ethanporcaro/eric-fulltext-meta huggingface dataset:
Physics Course Attitudes Scale for High School Students: A Validity and Reliability Study
Author: Cermik, Hulya
Date: 2020-00-00
Type: Journal Articles
Subjects: Physics,High School Students,Test Validity,Test Reliability,Science Interests,Student Attitudes,Foreign Countries,Correlation,Secondary School Science

The purpose of this study is to develop an up-to-date scale with high validity and reliability that could reveal the attitudes of high school students towards the physics course. In the process of developing the scale in question, three independent samples were formed, and the data obtained from a total of 1118 high school students were analyzed. Firstly, the opinions of 152 high school students on the physics course were collected in written form, and a 58-item pool was formed. Afterwards, the draft scale which was designed as a 5-point Likert-type scale whose items were reduced to 43 based on expert opinions was applied on 602 high school students. Based on the data obtained, an exploratory factor analysis (EFA) was carried out. With the EFA, it is determined that 22 items of the scale have factor loads between 0.490 and 0.816, while they explain 66.276% of the total variance and are distributed under four factors. These factors are named as &quot;interest,&quot; &quot;unwillingness,&quot; &quot;academic self&quot; and &quot;necessity.&quot; Additionally, these four factors are significantly correlated, and there is no autocorrelation problem. For all items in the scale, item-factor and item-test correlation coefficients were calculated, and it is determined that each item is consistent with not only the factor it is under but also the entire test.
Analysis of the Relationships between Mathematics Achievement, Reflective Thinking of Problem Solving and Metacognitive Awareness
Author: Toraman, Çetin
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Reflection,Problem Solving,Metacognition,Correlation,Grade 7,Secondary School Students,Foreign Countries,Thinking Skills

In this study, it was examined that in what level reflective thinking towards problem solving skills and metacognitive awareness explained maths course achievements of the students and the relationships among these variables were studied. Relational survey model was applied. The study included 412 seventh grade students from two different secondary schools within each of the three central districts located in Ankara. In this study, &quot;Reflective Thinking Skill Scale to Problem Solving (RTSSPS)&quot; and &quot;The Metacognitive Awareness Inventory for Children (MAI-C)&quot; and the scores of &quot;Maths Course Achievement&quot; were used. &quot;Pearson Momentler Correlation Coefficient&quot; and &quot;Multiple Linear Regression Analysis&quot; were used in the correlational and regression analysis. It was determined that there was a strong positive significant correlation between students' maths achievement, reflective thinking towards problem solving and metacognitive awareness. It was also determined that there was a strong positive significant correlation between reflective thinking towards problem solving and metacognitive awareness.
When Interviewing: How Many Is Enough?
Author: Cobern, William W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Interviews,Sample Size,Generalization,Qualitative Research,Validity,Research Methodology

Researchers need to know what is an appropriate sample size for interview work, but how does one decide upon an acceptable number of people to interview? This question is not relevant to case study work where one would typically interview every member of a case, or in situations where it is both desirable and feasible to interview all target population members. However, in much of qualitative and mixed-methods research and evaluation, the researcher can only reasonably interview a subset of the target population. How big or small should that subset be? This paper provides a brief explanation of why the concept of generalization is inappropriate with respect to the findings from qualitative interviewing, what wording to use in place of generalization, and how one should decide on sample size for interviews.
A School Choice Experience at the Age of &quot;Parentocracy&quot;: Impressions from a Public Primary School in Turkey
Author: Buyruk, Halil
Date: 2020-00-00
Type: Journal Articles
Subjects: School Choice,Foreign Countries,Public Schools,Middle Class,Advantaged,Parent Aspiration,Teacher Effectiveness,School Location,School Security,Social Capital,Social Networks,Place of Residence,Equal Education,Parent Role,Parent Child Relationship,Elementary Schools

This article investigates the school choice practices of middle-class parents. It aims to find out what kind of strategies and practices parents have in the school choice process. For this aim, data were obtained through interviews with parents of students attending a primary school in an affluent area in Ankara. The results of the study show that parents with adequate economic, social and cultural capital are influential in their children's educational processes and develop various strategies for school choice. They strive to choose the best school they think will contribute to their children in gaining a better position in the labour market in the future. It is noteworthy that the most important factor in primary school choice is teacher quality. This is followed by features such as the location of the school, teacher-student relationship, security and the physical facilities in the school. The social capital of parents has an important part in the school choice process and the social networks in which they are involved determine the school choice processes considerably. Since the enrolment of students in primary schools in Turkey is address-based, parents wishing to enrol their children in other schools develop various strategies during the enrolment process, notably &quot;address change&quot;.
What You Might Not Be Assessing through a Multiple Choice Test Task
Author: Kayarkaya, Burcu
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,Multiple Choice Tests,Reading Comprehension,Second Language Learning,English (Second Language),Foreign Countries,Cognitive Processes,Language Tests,College Students

