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Öğe Effect of student teachers' teaching beliefs and attitudes towards teaching on motivation to teach: mediating role of self-efficacy(Routledge Journals, Taylor & Francis Ltd, 2022) Bas, GokhanThe present research aimed to examine the relationships between student teachers' teaching beliefs, self-efficacy and motivation to teach, adopting the correlation research model. The sample consisted of student teachers (n = 447), studying at three faculties of education in Turkey. The measurement scales used in the research were 'teacher beliefs', 'self-efficacy', 'attitude towards teaching', and 'motivation to teach'. According to the findings, all variables were seen to be correlated positively. In order to test the hypotheses of the research, SEM was performed; thus, the indices revealed that the model fitted the data well. Also, it was found that teaching beliefs and attitude towards teaching significantly predicted motivation to teach. Lastly, the self-efficacy was seen to have a mediating role in the interplay between teaching beliefs, attitude towards teaching and motivation to teach.Öğe Examination of Teachers' Self-Efficacy Perceptions on Educational Measurement and Evaluation in Terms of Some Variables(ASSOC MEASUREMENT & EVALUATION EDUCATION & PSYCHOLOGY, 2016) Bas, Gokhan; Beyhan, OmerThe main purpose of this study was to analyse elementary and high school teachers' self-efficacy perceptions on educational measurement and evaluation with respect to gender, occupational experience, educational level and instruction stage. The study was carried out in the city centre of Nigde province from six elementary schools and four high schools. Teachers (n = 211), selected according to the purposive sampling method, participated in the study. The "survey method" was adopted in the research. In accordance with the purpose of the study, percentage, mean, standard deviation, independent samples t test, one-way ANOVA (variance) analyses were employed in the study in order to examine the data obtained in terms of some variables. "The Scale for Measurement and Evaluation Self-Efficacy in Education" was used in order to collect data for the study. According to findings of the study, it was found that teachers participated in the study had low level of self-efficacy in educational measurement and evaluation both in knowledge and skill sub-dimensions. It was also found that teachers' self-efficacy perceptions on educational measurement and evaluation statistically differed in relation to gender, occupational experience, educational level, and instruction stage which teachers work in variables.Öğe Factors Influencing Teacher Efficacy in Inclusive Education(Cambridge Univ Press, 2022) Bas, GokhanThe present research attempted to examine the relative importance of student-related and school-related factors in accounting for teacher efficacy in inclusive education. The research adopted a predictive research design, and the sample of the research consisted of teachers (N = 292) working in public middle schools in the province of Nigde in the Central Anatolia Region of Turkey. To determine the factors influencing teacher efficacy in inclusive education, Teacher Demographic Information Questionnaire and Teacher Efficacy for Inclusive Practices scale were used. In the research, multiple regression analysis was conducted to examine how well each set of independent variables - student-related factors and school-related factors - predicted teacher efficacy in inclusive education. According to the findings, student-related and school-related factors significantly influence teacher efficacy in inclusive education. Regarding the student-related factors, parental involvement, among other variables, was the most substantial predictor of teacher efficacy in inclusive education. Also, in terms of school-related factors, class size was the most substantial predictor of teacher efficacy in inclusive education.Öğe High school students’ conceptions about learning and instruction: A metaphor analysis(Duzce University, Faculty of Education, 2020) Bas, Gokhan; Kıvılcım, Zafer SavasIn this study, we aimed to investigate the metaphorical conceptions of high school students in Turkey about “learning” and “instruction”. For the selection of the participants, stratified sampling, one of the purposive sampling methods, was adopted. The participating students completed the prompts –which were also the data collection instruments– “learning is like… because…” and “instruction is like… because…” to indicate their conceptualizations about learning and instruction. The data were analyzed using content analysis technique. In order to ensure the validity of the study, the data analysis process was described in detail, the findings were presented without any comment on, and an expert’s opinion was received to confirm whether metaphors under conceptual categories were represented in conceptual category. To ensure the reliability of the findings, a colleague was asked to match sample metaphorical images with the conceptual categories. The results of the study showed that high school students developed a total of 71 valid metaphors clustered under totally nine (five for learning theme and four for instruction theme) main conceptual categories. © 2020, Duzce University, Faculty of Education. All rights reserved.