Eğitim Bilimleri Fakültesi / Faculty of Educationhttp://hdl.handle.net/11727/21162024-03-29T08:19:24Z2024-03-29T08:19:24ZValidity and Reliability Study of the Unrealistic Family Expectations Scale in Turkish CultureBali, OnurDonmez, Burhanettinhttp://hdl.handle.net/11727/119602024-03-29T07:41:34Z2023-01-01T00:00:00ZValidity and Reliability Study of the Unrealistic Family Expectations Scale in Turkish Culture
Bali, Onur; Donmez, Burhanettin
The study aims to perform the validity and reliability analysis of Unrealistic Parental Expectations Scale in Turkish culture, developed by Imasa (2012). To do so, the scale was translated from English into Turkish language and validity and reliability analysis were conducted. Research data were collected from two different samples: the first sample consists of 229 and the second sample consists of 235 secondary school students. Validity of the scale was tested with exploratory and confirmatory factor analysis, and reliability was tested with Cronbach's Alpha internal consistency coefficient. The results of exploratory factor analysis indicated that while the original scale was consisting of 11 items in a single factor, the translated scale involved 10 items in a single factor explaining the 40% of variance of the structure. The confirmatory factor analysis data showed a good model-data fit of the scale's single factor structure. Concerning reliability, Cronbach's Alpha internal consistency coefficient was .83 for the first sample and .80 for the second sample. Therefore, the research findings show that the Turkish form of the Unrealistic Parental Expectations Scale is a valid and reliable measurement tool for determining secondary school students' perceptions of their parents' unrealistic academic expectations.
2023-01-01T00:00:00ZAn Explanatory Item Response Theory Approach for a Computer-Based Case Simulation TestKahraman, Niluferhttp://hdl.handle.net/11727/118762024-03-19T12:03:50Z2014-01-01T00:00:00ZAn Explanatory Item Response Theory Approach for a Computer-Based Case Simulation Test
Kahraman, Nilufer
Problem: Practitioners working with multiple-choice tests have long utilized Item Response Theory (IRT) models to evaluate the performance of test items for quality assurance. The use of similar applications for performance tests, however, is often encumbered due to the challenges encountered in working with complicated data sets in which local calibrations alone provide a poor model fit.
Purpose: The purpose of this study was to investigate whether the item calibration process for a performance test, computer-based case simulations (CCS), taken from the United States Medical Licensing Examination((R)) (USMLE (R)) Step 3((R)) examination may be improved through explanatory IRT models. It was hypothesized that explanatory IRT may help improve data modeling for performance assessment tests by allowing important predictors to be added to a conventional IRT model, which are limited to item predictors alone.
Methods: The responses of 767 examinees from a six-item CCS test were modeled using the Partial Credit Model (PCM) and four explanatory model extensions, each incorporating one predictor variable of interest. Predictor variables were the examinees' gender, the order in which examinees encountered an individual item ( item sequence), the time it took each examinee to respond to each item ( response time), and examinees' ability score on the multiple-choice part of the examination.
Results: Results demonstrate a superior model fit for the explanatory PCM with examinee ability score from the multiple-choice portion of Step 3. Explanatory IRT model extensions might prove useful in complex performance assessment test settings where item calibrations are often problematic due to short tests and small samples.
Recommendations: Findings of this study have great value in practice and implications for researchers working with small or complicated response data. Explanatory IRT methodology not only provides a way to improve data modeling for performance assessment tests but also enhances the inferences made by allowing important person predictors to be incorporated into a conventional IRT model.
2014-01-01T00:00:00ZThe Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' PerspectiveKalelioglu, FilizGulbahar, Yaseminhttp://hdl.handle.net/11727/118752024-03-19T11:49:27Z2014-01-01T00:00:00ZThe Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective
Kalelioglu, Filiz; Gulbahar, Yasemin
Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these facts, this study is an exploratory effort to investigate the effect of Scratch programming on 5th grade primary school students' problem solving skills. Moreover, the researchers wondered what 5th grade primary school students think about programming. This study was carried out in an explanatory sequential mixed methods design with the participation of 49 primary school students. According to the quantitative results, programming in Scratch platform did not cause any significant differences in the problem solving skills of the primary school students. There is only a non-significant increase in the mean of the factor of "self-confidence in their problem solving ability". When the thoughts of the primary students were considered, it can be clearly stated that all the students liked programming and wanted to improve their programming. Finally, most of the students found the Scratch platform easy to use.
2014-01-01T00:00:00ZSome Identities for Fibonacci and Incomplete Fibonacci p-Numbers via the Symmetric Matrix MethodFirengiz, M. CetinTasci, DursunTuglu, Naimhttp://hdl.handle.net/11727/118732024-03-19T11:39:47Z2014-01-01T00:00:00ZSome Identities for Fibonacci and Incomplete Fibonacci p-Numbers via the Symmetric Matrix Method
Firengiz, M. Cetin; Tasci, Dursun; Tuglu, Naim
We obtain some new formulas for the Fibonacci and Lucas p-numbers, by using the symmetric infinite matrix method. We also give some results for the Fibonacci and Lucas p-numbers by means of the binomial inverse pairing.
2014-01-01T00:00:00Z