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Öğe Assigning the Practice Teachers for School Experience and Teaching Practice Courses: Criteria, Challenges and Suggestions(Hacettepe Univ, 2014) Goktas, Ozlem; Sad, Suleyman NihatThis study aimed to investigate the criteria for assigning the practice teachers who are to supervise the senior prospective teachers during school experience and practice courses; the problems faced during the process; and suggestions for improving the assignment process. The study was designed as a case study. The case studied was specified as the 'assignment process of practice teachers for school experience and practice courses conducted at faculty of education. Semi-structured interviews were conducted with one university coordinator and two assistant coordinators currently taking active part in the process, two former university coordinators successively served since 2005, current coordinator of provincial directorate general of national education, four school principals taking active role in the assignment process, and seven teachers. The results of the study revealed certain criteria used for assigning practice teachers [e. g. Informal feedback from students and faculty mentors, Informal views of school and university coordinators], the problems faced during the process [e. g. Making assignments disregarding the school administration, Creating a feeling of injustice among teachers], and suggestions by the participants about the assignment process [e. g. Cooperation and coordination between institutions (among province, school, department and university coordinators), assignment based on the practice teacher's performance].Öğe An attitude scale for smart board use in education: Validity and reliability studies(Pergamon-Elsevier Science Ltd, 2012) Sad, Suleyman NihatThe main purpose of this study was to develop an instrument to measure the attitudes of elementary students towards smart board (SB) use in education. A sequential exploratory mixed method was used. So the study started with a qualitative approach to establish the content and face validity of the scale, followed by a quantitative approach to test the construct validity and reliability of the scale items. Ten students, one teacher trainer specialized in SB use, three teachers experienced in SB use, and a language expert participated in the qualitative part. Data from 203 elementary students from two local schools in Malatya, Turkey, were used to test the psychometric properties of 'smart board attitude scale' (SBAS). The exploratory factor analysis (FA) yielded a two-factor model with 10 items. The goodness of fit indices produced by confirmatory FA confirmed the fit of the model to the data. Reliability of SBAS was also proved through multi-analyses. (C) 2011 Elsevier Ltd. All rights reserved.Öğe A COMPARISON OF STUDENT VIEWS ON WEB-BASED AND FACE-TO-FACE HIGHER EDUCATION(Anadolu Univ, 2014) Sad, Suleyman Nihat; Goktas, Ozlem; Bayrak, IlhamiThe study aimed to describe and compare the perceptions of web-based distance education students and campus-based face-to-face students about the quality of education provided in their programs with regard to variables including gender, marital-status, and employment status. A baseline descriptive survey design and complementary ex post facto design were used in this study. A total of 536 students studying at two higher education institutions participated in the study. Student Program Assessment Scale [SPAS] was developed and used to assess web-based and face-to-face students' perceptions about the quality of education in their programs. The results showed that web-based students were most positive about lifelong learning opportunities provided in their distance programs, followed by learning-teaching procedures, abilities to access and share resources, and lastly chances of cooperation and socialization. Face-to-face students were almost neutral in all aspects and, compared to web-based students, they were significantly less positive about lifelong learning opportunities (large effect size), learning-teaching procedures (medium effect size), and abilities to access and share resources (small effect size) provided by their programs. Face-to-face and web-based learners were similarly and moderately positive about the cooperation and socialization opportunities provided in their programs. Gender, marital status and employment were found to cause no differences in practical sense on perceptions of web-based and face-to-face students.Öğe Digital Tools for Seamless Learning Preface(Igi Global, 2017) Sad, Suleyman Nihat; Ebner, Martin[Abstract Not Available]Öğe Do Prospective Classroom Teachers Perceive Themselves as Effective and Willing to Teach Young Learners English?(Edam, 2015) Sad, Suleyman NihatThis study aimed to investigate the perceived efficacy and willingness levels of prospective classroom teachers to teach English at the primary level. The study was designed as a baseline descriptive survey, followed by complementary correlational and ex post facto models. Participants were 251 prospective classroom teachers. Data was collected with The Perceived Efficacy and Willingness Scales for Teaching Young Learners English. Prospective classroom teachers, particularly females, were found willing to teach young learners English as a Foreign Language (EFL). However, participants, particularly males, perceived themselves as ineffective at performing critical classroom activities for teaching English. Freshmen felt more effective than seniors at teaching young learners EFL. Also prospective classroom teachers of all grades from 1st to 4th years were similarly willing to teach young learners English. Path analysis revealed significant positive associations among perceived efficacy (PE), willingness (WILL), and perceived level of English proficiency (PEP). PEP was found directly responsible for about half (R-2 = .48) the variance in PE. PEP indirectly and positively affected WILL through PE's full mediation effect. Lastly, PE directly and positively predicted WILL, with an R-2 of 0.16.