Comprehending a text involves constructing a coherent mental representation of it and deep comprehension of a text in its entirety is a critical skill in academic contexts. Interpretations on test takers' ability to comprehend texts are made on the basis of performance in test tasks but the extent to which test tasks are effective in directing test takers towards reading a text to understand the whole of it is questionable. In the current study, tests based on multiple choice items are investigated in terms of their potential to facilitate or preclude cognitive processes that lead to higher level reading processes necessary for text level macrostructure formation. Participants' performance in macrostructure formation after completing a multiple choice test and a summarization task were quantitatively and qualitatively analyzed. Task performances were compared and retrospective verbal protocol data were analyzed to categorize the reading processes the participants went through while dealing with both tasks. Analyses showed that participants' performance in macrostructure formation of the texts they read for multiple choice test completion and summarization task differed significantly and that they were less successful in comprehending the text in its entirety when they were asked to read to answer multiple choice questions that followed the text. The findings provided substantial evidence of the inefficacy of the multiple choice test technique in facilitating test takers' macrostructure formation and thus pointed at yet another threat to the validity of this test technique.
Do Tubitak-4006 Science Fairs Achieve Its Objectives? The Viewpoints of School Administrators and Teachers
Author: Dogan, Soner
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Fairs,Administrator Attitudes,Teacher Attitudes,Principals,Active Learning,Student Projects,Outcomes of Education,Science Education

The aim of this study is to review the opinions of principals and teachers on TUBITAK-4006 (Scientific and Technological Research Council of Turkey) science fairs which are organized in about 10.000 schools every year in Turkey. This study is a qualitative research and it is formed with phenomenological design. The study group is determined with criterion sampling method, and it comprises 10 teachers and 10 school administrators who have participated in TUBITAK-4006 science project fairs. The data are collected with a semi-structured interview form, and the interviews are carried out face to face. The data collected have been evaluated using content analysis method. As a result of the analysis, the viewpoints of the school administrators and teachers are presented in two themes and seven categories. For the both participant groups, the themes are analysed by categorizing them as the effects on teachers, the effects on students and parents. Besides, the suggestions category is indicated under one single title. According to the findings, all the participants stated that TUBITAK-4006 science project fairs are useful if carried out considering their purposes while they cause more harm when their objectives are disregarded.
Use of Item Response Theory to Validate Cyberbullying Sensibility Scale for University Students
Author: Aricak, Osman Tolga
Date: 2020-00-00
Type: Journal Articles
Subjects: Item Response Theory,Bullying,Internet,College Students,Measures (Individuals),Test Validity,Computer Mediated Communication,Student Attitudes

A thirteen-item cyberbullying sensibility scale (CSS), developed by Tanrikulu, Kinay, and Aricak (2013) and extensively used by researchers, was used to measure the cyberbullying sensibility levels of high school students. Unlike other similar concepts, such as cyberbullying and cyber victimization, there are no scales developed to measure the cyberbullying sensibility among university students. In this study, the data obtained from 727 university students were analyzed based on item response theory (IRT) techniques, and psychometric evidences were obtained to evaluate whether it is appropriate to use the scale on the university students. Accordingly, a parameterization of CSS items was performed by using the graded response model. Using the discrimination parameters and item fit statistics, some items were removed from the original scale and a seven-item CSS version was developed since preliminary exploratory and confirmatory factor analyses provide inadequate evidence for the validity of a one-dimensional structure of cyberbullying sensibility. However, an IRT-based item removal process yielded an acceptable improvement. In this way, despite the six items being removed from the original CSS form, the scale retained 64% of the information it provided. The reliability values computed based on the classical approach and IRT were above 0.8 after the item elimination process with only a minor drop. With the validation process, the CSS will be a valuable measurement tool to determine the level of cyberbullying sensibility among university students and allow academicians to conduct research with this population.
Scaling of Mood-State and Sample Cases Causing Anger in a Relationship with Rank-Order Judgment and Classifying Judgment
Author: Seheryeli, Merve Yildirim
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Classification,Scaling,Gender Differences,Marital Status,Value Judgment

