Detailed Review of National Institute Ranking Framework (NIRF) India Rankings including Uncertainty and Sensitivity
Mohammad Ghulam AliPages: 418-428
The Higher Education System in India is the world’s third-largest in terms of students, which is just next to China and the United States. Quality teaching, learning and research is the primary issue in Higher Education System. The Ranking and Accreditation process, both are considered as assessment tools, for quality assessment of Higher Education Institutions (HEIs) and both will give significant impact on the performance outcomes in-term of quality education and research. The quality of education and research will contribute to the sustainable development. In this research paper, a thorough systematic and sequential study of NIRF India Rankings is done considering ranking results up-to year 2020. The paper has also discussed in detail about the ranking process being undertaken and various ranking parameters which are considered in the NIRF Rankings framework for the overall category during the year 2020. The research article is mainly focused on uncertainty and sensitivity issues including some self-explanatory tables which are based on in-depth analysis of scores published on the NIRF public domain for the year 2020 and with a very positive approach in favour of students and their parents, Institution Policy Makers and the Academic Leaders. Some flaws in the rankings have also been observed based on the published documents and educational news. Some additional measures have also been suggested to consider them in the forthcoming years so that the existing ranking framework will become more robust and stable and finally a paper is summarized. Some abbreviations are also included at last of the article.
View it in PDFThe Relationship between Fear of COVID-19 and Sleeping Disorder in Higher Education: Mediator Effect of Psychological Resilience
Okan Bilgin İbrahim TaşPages: 429-439
COVID-19, which is a new type of coronavirus and turned into a pandemic in a short time, has affected the whole world and caused many different psychological problems, especially fear, anxiety and sleeping disorder, in individuals. The psychological symptoms caused by COVID-19 negatively affect individuals of all ages. One of the groups in which these negative effects are seen is higher education students. In terms of coping with these problems, it is crucial to determine the protective factors. It is thought that one of the protective factors for mental health is psychological resilience, which is one of the important concepts of positive psychology. The aim of this study is to test the mediating effect of psychological resilience in the relationship between fear of COVID-19 and sleep disorders in higher education. The study group consists of 322 individuals, 220 (76.3%) women and 102 (31.7%) men in Zonguldak province of Turkey. The data were collected online with Personal Information Form, Fear of COVID-19 Scale, The Brief Resilience Scale and Sleep Disorders Scale. Pearson Correlation Analysis and Hayes’ PROCESS Model based on Bootstrapping method were used in data analysis. According to analysis results, a positive association was found between the fear of COVID-19 and sleep disorders, while a negative association was found between psychological resilience, fear of COVID-19 and sleep disorders. It was also found that psychological resilience partially mediated the relationship between fear of COVID-19 and sleep disorders. The results obtained were discussed in the light of literature and recommendations were made.
View it in PDFProblem Solving and Emotional Self-Efficacy: Examining in Terms of Variables
Hilmi Tunahan Gök Nihan ArslanPages: 440-447
In this study, it was aimed to determine how the emotional self-efficacy and problem-solving skills of high school students differ according to demographic variables. The study group of the research consists of 394 high school students. 'Sociodemographic Information Form', 'Problem Solving Skills Inventory' and 'Emotional Self-Efficacy Scale' were used to collect data. In the analysis of the data, Independent Groups t-Test, , Kruskal Wallis H test, One-Way Analysis of Variance were used. It was found that the problem solving inventory scores showed a significant difference in favor of men according to gender, and in favor of those who rarely get angry according to the status of irritability. It was determined that Emotional Self-Efficacy Scale scores differed significantly in favor of the loved ones most of the time, for the variable of the frequency of consulting someone when there was an unsolved problem, sometimes and mostly in favor of the clients.
View it in PDFCreate Effective Learning Environment Development of The Self-Efficiency Beliefs Scale (Validity and Reliability Study)
Aslı Türkmenli Filiz ÇetinPages: 448-460
In this study, it was aimed to develop a scale that will serve to determine the self-efficacy beliefs of pre-service teachers in creating an effective learning environment. The self-efficacy belief scale for creating an effective learning environment was developed in line with the opinions of field experts and education faculty students by scanning the literature. The trial form of the scale consists of 79 items. Content validity, construct validity, reliability, and item-based validity studies of the scale were carried out. For the content validity of the scale, opinions were taken from three field experts and an assessment and evaluation expert, and the content validity was tested in line with the consensus. The analysis of the construct validity of the scale, whose content validity was provided, were made on the data obtained from the third and fourth year students of the faculty of education by the convenient sampling method. 3rd and 4th grades were included in the scope of the application with the thought that they would have a better command of the subject thanks to the lessons taken. Accordingly, the scale was applied to 498 students. Content validity exploratory factor analysis (EFA) was used for the validity of the scale, and confirmatory factor analysis (CFA) was used to test whether it confirmed the existing structure. In order to determine the validity and reliability of the scale, data from Study Group 1 (300 students) for EFA and Study Group 2 (198 students) for CFA were used. The Cronbach Alpha reliability coefficient was used for the reliability of the scale. According to the Cronbach alpha coefficients, the first factor is 0.98, the second factor is 0.98, the third factor was 0.97 and the total scale was 0.99. Thus, it was observed that the values for the reliability of the scale were high. On the other hand, it was determined that the confirmatory factor analysis values of the scale were distributed appropriately within the reference value range shown as the criterion. As a result of the analysis, a five-point Likert-type final scale consisting of 58 items with the necessary psychometric properties was created.