Öğe Does difficulty-based item order matter in multiple-choice exams? (Empirical evidence from university students)(Elsevier, 2020) Sad, Suleyman NihatThis empirical study aimed to investigate the impact of easy first vs. hard first ordering of the same items in a paper and-pencil multiple-choice exam on the performances of low, moderate, and high achiever examinees, as well as on the item statistics. Data were collected from 554 Turkish university students using two test forms, which included the same multiple-choice items ordered reversely, i.e. easy first vs. hard first. Tests included 26 multiple-choice items about the introductory unit of Measurement and Assessment course. The results suggested that sequencing the multiple-choice items in either direction from easy to hard or vice versa did not affect the test performances of the examinees no matter whether they are low, moderate or high achiever examinees. Finally, no statistically significant difference was observed between item statistics of both forms, i.e. the difficulty (p), discrimination (d), point biserial (r), and adjusted point biserial (adj. r) coefficients.Öğe High school students' acceptance and use of mobile technology in learning mathematics(Springer, 2021) Acikgul, Kubra; Sad, Suleyman NihatThe purpose of this research is to investigate factors affecting the acceptance and use of mobile technology in learning mathematics based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study group comprised of 1640 students attending different types of high schools and grade levels. The results of the study revealed both direct and indirect effects of exogenous variables on Behavioral Intention and Use Behavior in mobile technology acceptance of high school students in learning mathematics. It was also found that the theoretical model was confirmed adequately based on the regression coefficients, the significance of the regression coefficients, and the goodness of fit indices obtained from the SEM analysis. The strongest predictors of Behavioral Intention were Hedonic Motivation and Habit, respectively. Exogenous variables of the study together explained 76% of the variance in Behavioral Intention and 13% of the variance in Use Behavior.Öğe Honeymoon with IWBs: A qualitative insight in primary students' views on instruction with interactive whiteboard(Pergamon-Elsevier Science Ltd, 2012) Sad, Suleyman Nihat; Ozhan, UgurThe main purpose of this study was to investigate the views of primary students about interactive whiteboard [IWB] use in their classes from attitudinal and pedagogical perspectives. Research was designed as an empirical approach to phenomenology. Data was collected from fifty primary students (fourth to eighth) through focus group interviews. Nvivo 9 qualitative data analysis software was used to analyze data. Results showed that students like instruction with IWB especially for such reasons/capabilities as practical and economical use, better visual presentation, and test-based use. Students were predominantly uncomfortable with the technical problems. They believed that instruction with IWB positively impacted their learning especially because of visualization and contextualization, effective presentation, test-based use, and motivational factors. Finally it was inferred that IWBs were not used to their full potential, and both technical problems and common practices indicated that teachers were still at an initial stage of transmission to instruction with IWB and they needed both technical and pedagogical training. (C) 2012 Elsevier Ltd. All rights reserved.Öğe Investigation of Parental Involvement Tasks as Predictors of Primary Students' Turkish, Math, and Science & Technology Achievement(Ani Yayincilik, 2012) Sad, Suleyman NihatProblem statement: Parental involvement is used as an umbrella term to imply parents' efforts to take an active role in their children's education. In this sense it takes many forms ranging from parent child communication to participating/volunteering in school activities. Although parental involvement is one condition for students' success, the relation between parental involvement and academic achievement must be studied through a task- and grade (age)-specific approach. Purpose of the study: It was aimed to investigate the parental involvement tasks as predictors of primary students' (1st to 5th) Turkish, math, and science & technology achievement in the form of end-of-the-year scores. Method: The study was designed as an associational model employing the correlation method. The participants were 1590 parents. They were parents of first to fifth grade students from six primary schools in Malatya province. Turkish Parental Involvement Scale (TPIS), which includes 39 items under 8-factors (parental involvement tasks), was used to gather data from parents as the predictive (independent) variable. Also, these parents' children's end-of-the-year achievement scores from Turkish, math, and science & technology courses were used in regression analyses as the predicted (dependent) variable. Findings and results: This research found significant low-to-moderate correlations (ranging between r=.103 and r=.338), either in a positive or negative direction, between parental involvement and students' Turkish, math, and science & technology achievement scores