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    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.
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    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.