Eğitim Bilimleri Fakültesi / Faculty of Education
Permanent URI for this collectionhttps://hdl.handle.net/11727/2116
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Item Bilgisayar Programlama Derslerinde Öğrenme Motivasyonu Ölçeğinin Türkçe Uyarlaması: Geçerlilik ve Güvenilirlik Çalışması(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2018) Avcı, Ummuhan; Ersoy, Halil; 0000-0001-7007-1478; 0000-0003-1598-7656Bu araştırmanın amacı Law, Lee ve Yu 2010 tarafından geliştirilen Bilgisayar Programlama Derslerinde Öğrenme Motivasyonu Ölçeği’ni Türkçe’ye uyarlamaktır. Bu amaçla geçerlik ve güvenirlik analizlerini yapmak üzere altı faktör bireysel tutum ve beklenti, zorlayıcı amaçlar, belirgin hedefler, ödül ve takdir, ceza, sosyal baskı ve rekabet ve 19 maddeden oluşan altılı Likert tipindeki ölçek, özel bir üniversitede okuyan 312 mühendislik fakültesi öğrencisine uygulanmıştır. Doğrulayıcı faktör analizi sonuçları incelendiğinde, ölçeğin altı faktörden oluştuğu doğrulanmış ve ölçeğin uyum iyiliği indislerinin yeterli düzeyde olduğu görülmüştür. Ölçeğin güvenilirliği Cronbach alfa iç tutarlılık katsayısı ile değerlendirilmiştir. Cronbach alfa katsayısının ölçeğin tamamında 0.90 olduğu ve faktörler bazında 0.71 ile 0.83 arasında değiştiği görülmüştür. Bu sonuçlar ölçeğin, bilgisayar programlama derslerinde öğrenme motivasyonunun ölçülmesinde geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. The aim of this study is to adapt the Learning Motivation in Computer Programming Courses Scale developed by Law, Lee ve Yu 2010 to Turkish. In order to determine its validity and reliability, the scale consisting of 19 six-point Likert-type items within six factors individual attitude and expectation, challenging goals, clear direction, reward and recognition, punishment and social pressure and competition was applied to 312 engineering faculty students at a private university. When the results of the confirmatory factor analysis were examined, it was confirmed that the scale had six factors, and the goodness of fit indices are at an acceptable degree. The reliability of the scale was assessed by the Cronbach alpha internal consistency coefficient. The Cronbach’s alpha coefficiencies were found to be 0.90 for the whole scale and between 0.71 and 0.83 for the factors. These results show that scale is a valid and reliable measuring tool for learning motivation in computer programming coursesItem Yükseköğretimde Uzaktan Eğitim Uygulamalarının İncelenmesi: Türkiye Örneği(Başkent Üniversitesi Eğitim Bilimleri Fakültesi, 2017) Cabi, Emine; Ersoy, Halil; 0000-0002-7488-0309; 0000-0003-1598-7656Bu çalışma 2010 yılından 2016 yılına kadar, Türkiye yükseköğretiminde uzaktan eğitim çalışmalarının sayısal veriler ışığında incelenmesini amaçlamaktadır. 2010 ile 2016 yılları arasındaki yükseköğretimdeki öğrenci sayıları, uzaktan eğitim veren ön lisans, lisans ve yüksek lisans programlarına yerleşen öğrenci sayıları ve mevcut program sayılarının dağılımları incelenmiştir. Ön lisans ve lisans seviyesinde 20102015 arası uzaktan eğitimde öğrenim gören öğrenci sayılarına ulaşılabilirken, yüksek lisans seviyesinde sadece 2014-2015 ve 2015-2016 eğitim-öğretim dönemlerindeki program ve öğrenci sayılarına ulaşılabilmiştir. Ayrıca çalışmada genel ve programlara yerleşen öğrenci sayılarının yıllara göre değişimleri de incelenmiştir. Yapılan çalışma durum çalışması olduğundan mevcut durumu boylamsal olarak ortaya koymaktadır. Bu bağlamda, yeni açılması düşünülen uzaktan eğitim programlarının yapılandırılması çalışmalarında katkısı olabileceği düşünülmektedir. This study aims to investigate distance education implementations in higher education of Turkey from 2010 to 2016 by numeric data. For this purpose, the numbers and distribution of students at vocational schools, undergraduate and graduate level programs being executed totally in distance education method were analyzed. While it was possible to reach to the numbers of distant students at vocational schools and undergraduate levels between 2010 and 2015, only 2014-2015 and 2015-2016 years’ data were been able to obtained at graduate level. Moreover, the change in the numbers of distant students by years was investigated. Hence it is a case study, it portrays the existing situation longitudinally. In this