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    Değişen Madde Fonksiyonunu Belirlemede Mantel-Haenszel ve Lojistik Regresyon Tekniklerinin Karşılaştırılması
    (2014) Devrim Erdem Keklik
    Bu araştırmada, iki kategorili verilerde değişen madde fonksiyonu (DMF) belirlemede kullanılan MantelHaenszel (MH) ve lojistik regresyon (LR) tekniklerinin I. Tip hata oranları ve istatistiksel güç değerlerinin odak ve referans grubun yetenek dağılımı, örneklem büyüklüğü ve örneklem büyüklüğü oranlarının değiştiği çeşitli koşullar altında karşılaştırılması amaçlanmıştır. Araştırmada, yetenek kestirimleri ve cevaplayıcı tepkileri WinGen3 simülasyon programı kullanılarak elde edilmiştir. DMF içeren ve DMF içermeyen madde parametreleri iki parametreli lojistik modele uygun olarak üretilmiştir. Araştırma sonucunda, referans ve odak grup yetenek dağılımları birim normal dağılım gösterdiğinde MH ve LR tekniklerinde benzer ve nominal ? düzeyine yakın I. Tip hata oranları ortaya çıkmıştır. Buna karşın, referans ve odak grup yetenek dağılımları farklılaştığında MH ve LR tekniklerinde şişirilmiş I. Tip hataların ortaya çıktığı gözlenmiştir.Ayrıca, en yüksek I. Tip hata oranları grupların yetenek dağılımı arasındaki fark yüksek ve geniş örneklem büyüklükleri söz konusu olduğunda ortaya çıkmıştır. Bu araştırma sonuçları, MH ve LR DMF belirlemede şişirilmiş I. Tip hata oranları gözlendiğinde bu testlerin istatistiksel güçlerinin de büyük ölçüde arttığını göstermiştir.
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    High School Students’ Achievement Goals: Assessing Gender, Grade Level and Parental Education
    (2014) Devrim Erdem Keklik; İbrahim Keklik
    The purpose of this study was to investigate the relationship between high school students’ goal orientations, and their gender, grade level and parents’ leveleducation. Data were collected from 266 high school students in Turkey during the Spring semester of 2011-2012. A multiple-goal perspective with approach and avoidance dimensions was considered. Goal orientations of learning-approach (LPGO), learning-avoidance (LVGO), performance-approach (PPGO), and performance- avoidance (PVGO) were measured using the 2x2 Achievement Goal Orientation Scale developed by Akın in 2006. A series of multivariate ANOVAs and univariate F-tests were conducted with gender, grade level and parental level of educationindependent variables, and with LPGO, LVGO, PPGO, and PVGO as dependent variables. Findings showed that there were significant differences on gender and grade level, but no significant associations between the scale scores and parental leveleducation. of as of
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    Motivation and learning strategies as predictors of high school students’ math achievement
    (2013) Devrim Erdem Keklik; İbrahim Keklik
    As a country striving toward economic and technological development, having remarkable number of school age children, in need of improving it’s science and mathematics education-particularly given the disappointing PISA results, and aiming at establishing highly functional school counseling services, Turkey will greatly benefit from studies exploring student variables associated with their success in various subject areas. Thus, the purpose of this study was to examine as to which motivation and learning strategies high school students use for mathematics courses predict their achievement level in the respective courses. A convenient sample of 440 high school students attending to two public high schools in the Altındağ District of Ankara, Turkey during the academic year of 2010-2011. A Personal Information Form and Motivation and Learning Strategies Scale were used for data collection. Step-wise regression analysis was used as the data analytic procedure. Results showed that factors such as task value (M), time/study environment (LS), self-efficacy (M), extrinsic goal orientation (LS), test anxiety (M), peer learning (LS) and organization (LS)] significantly predicted students’ mathematics achievement. Some factors of motivation and learning strategies significantly predict students’ achievement levels in mathematics according to gender. Different factors of motivation and learning strategies significantly predicted students’ achievement levels in mathematics for each grade level. Results, limitations of the study, implications for school counseling services, mathematics education and future research were discussed.