Yazar "Kilic, Abdurrahman" seçeneğine göre listele
Listeleniyor 1 - 8 / 8
Sayfa Başına Sonuç
Sıralama seçenekleri
Öğe Comparison of face-to-face and online flipped learning: academic achievement, epistemological and pedagogical beliefs(Emerald Group Publishing Ltd, 2024) Sahin, Seyma; Kilic, AbdurrahmanPurposeThe ultimate objective of this study is to compare the impact of face-to-face and online flipped learning on students' academic achievements and their perspectives on learning and teaching, offering valuable insights to the field.Design/methodology/approachThe study utilized a quasi-experimental research method that involves pre-test and post-test control groups.FindingsThe results indicated that face-to-face and online flipped learning positively impacted learning, with comparable contributions to academic achievement. However, we found that online flipped learning did not affect students' beliefs about learning and teaching, while face-to-face flipped learning positively influenced them.Originality/valueAs distance learning becomes increasingly important in our modern era, this research aims to explore the use of active learning methods, including discussion, writing, animation, drawing, association, analysis, knowledge measurement and games, in virtual learning environments, such as online flipped learning. The study seeks to enhance the existing literature on the impact of face-to-face and online flipped learning models on student success. Additionally, it aims to address a significant gap in the literature by determining the effect of these models on students' epistemological and pedagogical beliefs, which can impact their motivation, learning outcomes, academic achievements and decision-making processes.Öğe Developing the instructional process in the layered flipped learning model for secondary school English courses(Springer, 2021) Okmen, Burcu; Kilic, AbdurrahmanThe aim of this research is to provide an example of how English language teaching practices can be arranged according to the layered flipped learning model. One of the qualitative research methods, the action research method, was used in this study. The research was conducted with fifth grade students in a secondary school in the Western Black Sea region of Turkey in the 2017/2018 academic year. In order to increase the validity of the data and enrich the meaningfulness of the results, data diversification was made. In this research, content analysis method was used to analyze and interpret the data. As a result of the research, it was observed that layered flipped learning model meets the interests and needs of the students and leaves the responsibility of learning to the students. Also it was observed that students preferred tasks for group work and this contributed to the fun of the lesson, to more effective learning, and to increased levels of active participation, motivation. Based on the results reached at the end of the research, it was thought that activities in the teaching process should be layered and each level should be preparatory to the other.Öğe EFFECTS OF TEACHING A LEARNING PSYCHOLOGY COURSE IN DIFFERENT WAYS ON THE STUDENT'S SUCCESS AND ATTITUDES(Ceska Zemedelska Univ & Praze, 2020) Sahin, Seyma; Okmen, Burcu; Kilic, AbdurrahmanThe aim of this study is to determine the effect of teaching a learning psychology course in different ways on students' academic success and attitudes towards the course. The experimental research method was used in this research. The participants were students in the second year of a psychological counseling and guidance program in a state university in Turkey. The data were collected by Learning Psychology Course Achievement Test and student letters. ANOVA, Kruskal Wallis and Wilcoxon Signed Rows test were used in the analysis. Student letters were analyzed through content analysis. In the first group, the lecturer taught the class interactively each week with the presentations prepared by the researchers. In the second group, no lectures were made in this group. At the beginning of the lesson each week, students were given the outputs of the presentations and the lesson was carried out with two activities each week. In the third group, the flipped learning model was applied in this group. As a result of the study, it was concluded that the standard deviation was smaller in the group in which the flipped learning model was applied compared to the other two groups.Öğe Evaluation of the teaching practice course carried out with the Lesson Study Model(Univ Deusto, Int Tuning Acad, 2020) Sahin, Seyma; Kilic, AbdurrahmanThe purpose of this research was to evaluate the teaching practice process carried out with the lesson study model. In this research action research approach was adopted. The study group of the research consisted of four Turkish Language and Literature pre-service teachers. Lesson study was carried out in nine weeks of the teaching practice course. Qualitative data collection techniques such as observation, unstructured focus group interview, and document review were used as data collection techniques. Pre-service teacher course observation forms obtained before the lesson study process, course plans, reflective diary forms, peer observation forms and student opinion forms obtained during the lesson study application process were analyzed with descriptive analysis method. At the end of the lesson study process, focus group interview data and letters written by pre-service teachers were analyzed by content analysis method. At the end of the research, it was seen that preservice teachers' perception of teaching profession changed in line with studentcentered understanding. It has been determined that pre-service teachers personally develop in terms of multi-faceted thinking, problem solving, self-confidence and patience and also improve professionally on issues such as coping with students, preparing plans, and producing activities.