Anatolian High School Research Articles

Effects of Psychoeducational Program for Reducing Psychological Symptoms on Internet Addiction among Adolescents

This study aims to examine the effects of the psychoeducational program prepared by the researcher for reducing psychological symptoms on Internet addiction among adolescents. The research was conducted with 509 ninth-, tenth- and eleventh-grade students attending an Anatolian High School in Uskudar district of Istanbul province in the academic year of 2014-2015. The Internet Addiction Scale (IAS) and Brief Symptom Inventory (BSI) were used to choose the study group. Lots were drawn among 33 students who scored above the average in both scales to form the 24-participant research group. The participants were randomly assigned to the research groups (experimental, n= 12; control, n= 12). While the psychoeducational program prepared by the researcher was performed to the experimental group, no program was applied the control group. 2x3 (experimental/control groups X pretest/posttest/follow-up test) split plot design was used in the study. Two-factor variance analysis technique was utilized for repeated measures on one factor to determine whether there was a difference between measures and groups in the data analysis. Bonferroni post-hoc test was used to find the source of intergroup difference. According to the research findings, it was seen that effect of intervention x time was significant for all dependent variables of psychological symptoms and Internet addiction (p<.05). Results of Bonferroni post-hoc test and variance analysis showed that the psychoeducational program was effective in reducing psychological symptoms and Internet addiction, and this effect was retentive at the end of 45-day follow-up. The findings were discussed in line with the literature, and recommendations were made for future research.

Measuring Cognitive Behavioral Physical Activity Levels of Students Aged 17-18

This study intended to measure the cognitive behavioral physical activity levels of students aged 17-18 enrolled at different schools. The study population was comprised of the 17-18 age group and the study sample was comprised of 159 students in total n:76 (47.8%) enrolled at 15 Temmuz Şehitler Sports High School and n:83 (52.2%) enrolled at Cumhuriyet Anatolian High School in the province of Niğde. The data was analyzed with Statistical Package for the Social Sciences and the confidence level was 95%. According to the Kolmogrow Smirnov analysis, t and ANOVA tests were used as the participants&amp;rsquo; cognitive behavioral physical activity scores had normal distribution (p&amp;gt;0.05) and Mann Whitney U and Kruskal Wallis tests were used as result expectation, self-regulation and personal obstacles subdimension scores did not have normal distribution (p&amp;lt;0.05).&amp;nbsp; According to the study results, there was no significant difference between the students enrolled at the Sports High School and the Anatolian High School. There was significant difference between the participants aged 17 and 18 considering cognitive behavioral physical activity by school. There was significant difference between the female and male participants in terms of Personal Obstacles. Accordingly, females had higher Personal Obstacles. Considering cognitive behavioral physical activity by gender, there was significant difference between the female and male participants in terms of cognitive behavioral physical activity. Accordingly, males had higher Cognitive Behavioral Physical Activity.

Anadolu Liselerinde Görev Yapan Öğretmenlerin Meslek Etiğine İlişkin Görüşleri

Araştırmanın amacı, Anadolu liselerinde görev yapan öğretmenlerin meslek etiğine ilişkin görüşlerini ortaya koymaktır. Nitel araştırma yöntemlerinden görüşme tekniğine başvurulmuştur. Yapılan görüşmelerde not alma tekniği kullanılmıştır. Veriler, içerik analizine göre kodlanarak tema ve alt temalar oluşturulmuştur.&amp;nbsp; Araştırma sonucunda, öğretmenlerin etik ilkeler konusunda bilgi sahibi oldukları ve etik ilkelere uygun davrandıkları görülmüştür. Öğretmenler öğrenci, veli, meslektaş sorumluluklarını bilmektedirler. Öğretmenler, etik karar verme konusunda, etik ilkeler, tecrübe desteği ve altın kuralı önemsemektedirler. Genel olarak öğretmen meslek etiğine ilişkin kadın öğretmenler erkek öğretmenlerden daha duyarlıdır.

