Yazar "Cetinkaya, Gokhan" seçeneğine göre listele

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    Examination of Factors Affecting Students' Reading-Comprehension Achievement with Structural Equation Modeling
    (Izzet Kara, 2018) Ulper, Hakan; Cetinkaya, Gokhan; Dikici, Ayhan
    It is noted in the light of several studies associated with the reading-comprehension skills that fluent word reading, connectives knowledge and fluent text reading are closely related to the comprehension skill. Hence it seems possible to create a model over these concepts and their interrelationships. Within the scope of this research two different models are proposed considering theoretical information. The study group of the research was composed of 263 secondary school students at a state school in Burdur province. Three different confirmatory factor analysis (CFA) were performed to see whether factor structures were confirmed on the sample by using the maximum estimate method of the AMOS 18 software. Analysis of Covariance and Multivariate Analysis of Covariance were performed to determine whether the demographic variables grade level and gender had a significant effect on the scale scores. These analyzes were also performed in the SPSS 18 program. It has been found that as the grade level of the students increases, connective usage konowledge increases, the fluent silent word reading, the fluent silent text reading, the reading comprehension and the academic achievements increase as the grade level increases. This research concluded that reading comprehension strongly and significantly predicted academic achievement. But however, fluent silent text reading did not predict reading comprehension significantly. According to the results of the research, the model formed by the sub-dimensions of binding usage information shows better fit.
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    Examining Teachers' Use of Creative Writing Activities
    (KAMLA-RAJ ENTERPRISES, 2015) Cetinkaya, Gokhan
    The study aims to examine teachers' use of creative writing activities in writing classes. It was conducted using a descriptive case study design within descriptive method. The data were obtained from fifty-two Turkish language teachers through semi-structured interviews containing seven open-ended questions. The gathered data were analysed using content analysis and the teachers' responses to the open ended questions and further, were categorized thematically based on similarities and differences. These codes formed in relation to the participating teachers' views were presented according to each theme with frequency/percentage information and a sample quotation from the teachers' responses. As a result of the study, it was revealed that the teachers tried to use creative writing activities although not very often, and they were aware of the contributions of creative writing activities to student learning. However they had difficulties in using these activities because of reasons due to teachers, students, curriculum and lack of resources.
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    Identifying the students' corrective textual actions towards teachers feedback
    (ELSEVIER SCIENCE BV, 2014) Ulper, Hakan; Cetinkaya, Gokhan; Laborda, JC; Ozdamli, F; Maasoglu, Y
    The aim of present research, to analyze deal of requirements that middle and high school students" fulfillments towards the teachers' feedback comparatively. Research was carried out two groups randomly determined one from middle and other from high school. These groups were asked to produce a short essay in text type. After these texts were collected and evaluated by researchers. Feedback was projected by making explanations on the paper. In the research carried out by ulper (2012), It is indicated that teachers give feedback according to content formation, coherence, word usage, language use, mechanical properties, paper order, holistic quality and text type category. This framework was based on feedback upon students' texts. In the middle stage, the texts were given back to the students and they were asked to rewrite the texts by making adjustments based on that feedbacks. In the last stage, all texts were collected and it was identified that the students' overwrites relating to which feedback categories. According to the result of our study, it has been evidently revealed that students require assistance when correcting. Besides, the students performed a higher rate of acceptable corrections for topic requiring less cognitive effort such as paper layout, mechanic properties. (C) 2013 The Authors. Published by Elsevier Ltd.
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    The Effect of Organized Scaffolding Technique on Note-Taking Skills and Academic Achievement of Pre-Service Teachers
    (Dergipark Akad, 2019) Aslandag, Buket; Cetinkaya, Gokhan
    Note-taking is an action that helps the learner to pay attention to the topic to be learned in the learning-teaching process, aids to develop effective listening skills, and enhances the quality of learning. Note-taking enabling the learners to use different senses simultaneously is an important variable in the effective learning process. In the note-taking process, learners may have problems in adaptation to the process, in keeping up with the pace of teachers or in distinguishing important parts of the new learning materials in the situations where they are not ready. Organized scaffolding note-taking technique is preferred by some educators as a technique that provides easiness and meaningful note-taking for learners. Concordantly, the relationship between note-taking styles and academic achievement of the participants was aimed to detect in this mixed study. The working group of the study consisted of undergraduates attending the faculty of education at a state university. In the study where 60 students were involved, the control group was left to their own preference to take notes in the experimental process while being applied Organized scaffolding technique in the experimental group. As a result of the analysis of the data, it was found out that participants in the experimental group had a strong positive relationship between Organized scaffolding grade points and subject area performance scores. In consequence of the semi-structured interviews, it has been revealed that Organized scaffolding technique has the advantages of being able to have a comprehensive knowledge in the subject, to be able to relate to the preliminary information, to adapt to the speed of the instructor, and to keep rational and comprehensible notes.