Sigfrid Karg-Elert, one of the German organ composers of the 20th century, introduced the etudes titled 30 Caprices for Flute Solo Op. 107 into the flute education repertoire to meet the technical demands of the period’s orchestral music and flute repertoire. Among these etudes, no.30 Chaconne is a concert etude combining elements that require advanced technique with musical expression and style. This research, which aims to examine Karg-Elert’s op.107 no.30 Chaconne etude in terms of form, technique, and pedagogy, is a descriptive case study. A general form analysis of Chaconne was made in the first dimension of the research. Chaconne was examined from a technical perspective in the second dimension of the study. The techniques included in the etude are categorized as articulation technique, finger technique, sonority/embouchure technique, and ornaments. The techniques’ usage rates in the etude are determined by frequency and percentages. Among the various articulation techniques included in the etude, the legato technique has the highest usage rate, with 42.10%, and among the fingering techniques, chromatic scales had the highest at 30.26%. In sonority techniques, the usage rate of wide intervals of octave and above is very high at 39.47%. In this context, it has been determined that the most decisive difficulty in the etude comes from the use of wide intervals, and it has been concluded that a significant level of flexibility and embouchure control must be provided in the performance of the etude. The technical difficulties included in the etude were determined on a variation basis in the last dimension of the study, and a study guide consisting of original exercise suggestions was presented. This study is novel in the literature as it presents a study guide on Chaconne. Also, this study is thought to contribute to musical literacy by enabling performers to comprehend Karg Elert Chaconne multi-dimensionally.
This research aims to examine pre-service music teachers’ views on piano lessons provided in the emergency remote education process during Covid-19 lockdown. The population of the research comprises 82 students studying at the Departments of Music Education at Kastamonu University and Gazi University. The survey model, which is one of the quantitative research methods, was used in the research. Research data were collected through a “pre-service teacher feedback form” comprising 19 questions prepared by the researchers and finalized through expert opinions; the data obtained are compiled under relevant tables. The results of the research indicate that majority of the pre-service teachers follow piano courses through their computers, that more than half of the students have the opportunity to play the piano and/or keyboard at home, that they have problems with sound and image synchronization, and that they evaluate the infrastructure of the courses as inadequate. The opinions of the pre-service candidates expressing that they want to pursue their piano education face-to-face after the pandemic ends and that the instrument education they received during emergency remote teaching is not acceptable, which also due to the insufficient level of digital literacy, are also among the results of the research. Pre-service music teachers suggested that piano courses should be held one-on-one and face-to-face, the synchronization problem should be resolved, and the hours for piano courses should be increased. The results of the research presented suggestions regarding the instrument education process and future studies to be conducted on this subject.
This study was carried out with the aim of determining the opinions and digital literacy status of the students who are preparing for the music talent exams of the universities during the COVID-19 process. The research is in the survey model, which is one of the quantitative research methods and is limited to 300 students who took the music department and department aptitude exams of 21 different universities. The type of high school from which the relevant students graduated, the universities they applied to for special talent exams, their previous undergraduate education, their status of researching distance education opportunities, and digital literacy levels of the universities they applied for special talent exams were included in the scope of the study. Within the scope of the problem situation of the research, the effects of the duration of the pandemic on the ear training, instrument training, voice training, and psychological state of the students were investigated. According to the data obtained from the interview form applied to the students, the pandemic process gave the students extra time for ear training, instrument training, and voice training, but this extra time could not be properly evaluated because there was no educator guidance. It was concluded that students felt inadequate about digital literacy.