context, it is believed that the study will contribute to the actions targeting to open new distance education programsItem Bilgisayar Okuryazarlığı(2017) Cabı, Emine; Ersoy, Halil; Kalelioglu, Filiz; Avcı, Ümmühan; Koç, Serdar Engin; Çetinkaya, Hüseyin HakanItem An Inquiry into the Underlying Reasons for the Impact of Technology Enhanced Problem-Based Learning Activities on Students' Attitudes and Achievement(2019) Cetin, Yucel; Mirasyedioglu, Seref; Cakiroglu, ErdincPurpose: In the constantly changing and evolving world of today, there is a need to raise individuals who are able to renew themselves, learn autonomously, and have higher order thinking skills such as critical thinking and deducing. The purpose of the present study is to investigate the effects of Technology Enhanced Problem-Based Learning Activities (TEPLA), developed with regard to the aforementioned need, on learners' attitudes towards mathematics and academic achievement in mathematics through qualitative data in order to designate the underlying causes of these effects. Method: In the research, conducted as a case study, the analysis of the written and oral interviews were held with students using "Student Interview Form" in order to analyze the effect of TEPLA on the attitudes towards mathematics and mathematics achievements of study group students who were applied TEPLA by the first author. Findings: The analysis revealed two main dimensions affecting the association between TEPLA and learners' attitudes towards mathematics: Affection and Usefulness, which comprised five and three distinct reasons, respectively. On the other hand, ten factors were defined to account for the impact of using TEPLA on learners' mathematics achievement. Implications for Research and Practice: The research findings suggested that learners found TEPLA interesting and meaningful. Thus, it can be suggested that the impact of TEPLA on learner motivation can also be investigated using a motivation scale. Moreover, learners stated during interviews that they achieved retention in learning thanks to TEPLA. Thus, the finding regarding TEPLA's impact on retention can be further investigated quantitatively. (c) 2019 Ani Publishing Ltd. All rights reservedItem Coefficient bounds and distortion theorems for the certain analytic functions(2019) Altintas, Osman; Mustafa, NizamiIn this paper, we introduce and investigate an analytic function class P-q(lambda, A, B) that we call the class of q-starlike and q-convex functions with respect to the parameter lambda. We give coefficient bounds estimates, distortion bound and growth theorems for the functions belonging to this class.Item The Measurement Invariance of University Students' Ratings of Instruction(2019) Kalender, Ilker; Berberoglu, GirayThe invariance in the scores of student rating of instruction was studied across high and low achieving classrooms. Achievement levels were determined by the two criteria such as self-reported expected grades and end of semester grades. The data included 625 classrooms. The equality of (i) factorial structure, (ii) factor loadings, (iii) item intercepts, and (iv) error variances of the 7 item rating scale were studied across these groups. With respect to self-reported expected grades, high and low achieving classes produced invariant scale characteristics except strict invariance. On the other hand, with respect to end of semester grades, full equality in item intercepts and error variances were not achieved. It seems that comparing the rating results across the classrooms and courses independent of the achievement levels of the students may be misleading especially for the high-stake decisions since the origin of the scale is not the same across high and low achieving groups.Item SOME RESULTS ON THE q-ANALOGUES OF THE INCOMPLETE FIBONACCI AND LUCAS POLYNOMIALS(2019) Srivastava, H.M.; Tuglu, Naim; Cetin, MiracIn the present paper, we introduce new families of the q-Fibonacci and q-Lucas polynomials, which are represented here as the incomplete q-Fibonacci polynomials F-n(k) (x, s, q) and the incomplete q-Lucas polynomials L-n(k) (x, s, q), respectively. These polynomials provide the q-analogues of the incomplete Fibonacci and Lucas numbers. We give several properties and generating functions of each of these