This study is a survey study which aims to determine underlying causes of anger and the anger levels of individuals, in the sample cases and mood-states defined in the research. 255 people participated by filling in forms developed by the researcher. They were asked to rank 6 mood-state expressions between 1 and 6, to classify 23 sample case expressions between 1 and 4. Using Microsoft Office Excel 2016, responses given to mood-state expressions were examined with rank-order and given to sample case expressions were examined with classifying judgment with respect to gender and marital status. The findings of rank-order judgment scaling revealed that all participants get angry most when they are treated unfairly and they get angry least when they are criticized. It was also found that females got angry more at being neglected, and males got angry more at arrogance and mistrust. It was concluded that married people got angry more at being neglected; unmarrieds got angry more at mistrust. The findings of classifying judgment scaling showed that all participants get angry the most when unnecessary and offending comments are made about their families. They get angry the least when their partners are fan of any subject. It also has been seen that married participants chose 'Ignoring the subjects that I care about' the most and those who are unmarried chose 'Making unnecessary and offending comments about my family' the most.
A Model Proposal for Solving Problems Encountered in Performance Tasks
Author: Sahin, Melek Gülsah
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Teachers,Problem Solving,Performance,Task Analysis,21st Century Skills,Models,Reliability,Validity,Foreign Countries,Educational Assessment,Educational Objectives

This study aims to establish a model proposal for solving problems in the use of performance tasks at the high school level. The study which adopted qualitative research method was planned in two stages. First, the problems faced by high school teachers (n = 40) using performance tasks were determined, and for the second stage the opinions of academicians (n = 8) related to the solution of the determined problems were consulted. Three stakeholders were identified in solving the problems identified during the first step of the study; those being the university, the Ministry of National Education (MoNE), and the teachers. Although the perceptions of the teachers' use of performance tasks in general were positive, it was seen that there problems were experienced in their application. Emphasis was placed on the importance of communication between the university, the MoNE and the teachers in order to overcome these problems. For the effective function of performance tasks, points such as diversity in classroom practices, attention to the characteristics of students and environmental conditions, and the use of rubrics were emphasised.
The Young Adults Form of the Attitude toward Women&apos;s Working Scale: Development, Preliminary Validation and Measurement Invariance
Author: Erdem, Devrim
Date: 2020-00-00
Type: Journal Articles
Subjects: Young Adults,Employed Women,Test Construction,Error of Measurement,Attitude Measures,Factor Structure,Psychometrics,Test Reliability,Public Colleges,Foreign Countries,Gender Discrimination,Work Environment,Social Attitudes,Undergraduate Students,Construct Validity

The purpose of this study was to develop a scale measuring attitudes toward women's working. In line with this main purpose, two studies were conducted to develop the tool and investigate its psychometric properties in two different samples. The study 1 started with generating item pool, conducting exploratory factor analysis to identify underlying factor structure of the latent variable. In study 1 after testing the structure of measure, a brief 9-item, tri-factor scale for the assessment of attitudes toward women's working was emerged. The study 2 utilized a different sample. In study 2, it was aimed to examine model fit, test measurement invariance acroos gender and investigate reliability. Validity and reliability of the scale indicated that the attitude toward women's working scale (ATWWS) had satisfactory psychometric properties. In study 2, configural and metric invariances of the ATWWS were supported for females and males.
Assessing Skills of Identifying Variables and Formulating Hypotheses Using Scenario-Based Multiple-Choice Questions
Author: Temiz, Burak Kagan
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Science Tests,Science Process Skills,Vignettes,High School Freshmen,Student Evaluation

The aim of this study was to investigate the effectiveness of scenario-based multiple-choice questions to assess students' science process skills. To achieve this objective, a test with 32 scenario-based multiple-choice questions evaluating students' skills in formulating hypotheses and identifying variables was prepared and administered to 370 high school freshmen. The questions were involved experiments with two different parts. Both parts of the experiments had the same dependent variable, and in each part the effect of a different manipulated variable on the dependent variable was examined. Therefore, the variables changed roles within the same experiment. In evaluating the test, questions about the first part of the experiments were coded A, and questions about the second part of the experiments were coded B. When the students' scores from the code A and code B items were compared, statistically significant differences were found. Analysis of the data revealed that some students were affected by the different roles played by the variables in the different parts of the experiment.
Facebook as a Peer-Assessment Platform: A Case Study in Art Teacher Education Context
Author: Ersöz, Yasemin
Date: 2018-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Social Media,Evaluation,Methods,Art Teachers,Preservice Teachers,Painting (Visual Arts),Self Esteem,Motivation,Student Attitudes,Foreign Countries