The biggest and most devastating pandemic of the 21st century began to affect our world, with the Chinese Government reporting that a mysterious respiratory disease of unknown origin was detected in 2019. Education has been one of the areas most affected by this deadly disease, which spread all over the world in a short time. In this process, countries went into lockdown and changed the education model and switched to the “emergency remote teaching” model. Consequently, many students have been deprived of face-to-face education. According to UNESCO data, more than 1 billion students were affected on 13 April 2020 due to the disruption of education due to the pandemic. While face-to-face education is suspended in 7 countries today, approximately 37 million students are affected by this situation. In this research, the opinions of the music teachers working in primary and secondary public schools in Turkey and England during the emergency remote teaching about the process were taken. A sample group was formed with a total of 50 music teachers from Turkey and England. The opinions of the teachers were taken with a Likert-type interview form consisting of 6 sections and 22 questions and open-ended answers. According to these answers, the average duration of a lesson is almost equal in both countries, the lessons are generally taught from the same platforms and devices, the teachers in Turkey have more problems with the internet infrastructure during the process. While teachers’ opinions about the COVID-19 processes were generally negative, it was revealed that they developed themselves in digital literacy after the process. In addition, suggestions were received from the teachers for the development of possible new emergency remote music teaching after the process. It has been seen that teachers working in both countries agree on providing equal opportunities to students. At the same time, one of the most striking suggestions is to keep the online alternative education model always ready. This study is important in order to be better prepared for the new possible emergency distance music education.
This study aimed to investigate the views of social studies teachers and their students about the education offered during the pandemic period, as well as their problems, if any, and their suggestions for that education in particular. The study sample consisted of 10 social studies teachers working in schools affiliated to Erzurum Provincial Directorate of National Education and a total of 30 students taking the classes of those teachers. The data required in the study were obtained with semi-structured interview questions prepared by the researcher, upon which the available data were analysed by content analysis. As a result of the data analysis, all teachers and students were found to have stated that they had experienced certain problems during the pandemic. Some problems experienced during distance education included the issues of students’ absenteeism in online classes and technical problems. Behavioural problems of students, ineffective lessons, and lack of communication with students appeared to be among the outcomes recently specified in the face-to-face education period. Nevertheless, this study also concluded that social studies teachers had improved their digital literacy skills during the pandemic.
Teaching practice, which has a significant impact on the professional development of pre-service teachers, has been greatly affected by the COVID-19 pandemic. During the pandemic process, pre-service teachers have conducted teaching practice through distance education. The aim of this study is to determine whether the pre-service teachers have acquired the learning outcomes determined within the framework of the objectives of the teaching practice with distance education, which is a new format for teaching practice. To collect data, we used an open-ended questionnaires formatted on a Google-form responded by 246 pre-service teachers. The results of the study show that most of pre-service teachers could not acquire the learning outcomes determined within the framework of the objectives of teaching practice with teaching practice through distance education. Pre-service teachers attribute this to the lack of actual classroom environment and lack of communication and interaction with students. The findings of the study also indicate that teaching practice through distance education enabled pre-service teachers to gain knowledge about distance education tools and experience on how to use them.
The objective of this study is to investigate the role of agile teams in the service delivery of Saudi higher education amid the COVID-19 crisis. The qualitative design of this study allows for an open-ended data collection instrument defined by a semi-structured interview process and thematic data analysis. The study employs a purposive strategy to sampling whereby direct engagements are administered between the author and individual participants. The study therefore analyzes data inductively and reports results where codes are defined, patterns are identified, and themes are generated. The first theme is that the future of Saudi higher education is learner-focused. The second theme is that the value of agile teams increases in the level of operational complexity of distance education. The Fourth theme is that the COVID-19 crisis is leaving a permanent impact on the way higher education is delivered. The fifth theme is that the agility features of adaptability and responsiveness are highly desirable in Saudi higher education settings. The sixth theme is the great potential for agile teams in the delivery of distance education is to enhance learners’ labor market competitiveness while augmenting their sense of responsible citizenship. The study implies that agile teams have great potential in the service delivery of Saudi higher education.
