and pragmatic language knowledge on differences in school achievement in Serbian, English and Mathematics at the end of the first half of the fifth grade. The research was conducted on the sample of 197 fifth-grade students (51% girls, average age 11.5 months) in elementary schools in Loznica. The authors of the paper applied an adapted form of the test of communicative language abilities that was applied in research in a bilingual context (Šimonji-Cernak, 2005). Revisk was used to test verbal and manipulative intelligence (Biro, 1997). We started from the assumption that organizational language knowledge, has a more significant predictive influence on differences in school performance in the above-mentioned subjects than intelligence. Hierarchical regression analysis model determined that the predictor variables of organizational language knowledge explain 36.8%-49.4% of the variance in school achievement, while the intelligence variables are related to the achievements in Serbian and Mathematics and explain 0.6%-3% of the variance. A significant partial contribution of pragmatic knowledge and knowledge of verbs as an element of grammatical language knowledge were determined in all three subjects, as well as the contribution of knowledge of grammatical rules only in the Serbian language.The results confirm the hypothesis and indicate that for success in the mother tongue, foreign language and mathematics it is important to develop grammatical knowledge, and pay special attention to the importance and strategies of developing pragmatic language function in the period of early formal education.
School Principals&apos; Transformational Leadership Behaviors as a Predictor of Teachers&apos; Perceptions of Organizational Commitment
Author: Coskun, Basak
Date: 2023-00-00
Type: Journal Articles
Subjects: Principals,Transformational Leadership,Teacher Administrator Relationship,Leadership Styles,Teacher Attitudes,Work Attitudes,Public School Teachers,Measures (Individuals),Foreign Countries,Grounded Theory,Correlation,Gender Differences,Age Differences,Work Experience,Predictor Variables

The aim of this research was to investigate the effect of principlas' transformational leader behaviors on teachers' organizational commitment. In the research, causal-comparative and relarional survey methods were used. The study group, defined according to convenient sampling method, was composed of 260 public school teachers working in five provinces in the Central Anatolia Region in Turkey. The data was gathered with &quot;Transformational Leadership Scale&quot; and &quot;Teachers' Organizational Commitment Scale&quot;, in the spring semester of the 2021-2022 academic year. Descriptive statistical analysis, independent groups t-test, test of variance (ANOVA), Pearsons' corelational analysis and regresion analysis were employed in the analysis phase. The findings showed that both principals' transformational leadership levels and teachers' organizational commitment levels were moderate. It was observed that teachers' perceptions about their principals' transformational leadership behaviours and organizational commitment levels didn't show a significant difference among the groups of gender, age and work experience. It was found that there was a significant relationship between principals' transformational leadership behaviours and teachers' organizational commitment, and the former was a significant predictor of the latter. It was concluded that principals' transformational leadership behaviors might be effective in enhancing teachers' organizational commitment. In this frame practical, theoretical and research recommendations were developed.
Prediction of Academic Resilience in Adolescents through Academic, Social and Emotional Self-Efficacy and Gender
Author: Uygur, S. Sevgi
Date: 2023-00-00
Type: Journal Articles
Subjects: Adolescents,Academic Achievement,Resilience (Psychology),Self Efficacy,Predictor Variables,Gender Differences,Foreign Countries

This study aimed to investigate the predictive roles of gender and self-efficacy (academic, social, and emotional) on the academic resilience of adolescents. Participants consisted of 346 adolescents (227 girls and 119 boys). Data were collected through the Academic Resilience Scale, the Self-efficacy Scale for Children, and a demographic information form, and analyzed with an independent simple t test, Pearson correlation, and multiple linear regression analysis techniques. The results showed that male adolescents achieved higher scores in academic resilience, social self-efficacy, and emotional self-efficacy. Gender, academic self-efficacy, social self-efficacy, and emotional self-efficacy in sum accounted for 49% of the variance in academic resilience. All independent variables with the exception of gender (being male) were statistically significant predictors for academic resilience in adolescents. Increases in academic, social, and emotional self-efficacy were found to lead to enhanced academic resilience.
Positivism and Post-Positivism as the Basis of Quantitative Research in Pedagogy
Author: Maksimovic, Jelena
Date: 2023-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Research Methodology,Educational Research,Models,Social Sciences,Humanities,Definitions,Content Analysis,Intuition,Holistic Approach

