Yazar "Onal, Nezih" seçeneğine göre listele

Listeleniyor 1 - 8 / 8
  • Küçük Resim Yok
    Öğe
    Metaphoric perceptions of high school students about nomophobia
    (International Journal of Research in Education and Science, 2019) Onal, Nezih
    The present study was conducted to reveal high school students? feelings regarding their experiences of being deprived of their smartphones (nomophobia). The study group of the study was comprised of 158 students attending a high school in a city center in the central Anatolian region in Turkey. One of the qualitative research methods, namely the phenomenology research design, was employed. The data of the research were collected by means of a questionnaire, comprised of open ended questions, and a metaphor form. The data obtained were analyzed using the content analysis technique by the researchers simultaneously. As a result of the analyses, it is possible to say that the participants (i) generally underwent a psychological breakdown, or felt furious, or sad in some of the nomophobia scenarios they experienced, (ii) frequently experienced intense negative feelings, such as anxiety, anger, and/or boredom, and (iii) sometimes refrain from expressing their feelings by saying “it doesn?t affect me”. The present study yielded striking and equally thought-provoking findings such that the smartphone has a central place in the lives of the participants, who consider being deprived of a telephone equivalent to the loss of their most beloved ones. © 2019, International Journal of Research in Education and Science. All rights reserved.
  • Küçük Resim Yok
    Öğe
    Nomophobia: I Can Not Live without My Smartphone!
    (Fac Teacher Education, 2020) Onal, Nezih; Onal, Nagihan Tanik
    The aim of this study is to examine high school students' use of smartphones and their nomophobia levels. This research was designed using one of the mixed research methods, the Explanatory Mixed Method, with the combined use of both quantitative and qualitative paradigms. Nomophobia Scale was used to collect the quantitative data of the research study 767 students from two different high schools in Nigde in Turkey participated in the research. The qualitative data were obtained from the semi-structured interviews held with 19 high school students selected from the above mentioned participants. Descriptive and explanatory statistics were used to analyse the quantitative data whereas the qualitative data were processed with the use of content analysis. The results of the study showed that high school students were nomophobic at a moderate level, and anxious about not being able to access information, losing connectedness, not being able to communicate, and giving up convenience. Moreover, it was found in the study that the participants' nomophobia levels varied significantly with regards to gender, self-reported time spent on the phone per day, grade level and duration of smartphone ownership The participants' motivations for using smartphones were listed as communication, keeping in touch, social media and hobby. In this regard, we can recommend further investigation into psychological reasons underlying nomophobia, restrictions of students' daily use of smartphones and undertaking some measures such as implementation of awareness raising activities regarding nomophobia in schools and social life.
  • Küçük Resim Yok
    Öğe
    Technology Integration in Higher Education: Situations of Faculty Members
    (Tuba-Turkish Acad Sciences, 2021) Caliskan, Erkan; Onal, Nezih; Gokce, Semirhan
    Since the use of technology in education is considered critical in terms of both teaching and learning, technology integration into instructional methods and teaching environments is a must. This requirement is indispensable for the education organizations at all levels of education, including higher education organizations. The use of instructional technology not only increases the success of the students but also offers many advantages to the academic staff. To benefit from technology for educational purposes, the staff must first adopt the technology and use it to support their teaching and then restructure their teaching experience with technology. The purpose of this study is to investigate the issues in technology integration of academic staff at a Turkish university located in Central Anatolia. Both qualitative and quantitative data analysis techniques were used in this study designed as a correlational survey research. The results showed that the techno-pedagogical competence of academic staff was almost at the advanced level. Moreover, the staff had high level of information and communication technologies (ICT) acceptance so they used technology in their teaching quite often. The participants reported that they used technology during the presentation of slides, and listed their major problems as insufficient infrastructure, limited ICT skills, inadequate technical support, and student- and software-related problems. The findings indicated that it was the daily life experiences of the academic staff rather than the in-service trainings that enhanced their technological and pedagogical skills.
  • Küçük Resim Yok
    Öğe
    The effect of augmented reality on the astronomy achievement and interest level of gifted students
    (Springer, 2021) Onal, Nagihan Tanik; Onal, Nezih
    The purpose of the current study was to determine the effect of teaching astronomy through augmented reality (AR) on the achievement and interest level of gifted students and their opinions about AR applications. The current study was conducted in line with the explanatory sequential mixed-methods design. The study group of the current research was comprised of 51 gifted students (26 in the control group and 25 in the experimental group) attending a Science and Arts Centre (BILSEM). In the application process, the astronomy teaching activities supported with AR were used in the experimental group while the astronomy teaching activities suggested in the official science curriculum of the middle school 7th grade were used. The data of the study were collected by using an Astronomy Achievement Test and the Scale of Interest in Astronomy as a pretest and posttest and an AR Interview form administered only to the experimental group students at the end of the application. The statistical analyses of the quantitative data revealed that before the experimental application, the experimental and control groups were equal in terms of astronomy achievement and interest in astronomy. After the completion of the application, however, significant differences were found for both the experimental and control groups in favor of the posttest. Moreover, significant differences were also found in the posttest in favor of the experimental group in terms of both astronomy achievement and interest in astronomy. In other words, AR-supported astronomy teaching activities positively affected the experimental group students' astronomy achievement and interest in astronomy. Furthermore, the experimental group students expressed many positive opinions about the AR applications within the categories of technical features and cognitive and affective features. The experimental group students wanted the use of AR applications in the teaching of other science subjects and other courses.