Curricula are the guidelines prepared to carry out education and training activities in accordance with their purposes. Teaching programs are prepared based on the goals of the school or educational institution, student needs, learning and teaching processes, course contents, learning materials, measurement and evaluation systems, teacher and student roles and relationships. The curriculum aims to develop students’ knowledge, skills and abilities in a specific discipline by supporting their individual development. It can be said that education and training programs have a structure that changes and develops people’s behaviors and thoughts in many ways. Students, teachers, and educational programs are among the most important elements that shape and guide the education system. Therefore, while creating the education program, it should be aimed to be focused on meeting the needs of the society as well as the views of students and teachers. Fine Arts High Schools are private schools that aim to provide students with artistic and cultural skills. They offer educational programs where students can develop their skills in art branches such as music, painting, dancing, and increase their artistic accumulation with art history, aesthetics and culture courses. This study aims to determine the differences in the individual instrument (Violin) course curriculum conducted in Fine Arts High Schools between 1990-2022. Relational screening pattern based on qualitative research model was used in the study and status determination and evaluation was performed. In the study, the relevant reports published in the Republic of Turkey Ministry of National Education and MoNE Journal of Communiqués were used to specify the main objectives and program objectives of the individual instrument (violin) course curricula of Fine Arts High Schools between 1990-2022. Document analysis, which is used in case studies, was used in the analysis of the data. When examining the violin curricula in fine arts high schools from their establishment to the present day, it becomes evident that there has been a continuous emphasis on the development of technical and theoretical knowledge, as well as repertoire building. As a result of the research, it is concluded that the violin lesson curriculum of 2022 covers the programs of previous years. Also in order to cultivate well-rounded musicians in fine arts high schools, it is crucial to develop an education plan that not only focuses on technical and theoretical aspects but also places a strong emphasis on enhancing musicality, interpretation, and music literacy. The results were collected under the relevant programs and suggestions were made for the field.
Teacher training undergraduate programs are of great importance in the training of qualified and well-equipped teachers. Within the scope of this research, 1998, 2006 and 2018 music education undergraduate programs were examined in line with the content of the field education, vocational knowledge, general culture courses and the opinions of the instructors. In this research, which aims to examine the 1998, 2006 and 2018 Council of Higher Education (YÖK) music teaching programs, qualitative method was followed and case study model was used. The study group of the research consists of academicians who provide education within the 1998, 2006 and 2018 YÖK music education programs and have a command of all three programs. Of these academics, 20 were contacted via e-mail and phone, and 11 academicians volunteered to participate in the study. The data obtained in terms of instructor opinions were analyzed by content analysis technique. Based on the findings of the research, it was concluded that the content knowledge, vocational knowledge and general culture courses of the 1998, 2006 and 2018 curricula differed in terms of course hours, course periods and number of courses, and that the 2018 curriculum was insufficient in terms of field education courses compared to the 1998 and 2006 curriculum.
In a highly competitive global marketplace, the academic preparation of graduates provides them with better job opportunities and a higher chance of employment. With graduate studies, one will be more qualified, eligible, and competent to face new jobs and work assignments, especially when holding managerial positions. This study generally aimed to trace the graduates of a State Higher Education Institution in the Philippines. Specifically, it determined the profile of graduates, employment status, employability characteristics, the extent of contribution and applicability of the skills gained, assessed the graduate program offerings, and recommendations to improve the services of the Graduate School. The study used a descriptive research design. The study gathered data from ninety-two graduates of the three program offerings of the Graduate School. The questionnaire was used to gather the necessary data and analyzed using descriptive statistics such as frequency count and percentage, mean, and rank. Based on the result, graduates have a very high employability rate. There is a very high application of the competencies gained by the graduates specifically on the enhanced academic profession to their personal and professional growth; there is a very high assessment of graduates to the graduate program they enrolled in the College. The graduates recommended the offering of more terminal programs and improvement of facilities to improve the services of the Graduate School. With these conclusions, the study recommends a periodic review of the curriculum and continuous capability building of professors to make the programs more responsive and relevant to the needs of the students and the standards and requirements of the industry.
In this study, it was aimed to determine the 21st century learner skills usage levels (cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills) of Turkish language teacher candidates in terms of some variables (gender, grade level, success status). In this study, singular screening, causal comparison and relational screening models were used together within the framework of quantitative research approaches. The respondents were 259 students studying in Turkish Language Teaching Program of Turkish and Social Sciences Department at Balikesir University Necatibey College of Education in the 2018-2019 academic year. The “21st Century Learner Skills Usage Scale” developed by Orhan Göksün (2016) was used as the data collection tool. The scoring of the five-point Likert-type scale consisting of 31 items was made from never (1) to always (5). The 31 items in the scale were gathered under four factors as cognitive skills, autonomous skills, collaboration and flexibility skills, and innovation skills. In the analysis of the data obtained, mean for descriptive analysis, t-test and analysis of variance techniques for comparisons made by the related variables were used. In the study, it was found that the 21st century learner skills usage levels of Turkish language teacher candidates differed in favor of males only in the innovation skills dimension of the scale. It was concluded that as the grade level and grade point average increased, the level of 21st century learner skills use of the participants also increased.
