Yazar "Bastug, Muhammet" seçeneğine göre listele

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    Classroom teachers' feelings and experiences in teaching early reading and writing: a phenomenological study
    (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2016) Bastug, Muhammet
    The current study aimed to reveal classroom teachers' feelings and experiences in teaching early reading and writing. Phenomenological research design was applied in the qualitative research methodology of the study. The participants of the study were 15 classroom teachers working in different cities. The data were collected through semi-structured interview questions. The data collected were analysed through descriptive and content analysis techniques and interpreted. The findings obtained throughout the study were categorised into two themes, namely, rising and decline periods that indicate positive and negative feelings and experiences. In the decline theme, teachers' feelings and experiences were interpreted considering the concepts of 'stress and fear, struggling to survive or not to survive, inefficacy and exhaustion, feeling left alone and living everywhere'. In the rising theme, teachers' feelings and experiences were interpreted considering the concepts of 'happiness, self-confidence and socialization'. The findings were discussed in the light of the related literature.
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    Effects of Primary School Fourth-Grade Students' Attitude, Disposition and Writer's Block on Writing Success
    (TURKISH EDUCATION ASSOC, 2015) Bastug, Muhammet
    This study uses structural equation modelling to investigate the effect of primary school fourth-grade students' attitudes towards writing, writer's block and writing disposition on their writing success. Participants of the study included 735 primary school fourth-grade students. The results indicate that attitudes towards writing and writing disposition significantly and positively affect writing success that Wattitudes towards writing and writing disposition have a significant negative effect on writer's block and that writer's block has a significant negative effect on writing success. Another important result of the study is that attitudes towards writing and writing disposition play a mediating role in the effect of attitudes towards writing and writing disposition on writing success. According to path coefficients, the areas that have the largest effects on writing success can be identified as, respectively, writer's block, writing disposition and attitudes towards writing. The study results are then discussed in relation to the literature on the subject.
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    Factors Directing Students to Academic Digital Reading
    (Turkish Education Assoc, 2016) Keskin, Hasan Kagan; Bastug, Muhammet; Atmaca, Taner
    This research study aims at investigating at which level the variables of academic and recreational digital reading attitude, technology attitude, and possession of social media account and mobile devices predict the classification of students as those who perform more academic digital reading and who perform less academic digital reading. The participants of the research are 259 students (120 male, 139 female) within the age range of 13-15 who were attending the 8th-grade of 3 state secondary schools in the city center of Duzce. In accordance with the purpose, the Logistic Regression Analysis (LRA) was preferred. It was seen in the regression model that variables of academic digital reading attitude and technology tendency are significant predictive variables in estimating the academic digital reading group membership of the students of 13-15 age group. It was also found in the model that recreational digital reading attitude, negativity of technology, contribution and importance of technology, technology for all, possession of online mobile devices, possession of an active social media account and gender variables are not significant predictors of students performing less or more digital reading. It can be argued based on the research results that supporting the academic digital reading attitude and technology tendency together may provide more qualified attainments regarding the purpose of online reading for learning.
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    Monitoring proficiency: Growth of number sense in primary school
    (Wiley, 2023) Gokce, Semirhan; Guner, Pinar; Bastug, Muhammet
    The purpose of this study is to develop tests for monitoring the number sense skills of primary school students based on proficiency definitions and to compare their number sense skills according to gender, school type, and mother's educational level. The first stage addressed to test development in which anchor items were used for vertical equating of number sense tests across grade levels. In the second stage, the number sense skills were compared in terms of student characteristics. The participants were 2034 primary school students. Reliable and valid number sense tests each consisting of 20 items were developed that allow comparison among Grades 2, 3, and 4. The findings indicated that number sense skills were not developed sufficiently in early childhood and had different trends in terms of gender through grades. Moreover, private schools outperformed public schools and the gap became higher in Grade 4. The results also showed that mother's education is an important factor for children to have higher number sense skills. Number sense is a prominent predictor of mathematics performance and monitoring number sense progress helps to evaluate the effectiveness of mathematics instruction.
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    Scale Development Study for Prospective Teachers of Online Reading Strategies
    (KAMLA-RAJ ENTERPRISES, 2015) Bastug, Muhammet
    The study aims to develop the scale of classroom teacher candidates' online reading strategies. The participants included 371 teacher candidates enrolled in the department of classroom teaching at Nigde University in Turkey. The data collected were subject to exploratory and confirmatory factor analyses to determine the construct validity of the scale. The analyses conducted revealed that the scale with 16 items included four factors ("purposeful reading", "reading readiness", "selective reading" and "checking reading"). Cronbach's Alpha was determined as.832 for the entire scale, as.702 for the sub-dimension of purposeful reading, as.719 for reading readiness,.672 for selective reading, and as.654 for checking reading. The total variance of the scale was calculated as 53.87%. On the other hand, the results of the confirmatory factor analysis conducted to determine the structure of the scale revealed acceptable and good fit indices. The results indicate that the scale of online reading strategies is valid and reliable.
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    Teaching-learning conceptions, teaching motivation, and perceptions towards ICT: A research in Turkish public high schools
    (Springer, 2021) Bas, Gokhan; Bastug, Muhammet
    The 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.