Ortaöğretim Öğrencilerinin Fizik Dersine Ait Motivasyon Düzeylerini Belirlemeye Yönelik Ölçek Geliştirme

Bu çalışmada ortaöğretim öğrencilerinin fizik dersine ait motivasyon düzeylerini belirlemeye yönelik bir ölçeğin geliştirilmesi amaçlanmıştır. Fizik Dersi Motivasyon Ölçeği (FDMÖ)’nin geliştirilmesinde ilk olarak; Tuan, Chin ve Shieh (2005), Dede ve Yaman (2008) ile Glynn vd. (2011) tarafından geliştirilen ölçeklerden yararlanarak madde havuzu oluşturulmuştur. Ardından ölçeğin kapsam geçerliği için eğitim bilimci ve alan eğitimcisi uzmanların görüşüne başvurulmuştur. Uzman görüşü doğrultusunda 55 maddeden oluşan ölçeğin ilk hali oluşturulmuştur. FDMÖ’nün 55 maddelik ilk hali, Türkiye’nin üç farklı bölgesindeki fen ve anadolu liselerinde öğrenim gören 492 ortaöğretim öğrencisine uygulanmıştır. Ölçeğin yapı geçerliğinin belirlenmesi için açımlayıcı faktör analizi (AFA) yapılmış, elde edilen faktör yapısının uygunluğunu test etmek için doğrulayıcı faktör analizi (DFA) gerçekleştirilmiştir. AFA sonuçları 38 maddenin yedi faktörde toplandığını göstermektedir. Yedi faktörün toplam varyansa yaptığı katkı %57.50 olup, faktör yükleri .47 ile .85 arasında değişmektedir. DFA analizi sonucunda elde edilen uyum indekslerinin kabul edilebilir düzeyde olduğu bulunmuştur. Ölçeğin faktörlerinin güvenirliği için hesaplanan Cronbach alpha katsayıları .60 ile .87 arasında değişirken, ölçeğin tümü için Cronbach alpha iç tutarlılık katsayısı .92 olarak hesaplanmıştır. Çalışma bulguları geliştirilen ölçeğin ortaöğretim öğrencilerinin fizik dersine yönelik motivasyon düzeylerinin belirlenmesinde, geçerli ve güvenilir bir ölçme aracı olarak kullanılabileceğini göstermektedir.

Strategies of High School Students to Cope With Stress through Leisure Time

It was aimed in this study to reveal and compare strategies of students of three types of high schools to cope with stress through leisure time. The research population consisted of high school students in Konya province, Turkey. The sample consisted of 280 male and 224 female vocational high school, Anatolian high school and sports high school students. In the study, the Demographic Personal Information Form was used to collect personal information. The “Strategies to Cope with Stress through Leisure Time Scale” (SCSLTS) was used to identify the leisure time strategies. This scale was developed by Iwasaki and Mannell (2000). It was translated into Turkish, and its validity and reliability studies were conducted by Çevik, Özcan and Munusturlar (2018). No difference was found in the strategies of the students to cope with stress through leisure time according to the grade level, income, and maternal and paternal educational level factors. Statistical variations were observed based on the gender and sporting factors (p&lt;.05). There was no statistically significant difference in the mood enhancement dimension depending on the school type factor. However, it was found that the mean scores of the vocational high school students in terms of the dimensions of leisure time friendship and temporary coping ability were higher than those of the students of the other schools, and these differences were also statistically significant (p&lt;.05). The vocational high school students had higher mean scores in the leisure time strategies sub-dimension than the students of other schools. Accordingly, it can be said that the leisure time strategy scores may differ according to the school type and that the students receiving vocational education were more optimistic in determining leisure time strategies than the students of Anatolian high school and sports high school.

Effects of the Flipped Classroom Model on Students' Self-Directed Learning Readiness and Attitudes towards the English Course.

This study aims to investigate the effects of the flipped classroom model on ninthgrade students’ self-directed learning readiness and attitudes towards the English course and identify how the flipped classroom method affects students’ self-directed learning readiness and attitudes towards the English course as well as the potential reasons for these. The study adopted an explanatory sequential design, one of the mixed method research designs. In line with the mixed method approach, quantitative phase of this study utilized pretest-posttest control group quasi experimental design, and the qualitative phase included focus group interviews to collect data. Quantitative data were collected using the “Self-directed Learning Readiness Scale” and “Attitudes towards the English Course Scale”. The study was conducted with 46 ninth grade students who were enrolled in Vocational and Technical Anatolian high school in a city located in the southern part of Turkey in the 2015-2016 education year. Results showed a significant difference between the experimental and control group in terms of self-directed learning readiness and attitudes towards the English course in favor of the experimental group students.According to qualitative findings, the flipped classroom method had positive contributions to students’ self-directed learning readiness and attitudes towards the English course. Quantitative and qualitative findings were found to be parallel with each other.