Almost everyone is talking about the 4th Industrial Revolution (4IR). The 4IR wave is so strong that change is inevitable, including within the education setting, making Education 4.0 the famous buzzword among educationists today. What is Education 4.0? Do educators really understand it or they simply follow what others are doing. Education 4.0 is a respond to the needs of IR4.0 where human and technology are aligned to enable new possibilities. The paper explains the nine trends of Education 4.0, preference of the 21st century learners, skills for 21st century teachers, share some ideas on how to implement Education 4.0 trends in the language classrooms and students’ feedback on their experience in learning in the Education 4.0 classroom.
In the current study, it is aimed to examine the relationship between empathy and responsibility levelsof fifth grade students and for this purpose, the said relationship was examined in terms of gender, Social Studies achievement score and school socioeconomic level. The research is a correlational study and the universe of the study consisted of fifth graders from all state schools in six districts of Ankara (the capital of Turkey). The sample is 1079 fifth-grade students from 18 public schools in these districts. As data collection tools of the research, “Responsibility Scale for Children”, “Empathy Scale” and “Personal Information Form” were applied to the students. Descriptive statistics, independent groups t-test, parametric and nonparametric correlation analysis were used for data analysis (with SPSS 15.0). According to the results of the research, there is a positive, moderate and significant relationship between empathy and responsibility levels of students. The level of the relationship between empathy and responsibility levels of students is higher in males than in females. The students have the highest level of the relationship between empathy and responsibility levels is the group with middle Social Studies success, followed by those students who achieved success at a high level and who achieved success at a low level. The students from upper socioeconomic schools have the highest level of the relationship between empathy and responsibility levels. These are followed by those students from low socioeconomic schools and who from medium socioeconomic schools, respectively.
The research aims to examine the effect of peer assisted learning and learning together techniques on 6th grade female students’ reading comprehension achievements and attitudes towards reading. The research employed a quasi-experimental model with pretest – post-test control group. Data collection tools of the research were Reading Attitude Scale, Reading Comprehension Achievement Test, Reading Habit Questionnaire, student interview forms and student journals. Results suggested that peer assisted learning affected 6th grade female students’ reading comprehension achievement positively at a high level, learning together positively at a moderate level, but the current practices in Turkish course did not make a significant difference in reading comprehension achievement. Learning together and current practices were observed to be effective in ensuring the permanence of students’ reading comprehension achievements, while peer assisted learning was not. No significant difference was found between the effects of techniques used in the research on the students’ reading comprehension achievements or on the permanence of their reading comprehension achievements. No significant difference was found between the effects of peer assisted learning, learning together and current practices on students’ attitudes towards reading; while a significant difference was found in the permanence of students’ attitudes towards reading resulting from (against) learning together technique. The students expressed generally positive opinions on peer assisted learning and learning together techniques.
People’s attitudes and anxiety towards impromptu speaking can negatively affect their performance and can create speaking anxiety in them. The aim of this study is to find out whether there is a significant relationship between the acquisition of storytelling skills and the impromptu speaking attitudes and speaking anxieties of 6th grade students. The nested pattern of the mixed method was used in the research. In the quantitative part of the research, a one-group, pretest-posttest experimental model was employed. The quantitative data were collected by the ‘Speaking Skill Attitude Scale’. Paired samples t-test was used to determine whether the storytelling training given to the students had an effect on their speaking attitudes, and the Wilcoxon Signed Ranks test was used to determine whether it had an effect on their speaking anxiety. Qualitative data were also collected with student interview form and observation form. As the result of the research showed, the acquisition of storytelling was significantly associated with students’ impromptu speaking attitudes and anxiety levels. Therefore, it is important to provide students with the acquisition of storytelling to influence their attitudes and anxieties when delivering impromptu speeches.
