Yazar "San, Sultan" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • Küçük Resim Yok
    Öğe
    Measuring and evaluating the attitudes of secondary school students towards skill-based science questions
    (Routledge Journals, Taylor & Francis Ltd, 2024) Ilhan, Nail; Yurttas, Basri; San, Sultan
    Skill-based science questions are employed in the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) examinations. In T & uuml;rkiye, the implementation of a new question style, designated as skills-based questions, has been observed in the context of the high school entrance examination. The initial objective was to develop an attitude scale towards skill-based science questions (AS-SSQ). The second objective of the study is to examine student attitudes in relation to specific variables. In order to achieve these objectives, the study was conducted using an exploratory mixed-methods research design. The scale items, which were developed for scale, were administered to a sample of 437 secondary school students. Items analysis was conducted, as well as a Cronbach's Alpha and factor analysis. A reliability and validity analysis revealed that the AS-SSQ comprises 20 items and four factors, namely enjoyment, anxiety, skill and confidence. The data set comprised 1,508 secondary school students, and the fit indices of the scale were examined by performing a confirmatory factor analysis with the data obtained. Despite the absence of statistically significant differences in attitude scores according to gender, a statistically significant difference was observed in attitude scores according to grade level. This study provided the development and implementation of a scale to measure attitudes toward skill-based questions.
  • Küçük Resim Yok
    Öğe
    Old habits die hard: Technology acceptance of teachers and police officers
    (Springer, 2025) Karsak, Hanife Gulhan Orhan; San, Sultan; San, Ismail
    The objective of this study is to compare the levels of acceptance of occupational technology among police officers and middle school teachers in the Eastern Anatolia region of Turkey. Analyses based on the UTAUT2 model evaluated the impact of demographic variables, including gender, occupation, age, and tenure, on technology acceptance processes. The study demonstrated that police officers exhibited markedly higher technology acceptance levels than teachers. This finding demonstrates the proclivity of both groups to adopt technology in their professional practices and the discrepancies in the utilisation of these technologies. The findings of the study demonstrate that demographic factors and occupational roles exert a considerable influence on technology acceptance, with these effects being shaped by a range of mediating variables, including perceptions of social interaction and organisational support. In particular, it is emphasized that habits and enabling conditions are important determinants of technology acceptance. By providing a comprehensive framework for understanding technology acceptance processes in educational and legal practice, the study establishes a foundation for future research to examine these processes in depth among different professional groups, especially in developing countries. The results emphasize the necessity for more comprehensive professional technology acceptance strategies and highlight the influence of various demographic and contextual factors on this process
  • Küçük Resim Yok
    Öğe
    Science Teachers' Perceptions and Cognitive Structures About Skill-Based Questions
    (Mdpi, 2025) Ilhan, Nail; San, Sultan
    The study investigates how Turkish science teachers view and understand skill-based questions (SBQs). SBQs aim to assess higher-order cognitive skills, such as critical thinking and problem-solving, in line with global standards like PISA and TIMSS. The data collected via the Word Association Test (WAT) revealed teachers' conceptual frameworks and attitudes toward SBQs. The most frequently associated terms were 'cognitive based' and 'culturally context consistency'. Teachers expressed mixed perceptions, with concerns about SBQs' alignment with international standards, literacy, validity, and the stress they impose on students. Statistical analyses showed that teachers' cognitive structures lack integration, indicating confusion and limited understanding. The findings highlight the need for enhanced teacher training, clearer guidelines and addressing the gaps between policy and practice. This study contributes to educational assessment reforms by emphasizing the importance of supporting teachers in using SBQs effectively.