Öğe Homework and academic achievement: A meta-analytic review of research(Western Australian Inst Educational Research Inc, 2017) Bas, Gokhan; Senturk, Cihad; Cigerci, Fatih MehmetThe main purpose of this study was to determine the effect of homework assignments on students' academic achievement. This meta-analysis sought an answer to the research question: What kind of effect does homework assignment have on students' academic achievement levels? In this research, meta-analysis was adopted to determine the effect of homework assignments on students' academic achievement. The effect sizes of the studies included in the meta-analysis were compared with regard to their methodological characteristics (research design, sample size, and publication bias) and substantive characteristics (course type, grade level, duration of implementation, instructional level, socioeconomic status, and setting). At the end of the research, it was revealed that homework assignments had a small effect size (d = 0.229) on students' academic achievement levels. Lastly, it was seen that there was not a significant difference with regard to the effect sizes of the studies with respect to all variables, except the course type variable in the research.Öğe How to improve academic achievement of students? The influence of academic emphasis on academic achievement with the mediating roles of school belonging, student engagement, and academic resilience(Wiley, 2024) Bas, GokhanThe purpose of this research was to examine the influence of academic emphasis on academic achievement, with the mediating roles of school belonging, student engagement, and academic resilience. The research adopted a cross-sectional model, with a sample of 452 participants selected through a two-stage stratified sampling procedure from public primary, middle, and high schools, including students (n = 400) and school principals (n = 52). The research adopted Academic Emphasis Scale, School Belonging Scale, Student Engagement Scale, and Academic Resilience Scale as data collection tools. Also, for determining academic achievement, students' grade point average scores in reading, mathematics, and science were used. Structural equation modeling was used to test the hypothetical model created based on the research variables, by using Mplus 8.3. The results of the research indicated that there were positive associations between variables. The research also showed that the measurement model provided a good fit to the data, with displaying statistically significant paths. The research suggested that academic emphasis has a positive influence on academic achievement, with school belonging, student engagement, and academic resilience playing mediating roles. School academic emphasis, school belonging, student engagement, and academic resilience together play an important role in improving students' academic achievement. School academic emphasis emerged as a significant contributor of students' academic achievement. School belonging, student engagement, and academic resilience acted as mediating variables in the interplay between academic emphasis and academic achievement.Öğe Interplay of teacher feedback, parental involvement and peer support on homework engagement of students(Wiley, 2024) Bas, Gokhan; Xu, JianzhongThe purpose of the present research was to examine the interplay between teacher feedback, parental involvement and peer support and on homework engagement of students. The research adopted correlation research model, and the participants of the research were students (n = 450) in the central region of Turkey. In the research, 'Teacher Feedback in Homework Scale', 'Parental Involvement in Homework Scale', 'Peer Support in Homework Scale' and 'Homework Engagement Scale' were used as data collection instruments. For the analyses, Pearson product-moment correlation and hierarchical multiple regression analyses were performed. The results showed that all research variables have a positive significant correlation with each other. Also, the analysis indicated that teacher feedback, parental involvement and peer support predicted homework engagement of students significantly.