The paradigm on which a methodological approach is developed determines the situations in which its application will be most appropriate. The quantitative approach implies a positivist paradigm, the basis of which is cause-and-effect relationships, as well as the questioning and verifying of existing theories. Positivism aims to prove that phenomena from the field of social sciences and humanities are equally subject to measurement as natural phenomena. That assumption is also the epicenter of criticism directed at positivism, from which, in addition to its strengths, post-positivism developed, characterized by more flexible views on absolute objectivity. The aim of this paper is focused on the analysis of the basis of the quantitative approach, the possibilities and limitations of the positivist paradigm and the post-positivist paradigm that overcomes the limitations of positivism. The tasks are as follows: 1. Define the concept of paradigm and its role in pedagogical research, 2. Determine the connection between the positivist and post-positivist paradigms and the quantitative approach, 3. Analyze the strengths and limitations of positivism and post-positivism and the possibilities of overcoming its weaknesses. The authors applied the theoretical method with content analysis and accepted the facts and ideas of positivism as the primary paradigm for researching educational reality. They state that post-positivism is intuitive and holistic, flexible in research, while positivism is based on solid facts that are objective and do not depend on subjective interpretation.
Montessori Practices in Early Childhood Education with Teachers&apos; Experiences
Author: Atis-Akyol, Nevra
Date: 2023-00-00
Type: Journal Articles
Subjects: Montessori Method,Teaching Experience,Preschool Teachers,Foreign Countries,Classroom Environment,Teacher Attitudes,Preschool Children,Observation

The study was conducted using a qualitative research method to examine Montessori preschool education practices in Turkiye. The study group consisted of 14 teachers in Montessori classrooms of preschools in the central district of a province in Turkiye. The data were collected with a Structured Classroom Observation Form, Material Control List and Semi-structured interviews. The MAXQDA 2022 software was used for the analysis of teacher interviews. According to the findings, the structure of the Montessori classrooms was generally in accordance with the Montessori philosophy, and there was a sufficient number and variety of Montessori materials in the classrooms. Practical life and mathematics activities were frequently included in the program. The most commonly used materials were sensorial and cosmic field materials. Teachers felt inadequate about Montessori practices. There were problems with the high-class size, mixed age, cost and supply of material. According to teachers, education provides children with self-regulation skills and enables effective learning. In addition, education has some advantages for parents and teachers. Children were bored with the activities, parents had insufficient knowledge of the practices, and teachers had time management problems. Finally, teachers offered recommendations for improving practices.
Is Moral Identity Effective in the Relationship between Self-Efficacy and Psychological Problems?
Author: Okan, Nesrullah
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Self Efficacy,Psychological Needs,Mental Disorders,Moral Values,Self Concept,Relationship,Depression (Psychology),Anxiety

The primary purpose of this study is to design a model that examines the mediating role of moral identity in the effect of self-efficacy on stress, depression, and anxiety. For this purpose, the researcher applied three scales to 366 students enrolled in state universities on the Anatolian side of Istanbul. The data analysis used parametric tests, correlation tests, structural equation models, and Bayesian reliability analyses. Based on the results from the structural equation modeling analysis, the variable of moral identity was found to have a significant effect on the positive impact to selfefficacy on psychological problems. Therefore moral identity has been concluded to be able to help reduce the effects of stress, depression, and anxiety.
Examining the Effectiveness of Systematic Education Applied in Turkish Lesson
Author: Ok, Mustafa
Date: 2023-00-00
Type: Journal Articles
Subjects: Turkish,Grade 4,Teaching Methods,Lesson Plans,Elementary School Students,Language Tests,Foreign Countries,Instructional Effectiveness,Language Processing,Language Acquisition,Knowledge Level,Comparative Analysis,Social Values,Units of Study,Books

The aim of this research is to examine the effect of systematic education on the teaching of the text called &quot;The Story of a Book&quot;, which is expressed within the scope of the &quot;Our Values&quot; theme in the 4th grade Turkish lesson. The model of the research is mixed method in which pre-test, post-test single-group quasi-experimental design and interview form are used together. The study group of the research consisted of 21 students in Konya province. The study was carried out in the experimental group of 21 people for 6 lesson hours according to the systematic education. &quot;Turkish Achievement Test&quot; and an interview form developed by the researcher were used as data collection tools. The test was applied to the experimental group as a pre-test before the program prepared according to the systematic education was applied, and as a post-test after it was applied. After 4 weeks, it was given to the experimental group again as a permanence test. In the analysis of the data, t test, mean and standard deviation were used. As a result of the study, it was observed that there was a significant difference between achievements in knowledge, practice and total score levels in the systematic education group. However, it was determined that there was no statistically significant difference between their achievements at the level of comprehension. Based on these data, it can be said that systematic education is significantly effective in increasing the students' level of knowledge, practice and total achievement and permanence of the cognitive domain. According to the results of the interview form, it was concluded that the students had a lot of fun in the lessons and they were happy to continue the lessons in this way.
Online Learning and Teaching Experiences of Preservice Science Teachers during COVID-19 Pandemic
Author: Tanik Önal, Nagihan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Courses,COVID-19,Pandemics,Preservice Teacher Education,Science Teachers,Student Attitudes,Barriers,Affordances,Student Teachers,Student Teacher Attitudes,Educational Technology

