International Journal of Contemporary Educational Research

Concurrent Validity of the Central Examination of Secondary Education Institutions: Canonical Correlation Analysis

Taliha Keleş — Sat, 15 Jun 2024 00:00:00 +0300

The aim of the study is to reveal the concurrent validity of the Central Examination of Secondary Education Institutions (OKMS). For this purpose, the relationship between the OKMS subtest raw scores of the students who took the exam and the 8th grade year-end achievement scores of the courses within the scope of the exam was analyzed by canonical correlation analysis. Grade 8 achievement scores were taken as the independent (predictor) variable and OKMS subtest scores were taken as the dependent (criterion) variable. The study was conducted on 3029 8th grade students who took the OKMS. Only one canonical correlation was found to be significant between the two sets of variables. 8th grade achievement scores were highly positively correlated with OKMS subtest scores. While 8th grade foreign language and science achievement scores had a high predictive power for OKMS subtest raw scores, it was found that the predictive power of the achievement scores of religious culture course in explaining the OKMS subtest raw scores was low. The set of 8th grade scores explained 48.6% of the total variance in the variable set of OKMS subtest raw scores. OKMS subtest variable set explains 60.1% of the total variance in the set of 8th grade scores.

Effectiveness of a psychoeducational group intervention to reduce public institution call center employee burnout: A pilot study

Burcu Uysal, Seyhan Özkul, Ayşenur Bayraktar — Sat, 15 Jun 2024 00:00:00 +0300

This quasi-experimental study examines the effectiveness of a psychoeducational group intervention program consisting of psychoeducation sessions and group exercises based on psychodrama warm-up activities resulting from the needs of public sector call center agents in the workplace. Forty municipality call center employees from two municipalities (intervention and control groups) completed pre- and post-test measures before and after the intervention program. A follow-up session for the intervention group took place one month after the completion of the intervention sessions. The intervention group showed significant pre-to-post-test short-term effects such as reduced depersonalization, increased mental well-being, psychological resilience, personal accomplishment, group atmosphere, and group cohesion. On the other hand, no significant difference was noted in the control group from pre- to post-test, except for the decrease in the group atmosphere scores. Group atmosphere and group cohesion scores remained significantly increased after one-month follow-up measures compared to the pre-test in the intervention group.

A Study of Accountability of Policymakers and Curriculum Implementers for Curriculum Implementation in Ethiopian Primary Schools

Feyera Beyessa, Ambissa Kenea — Sat, 15 Jun 2024 00:00:00 +0300

This study aimed to explore the compact accountability relationship for curriculum implementation in rural public primary schools in the east Wollega zone administration, Ethiopia. An exploratory case study type and a multiple case study research design were employed. The purposeful sampling technique was used. The data were collected using semi-structured interviews and document reviews. The data were analyzed qualitatively. The findings of the study reveal that the compact accountability relationship between the policymakers and the curriculum implementers was loosely exercised and compromised by main determinants such as weak capacity, poor monitoring progress, and politicization of the policymakers’ roles and responsibilities. This study also affirms that a compact accountability relationship was seriously operational to collect easily achievable reports, which led policymakers to be unsuccessful in communicating their clear duties and responsibilities for the curriculum implementation to hold implementers accountable as stated in the government proclamation. Hence, it can be concluded that accountability stands for responsibilities outside the classroom by missing the actual curriculum implementation. The study recommends that the government should establish an autonomous and independent policymakers’ office that acts as a monitor and holds curriculum implementers accountable by visiting schools, pointing out mistakes, writing reports, and exercising accountability mechanisms.

Metavethics in Higher Education Institutions: Is the Metaverse Second Forbidden Fruit of Humanity?

Nurten Gündüz, Mehmet Sincar — Sat, 15 Jun 2024 00:00:00 +0300

Abstract

The metaverse which is considered as the digital big bang of humanity and the next evolution of the internet is anticipated to offer a living environment for civilization 5.0 and beyond in various domains including education. Each novice technology that enters our daily lives generates also fear, anxiety, and problems as well as hope, benefit, and attraction. The purpose of this research is to investigate what ethical problems the metaverse may cause in higher education institutions and how healthy metaverse universities can be created within the framework of ethics. Interpretative phenomenological research design was employed in the study and data was collected from the field experts and lecturers in higher education. The study indicated thirteen VR/AR/XR experts' and lecturers' visions on the metaverse-based ethical issues and practical implications that could be applied within the scope of five thematic nodes comprising metaverse awareness, security and data, safety and wellness, social equality and diversity, and accessibility. It is expected that the study will contribute to the design of a healthy and good metaverse in the future of higher education institutions pursuant to ethical values.

Development and Validation of the Online Antisocial Personality Scale (OAPS) Using the DSM-5 Criteria for Antisocial Personality Disorder (APD)

Mark Griffiths, Hale Savci, Mustafa Savci — Sat, 15 Jun 2024 00:00:00 +0300

Recent studies have consistently demonstrated that antisocial behaviors occur in online environments. Although online antisocial behavior has a long history, it appears to have become more widespread in recent years due to the widespread use of online social networks. Although there are established criteria and instruments assessing antisocial behavior there are few examining such behavior online. Therefore, the present study aimed to develop the Online Antisocial Personality Scale (OAPS). The OAPS was developed using the diagnostic criteria for antisocial personality disorder in DSM-5. The OAPS assesses antisocial behavior in online environments. The present study comprised 447 adolescents (219 girls and 228 boys) from four different samples. The measures used included the Online Antisocial Personality Scale (OAPS), E-Bullyıng Scale (E-BS), and Personality Belief Questionnaire-Short Form (PBQ-STF). The structural validity of OAPS was investigated with Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and criterion validity. When validity and reliability analysis of the OAPS are considered as a whole, it is concluded that the OAPS is a valid and reliable scale that assesses online antisocial personality among adolescents.