A Scrutiny on the Aggression Levels of the Students of Sports, Vocational, and Anatolian High Schools

The objective has been set through this study to present and compare the aggression levels in three different High School types. The population of the study was constituted by the High School students in the province of Konya and its sampling group by the 226 male and 190 female students studying at Vocational High Schools, Anatolian High Schools, and Sports High Schools. In the study, demographic personal information form was used in the collection of personal information and Buss-Perry Aggression Scale (BPAS), which was developed by Buss and Perry (1992), whose the validity and reliability study in its Turkish form was performed by Demirtas-Mardan (2013), was used for determining the aggression levels. In terms of the anger dimension depending on the gender factor, no statistical change was observed, while it was determined that the average values for the male students in the physical aggression, hostility, and verbal aggression dimensions were higher than the female students and such changes were statistically significant (P&amp;lt;0.05). It can be said on the basis of the findings of this study that the aggression values of the Secondary Education students did not vary in line with the sportive activities and that the male students have more sense of aggression than female students.

English

In this study, the pedagogical development level of pre-service primary school teachers for science teaching was examined. The participants of the study consist of 135 pre-service teachers from Primary School Teaching Department in Faculty of Education at Pamukkale University. After removing the invalid forms, a total of 128 pre-service teachers participated in the study. Data were collected with “Pre-service Teachers’ Pedagogical Development Scale” developed by Hudson and Ginns and adapted by HacA±omeroAŸlu and Ažahin-TaAŸkA±n. For data analysis, standard deviation, mean, t-test, one way ANOVA were used. Results showed that the pre-service teachers totally agreed they have science teaching skills in general. They totally agreed also with the dimensions (theory, development of children, planning, and practice) of the scale. There was no statistical difference between the pedagogical development levels of the pre-service teachers according to their gender. However, they differ according to the type of high school that they graduated from; other types of high schools (Anatolian Teacher Training High School and Science High School) perceived themselves more efficient than students from Anatolian High Schools in terms of theory and planning dimensions. Key words: Pedagogical development, science teaching, pre-service primary school teacher.

The Effects of Activities and Approachments Intended Performance Improvement on the Students’ Performances in Mathematics

The study presented aims at searching the relation between the learning environment and students’ performances in Mathematics. Data of the 27 week-long research were compiled from 9th grade students at an Anatolian High School. Semi-experimental research modelled pre-test post-test control grouped experimental model was used in the study. Before the application, students’ gaps regarding the subjects were found out and students were supported by it and their initial performances were evaluated by using the developed non-routine problem. During the application, the learning process continued taking the performance variables into consideration in the experiment group whereas the constructivist learning approach was used in the control group in accordance with the mathematics program. Data gained from students’ performance evaluations at the beginning and end of the term, were analysed in order to find out the similarities and differences between the two groups. The findings reveal that there is no meaningful difference in the performance grades of students at the beginning of the term. On the other hand, the average performance grades of the students after the application process show a statistically meaningful difference in favour of the experiment group. Comparisons were made in the experiment group before and after the application.

Cooperative Learning in Acquisition of the English Language Skills

&lt;p style="text-align:justify"&gt;The purpose of the study is to reveal the effect of cooperative learning on language skills in an English course. The study was carried out for 5 weeks with 66 students studying at the 10th grade at an Anatolian high school in the district of Karadeniz Eregli in Zonguldak during the fall term of the 2015-2016 academic year. The design of the study was ‘nonequivalent control groups pre-test post-test’ which is one of quasi-experimental designs. Data were gathered using an achievement test measuring students’ vocabulary knowledge, grammar knowledge, reading comprehension and listening skills. Results showed that cooperative learning had a larger effect on vocabulary knowledge, grammar, listening and reading skills compared to traditional method.&lt;/p&gt;

