Volume 7 Issue1

January 2022

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Use of Education Information Network on Mathematics Achievements of Secondary School Students: The Teachers’ Views

Pages: 1-12

The main aim of the research is to determine teachers' opinions on the impact of the Education Information Network, which is continuously updated and developed, on the success of studentds’ entering high school entrance exam in Turkey by means of necessary studies. Case study which is one of the qualitative research methods, was used in the study. The study group of the research consists of 25 mathematics teachers teaching mathematics in the 8th grade of secondary schools affiliated to the Ministry of Education in Sakarya province in the 2019-2020 academic year. Semi-structured interview technique, one of the qualitative research methods, was used in the study. In the research, as a data collection tool, "semi-structured interview form" developed by the researcher was used. In order to determine whether the questions in the interview form were suitable for the purpose of the interview or not, expert opinion was consulted. Necessary corrections were made in line with the suggestions and criticisms of the experts. Due to the pandemic process involved, the interviews with the teachers in the study were made via e-mail and the data obtained were analyzed by descriptive analysis method. In line with the findings obtained from the research data, the teachers stated that the acquisitions were positive, the course content provided for the high school entrance exam was sufficient, and the evaluation process was sufficient but insecure. Ensuring active participation of students in the course, adding content suitable for individual differences, eliminating technical deficiencies, eliminating inequality of opportunity, developing and improving in terms of content and materials were suggested by the participants.

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Teacher's Mastery of English Language and Students' Academic Achievement in Higher Technical Teacher’s Training College Kumba

Ajongakoh Raymond Bella Gracemary Eloheneke Moluayonge
Pages: 13-25

English is the only language of instruction recommended in all the Anglo-Saxon Universities in Cameroon as all over the world. The same reality is being followed by Francophone Universities where teachers of the opposite language must facilitate knowledge acquisition. The purpose of this study was to examine the impact of teacher's mastery of English language on students' academic achievement at HTTTC Kumba. The accessible population of the study was made up of all level 300 students and level 600 I and their teachers in all the departments of HTTTC Kumba. The participants in the study included 20 francophone teachers in the different departments, and 86 students of level 300 and 64 of level 600 I from HTTTC Kumba, through a random sampling technique. Instrument used for data collection was questionnaire which was designed for teachers and for students. The data was then exported to SPSS version 23.0 for analysis. Findings showed that: There is a significant relationship between teachers’ ability to write English and students’ academic achievement in HTTTC Kumba; there is a significant relationship between teachers’ reading ability of the English Language and students’ academic achievement in HTTTC Kumba; if there is an accurate recall of facts in English by teachers whose background is French, students will achieve higher and better. Based on these findings, it was recommended that teacher’s proficiency in English should be scrutinized prior to recruitment if they are to serve in English.

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A Case Study Toward the Direct Language Learning Strategies of EFL Students

Najib Khoirul Muhyiddin Sumardi Sri Marmanto
Pages: 26-34

This case study aimed at investigating direct language learning strategies, their implementation, and the reasons beyond the uses of those strategies. Six third semester EFL students at a university in Kudus were purposively involved as the subjects. Questionnaires, interviews, and observations were deployed as the techniques of data collection. The data were analyzed using an interactive model. Triangulation was undertaken to reach the data’s credibility. The findings showed that 1) most of the students used memory, cognitive, and compensation strategies with the exception of one student using no cognitive strategy. 2) They implemented the memory strategy by using understandable new English words from novels, YouTube videos, and English songs into spoken utterances to drill their memories, and engaging friends into continuous practices as the implementation of cognitive strategy. The implementation of the compensation strategy was done by striving to retrieve similar English words from their memories and replacing the forgotten English words with Indonesian words to maintain their speaking fluency. 3) Their reasons for the memory strategy were to help the student make it easier to memorize English words, practicing English speaking using interesting media improved their self-confidence and fluent communicative abilities, and by adjusting alongside approximating messages and switching to mother tongue supported their English fluency.

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Turkish Adaptation of Parents’ Gendered Emotion Beliefs Scale: Validity and Reliability Study of Turkish Parents

Siğnem BAĞCI Serdal SEVEN
Pages: 35-47

The purpose of this study is to analyze the validity and reliability of the Parents’ Gendered Emotion Beliefs Scale developed by Thomassin et al. (2019) for the adaptation of the Turkish version for Turkish Parents. The study was conducted on a total of 136 parents, including 69 mothers and 67 fathers, with 36-72 month-old-children in Istanbul province, Bahçelievler district. The obtained data were analyzed using descriptive analysis. In order to examine the validity and reliability of the scale, Kaiser-Meyer-Olkin (KMO), Bartlett Test, Confirmatory Factor Analysis, Exploratory Factor Analysis methods, as well as Comparative Fit Index (CFI), Tucker Lewis Index (TLI), Cronbach’s alpha internal consistency coefficient and independent samples T-test were used. As a result of the study, it was found that the Turkish adaptation of the Parents’ Gendered Emotion Beliefs Scale adapted to Turkish is sufficiently valid and reliable.

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The Adaptation of Language Learning Curiosity Scale into Turkish Language

Pages: 48-55

The purpose of this study is to test a version of the original language-learning curiosity scale (LLCS) adapted for the Turkish language and culture. The concept of curiosity has been explained in many types and scopes. Language curiosity comprises two principal curiosity types reflected as a feeling of interest or of deprivation. The data for the study were collected from 670 volunteer middle-school students living in Ankara, in Turkey. The 6-point Likert-type original scale has eleven items with two subscales related to the feeling of interest (items 1, 4, 9 and 11) and deprivation (items 2, 3, 5, 6, 7, 8 and 10). The internal consistency of the original full scale and subscales as a feeling of interest and as a feeling of deprivation were proved reliable with findings of 0.80, 0.74 and 0.72. A confirmatory factor analysis (CFA) of the original scale was performed with a two-factor model and showed well-fit indices. After a series of translation processes of the scale items into the Turkish language, the adapted scale was applied in three middle schools in Ankara. The adapted scale’s descriptive statistics showed similar findings to the results of the original scale. The internal consistency of the adapted full scale and the subscales as a feeling of interest and as a feeling of deprivation were found to be .92, .86 and .88. A CFA of the adapted scale was calculated using the same model of the original scale as a two-factor model and showed well-fit indices of .94 for CFI, .93 for TLI, .08 for RMSEA and .06 for SRMR, similar to the findings for the original scale. These statistical findings prove that the adapted scale items are valid and reliable for the Turkish language and culture within the scope of middle-school education in Turkey. The Turkish version of the LLCS can be tested using other variables for higher-level students in high schools and colleges.

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