through different grades. Relatively the strongest predictors of Turkish achievement scores were parental support for child's personality development and support for child's socio-cultural development, volunteering, communication with child, and helping with homework. Relatively the strongest predictors of math achievement scores were the same with Turkish except for helping with homework. Relatively the strongest predictors of science & technology achievement scores were parental support for child's personality development, volunteering, and communication with child. Tasks such as communication with teacher/school, personal development, helping with homework (except for fifth grade Turkish scores), and enabling home-setting were not found as significant predictors of academic achievement. Parents' support for their children's socio-cultural development and volunteering together explained 18.6% of the variance in students' Turkish achievement scores and 24.2% of the variance in math achievement scores in first grade. The predictive powers of other associations were generally low (R-2<.096). Conclusions and Recommendations: It was concluded that parents' support for their children's personality and socio-cultural development, volunteering, and communication with child were found to be significant predictors of pupils' academic achievement. Thus, it was considered important that children should be addressed directly in terms of parental involvement. Parents were recommended to support their children's socio-cultural development and volunteer during the first years of school, and next were recommended to support their personality and especially during the fifth year have effective communication with their children.Öğe A Meta-Analysis of the Effect of Contemporary Learning Approaches on Students' Mathematics Achievement(Hacettepe Univ, 2017) Sad, Suleyman Nihat; Kis, Ali; Demir, MustafaThe purpose of this research is to synthesize the results of experimental studies which investigated the effect of certain contemporary learning approaches including cooperative learning, multiple intelligence-based learning, problem-based learning, and constructivist learning approach on students' mathematics achievement via meta-analysis method. In order to collect the data, first the inclusion criteria were determined and a coding form was developed. As a result, the meta-analysis involved 47 experimental studies published between 2005 and 2014, which investigated the impact of contemporary learning approaches on learners' mathematics achievement. Based on the findings obtained from 2627 subjects who took part in these studies, a synthesis was done about the impact of contemporary learning approaches on mathematics achievement. The analysis based on the random effects model revealed that using contemporary learning approaches have a significant (p< 0.001) impact on mathematics achievement with a large effect size (d=0.93). This finding suggests that using contemporary learning approaches in mathematics lessons is effective in increasing the learners' mathematics achievement. As a result of the comparisons of common effect sizes between the groups based on random effects model, no statistically significant difference was observed between the specific learning approaches (Q(BG)=6.456, df=3, p=.091) and the school stages (Q(BG)=4.136, df=2, p=.126). Moreover, the meta-regression analysis based on random effects model revealed no statistically significant effect of the duration of treatment on learners' mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-0.04990, p>.05). However, it was found that group size had a significant negative effect on mathematics achievement in the lessons conducted in accordance with the contemporary learning approaches (z=-2.12076, p<.05), i.e. as the number of students decreases, the better results are achieved from contemporary learning approaches in terms of learners' math achievement.Öğe Meta-analysis of the Relationship between Mathematics Anxiety and Mathematics Achievement(Pegem akad yayıncılık egıtım danısmanlık hızmetlerı tıc ltd stı, mesrutıyet caddesı, no 5, 06420, kızılay, ankara, 00000, turkey, 2016) Sad, Suleyman Nihat; Kis, Ali; Demir, Mustafa; Ozer, NiyaziThis meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between Mathematics anxiety and Mathematics achievement. Meta-analysis included a total of 11 studies which investigated the association between Mathematics anxiety and Mathematics achievement on Turkish students which were published between 2005 and 2014. These studies were conducted totally on 8327 students from different educational stages. The results of the analysis for all eleven studies involved suggested negative and statistically significant correlations between mathematics anxiety and mathematics achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.39) and Random (r=-.44) Effect Models. Moderator analysis based on the school level revealed that the combined effect size for the studies conducted at middle school level was significant, negative and at moderate level. In addition, the effect size for the studies conducted at high school level was significant, negative and at moderate level. Moreover, the comparison between the combined effect sizes with regard to different school levels revealed a statistically significant difference in favor of middle school level.