View it in PDFA Study on Turkish and Syrian Educational Experiences of Syrian Refugee Students and Parents Residing in Turkey
Savaş Karagöz Yalçın DilekliPages: 461-472
In this study, Turkey and Syria education experiences of Syrian refugee students and parents residing in Turkey were examined. In the research, the data were collected through a qualitative semi-structured interview form, and the interviews were conducted face to face. The interviewees were coded as E1, E2, E3… and K1, K2, K3… and their real names were not used. The data obtained were analysed with the descriptive analysis method and the interview items used in the research were interpreted separately. According to the results of the research, most of the participants regarding the education practices in Turkey stated that they are happy to receive education in Turkey, they thought their time spent in schools is productive and their children are valued in Turkish schools. When their views on their school experiences in Syria are examined, some of the participants stated that school hours are short and there are more out of school learning opportunities. However, most of the participants in the research stated that they are discriminated as Arab or Turkmen in schools, almost all teachers’ practice violence and therefore students do not like school. When the school memories in Turkey were examined, half of the participants did not express any opinion, half of the rest stated that they had positive memories, and the other part stated that they were exposed to racial discrimination. Similarly, when their school memories in Syria were examined, very few of the participants expressed positive opinions about school memories, on the other hand nearly half of the participants stated negative opinions about school memories in Syria, such as racism, physical and psychological violence, and traumatic environments. The same participants stated that there is a democratic educational atmosphere in Turkey, guidance service is more effective in education and education is more advanced in terms of technical equipment. Similarly, it was stated that exams are fair in Turkey, they in Syria the situation is verse. When the answers given by the participants to the teacher students relationships in Syria physical violence and intimidation are frequently seen, but the teachers in Turkey are more flexible and sensible. Participants indicated that mixed-sex schooling system was seen positive. It is thought that the findings obtained because of this examination can contribute to the integration of Syrian students and their parents.
View it in PDFA Scale Development Study to Determine Primary School Teachers' Tendencies to Direct Students to Critical Thinking
Muhsin NAS Şaban ÇETİNPages: 473-485
The goal of this study was to create a measurement tool to determine primary school teachers' tendency to direct students to critical thinking. Based on this purpose, first of all, the literature on the subject was scanned and the opinions of teachers were consulted. At the end of this process, an item pool consisting of 55 items was created. The scale items in the item pool were submitted to expert opinion for content validity. The items, which were arranged in line with the opinions of the experts, were transformed into a scale form with a five-point Likert-style option scale. The scale was applied to 500 primary school teachers working in the primary schools of the Ministry of National Education in Altındağ and Mamak, which are the central districts of Ankara, in the 2020-2021 academic year. Since EFA and CFA were planned in the research, the study group was divided into two. Accordingly, it was carried out on the data of EFA study group 1 and CFA study group 2. Study group (1) consists of 250 persons, and study group (2) consists of 250 persons. As a result of the exploratory factor analysis (EFA) applied for construct validity, it was observed that the scale had a one-dimensional structure consisting of 51 items. The total amount of variance explained by the single factor structure is 41,596%. The results of the independent samples t-test, which were used to determine the distinctiveness of each item on the scale, were significant (p≤.01). On the other hand, it was observed that the confirmatory factor analysis values of the scale were in accordance with the reference values accepted as criterion values for model data fit. The scale's Cronbach alpha reliability coefficient was found to be .97. It can be said that the results of the validity and reliability analysis obtained prove that the scale has the necessary psychometric properties.
View it in PDFThe Relationship Between Teachers' Flow Experiences at Work and Perceptions of Employee Rights
Zehra AYGUN MehmetAli HAMEDOGLUPages: 486-498
The aim of this research is to determine the flow experiences of teachers while working and their perceptions of employee personel rights and the relationship between them. Correlational survey model was used in the research. The sample group was selected by simple random sampling method. A total of 450 teachers, 182 men and 268 women, constitute the sample of the research. “Flow Experience Scale”, adapted into Turkish by Turan and Pala (2021), used in the research and Erdem (2010) “The Scales of Primary and Secondary Education Teachers' Participation in Personal Problems Given” was adapted to the research. The data were collected in accordance with the permissions obtained using the google form. Since the data showed normal distribution, t-test and one-way Anova analyzes were performed to determine the significance levels .According to the findings, teachers have a little experience of flow during the study and tend to participate in the issues of employee personel rights. After the age of 40, the level of experiencing flow increases. Teachers working in high school have more flow experience than those working in secondary school. Teachers with 21 years of seniority and above experience flow. Those who are members of the union feel the flow experience in their work more than those who are not members. Women are more likely to participate in employee personel rights issues than men and those under the age of 40.According to the result of Pearson Correlation analysis; a very low level of negative significant relationship was detected. The reason for this may be that the flow is felt instantaneously and the employee personel rights are felt for a longer period of time. According to this research, the participation of teachers in the problems related to their employee personel rights does not prevent them from experiencing flow while working.
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