Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment
Croatian Journal of Education Vol.21; No.1/2019, pages: 345-375
This study was conducted to determine whether there is a relationship betweenacademic volitional strategies and academic achievement in a flipped learning environment. Academic achievement entails an environment where students exert self-discipline on classroom tasks. By using volitional strategies, learners can enhance engagement on academic tasks and complete assignments more efficiently. Undergraduate students enrolled in a teacher education programme at a higher education institution in Turkey participated in the research. Academic Volitional Strategies Inventory (AVSI), with α = .87 internal consistency, was applied to a group of students. The obtained data were explored through Pearson correlation. The results showed a statistically significant positive relationship between AVSI scores and academic achievements (r =.39, p=<.05). Hence, volitional skills and academic achievements act in concert in a teacher education programme.
Career Choice: Motivations and Perceptions of the Students of Education
Anthropologist, 21(1,2): 143-155 (2015) International Journal of Contemporary and Applied Studies of Man
In Turkey as well as in other countries, choosing an occupation is a lifelong process. Motivations and perceptions of students are of great importance when they choose an occupation that they think is best for them. This paper investigated the motivations for choosing teaching as a career and the perceptions of the teaching profession among 315 first year undergraduate students of a state university in Istanbul. It employed a nonexperimental survey research design involving quantitative and qualitative approach. Two open-ended questions were used to obtain authentic and spontaneously expressed responses: (a) What is your primary motivation for choosing teaching as a career? (b) What is the first phrase(s) (in terms of a proverb, a quotation, a saying or a cliché) about teachers and/or teaching that come to your mind? Results revealed that their main motivations of the freshmen students were having a worthwhile job/career; a stable salary; helping children and touching their lives; and personal satisfaction and improvement. Moreover, the respondents tended to perceive teaching as a profession that is ideal for women, comfortable, sacred, and relatively low-paid.
The Learning Styles and Personality Traits of Undergraduates: A Case at a State University in Istanbul
Anthropologist, 18(2): 591-600 (2014) International Journal of Contemporary and Applied Studies of Man
This paper investigated dominant learning styles and personality traits, and their relationships among 224 undergraduates. It employed a quantitative research approach with a descriptive statistical method. Three instruments in the form of questionnaires were used to collect data: A demographic data form; a learning style inventory (Kolb’s Learning Style Inventory); and a personality trait inventory (The Big Five Inventory). Statistical Package for the Social Sciences (SPSS, version 17.0) was used for statistical analysis. Results indicated that the most frequently occurring learning style was ‘assimilator’, and there was no significant relationship between the various learning styles and gender, department, or Grade Point Average (GPA). Further findings indicated that the most frequently occurring personality trait was ‘agreeableness’, and there was no significant relationship between their personality traits and gender, department, or GPA. Finally, there was no significant relationship between the students’ learning styles and their personality traits.
Purposes and Identities of Higher Education Institutions, and Relatedly the Role of the Faculty
Eurasian Joumal of Educational Research. Issue 40, Summer 2010, 17-31
Problem Statement: The purposes of Higher Education Institutions (HEls). their identities. the knowledge transnlitted, and the roles of the academicians working in those institutions have been investigated recently by several researchers. HEIs are considered as if they have outlived their usefulness in the classic sense, because knowledge has acquired a more utility oriented meaning today than culture-oriented. Modern beliefs about their purposes caused universities to steer towards functional curriculums, downplaying the classic ones. With its policies, programs and practices designed to help students prepare for a better job or meet state, regional, and local economic needs, higher education is now perceived as a private benefit rather than as a public good.
Purpose of the Study: This paper investigates the outcomes of a study describing the perspectives of academicians working in the faculty of education of a state university about the purposes and identities of HEls, the knowledge that is cre-ated and transmitted in those institutions, and the roles of the faculty members in relation to the above-mentioned issues.
Motivation and demotivation of university teachers
Teachers and Teaching: theory and practice Vol. 14, Nos. 5-6, October- December 2008, 515- 530
Teachers make up one of the lowest income groups in Turkey. Research tells us that with their large class s izes, poor structural and physical characteristics o f the classes, and the inadequate professional conditions offered to teachers, education at the university level is not up to nnodem standards. The aim of the study reported in this paper is to examine sources o f motivation and demotivation among teachers at a public university in Istanbul. Three hundred teachers (M = 112,. F = 188) aged between 33 and 65, were asked two open-ended questions regarding their motivational and demotivational tendencies towards their profession. Motivating aspects/factors of teaching have been compressed and categorised under four main units: Students, Career, Social Status and Ideals. Demotivating aspects/factors have been compressed and categorised under five different headings: Students, Economics, Structural and Physical Characteristics, Research and Working Conditions. Results show that students are the main source o f motivation and demotivation for university teachers. Besides students, while career is a secondary motivational factor, economics and research are secondary demotivating factors.
TEACHER OCCUPATIONAL STRESS IN ISTANBUL
Emerging Thought and Research on Student, Teacher and Adminsitrator Stress and Coping, pp. 133-144 Copyright @ 2007
This article presents findings from a study of teacher stress carried out in Istanbul, Turkey. A survey design was used and 152 teachers were given the Turksih translation of The Teacher Stress Inventory (TSI) (Fimian, 1988). Teachers in this study reported high stress levels. They perceived their role as impacted by a heavy work load, low salary, and poor student work ethic. Using subject demographics significant differences were exploded: female teachers reported higher stress levels than males and married teachers felt more stressed than single teachers. Moreover, analysis of the TSI revealed differences in reported levels of stress between teachers working in state, private, and university.
English in Turkey
World Englishes, Vol. 24, No. 2, pp. 253- 265, 2005
This paper offers a sociolinguistic account of the functional range and status of English in Turkey by discussing its role in national education policies as a reflection of governmental acquisition planning, by looking at societal attitudes towards the presence of English in Turkish life, and by examining borrowings from English by the Turkish mass media as examples of unplanned language spread. The paper examines in detail the role of English in different levels of national education, including its role in Turkish academia., as an indication of the status of English in the country. It then discusses societal and individual attitudes towards English and its role in the workplace. Finally, the use of borrowings from English by Turkish mass media is discussed with examples. The paper discusses how English has become yet another divide between the wealthier, educated urban populations and those belonging to other socioeconomic and geographic groups.
Considering ·Gender with Attitudes and Motivation of EFL Students
Yabancı Dil Ogrencilerinin Tutum ve Güdülerinde Cinsiyet Farkı
Education and Science 2003, Vol. 28, No I 30 (75-82)
This study aims to examine the influence of gender of Turkish srudents on their attitudes and motivation towards foreign language learning. It investigates the following factors: attitudes towards the British and Americans; .motivational intensity; interest in foreign languages in general; attitudes towards learning English; instrumental and integrative orientation; English class anxiety; family encouragement; the English teacher and course. An adapted version of Gardner's (1985) Attitude Motivation Index (AMI) was used. Quantitative results incicate that female students have higher motivation than the male ones in the following factors: attitudes towards the British. motivational intensity, attitudes towards teaming English and languages in general, integrative attitude and attitudes towards the English teacher. With the rest of the factors no difference of gender has been found.