Öğe Mobile or hostile? Using smartphones in learning English as a foreign language11(Routledge Journals, Taylor & Francis Ltd, 2022) Sad, Suleyman Nihat; Ozer, Niyazi; Yakar, Umit; Ozturk, FatihThe purpose of this paper is to investigate the views of freshmen on using their smartphones in learning English as a foreign language. The study was designed based on a quantitative associational model. The data were collected from the 428 freshmen attending the English preparation programs run at Inonu and Firat Universities, Turkey, using Smartphone Use in Learning Foreign Language Scale. The results showed that participants use their smartphones more frequently to engage in English listening and speaking activities than reading and writing activities. The participants also believe that smartphones scarcely have adverse effects on learning English. However, it was also found that the more time students spend online, the more they suffer from the adverse effects of smartphones in terms of language learning. Results about gender revealed that female students use their smartphones more frequently than their male peers to engage in formal language learning activities. Significant differences related to frequency of smartphone use for both formal and informal language learning purposes were detected, with the Business Administration and Molecular Biology and Genetics department students showing higher frequency. No statistically significant difference was found between students' views about using smartphones for language learning according to the types of Internet connection (Wi-Fi, mobile data, or both).Öğe Mobile Technology Acceptance Scale for Learning Mathematics: Development, Validity, and Reliability Studies(Athabasca Univ Press, 2020) Acikgul, Kubra; Sad, Suleyman NihatThe purpose of this study is to develop a valid, reliable, and useful scale to measure high school students' levels of acceptance of mobile technologies in learning mathematics based on the second version of the unified theory of acceptance and use of technology (UTAUT2) model. The study was designed based on a sequential exploratory mixed-method research design. To this end, both qualitative (interviews with students, review of literature, and expert panel evaluation) and quantitative procedures (Lawshe content validity technique, exploratory and confirmatory factor analysis, convergent validity, discriminant validity, nomological validity, criterion validity, internal consistency reliability, and temporal reliability) were used to develop and validate the Mobile Technology Acceptance Scale for Learning Mathematics (m-TASLM). As a result, a 5-point Likert scale with 36 items grouped under 8 factors was developed and confirmed. Both validity and reliability studies yielded favorable results.Öğe Motivational and Ethical Issues in Seamless Learning: Use of Tablet PCs in a Mobile and Ubiquitous Technology-Enhanced Learning Context(Igi Global, 2017) Yuksel, Pelin; Sad, Suleyman Nihat; Yildirim, SonerThis chapter aims to explain seamless learning with regard to motivational issues and ethical usage of technology in the context of a mobile and ubiquitous Technology-Enhanced Learning (TEL). The examined TEL environment consisted of a popular technology integration project in Turkey called FATIH (in English, The Movement to Enhance Opportunities and Improve Technology). The FATIH project aims to provide students with opportunities for self-regulated, mobile, and ubiquitous learning via tablet computers, technology-rich classroom environments, and online digital sources. This chapter investigates and presents findings on the effects of technology-enhanced learning environments in terms of students' motivation and ethical issues during their interaction with the learning environment and community.Öğe Parental e-nvolvement: a phenomenological research on electronic parental involvement(Routledge Journals, Taylor & Francis Ltd, 2016) Sad, Suleyman Nihat; Konca, Ahmet Sami; Ozer, Niyazi; Acar, FerideThis phenomenological study explored parental e-nvolvement (or electronic parental involvement), defined as parental efforts to plan, engage in, support, monitor and/or assess the learning experiences of their children either at home or at school predominantly using technological devices and media. Data were gathered from 23 volunteering parents through semi-structured interviews. The findings suggested that most parents use or have their children use a variety of technologies with tablets, computers, (smart)phones, and internet taking the lead. Participating parents used technology to have their children study, make practice on or repeat what they have learned at school, to help them prepare research projects, homework or presentations, and to communicate with teachers, schools and other parents. The pros of parental e-nvolvement mainly included enabling parents to supervise their children in terms of academic, personal or social well-being; increasing technology literacy; enabling easy and quick access to information sources; enhancing learner autonomy and academic achievement. Cons included mainly the risk of exposure to inconvenient websites/content; technology addiction; and making the child antisocial. Finally, different strategies to parents use to prevent their children from the harms and risks during parental e-nvolvement were presented and discussed.Öğe Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools(Wiley, 2014) Sad, Suleyman Nihat; Goktas, OzlemThe purpose of this research was to investigate preservice teachers' perceptions about using m-phones and laptops in education as mobile learning tools. A total of 1087 preservice teachers participated in the study. The results indicated that preservice teachers perceived laptops potentially stronger than m-phones as m-learning tools. In terms of limitations the situation was balanced for laptops and m-phones. Generally, the attitudes towards using laptops in education were not exceedingly positive but significantly more positive than m-phones. It was also found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views. The results imply an urgent need to grow awareness among participating student teachers towards the concept of m-learning, especially m-learning through m-phones.