Volume 8 Issue 2 (March 2023)

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The Relationship between Reading Comprehension and Writing Skills of Fourth Grade Students and Their Motivation to Read and Write

Nurhan Aktaş Ezgi Çetinkaya Özdemir Bengisu Kaya Özgül
Pages: 122-136

Motivation is well-known to have a crucial influence on the growth and acquisition of language skills, including reading comprehension and writing. From this point of view, the goal of this study was to explore how 4th graders’ reading comprehension, writing skills, and motivation to read and write are connected to each other. Conducted according to the correlational research design, the study consisted of a total of 581 students, 297 boys and 284 girls, studying at the 4th grade of the public primary schools located in the central districts of Kars, Konya, and Zonguldak provinces. Data collection tools included the “Reading Comprehension Test”, “Motivation to Read Profile”, “Motivation to Write Profile”, and “Story Text Assessment Analytic Rubric”. Data analysis results indicated that the reading comprehension scores of female and male students were close to each other with statistical significance in favour of female students considering the scores of story writing and of motivation to read and write. A major positive correlation was found between the motivation to read and its sub-factors and the sub-factors of motivation to write, as well as between the motivation to read and motivation to write. Furthermore, motivation to read was found to be a considerable predictor of the reading comprehension skill, while motivation to write was found to be a major predictor of the writing skill.

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An Investigation of Primary School Students’ Critical Thinking Dispositions and Decision-Making Skills

Engin KARAHAN Mehmet Arif BOZAN Ahmet Oğuz AKÇAY İsmail Mustafa AKÇAY
Pages: 137-150

The aim of this study is to determine the relationship between 3rd and 4th-grade primary school students’ critical thinking dispositions and decision-making skills. The participants in this study consist of 3rd and 4th-grade students studying in a primary school in Istanbul, Turkey, and a total of 749 students participated. The correlational design, one of the quantitative research designs, was used in the study. The Critical Thinking Disposition Scale for Primary School Students and the Decision-Making Skills Scale for Primary School Students were used as data collection tools. An independent sample t-test was conducted to examine the scales according to variables such as gender and grade level. One-Way Analysis of Variance (ANOVA) was applied to examine the scale scores according to the educational status of the parents. Finally, Simple Linear Regression Analysis was performed to examine the relationship between the scales. The results showed that primary school students' critical thinking disposition level was higher than the mean score, and their decision-making skills were average. Also, it was found that primary school students’ critical thinking dispositions predicted their decision-making skills.

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Analyzing Classroom Climate From Teachers’ Perspectives: A Qualitative Study

Özge Ceren Çelik Melek Gülşah Şahin
Pages: 151-165

This study aimed to determine teachers’ perspectives about classroom climate by investigating teachers’ descriptions of a positive classroom climate, their practices towards a positive classroom climate, the challenges they encounter in creating a positive classroom climate, and their suggestions for a positive classroom climate. The research adopted the basic qualitative research design. The study group consisted of 45 teachers, and the data was collected via a questionnaire form composed of four open-ended questions. Based on the content analysis, sub-categories and categories were identified for each sub-problem, and frequencies were reported. Findings showed that teachers regarded classroom climate as a multidimensional construct and their descriptions of a positive classroom climate included a wide range of interrelated in-class and out-class variables. It was also determined that teachers substantially focused on instructional practices to enhance the classroom climate. The most frequently encountered challenge was related to students’ disinterest, followed by uninvolved parenting. For a better classroom climate, teachers suggested improvements regarding all stakeholders, instructional practices, social, emotional, and physical environment, and rules. Findings are discussed based on previous research, and suggestions are offered for further studies.