Öğe Investigating the relationship between teachers' teaching beliefs and their affinity for lifelong learning: The mediating role of change tendencies(Springernature, 2021) Senturk, Cihad; Bas, GokhanIn today's era of rapid change, lifelong learning is one of the most important ways for individuals to keep up with social, cultural, economic and technological developments. This applies especially to the teaching profession, which shapes the future of societies by teaching students how to construct knowledge. The aim of the study presented here was to investigate the mediating role of change tendencies in the relationship between teachers' teaching beliefs and their affinity for lifelong learning. Using three existing questionnaires (the Teaching Beliefs Scale, the Effective Lifelong Learning Inventory, and the Change Tendencies Scale), the research team collected responses from 288 teachers (147 female, 141 male) serving in public secondary schools in the province of Karaman, Turkey. In their analysis of the data, the researchers found a significant negative relationship between teachers' traditional (teacher-centred) teaching belief, change tendencies and lifelong learning affinity; whereas the relationship between a constructivist (student-centred) teaching belief, change tendencies and lifelong learning affinity turned out to be significantly positive. The results seem to indicate that change tendencies fully mediate the relationship between teaching beliefs and lifelong learning affinity. Based on these results, the authors conclude that teachers' potential openness to change - and their affinity for lifelong learning - are greater when their teaching is guided by a student-centred approach than when they adhere to a teacher-centred perspective.Öğe Perceptions of Students on Central System Examinations in Turkey: A Metaphor Analysis Study(Ani Publishing, 2019) Bas, Gokhan; Kivilcim, Zafer S.The purpose of this research was to investigate students' perceptions regarding the concept of central system examinations held in Turkey through metaphor analysis. In this research, phenomenology research design, which is one of the qualitative research designs, was adopted. The participants of the research were consisted of students (n = 372) studying in 2014-2015 education-instruction year in public science, Anatolian, and vocational and technical Anatolian high schools in the province of Nigde, Turkey. The data of the research were collected using the prompt Central system examinations (LYS, YGS, TEOG, SBS, etc.) are like ... , because ... . The collected data were analysed through content analysis technique. According to the findings of the research, the students participated in the research were seen to produce a total of 243 well-structured metaphors for the concept of central system examinations. The metaphors produced by the students participated in the research were grouped under six conceptual categories as; concept as anxiety / torture / disturbing thing, concept as unfair / unnecessary race, concept as unconventional, irrelevant, variable, or always existing thing, concept as turning point of our lives, concept of selective and determinative of life, and concept as long or a short-term race.Öğe Research for grit levels of prospective teachers in terms of some variables(International Journal of Research in Education and Science, 2017) Beyhan, Omer; Bas, GokhanThe meaning of the grit in TDK is determination of defeating obstacles in a job. While Duckworth, Peterson, Matthews, and Kelly (2007) clarified the grit, they said “the grit is determination on longtime goals and desire level”. And the also emphasized the grit’s importance in success and intelligence measurement. Even Duckworth and Quinn (2009) defended that the grit as explanatory of academic success is more effective than intelligence grade. There are studies defending the grit’s relation with self-arrangement, self-discipline and goal tendency and the grit’s importance in explaining these concepts (Duckworth & Quinn, 2009; Peterson & Seligman, 2004). In this research the relation between prospective teachers’ successes and grits are examined according to gender and age factors. In this research descriptive survey model was used aiming to put forward the relation between success and grit. In 2015-2016 Education Year Spring Term in NEU Education Faculty 270 last class students in different departments participated in this research. As a tool to collect data, the Grit Scale developed by Duchworth and Quinn and adapted to Turkish by Sarıçam et al. (2015) was used. In this research frequency, mean, standard deviation and nonparametric statistic techniques were used to analyze the data. Mann-Whitney-U and Kruskal-Wallis tests are applied to determine whether there was a meaningful difference among the opinions of the students according to gender and success factors. The data gathered as a result of measurements during research was done in computer by SPSS software. It is seen that the grit point means of Education faculty last class students are in intermediate level, the girls’, the 25+ ages’ and the German department students’ grit point means are higher than other groups’ grit point means. When looked at the difference between the experimental and the control groups, it was seen that the students in the experimental group had more achievement scores compared to the students in the control group. The experimental method adopted created significance in favor of the experimental group. © 2017, International Journal of Research in Education and Science. All rights reserved.