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    Classroom assessment beliefs of teachers: scale validity and reliability study
    (Springer, 2023) Senturk, Cihad; Bas, Gökhan
    The aim of this study was to develop Classroom Assessment Beliefs Scale (CABS) to determine teachers' assessment beliefs for the classroom. The sample of the study consisted of teachers (n = 440) working in primary schools, middle schools, and high schools in the Central Anatolia Region of Turkey. At the end of the analysis, a 22-item scale with two factors was obtained. The scale consisted of traditional assessment belief (TAB) and alternative assessment belief (AAB) factors. The explained total variance of the two-factor structure of the scale was 27.854%. The fit indices of the scale were examined, and the model was confirmed to having a good fit (chi(2)/df = 1.85; RMSEA = 0.06; CFI = 0.91; TLI = 0.91; IFI = 0.91). Cronbach's alpha reliability value of the scale was 0.92 for TAB and 0.91 for AAB of the CABS. The developed scale is a psychometrically appropriate instrument to reveal classroom assessment beliefs adopted by teachers.
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    Homework and academic achievement: A meta-analytic review of research
    (Western Australian Inst Educational Research Inc, 2017) Bas, Gokhan; Senturk, Cihad; Cigerci, Fatih Mehmet
    The main purpose of this study was to determine the effect of homework assignments on students' academic achievement. This meta-analysis sought an answer to the research question: What kind of effect does homework assignment have on students' academic achievement levels? In this research, meta-analysis was adopted to determine the effect of homework assignments on students' academic achievement. The effect sizes of the studies included in the meta-analysis were compared with regard to their methodological characteristics (research design, sample size, and publication bias) and substantive characteristics (course type, grade level, duration of implementation, instructional level, socioeconomic status, and setting). At the end of the research, it was revealed that homework assignments had a small effect size (d = 0.229) on students' academic achievement levels. Lastly, it was seen that there was not a significant difference with regard to the effect sizes of the studies with respect to all variables, except the course type variable in the research.
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    Investigating the relationship between teachers' teaching beliefs and their affinity for lifelong learning: The mediating role of change tendencies
    (Springernature, 2021) Senturk, Cihad; Bas, Gokhan
    In today's era of rapid change, lifelong learning is one of the most important ways for individuals to keep up with social, cultural, economic and technological developments. This applies especially to the teaching profession, which shapes the future of societies by teaching students how to construct knowledge. The aim of the study presented here was to investigate the mediating role of change tendencies in the relationship between teachers' teaching beliefs and their affinity for lifelong learning. Using three existing questionnaires (the Teaching Beliefs Scale, the Effective Lifelong Learning Inventory, and the Change Tendencies Scale), the research team collected responses from 288 teachers (147 female, 141 male) serving in public secondary schools in the province of Karaman, Turkey. In their analysis of the data, the researchers found a significant negative relationship between teachers' traditional (teacher-centred) teaching belief, change tendencies and lifelong learning affinity; whereas the relationship between a constructivist (student-centred) teaching belief, change tendencies and lifelong learning affinity turned out to be significantly positive. The results seem to indicate that change tendencies fully mediate the relationship between teaching beliefs and lifelong learning affinity. Based on these results, the authors conclude that teachers' potential openness to change - and their affinity for lifelong learning - are greater when their teaching is guided by a student-centred approach than when they adhere to a teacher-centred perspective.