  • Küçük Resim Yok
    Öğe
    The Effect of Computer Assisted Geometry Instruction on Seventh Grade School Students Achievement
    (Mehmet Tekerek, 2013) Onal, Nezih; Demir, Cennet Gologlu
    In parallel with the development of mathematics and geometry software and increase in computer hardware at schools; there has been increasing importance attributed to the computer assisted mathematic instruction. This is revealed that the necessity of determining the computer assisted instruction to what extent affects students success. The purpose of this study is to examine the effect of computer-assisted geometry teaching on seventh grade students achievement. Its an experimental research in which pre and post tests are used. Data collected through 22-item geometry achievement test developed by researchers. In experimental group, the courses were taught by the help of Vitamin Program, recommended by Ministry of Education and Microsoft Picture Manager program in information and technology class at school. However; in control group, the method and activities included in the present programme are processed in their own classroom. The data were analyzed via SPSS 16 software, t-test and Ancova was conducted to analyze the data. As a result, this study showed that there is a positive effect of computer assisted instruction on the students geometry achievement. Based on this; it is seen that computers and educational software in teaching geometry have positive effect on students academic achievement.
  • Küçük Resim Yok
    Öğe
    The effect of SOS Table learning environment on mobile learning tools acceptance, motivation and mobile learning attitude in English language learning
    (Routledge Journals, Taylor & Francis Ltd, 2022) Onal, Nezih; Cevik, Kerim Kursat; Senol, Veysel
    The aim of this study is to demonstrate effectiveness of mobile game called SOS Table in the context of the subject Tenses in English within the framework of mobile learning tools acceptance, learning language motivation and mobile learning attitude of the students. The target group of the research consists of preparatory class students of a school of foreign languages in a state university in Turkey. The research was carried out with mixed method research. The quantitative paradigm-based section of this study was designed with a single-group pre-test and post-test model. In this model, three different scales were applied to the participants. The participants used the SOS Table mobile game developed by the researchers for 8 weeks. After the applications, semi-structured interviews were conducted with seven participants. The quantitative data of the study were analyzed with paired sampled t-Test and the qualitative data were subjected to thematic content analysis. The results of the study indicated that the mobile application named SOS Table increased both the mobile learning tools acceptance of the participants and motivation in English, and mediated the positive attitude development for mobile learning in English. The qualitative data obtained also supported these findings.
  • Küçük Resim Yok
    Öğe
    The effect of technology-assisted and project-based learning approaches on students' attitudes towards mathematics and their academic achievement
    (Springer, 2021) Demir, Cennet Gologlu; Onal, Nezih
    The aim of the present study was to examine the effects of Technology-Assisted Learning (TAL) and Project-Based Learning (PjBL) approaches upon students' attitudes toward mathematics and their academic achievements. A quasi-experimental research design was employed including pre-tests, post-tests and a retention test. The findings of the research revealed that the TAL approach, when compared to the PjBL approach, had a higher level of effect on students' attitudes toward mathematics. However, it was revealed that the PjBL approach had a higher level of effect on academic achievement than did TAL. In light of the findings that the present study yielded, a discussion is presented on the technology-assisted project-based learning (TAPjBL) method.
  • Küçük Resim Yok
    Öğe
    Use of Interactive Whiteboard in the Mathematics Classroom: Students' Perceptions within the Framework of the Technology Acceptance Model
    (Eskisehir Osmangazi Univ, Fac Education, 2017) Onal, Nezih
    The purpose of the present research was to reveal students' perceptions regarding the use of the interactive whiteboard in the mathematics classroom within the framework of the Technology Acceptance Model. Semi-structured interviews were performed with 58 secondary school students (5th, 6th, 7th, and 8th grades) to collect data. The data obtained were encoded and interpreted using the content analysis technique within the framework of the Technology Acceptance Model-3 components. Students' perceptions were divided into categories of perceived ease of use, perceived usefulness and perceived negativities, which were names created by the researcher. Based on the findings, it was revealed that the participants had positive perceptions of the use of the interactive whiteboard in the mathematics classroom. Specifically, they found it beneficial because it enabled students to better understand the course, enabled students to be engaged in a meaningful learning and effectual engagement in the classroom, increased students' concentration, and saved time. It was concluded that the participants found the use of the interactive whiteboard useful and easy. Thus, they accepted this technology.