Öğe Examination of Teaching and Learning Processes of an Elective Applied Mathematics Course(Ani Publishing, 2021) Albayrakoglu, Ozlem; Kilic, AbdurrahmanThis study aimed to examine the teaching and learning processes of an Elective Applied Mathematics course according to the opinions of mathematics teachers and students. Data was collected through interviews and focus group interviews, and the content analysis method was performed to interpret data. Results revealed that the requirements of the curriculum and student-centered education approach were generally not fulfilled. Therefore, meeting student expectations was not at the desired level. However, some teachers expressed that enriching the course with mathematical modeling and engaging problems would affect students' attitudes towards mathematics, in line with the general idea of the course. In general, the lack of school resources and limited teaching staff was a problem that restrict the instruction. As a recommendation, Elective Applied Mathematics teachers and students should be informed about the aim of the course. Moreover, teachers should be experienced in mathematical modeling.Öğe THE META-ANALYSIS OF THE STUDIES ABOUT THE EFFECTS OF FLIPPED LEARNING ON STUDENTS' ACHIEVEMENT(Anadolu Univ, 2021) Aydin, Mustafa; Okmen, Burcu; Sahin, Seyma; Kilic, AbdurrahmanThe aim of this research is to analyze the effect of the flipped learning model on the academic success of students. In this research featuring a descriptive survey model, a quantitative research method has been used. While criterion sampling method has been used for selecting the sample of this research, meta-analysis has been used to analyze the data. The inclusion and exclusion criteria of this study were as follows: Sources must be an article or a thesis; be studies performed in Turkey; have been published between 2014 and 2018; be open-access; the sampling must consist of students; they must examine the effect of the flipped learning model on success; have an experimental design; have pretest/posttest experimenting and a control group design; include data such as pretest and posttest standard deviation, arithmetic average, and sample size. 14 articles and 11 theses, 25 studies formed the study group.Document review technique has been used as data collection technique. As data collection tool, meta-analysis form developed by the researchers has been used. effect size values and unified effect sizes were calculated using Comprehensive Meta-Analysis (CMA) Software.After analysis was conducted based on the random effects model, it was determined that the effect of the flipped learning model on students' success is medium (Hedge's g=0.713). It has been seen that the variables of study type, educational level, and year do not have a significant effect on success (p>0.05). When the effect sizes were examined by year, newer studies had larger effect sizes, while the studies conducted with students at primary-secondary levels and with high school degrees had larger effect size averages.Öğe Student Centered Education Scale: A Validity and Reliability Study(Eurasian Society of Educational Research, 2017) Boyaci, Zeynep; Sahin, Seyma; Hasirci, Hayriye Merve Eris; Kilic, AbdurrahmanThe purpose of the study is to develop a valid and reliable scale to measure the teachers’ levels of student-centered education practices. The Exploratory Factor Analysis sample included a total of 426 teachers and the Confirmatory Factor Analysis of the scale was conducted on a total of 160 teachers working in the province of Duzce during the spring term of 2014-2015 education year. Exploratory Factor Analysis was performed to test the construct validity of the scale and the model was tested through the Confirmatory Factor Analysis. For the reliability, Cronbach’s Alpha internal coefficient was calculated and item analysis was performed based on the corrected item total correlation. The final form of the scale included 32 items and one dimension. These 32 items explained 40.04% of the total variance. The results of the item total correlation analysis indicated that none of the item was below 0.30 and the lowest item correlation coefficient was 0.51. Cronbach’s Alpha was found to be 0.95 for the internal consistency of the scale. The reliability and validity results for the Student-Centered Education Scale suggest that this scale is a reliable and valid tool to measure the levels of student-centered educational practices among teachersÖğe The Language Teaching Methods Scale: Reliability and Validity Studies(Eurasian Society of Educational Research, 2016) Okmen, Burcu; Kilic, AbdurrahmanThe aim of this research is to develop a scale to determine the language teaching methods used by English teachers. The research sample consisted of 300 English teachers who taught at Duzce University and in primary schools, secondary schools and high schools in the Provincial Management of National Education in the city of Duzce in 2013-2014 academic Year. Data collected were subjected to Exploratory and Confirmatory Factor Analysis and the Cronbach Alpha reliability coefficient was computed. The Exploratory Factor Analysis results showed that the scale consisted of 5 factors. These factors were named as Active Teaching Method, Listening Based Teaching Method, Four Basic Skills Based Method, Speaking Based Method and Grammar Based Method. The total variance explained by the 5 factors was determined to be 54.69%. The Confirmatory Factor Analysis results confirmed the 5-factors structure. The Cronbach Alpha reliability coefficient was computed as .89. It is thought that this scale can be used to identify language teaching methods that English teachers use as a reliable and valid scale.