The current study was carried out to determine the opinions of preservice science teachers on the process of teaching practice conducted online. The study employed the phenomenological design, one of the qualitative research methods. The study was conducted with the participation of a total of 32 (17 female and 15 male) pre-service teachers attending a state university located in the Central Anatolian Region of Turkey in the spring term of the 2020-2021 academic year. The study's data were collected through the online interviews conducted with the participants and the collected data were analyzed using the content analysis method. As a result of the research, it can be stated that they encountered various obstacles in the process of online teaching practice, they had difficulty in providing classroom management and they were anxious. On the other hand, the participants also think that online teaching practice has advantages such as accessing information at the desired place and time, saving time and giving place to different online activities. In the light of these results, suggestions were made such as increasing the knowledge level of educators about online applications, providing hardware support to stakeholders and strengthening the infrastructure.
Parent Opinions on Distance Education Practices in the Emergency Remote Education Period in Turkey
Author: Bayzan, Sahin
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Distance Education,COVID-19,Pandemics,School Closing,Teacher Role,Elementary Secondary Education,Educational Technology,Individual Characteristics,Computer Mediated Communication,Affordances,Barriers

The aim of this study is to examine the experiences and opinions of parents in Turkey regarding distance education practices during the pandemic period. Quota sampling has been made by considering Turkey Statistical Regional Units Classification. 2371 parents participated in the research. The data collection tool consists of a scaled questionnaire, open-ended questions, preferential questions, demographic and personal information form. The descriptive survey model has been used to reach the aim of the study for data analysis. The findings of the study are as follows: The majority of the parents evaluated distance education as being insufficient, difficult to learn, restrictive in terms of the time allocated to the lessons, and a system that does not replace face-to-face education, but will support the students when they return to normal process. Teacher guidance was emphasized in overcoming technical problems. They drew attention to the guidance of teachers in overcoming technical problems, the difficulty of adapting students and providing working discipline, the inadequacy of educational content, and the inequality of opportunity caused by financial deprivations.
An Examination of Pre-Service Teachers&apos; Knowledge on the Concept Cartoon: A Longitudinal Study
Author: Yildiz, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Knowledge Level,Cartoons,Longitudinal Studies,Scoring Rubrics,Teaching Methods,Mathematical Concepts,Foreign Countries,Instructional Effectiveness,Preservice Teacher Education

This study was designed to examine the development of pre-service teachers' knowledge of concept cartoons for three years within the scope of the courses they took. For three years, pre-service teachers took courses in scientific research methods, instructional technologies and material development, special teaching methods and teaching practice. During these lessons, the learning levels of pre-service teachers towards concept cartoons were examined. In the analysis of the data, the concept cartoons evaluation rubric and the concept cartoons application observation chart were used. Although they were not able to prepare concept cartoons and make applications at the expert level, it was concluded that the education the pre-service teachers received was effective. It is thought that arrangements are necessary to ensure the continuation of communication between teachers and lecturers.
Social Media Use among U.S. College Students Attending a Midwestern University
Author: Karayigit, Cebail
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Computer Use,College Students,Preferences,Addictive Behavior,Time,Satisfaction,Student Attitudes,Majors (Students),Age Differences,Educational Attainment

Social media use is a topic of importance to many people, especially college students. Using a sample of college students (N=446), this quantitative research study examined social media preferences and addiction, time spent on social media, and satisfaction with social media. Findings indicated that college students who use TikTok and Snapchat more often than other forms of social media are more likely to experience social media addiction than those who use Instagram and YouTube more often. Findings also indicated that participants majoring in technology were less likely to experience social media addiction than those majoring in psychology/counseling, teaching, and nursing. Furthermore, our findings suggested that social media addiction and time spent on social media vary based on students' age group and level of education. While older students (ages 25-29) were less likely to experience social media addiction than younger students (ages 18-20 and ages 21-24), freshman college students were more likely to experience social media addiction than graduate students. The implications of this study for practitioners are discussed in the context of the four research questions that guided this research.
Online Credit Recovery School-Level Enrollment: Intended and Unintended Consequences
Author: Viano, Samantha
Date: 2023-06-00
Type: Journal Articles
Subjects: High School Students,Academic Failure,Online Courses,Repetition,Required Courses,Scores,Outcomes of Education,Enrollment,COVID-19,Pandemics,Graduation Rate,Program Effectiveness

Prior to the COVID-19 pandemic, online credit recovery (OCR) was the most popular use of distance learning in high schools in the United States. With high course failure rates during the height of the COVID-19 pandemic, high schools have turned to OCR to help students recover lost credit. This study examined the potential consequences of increasing OCR enrollment at the school level using administrative data from North Carolina and found that increasing OCR enrollment is associated with higher rates of passing previously failed courses but with diminishing returns after about three-quarters of students who failed courses enrolling in OCR. Consistent OCR enrollment increases over four years is associated with higher graduation rates. Contrary to prior research, this study finds no evidence that school-level OCR enrollment increases are associated with lower test score proficiency rates. Using pre-pandemic data to help inform post-pandemic decision making, the results suggest that increasing OCR enrollment might address increased pandemic-induced course failure rates by expanding opportunities to re-earn course credit, but this would not necessarily translate to higher graduation rates.