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    The impact of concept maps on academic achievement: A meta-analysis
    (Cell Press, 2024) Izci, Eyup; Akkoc, Ece Acikgoz
    The present study aimed to review master's and doctoral theses, articles and proceedings on the impact of concept maps on academic achievement and published between 2005 and 2017, and to analyze the common effect size with the meta-analysis method. In the study, the effect sizes reported in 78 studies on the effect of concept maps on academic achievement and the overall effect size reported in these studies were analyzed. The Comprehensive Meta-Analysis software was employed in data analysis. In the study, interpretations were conducted based on the effect size index published by Cohen (1988) [1]. The studies included in the meta-analysis were combined and it was determined that the structure was heterogeneous. Thus, the calculations were conducted with the random effects model in the study. The analysis findings demonstrated that the impact of the concept maps was 1.08 on academic achievement; thus, the effect was categorized as strong and positive based on Cohen's (Cohen, 1988) [1] classification. It was concluded that the concept maps were quite effective in the improvement of the academic achievements of the students and could be employed in education.
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    Internet addiction of university students in the Covid-19 process
    (Cell Press, 2024) San, Ismail; Karsak, Hanife Gulhan Orhan; Izci, Eyup; Oncul, Kubra
    This study delves into the intricate dynamics of internet addiction among university students, leveraging a comprehensive quantitative approach to unravel the myriad factors influencing this modern-day malaise. Utilizing logistic regression analysis, this research delineates the predictive significance of Daily Internet Usage Time (DIUT) and Communicative Internet Use Frequency (CIUF) on the propensity for internet addiction, with the analysis substantiating these variables as potent predictors. The model elucidates a significant variance in internet addiction, affirming the complexity of internet addiction as influenced by a constellation of behavioral patterns. Amidst the backdrop of the COVID-19 pandemic's exacerbation of digital dependency, this investigation sheds light on the escalation of internet use to addictive levels, prompted by prolonged isolation and the pivot to online learning platforms. This study underscores the resultant educational and psychological ramifications, highlighting a surge in addiction and its associated detriments such as diminished academic performance, social isolation, and a deterioration in mental health. Comparison of these findings with existing literature reveals a nuanced understanding of internet addiction, characterised by the interaction between individual behaviours and broader socio-economic and psychological contexts, such as the duration of daily internet use and the frequency of communicative internet use. This synthesis argues for a holistic strategy to address internet addiction, emphasizing the need for educational interventions, improving digital literacy and promoting healthy digital habits. By pinpointing the multifaceted nature of internet addiction and its predictors within the university student demographic, this research contributes to the ongoing discourse on digital dependency, proposing a multidisciplinary approach to develop resilient academic environments and support systems. It underscores the urgent need for targeted research to identify predictive factors of internet addiction, thereby enabling the formulation of effective strategies and policies for mitigating its impact on students' academic and psychological well-being. This study not only captures the complexity of internet addiction but also provides critical insights crucial for developing informed educational strategies and interventions in the digital age.
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    The Views of Classroom Teachers on the Instruction of Current Issues
    (Sage Publications Inc, 2023) Deniz, Serkan; Izci, Eyup
    The present study aimed to determine the views of classroom teachers on the inclusion or exclusion of current issues in classroom instruction, to investigate these views based on the definition of current issues, the methods and techniques employed in the instruction of current issues, the analysis of the instruction, and the positive and negative consequences of the instruction of these issues in the classroom. The present research was conducted with the case study method. The maximum diversity sampling method was employed to assign the study group members. The study group included 10 classroom teachers employed in seven primary schools in Battalgazi, Yesilyurt, Dogansehir, and Hekimhan districts in Malatya province, Turkey. The study data were collected with a semi-structured interview form. Content analysis and continuous comparative data analysis were employed. The participants stated that the discussion of current issues in the classroom would lead to positive outcomes such as the development of student empathy, instruction of tolerance for different ideas, development of the problem-solving skills, sensibility, and communication skills, and negative outcomes such as problems in peer relations, behavioral disorders, negative reactions, and conflict. It was determined that classroom teachers mostly discussed controversial issues such as Covid 19, environmental pollution and natural disasters, and the student-initiated discussions on Covid 19 and natural disasters in the classroom. About 20% of the participating primary school teachers stated that the level of proficiency of their colleagues was low in the instruction of current events. Teaching Current IssuesThe primary objective of this study was to explore the perspectives of classroom teachers regarding the incorporation or exclusion of contemporary issues in classroom instruction. The investigation aimed to scrutinize these views concerning the definition of current issues, the instructional methods and techniques employed, the analysis of the instructional process, and the positive and negative consequences associated with addressing these issues in the classroom. Utilizing the case study method, this research employed the maximum diversity sampling method to select participants. The study involved 10 classroom teachers from seven primary schools in the Battalgazi, Yesilyurt, Dogansehir, and Hekimhan districts of Malatya province, Turkey. Data were collected through a semi-structured interview form and analyzed using content analysis and continuous comparative data analysis. According to the findings, participants expressed that discussing current issues in the classroom yielded positive outcomes, such as fostering student empathy, promoting tolerance for diverse ideas, enhancing problem-solving skills, sensitivity, and communication skills. Conversely, negative consequences included issues in peer relations, behavioral disorders, negative reactions, and conflicts. The study revealed that classroom teachers predominantly engaged in discussions on controversial topics like Covid-19, environmental pollution, and natural disasters. Notably, student-initiated discussions on Covid-19 and natural disasters were prevalent in the classroom. Additionally, 20% of the surveyed primary school teachers reported a perceived low proficiency level among their colleagues in instructing on current events.