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Evaluating the Effectiveness of the Biography-Based Values Education Program Implemented by Distant Education Method

Yusuf YILDIRIM
Pages: 166-179

The present study was conducted to assess the effectiveness of biography-based values education program (BBVEP) implemented through the distant education method. Moreover, BBVEP carried out through distant education was also studied in the context of the views of students and parents. A mixed method was used in the research process. In this context, the research was carried out from the perspective of exploratory-sequential mixed method, which is one of the mixed methods. The research was carried out with a total of 34 students, including an experimental group of 16 students and a control group of 18. The qualitative dimension of the research included 9 students and 15 parents. Data on the quantitative dimension of the research were collected through the Tolerance Tendency Scale, Helpfulness Value Scale and Love Value Scale. Qualitative data were acquired through semi-structured interview forms created separately for parents and students. Quantitative data were subjected to t-test, Shapiro-Wilk Normal Distribution Test, and ANOVA; Qualitative data, on the other hand, underwent descriptive analysis. According to the quantitative results of the study, biography-based values education program implemented through distant education did not make a statistically significant impact on the values of love, helpfulness, and tolerance of students. However, there was an increase in the score averages of each scale in favor of the posttest. It was determined as a result of interviews conducted with parents and students that they believed the implemented program was effective and efficient. According to qualitative results, parents generally believe that the study of values education can be performed by way of distant education. Parents and students have positive opinions on biography-based values distant education program. Furthermore, some parents and students noted that the conducted studies were effective in the behaviors of the students, while some parents indicated that their results could be observed in the future.

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Evaluation of Primary School Teachers and Students Opinions About Conscious Consumerism

Nur Leman BALBAĞ
Pages: 180-194

The aim of this study was to present the conscious consumerism perceptions and behaviors of second grade elementary school students and teachers. For this reason, a basic qualitative research design was used in the study. The aim of basic qualitative research is to focus on how individuals give meaning to the reality in the social world. Participants were selected using the criterion sampling strategy, which is a purposive sampling method. The study was conducted with 48 second grade students studying at a school in a district with an average socioeconomic level in the 2020-2021 academic year. Twenty-one of the participants were girls, and 27 of them were boys. The data of the study were collected from the students by instructing them to draw pictures about conscious consumerism and explain the picture they drew, and open-ended questions were asked to the teachers. Three of the teachers were women, and two of them were men. In the examinations of the data on conscious consumerism perceptions, from among the six emerging themes, only the theme of “wishes and needs” was expressed by both students and teachers.

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Using Plot of the Prose as the Model of Writing Narrative Text

Joni Susanto Irmayani
Pages: 195-207

The problems of writing narrative text are mostly faced by students in the early semester. The Narrative text has a certain model to stimulate the feeling of the reader to be really absorbed in the story, that’s why the plot of the narrative text must be applied similarly to the plot in the prose model. This research was done due to seeing that many novice writers in universities in Indonesia especially the College of Foreign Languages located in Malang East Java. The weaknesses of the students in learning writing narrative text were not triggered by the course itself yet by the material used in the class, the method of teaching, the student in learning, and how to reward to raise the enthusiasm. the application of action research through the planning to prepare the material, acting to apply to preserve the plot method, observing to see the students respond, enthusiasm and spirit in learning, and reflecting to see the overall action in the process of research. Also, it was found that most of the students’ assignments and the tests could exceed the student score or mean score in a preliminary through the statistical computation and through the questionnaire. The students felt satisfied. It can be concluded that a prose plot can improve the student’s writing capability

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The Philosophical Foundation of Western Higher Education: A Critical Review of Theory and Practice

M. Abdul Aziz
Pages: 208-219

Philosophy of education especially higher education is central to making a discipline or subject rational regarding its study as well as its implication in human society. In this regard, the research is an attempt to examine the philosophical foundation of higher education as stated in the major western-liberal philosophies e.g. Idealism, Realism, Thomism, and Pragmatism. It also figured out the strengths and weaknesses of the philosophical basis of the western education system. The study argues that every philosophical endeavor represents the rational ground, which is universal in nature. Besides, the philosophy by and large espouses a value-laden system, which is based on ethics and morality. Although western liberal philosophies on higher education are Universalist, they are value-free or value-neutral as opposed to rationality. In fact, value-free educational philosophy devalues life as a whole and fails to accomplish the desired goals of a graduate. © IJERE. All rights reserved

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