Analysis of Deviant Friends’ Mediator Effect on Relationships Between Adolescent Risk Behaviours and Peer Bullying, Abuse Experiences and Psychological Resilience

The purpose of this study is to develop a structural equation model that explains the mediating roles of deviant friends in the relationship between high school students’ risk behaviors and their childhood abuse experiences, peer bullying and also psychological resilience levels. For this purpose, data were collected from 562 students who attend Anatolian High Schools in Burdur city center. Ego Resilience Questionnaire, Peer Bullying Detection Questionnaire, Childhood Experience of Abuse Questionnaire, Deviant Friends Questionnaire and Risky Behavior Questionnaire were used as data collection tools in the study. The findings obtained within the framework of structural equation modeling revealed that deviant friends assumed a mediatory role on the relationship between adolescents’ childhood abuse experiences, peer bullying, psychological resilience levels and adolescents’ risk behaviors. It was asserted that, while deviant friends exhibited complete mediatory role between the relationship between childhood abuse experiences and risk behaviors, deviant friends assumed partial mediatory role on the relationship between peer bullying, psychological resilience and risk behaviors. Findings of the study were discussed in context of the literature, and some suggestions were made for future studies.

Development of a Scale to Assess High Schoolers’ Attitudes toward Sustainable Development

The study aims to develop a scale to assess high school students’ attitudes toward sustainable development. For this purpose, 90 Likert-type scale items pertaining to attitudes were initially developed based on existing literature. Further consultations with experts led to a reduction of the item count to 60, followed by a further reduction to 40 items. The scale was administered to 509 students enrolled in an Anatolian high school, a science high school, and an Anatolian religious vocational high school in Akcaabat. The data gathered were analyzed using the SPSS 18.0 statistics package. An item analysis, comprising the item-total correlation test, was performed on the scale, which was followed by a reliability analysis that focused on the Cronbach’s alpha internal consistency factor. Furthermore, factor analysis was performed to determine the validity of the scale. The factor analysis led to the development of a two-factor scale composed of a total of 14 items. The Cronbach’s alpha internal consistency factor of the scale is 0.811. The scale was deemed appropriate for assessing the attitudes of high school students with regards to sustainable development.

Öğrencilerin Temel Liseye Geçiş Nedenleri Üzerine Bir Nitel Çalışma

The aim of this research is to determine from what types of school and for what reasons students transfer to basic high school. In this study, which is a case study, single case study pattern was used. The study reached 255 students, 2 school managers and teachers, and it was conducted in basic high schools in Burdur city center as of spring term of 2015-2016 academic year. Research data collected from students was obtained through the questionnaire consisting of open-ended questions; data collected from teachers and administrators was collected by means of semi-structured interviews. Research data was analyzed using the content analysis. In the research, it was concluded that students transferred from various types of schools to the basic high school, but the highest number of student transition was from Anatolian high schools. It was observed that the reasons for students’ transition of basic high school gather under three themes including basic high school, the previous school before transitioning to basic high school and other reasons.

Effect of Parental Education and Home Educational Resources to Students' Results of PISA Reading Skills Test

The aim of this study is to evaluate whether the results of the PISA reading skills test vary according to educational status of parents and educational opportunities provided by their parents, to students in 7th, 8th and 9th grades. Survey design was used in the study. The population of the study was comprised of 9th grade students in Anatolian High Schools in the province of Zonguldak, and 7th and 8th grades students in the secondary schools of the same province. Student Questionnaire and the PISA Reading Skills Test were used for data collection. According to result of the study, the scores obtained by students in the PISA reading skills test increased as the educational levels of their parents increased. Furthermore, it was also revealed that there was a high correlation between the reading proficiencies of the students and the socio-economic levels of their families. Keywords: PISA reading skills, Parental education, Home educational resources

The investigation of process of teaching function concept in an Adidactic learning environment

This study investigates the learning of the concept of functions in an adidactic learning environment, explains the five phases of the adidactic learning environments defined in the Didactic Situation Theory and their interactions with the milieu generated within the given problem state of the students. It was carried out with 33 ninth grade students from an Anatolian high school in Balıkesir. This qualitative study was designed as a case study. Descriptive analysis was used to analyze the data from students’ worksheets, and the transcriptions of video records in order to investigate the outcomes of an adidactic learning environment in detail. Students’ performances in the teaching process were evaluated with a checklist for problem-solving, construction of function knowledge and interaction with the milieu. The results showed that the basic conditions of an adidactic learning environment were provided, the students with a high interaction with the milieu constructed function knowledge by completing each stage. The students’ display rates for the indicators on the checklist were 70.90 % for problem-solving, 77.77% for construction of function knowledge, and 80.00% for interaction with the milieu.