Öğe Teachers' perceptions towards ICTs in teaching-learning process: Scale validity and reliability study(PERGAMON-ELSEVIER SCIENCE LTD, 2016) Bas, Gokhan; Kubiatko, Milan; Sunbul, Ali MuratThe purpose of this study was to develop a scale for measuring teachers' perceptions towards ICTs in teaching-learning process in the classroom. The sample of the study consisted of volunteering Turkish teachers (n = 200). This study developed a new scale for measuring teachers' perceptions towards ICTs in teaching-learning process. In order to test the validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out in the research. A result of the EFA, the scale consisted of three factors: attitude, usage, and belief with 25 items. It was also seen that there were positive correlations amongst the three factors of the scale. Cronbach's Alpha reliability coefficient value was found as 0.92 and Spearman-Brown split-half correlation value was found as 0.85 in the study. It was seen that reliability coefficient values of the factors of in the scale ranged between 0.88 and 0.72 in the esearch. Lastly, as a result of the CFA, it was understood that the obtained values (Delta chi(2) (n = 200)/df = 4.85/3; GFI = 0.96; AGFI = 0.94; RMSEA = 0.026; CFI = 0.97; TLI = 0.98) confirmed the three-factor structure of the scale. (C) 2016 Elsevier Ltd. All rights reserved.Öğe Teaching-L earning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety(Hipatia Press, 2016) Bas, GokhanThe current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high schools. For data collection, the teaching-learning conceptions scale (Chan & Elliott, 2004), the Westside test anxiety scale (Driscoll, 2007), and the Grade point average determination form were used. The data was analysed using hierarchical multiple regression analysis. According to the results obained, it was found that there were significant relationships amongst teaching-learning conceptions, test anxiety, and academic achievement. Furthermore, it was concluded that test anxiety mediated the relationship between teaching-learning conceptions and academic achievement significantly.Öğe Teaching-learning conceptions, teaching motivation, and perceptions towards ICT: A research in Turkish public high schools(Springer, 2021) Bas, Gokhan; Bastug, MuhammetThe purpose of this research was to examine the correlation amongst teaching-learning conceptions, teaching motivation, and perceptions towards ICT of teachers. While the present research adopted predictive design, the sample was consisted of teachers (n = 268) working in public high schools. In this research, teaching-learning conceptions, teaching motivation, and perceptions towards ICT scales were used. In the research, the correlations amongst teachers' teaching-learning conceptions, teaching motivation, and perceptions towards ICT in teaching and learning process were calculated by conducting Pearson product-moment correlation analysis, and linear multiple regression analysis was used to identify the variables that predict perceptions towards ICT of the participating teachers. It was found in the research that there were significant correlations amongst teaching-learning conceptions, teaching motivation, and perceptions towards ICT. Also, constructivist teaching-learning conception and extrinsic teaching motivation were seen to predict perceptions of teachers towards ICT significantly.Öğe Traditional, Cooperative, Constructivist, and Computer-Assisted Mathematics Teaching: A Meta-Analytic Comparison Regarding Student Success(Int Soc Technology Education & Science-Istes, 2021) Bas, Gokhan; Kivilcim, Zafer S.The purpose of this research was to perform a meta-analysis to draw conclusions about the effectiveness of traditional, cooperative, constructivist, and computer-assisted teaching, and also to compare the effectiveness of these four approaches over the last twenty years. So, the present research adopted meta-analysis technique. In order to identify relevant empirical studies on the effect of cooperative, constructivist, and computer-assisted teaching on student success, a systematic literature view was carried out over three-month's time, using several databases. Based on this extensive review, the studies (N = 34) evaluating the effect of cooperative, constructivist, and computer-assisted teaching on student success in mathematics were included in the research. In the research, the procedure effectiveness technique was adopted for the analyses of the data obtained from the empirical studies involved in the meta-analysis. The results of the research indicated that cooperative, constructivist, and computer-assisted mathematics teaching were more effective in the improvement of academic success of students, rather than the traditional one, indicating that all these three approaches of teaching were effective than the traditional one to improve the student success in mathematics course. Thus, it may be suggested that student-centered teaching should be used in mathematics, rather than the traditional one.