English is now the most frequently used language worldwide. In academia, English has become “a hyper central language” millions of students are learning for various reasons. As such, pedagogists, academicians, and language teachers seek new tools and teaching methods to help English language learners reach high proficiency levels. The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, thus deciphering the advantages of this experience and possible challenges it may pose. Data was gathered via an English language test and classroom observations. Results showed that the use of drama develops participants’ language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process. These participants also displayed more responsibility and self-reliance; thus, much learning took place. These results confirmed the general claim that introducing drama activities in language classrooms positively supports language acquisition. However, introduction of such a tool presented a few challenges as well, such as the learners’ problems of L1 interference, embarrassment, and inhibition, as well as issues related to the unpredictable and open-ended nature of drama. This paper presents more implications of the findings that necessitate further research to gain a more comprehensive account of drama use in language classrooms and thus overcome the challenges presented.
In this study, it was aimed to develop a rubric to determine the travel writing levels of secondary school 7th grade students and to determine the students› travel writing skill levels. The descriptive scanning design of the quantitative model was adopted. It was decided to develop an analytical rubric because it serves to measure the sub-skills of each skill and can be presented as feedback to the students. The rubric consists of three dimensions: layout, spelling, and punctuation, language and expression, and 18 items. It consists of 4 levels 1 (improved), 2 (moderate), 3 (good), and 4 (very good). The study group of the research consists of 114 7th grade students. The students in the study group were asked to write a travel writing text in one class hour and the travel writings were evaluated by two experts using the travel writing rubric. The collected data were analyzed using the descriptive analysis technique. As a result of the research, it was determined that most of the students were at a good level in using titles, including observations and impressions, commenting on the places visited, giving place to their memories about the trip, and making descriptions and coherent writing in their travel writings. In addition, it was determined that the students did not compare the places they visited and the places they lived in their travel writings in terms of place and society, did not give information about the geographical and historical characteristics of the place visited, and did not talk about the traditions and customs of the place visited.
This study sought to develop a valid and reliable measurement tool that measures the perceptions of behavioral dispositions in determining the high school preferences of 8th grade students. The study population consisted of 26,906 eight graders in public and private secondary schools located in the city centres of Aydın and Denizli, Turkey. The sample was selected using the disproportionate cluster sampling method. In this respect, a total of 400 students in the pilot implementation and 700 students in the large sample implementation participated in the implementation in equal numbers in both provinces. In the pilot implementation phase of the research, a three-dimensional trial form consisting of 125 items was administered to the 8th graders, as the sample group. Exploratory factor analysis was employed to ensure the construct validity, and a scale consisting of 45 items and three factors was identified. The sub-dimensions of the scale were named as cognitive, affective, and psychomotor domains. However, the scale was developed in a 5-point Likert type. Referring to the reliability study of the scale, the Cronbach’s Alpha coefficient was calculated as.962 in the pilot implementation and as.888 in the large sample implementation. The results revealed that the Behavioral Disposition Perception Scale was a valid and reliable measurement tool in measuring the perceptions of behavioral dispositions of 8th graders in determining their high school preferences.