This research intended to answer the question &quot;Is Peer-Assessment on Facebook useful in visual art education?&quot; in an intrinsic case study. Participants were a group of prospective visual-art teachers, who regularly share and comment on the photographs of their paintings in a special group they created on Facebook. Ten volunteering prospective visual-art teachers were involved in the study during 2013-2014 academic year. Focus group interviews were conducted with the participants to collect data in addition to online digital documents, including photographs of students' paintings and comments on them. In general, participants stated that Facebook-based peer assessment is beneficial, since it helps them notice their deficiencies, look at their works from a different perspective and improve their artistic skills. Thanks to the productive feedback, their motivation and self-confidence are boosted. It was also found that peer-assessment on Facebook has the advantage of ubiquity, allowing more peer involvement, easy and objective criticism, and sustainable learning opportunities in the long-run. The participants also emphasized some disadvantages of the practice of peer assessment on Facebook such as subjective feedback and poor quality of digitalized visuals.
Interpersonal Emotion Regulation Scale (IERS): Adaptation and Psychometric Properties in a Turkish Sample
Author: Malkoç, Asude
Date: 2018-00-00
Type: Journal Articles
Subjects: Interpersonal Relationship,Interpersonal Competence,Likert Scales,Emotional Response,Emotional Problems,College Students,Psychometrics,Construct Validity,Test Reliability,Factor Analysis,Goodness of Fit,Foreign Countries

This study aims to test the validity and reliability of the Turkish adaption of Hofmann, Carpenter and Curtis' (2016) Interpersonal Emotion Regulation Scale (IERS). The original scale is comprised of four subdimensions; namely, enhancing positive affect, perspective taking, soothing, and social modeling. The study was carried out with 326 students from various departments of Medipol University. Work on adapting the scale began with an attempt to find linguistic equivalence. After ensuring this linguistically equivalence for the scale's original form, a Confirmatory Factor Analysis was launched to examine its construct validity. The results of this confirmatory factor analysis revealed that the four-factor original structure of the scale was also valid for the Turkish sample and the goodness of fit indices of the scale was within acceptable limits. The Cronbach-Alpha internal consistency coefficient was found as 0.92 for the overall scale. The scale shows outstanding psychometric characteristics.
Examination of Secondary School Students&apos; Ability to Transform among Chemistry Representation Levels Related to Stoichiometry
Author: Çelikkiran, Aysegül Tarkin
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Stoichiometry,High School Students,Secondary School Science,Foreign Countries,Knowledge Level,Grade 11

The aim of this qualitative case study was to explore secondary students' ability to transfer among representation levels in relation to stoichiometry. In the study, 40 students in the 11th grade from two classes of an Anatolian high school in the east part of Turkey were selected as sample group. The data were collected by using a questionnaire consists of ten questions designed specifically target the transformation from macroscopic to symbolic, from symbolic to submicroscopic, and from submicroscopic to symbolic level. The analysis of the data was carried out both deductively and inductively by content analysis method. The results indicate that many students were unable to establish an appropriate link among chemical representation levels regarding stoichiometry.
Vocational High School Teachers&apos; and Students&apos; Opinions about Performance Tasks
Author: Altun, Aysegül
Date: 2018-00-00
Type: Journal Articles
Subjects: Vocational High Schools,Vocational Education Teachers,High School Teachers,High School Students,Teacher Attitudes,Student Attitudes,Opinions,Performance,Thinking Skills,Foreign Countries,Task Analysis,Evaluation Methods,Homework,Expectation,Knowledge Level

The aim of the study is to determine the opinions of teachers and students in a Vocational High School about performance tasks. This study was carried out with 17 vocational high school students and 13 teachers. This study was conducted through qualitative research design by analyzing the records of the individuals who shared their own interviews, observations and documents. The data were analyzed through content analysis. The first codes were generated for each question and the collected data were arranged in an inducible approach by determining appropriate themes for these codes. All the codes and themes were checked by second researchers. Moreover, the consistency in coding was determined. In addition to the interviews, observations and document analysis were performed. The results of this study demonstrate that both the students and the teachers do not have sufficient knowledge about what the performance task is and how it is carried out. Therefore, the performance tasks carried out do not reach their goals. Performance tasks should measure higher order thinking, and they should be related to real life situations. The results of the study show that performance tasks do not demonstrate these features. In addition, students should have knowledge and understanding of the subjects in order to complete their performance tasks. On the other hand, they are supposed to perform a performance task about a subject which they mostly do not understand or they do not know. This may be the reason why performance task does not reach its goal.