Öğe Primary School Students' Parents' Level of Involvement into their Children's Education(Edam, 2013) Sad, Suleyman Nihat; Gurbuzturk, OguzThe aim of this study was to investigate the extent to which parents of elementary students (1st to 5th) participate in their children's education with regard to some variables. The study was designed based on descriptive survey model and comparative and correlational associative models. The sample of the research comprised 1252 parents whose children studied at 1st to 5th classes of six primary schools in Malatya province. The Parental Involvement Scale was used to collect data. As a result of the analysis, it was found out that parents' level of involvement was high for such tasks as communication with children, creating enabling home settings, supporting child's personality development, and helping with homework, but low especially for volunteering. Also mothers were found to support their children's homework significantly more than fathers (eta(2)=.05 and d=.48). Finally, families' monthly income was found to be positively and moderately associated especially with involvement tasks of supporting child's socio-cultural development and creating enabling home settings, and negatively and moderately with volunteering task.Öğe Private Schools' Marketing Tactics, Parents' Loyalty and School Image: A Structural Equation Model(Turkish Educational Admin Research & Development Assoc, 2022) Mermer, Sumeyye; Ozer, Niyazi; Sad, Suleyman NihatThis research aimed to reveal the relationship between the marketing tactics used by private schools, school image and parent loyalty. Participants consisted of 812 parents, whose children were enrolled to private schools during the 2019-2020 academic year in Sivas. The research data were collected using Marketing Tactics Scale, School Image Scale, and Parent Loyalty Scale. For the analysis of the data, descriptive statistics, correlation tests and structural equation modeling were used. The results of the analysis confirmed all the hypotheses developed in the theoretical model. Results showed that marketing tactics regarding products and services, school employees, physical facilities, price and payment directly and indirectly affect school image and parents' loyalty. It was also found that school image and school employees -oriented marketing tactics were perceived as the most effective predictors of the parental loyalty.Öğe Prospective Teachers-Are They Already Mobile?(Springer-Verlag Berlin, 2016) Sad, Suleyman Nihat; Goktas, Ozlem; Ebner, MartinThis research study investigated the prospective teachers' purposes of using mobile phones and laptops, as well as the significant differences across genders and grades. Furthermore, the frequency of connecting to Internet via both mobile devices was investigated comparatively. The study was designed based on cross-sectional survey and casual-comparative methodologies in order to first determine specific characteristics of the relevant population, and to determine the possible causes for differences in terms of variables investigated. A total of 650 prospective Turkish teachers participated in the study. The results point out that, compared to mobile phones, laptops were used more frequently for various purposes, particularly the educational ones. However, in-class use of both laptops and mobile phones for educational purposes was not very common. Mobile phones were used less for educational purposes, but more for communication and entertainment purposes. Though there were statistically significant differences in terms of some purposes, given the lack of practical significance, both male and female prospective teachers can be said to use mobile phones and laptops for various purposes with similar frequencies. The same was also true for the grade variable: all prospective teachers from first to fourth years used mobile phones and laptops for various purposes with similar frequencies in practice. The present study also revealed that, for prospective teachers, connecting to the Internet via mobile phones is not very common and even significantly less common than doing so via laptops. The findings in general suggested a need to raise awareness among prospective teachers about the mobile learning potential of mobile phones in general and in-class use of laptops in particular.Öğe Silent scream: I d Do Not Want to Participate Professor!(Elsevier Science Bv, 2014) Sad, Suleyman Nihat; Ozer, NiyaziThis study aimed to investigate the reasons that prevent pre-service teachers from actively participating in lessons in the teacher training context. Participants were 79 undergraduate pre-service teachers. Qualitative content analysis using Nvivo software revealed that pre-service teachers do not actively participate in lessons because of several reasons which we classified under four main categories. They are, in order of importance, personal reasons, instructor related reasons, course related reasons, and classroom environment related reasons. Though personal reasons were at the top of the list, the most outstanding personal reasons i.e. negative attitudes towards course or department, lack of confidence or fear of making mistakes, and negative attitudes towards instructor were found to be affected mainly by two of the teacher related reasons: instructor's failure to build a good rapport with students and instructor's poor teaching skills in particular. (C) 2013 The Authors. Published by Elsevier Ltd.