This research was aimed at fostering students’ idea generating abilities via the implementation of pre-writing strategies. The study adopted an action research design. The first phase involved problem identification and causes of the problems through focus group discussion and classroom observation. After identifying the challenges, systematically planned actions were implemented for eight successive weeks. During the intervention phase, awareness was created among the students on the importance of using idea-generating strategies before starting to write a text. As a result, four idea-generating strategies were employed; brainstorming, clustering, free-writing and questioning. Finally, the results of the actions taken were evaluated via observation, questionnaire, and focus group discussion. The findings reveal that the students showed interest in using idea-generating strategies, and the strategies used helped them to come up with adequate ideas in order to develop a text. The strategy also helped them to think exhaustively about what to write and how to support their argument before starting writing the actual text. Out of the four strategies employed, brainstorming was found to be the most convenient strategy to generate ideas. The strategies used were found to prevent students from unnecessary pen pause and frequent deletion of what they produced. Therefore, it is possible to comprehend from this action research that using idea-generating strategies will ease the practice of developing a text.This research was aimed at fostering students’ idea generating abilities via the implementationof pre-writing strategies. The study adopted an action research design. The first phase involvedproblem identification and causes of the problems through focus group discussion and classroomobservation. After identifying the challenges, systematically planned actions were implementedfor eight successive weeks. During the intervention phase, awareness was created among thestudents on the importance of using idea-generating strategies before starting to write a text.As a result, four idea-generating strategies were employed; brainstorming, clustering, freewritingand questioning. Finally, the results of the actions taken were evaluated via observation,questionnaire, and focus group discussion. The findings reveal that the students showed interestin using idea-generating strategies, and the strategies used helped them to come up with adequateideas in order to develop a text. The strategy also helped them to think exhaustively about whatto write and how to support their argument before starting writing the actual text. Out of the fourstrategies employed, brainstorming was found to be the most convenient strategy to generateideas. The strategies used were found to prevent students from unnecessary pen pause andfrequent deletion of what they produced. Therefore, it is possible to comprehend from this actionresearch that using idea-generating strategies will ease the practice of developing a text.
This study aimed to analyze the effect of the psycho-education program for sexual abuse on counseling teachers’ attitudes towards reporting sexual abuse and their knowledge and risk recognition levels. The research was by using the embedded design, one of the mixed method approaches. In the quantitative dimension of the studyquasiexperimental designwith pretest-posttest groups was performed, while in the qualitative dimension, the opinions of counselors were included. The study group of the research consisted of eight counselors in the experimental group and eight counselors in the control group, working in schools affiliated to the Ministry of National Education. A two-Factor ANOVA model for mixed measurements was utilized to analyze the experimental study. Paired t-test for dependent samples was used to analyze the pretest and posttest scores of the participants. Content analysis was used in the analysis of qualitative data. The quantitative findings of the study showed that the psycho-education program applied to the experimental group displayed a significant difference between the counseling teachers’ attitudes towards reporting sexual abuse and their knowledge and risk recognition levels compared to the control group. In the qualitative results of the study, it was observed that the counselors classified the characteristics of children at risk in terms of exposure to sexual abuse under the two themes of family factors and lack of social skills. In another result, it was discovered that children exposed to sexual abuse displayed behavioral and emotional symptoms. It is thought that the training that counselors will receive in schools on sexual abuse will be beneficial for the protection of the mental health of children and young people.
The purpose of this study is to identify the effect of social studies teaching through performing arts on the academic achievement and permanence of knowledge of performing arts and students. The participants of this research consisted of 250 6th grade students studying at five secondary schools located in different educational regions within boundaries of the central Elazığ Province (from Turkey) in the 2015 and 2016 spring term. The study was conducted on 5 experimental (n = 125) and 5 control (n = 125) groups randomly selected. A mixed method involving qualitative and quantitative methods were used. Academic achievement test and an interview consisting of open-ended questions were used. On quantitative dimension of the study, pretest-posttest control group quasi-experimental design was used. On qualitative dimension, students were interviewed. During the study, while social studies course teaching was carried out with the experimental groups through performing arts, in the control groups, teaching activities stipulated by the current syllabus were carried out. The application period of the study lasted for eight weeks in total with three hours of teaching weekly in both groups. The statistical program (SPSS, version 21) was used analyzing the quantitative data obtained from the study. The N-VIVO-9 program was used for the analysis of qualitative data. As a result of the study, it was found that social studies teaching activities performed through performing arts were more successful in increasing student achievement than the activities stipulated by the current syllabus. However, as a result of the interviews, the results regarding the positive and negative aspects of the teaching activities performed in the experimental groups were obtained. It was found that the data obtained concerning the qualitative dimension of the study supported the data obtained concerning the quantitative dimension.