families q-polynomials. We also point out the fact that the results for the q-analogues which we consider in this article for 0 < q < 1 can easily be translated into the corresponding results for the (p, q)-analogues (with 0 < q < p <= 1) by applying some obvious parametric variations, the additional parameter p being redundant.Item Undergraduate Counseling Trainees' Perceptions and Experiences Related to Structured Peer Group Supervision: A Mixed Method Study(2019) Atik, Gokhan; Atik, Zeynep Erkan; 0000-0002-5310-2532; AAC-5686-2020Purpose: The aim of this study was to investigate the perceptions of undergraduate counseling trainees in regards to the use of the structured peer group supervision format and its effect on their counseling self-efficacy beliefs. Method: This study utilized a mixed method research design incorporating both qualitative and quantitative methodologies. To obtain the opinions of counseling trainees in regards to the use of the structured peer group supervision format, qualitative data was collected via a demographic information form and survey developed specifically for this research. While, the quantitative data for the study was collected via a Counselor Activity Self-Efficacy Scale (CASES) utilized to measure the counseling self-efficacy levels of the participating counseling trainees. The research participant group was comprised of senior-level university students studying in the Counseling and Guidance program at a state university located in Ankara, Turkey. The participant group for the qualitative portion of the study included 16 undergraduate-level counseling trainees, while the participant group for the quantitative portion included 21 undergraduate-level counseling trainees. Findings: The qualitative findings indicated that the trainees' perceptions were clustered into four main themes: (1) contributions of the model, (2) strengths of the model compared to individual supervision, (3) aspects of the model that need improvement, and (4) applicability of the model for undergraduate-level counseling students. The quantitative findings revealed that the structured peer group supervision process positively affected the growth of the trainees' counseling self-efficacy beliefs. Implications for Research and Practice: The results suggested that the structured peer group supervision format could be a useful and practical means of providing appropriate and effective supervision for undergraduate-level counseling trainees in Turkey. (C) 2019 Ani Publishing Ltd. All rights reservedItem The generalized Baskakov type operators(2014) Serenbay, Sevilay Kirci; Atakut, Cigdem; Buyukyazici, IbrahimThe use of Baskakov type operators is difficult for numerical calculation because these operators include infinite series. Do the operators expressed as a finite sum provide the approximation properties? Furthermore, are they appropriate for numerical calculation? In this paper, in connection with these questions, we define a new family of linear positive operators including finite sum by using the Baskakov type operators. We also give some numerical results in order to compare Baskakov type operators with this new defined operator. (C) 2013 Elsevier B.V. All rights reserved.Item The Effect of Instructional Techniques on Critical Thinking and Critical Thinking Dispositions in Online Discussion(2014) Kalelioglu, Filiz; Gulbahar, YaseminThe aim of this research study was to explore the effect of instructional techniques on critical thinking and critical thinking dispositions in online discussion, based on triangulation design. Six Thinking Hats, Brainstorming, Role Playing, Socratic Seminar, and Anyone Here an Expert, were selected as an instructional techniques for online discussion. In the quantitative part, according to the results of ANOVA, except Socratic Seminar, there is no difference between groups in terms of scores of pre-tests and post-tests of critical thinking dispositions. In the qualitative part, according to the results of the analysis of critical thinking in online discussion, the Mixed Techniques group performed as having the best ability of critical thinking, the Anyone Here an Expert group was second and the Brainstorming group was third in terms of performing critical thinking ability in online discussion.