A Collaboration Project on Education for Sustainability: A Qualitative Evaluation of Professional Development Program for Turkish Preschool Teachers

Sat, 15 Jun 2024 00:00:00 +0300

This article is dedicated to examining a bilateral project established between the Republic of Korea and Türkiye, with the overarching objective of elevating awareness and endowing preschool teachers with the capacity to embed education for sustainability (EfS) within their classroom practices seamlessly. For this purpose, a professional development (PD) program was developed regarding three pillars of sustainability and 7R themes. Fourteen preschool teachers attended the PD program. Three teachers participated in this case study to reveal teachers' transformation regarding sustainability and early childhood education for sustainability. The data were collected through pre-post-follow-up interviews and classroom observations. Thematic content analyses were conducted. According to the results, the PD program enhanced and deepened teachers’ sustainability knowledge. In addition, teachers could transfer the knowledge from the PD program on education for sustainability into their practice not entirely but acceptably, and they have a chance to reconsider their lifestyle habits regarding sustainability in many areas.

Teachers’ Strategies to Alleviate Speaking Anxiety and Foster Willingness to Communicate among EFL Secondary School Students

Insaf Khoudri — Sat, 15 Jun 2024 00:00:00 +0300

This research paper delves into the origins of English as a Foreign Language (EFL) speaking anxiety in Moroccan secondary school students and offers potential remedies to reduce or prevent its occurrence, with a particular emphasis on encouraging a willingness to speak. The study involved 37 secondary school teachers who completed a questionnaire regarding their strategies to mitigate speaking anxiety and promote communication willingness among Moroccan EFL secondary school students. The data was collected and analyzed using SPSS. The findings reveal that anxiety stems from various factors, including linguistic issues (such as limited vocabulary, grammar challenges, and fluency), personal factors (such as learner personality and motivation), and teacher-related factors (including feedback quality and classroom activities). Moreover, the research suggests that teachers should prioritize strategies like providing positive feedback, offering praise, and incorporating collaborative work or task-based learning to reduce students’ EFL speaking anxiety. Additionally, teacher participants proposed additional strategies focused on a variety of activities and methods to foster a welcoming classroom atmosphere.

Teachers’ Views on Lifelong Learning

Sevgi Koç — Sat, 15 Jun 2024 00:00:00 +0300

This study adopted a qualitative research design to investigate teachers' views on lifelong learning. The sample consisted of 30 teachers from different branches. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. Participants viewed lifelong learning as a process not limited to schools. They also associated it with all kinds of learning activities and personal growth. They believed lifelong learning was necessary for technological advances, social change, and high quality of life. They stated that the goals of lifelong learning were accessing educational opportunities, increasing knowledge and skills, and transforming students into qualified people. They noted that motivation, education systems, and social and cultural changes affected lifelong learning.

Determination of Creative Story Writing Skill Levels of Secondary School 7th Grade Students

Ebru Öztürk, Erol Duran — Sat, 15 Jun 2024 00:00:00 +0300

In this study, it was aimed to determine the creative story writing skill levels of seventh grade secondary school students. The research is a quantitative research and designed in survey design. The study group of the research consists of a total of 121 seventh grade secondary school students who were determined by convenience sampling technique. The research data were obtained by having the students in the study group write creative story texts and evaluating these texts with a rubric developed by the researcher. The collected data were presented as descriptive statistics (frequency, min. and max. values, arithmetic mean, standard deviation) with the help of statistical software. As a result of the research, it was determined that the scores of the students' creative story writing skills were generally low and medium level. In addition, in terms of sub-dimensions, except for two sub-dimensions (imagination, form), students' mean scores were found to be low and medium level.

Social Studies and Love of Art: Students and Teachers Enlighten the Connections

Sule Eguz — Mon, 24 Jun 2024 00:00:00 +0300

Art and artistic activities that play a significant role in the lives of both children and adults, are an important requirement for all individuals. Cultures develop, expand, and enrich through artistic activities, which are important for the development of visual literacy, especially in social studies. The present study aims to determine the reflection of various artistic branches in social studies course and the student interest and love that art considered to evoke in the context of the social studies course. In the study, qualitative research methods and techniques were used to review relevant documents and to determine the participant views about the role of art in social studies. First, the current Turkish social studies curricula and textbooks were analyzed. Then, an interview form developed by the authors was applied to 80 students attending all grades in a public middle school and 3 teachers employed in these schools in one of the major cities in Turkey. The attributes employed by the teachers and students in the interview form were analyzed with thematic/content analysis. The study findings demonstrated that that the curricula and textbook achievements that allow activities in several art branches were limited. However, despite the limitation, the study findings demonstrated that the students were interested in different art branches and evidenced the support of the social studies to the development of interest and love for certain learning areas.