This study aims to investigate the level of use of computer software and applications, and how it affects motivation toward e-learning as well as academic performance and achievement. The researcher selected a study sample of 500 male and female undergraduates at Petra University. Furthermore, two scales were implemented for the purpose of this research; the first investigated the level of use and integration of programs and applications, and the other investigated how motivated learners were toward e-learning with the use of such applications and programs. The study identified applications most commonly used by undergraduates, with social media networks, E-mails, and smart phones in the lead. Moreover, findings indicated a positive correlation between the level of applications and computer programs use and motivation toward e-learning. However, no correlation was found between the level of implementation and motivation toward e-learning; likewise, academic achievement and faculty were not effective in differentiating motivation levels. However, the variables of academic level and sex were statistically significant in favor of male and older students in their motivation toward e-learning.
In this study, it is aimed to investigate whether the science course taught by using simple tools has an effect on academic achievement and attitude towards science. For this purpose, a quasi-experimental model with pretest-posttest control group was used. The study group of this research consists of a total of 40 students, 21 (52.5%) girls and 19 (47.5%) boys, studying in a secondary school in the southeast of Turkey in the 2021-2022 academic year. The “Force and Energy achievement test” was used to determine the effect of science activities with simple tools on the academic achievement of students. the “Attitude towards Science Scale” was used in order to determine students’ attitudes towards science. The data obtained from the data collection tools used in the study were analyzed with the SPSS program. As a result of the research, it was determined that the activities performed with simple tools were effective in student success. This shows that the activities made with simple equipment are more effective on the academic success of the student than the traditional method. In the study, a significant difference was found in favor of the experimental group when the scientific attitude scale results of the control group taught with the traditional approach and the science activities performed with simple tools and the experimental group were compared. In conclusion, it was determined that science activities made with simple tools from student diaries create positive attitudes.
The present study aimed to examine the relationship between assertiveness and academic achievement motivation of adolescent students in selected secondary schools of Harari Peoples Regional State among a sample of 332 (145 males and 187 females). Data were collected through the twenty-four-item of academic achievement motivation (AAM) inventory with four-point rating scale that was adapted from previous versions and scales for assessing Assertive Behaviour a thirty-item instrument with six-point rating scale ranging from (+3, very characteristic of me to -3, very uncharacteristic of me) that was adapted from previous research. Data were analyzed employing a blend of both descriptive and inferential statistical methods that successively conducted to examine the level of assertive behavior employing one-sample mean test and combined effects of independent variables on dependent variable (academic achievement motivation) were made employing regression analysis. Findings indicated that; Harari peoples regional state adolescent student’s participated in present study were scored low on the assertiveness; male adolescents were found to be better in their levels of assertiveness than their female adolescent counterparts. With pertaining to the relationship between assertiveness and academic achievement motivation was concerned, there was a statistically significant positive relationship between them. Additionally, it was found that there was a statistically significant positive relationship between parental educational status and assertiveness. Unlike assertiveness and parental educational status, sex appeared to be a less important factor in explaining adolescents’ academic achievement motivation. Attempts were made to explain findings within the existing ecological and socio-cultural practices of the study area. Recommendations were also suggested as to how to properly address the gaps noted in this research.
The research purpose was to identify (1) the problems encountered by academic and administrative staff in emails received from students, (2) positive and negative qualities of the authentic emails of higher education students, (3) functional explanations of the academic email, (4) the problems encountered by students in emails received from academic and administrative staff, and (5) higher education students’ email writing awareness. An exploratory sequential mixed design was used. The study group consisted of 15 staff and 1064 higher education students. The qualitative data were collected from staff interviews and 80 authentic emails of students. And a survey was prepared based on qualitative data and then quantitative data were collected. The problems encountered by staff are style, carelessness, articulacy problem, spelling and punctuation problem, email incivility. The negative qualities of authentic emails are as follows: not using institutional username, formal language, paragraph structure in the email body, salutation, closing statement, contact information; username without name and surname, blank subject line, spelling and punctuation problems, sloppy wording, lack of self-introduction. Non-descriptive, late, and short answers, not getting answers, sloppy answers, emails with negative feelings disturbed students. Students’ awareness of writing academic emails displayed a more positive picture than the emails they wrote. Items in which students’ awareness is weak are as follows: trying to reflect their feelings to email, using punctuation marks to convey the feeling, writing email for long and complex matter, using paragraph structure, adding contact details, CC - BCC. Research results were discussed with relevant literature.