A STUDY ON THE CORRELATION BETWEEN ORGANIZATIONAL JUSTICE AND ORGANIZATIONAL CYNICISM PERCEIVED BY VOCATIONAL HIGH SCHOOL TEACHERS

Objective of this study is to reveal the level of perceived organizational justice and perceived organizational cynicism of vocational school teachers and whether or not a correlation exists between perceived organizational justice and perceived organizational cynicism. The study has been performed in compliance with the review model. It was actualized with 286 teachers selected by random sampling from vocational schools and technical Anatolian schools in Bagcilar district of Istanbul in the academic years 2016-2017. In the study, Organizational Justice Scale and Organizational Cynicism Scale have been utilized in order to determine perceived organizational justice and perceived organizational cynicism, respectively, as data collection tool. In analyzing data thus collected, SPSS packaged software have been used, and arithmetic mean, standard deviation, Pearson correlation analysis have been made based on the data. According to data analysis results, it has been observed that overall perceived organizational justice and perceived organizational cynicism of vocational school teachers is moderate. A negative high level of significant correlations has been found between perceived organizational justice and perceived lower perceived organizational cynicism of vocational school teachers. Article visualizations:

Organizational Commitment of High School Teachers

The aim of this study is to identify high school teachers’ commitment to school development, colleagues, the teaching profession and sense of duty. The population of this descriptive survey comprised 2,805 teachers working at 47 high schools in Elazığ during the 2016-2017 school year. The study sample was selected through stratified sampling, which aims to identify subgroups in a population and ensure that their size in the sample represents their proportion in the population. The data collection tool was then distributed to 461 teachers working in 12 schools selected randomly from these strata. The data collection tool had two sections. The first had conceptual questions and the second had questions about organizational commitment behaviors. The results showed that high school teachers felt full commitment only to the teaching profession, while they “often” felt committed in other subdimensions and the entire scale. More precisely, the commitment level of science teachers to school development was higher than that of social sciences teachers. Teachers working in the city center had higher commitment to colleagues and school development than those in small towns. Teacher candidates had higher commitment to sense of duty than teachers and specialist teachers. Teachers working at vocational and technical high schools had lower commitment to school development than teachers working at Anatolian high schools, social sciences and science high schools. There was a moderate, negative and meaningful relationship between teachers’ age, professional seniority, professional title and marital status. There was a high, positive and meaningful relationship between the subdimensions and the entire scale. Among the subdimensions, too, there was a moderate, positive and meaningful relationship.

Determination of Factors Related to Students’ Understandings of Heat, Temperature and Internal Energy Concepts

The purpose of this research is to investigate the relationships between high school students’ learning approaches and logical thinking abilities and their understandings of heat, temperature and internal energy concepts. Learning Approach Questionnaire, Test of Logical Thinking and Three-Tier Heat, Temperature and Internal Energy Test were used as data collection tools in this research. All data collection tools were administered to 120 Anatolian High School students. The data collected through these tools were analyzed using descriptive statistics and stepwise multiple regression analysis. According to the results of this research, the variable that best predicts high school students’ understandings of heat, temperature and internal energy is their logical thinking abilities. Students’ logical thinking abilities and their orientations toward meaningful and rote learning predict 41% of the variance of their understanding scores concerning heat, temperature and internal energy. Results of the research indicate the importance of students’ logical thinking abilities and their orientations towards meaningful learning on their understandings of heat, temperature and internal energy concepts.

Turkish Secondary Education Students’ Perceptions of Justice and Their Experiences of Unjustice

The purpose of this study was to identify how secondary education students define the concept of justice, based on which criteria they define their experiences as just/unjust, what they see as the source of injustice, how they feel and how they behave when they face injustice.This study was designed as a qualitative research study. Open-ended questions were asked to the students and they were asked to give detailed answers. Descriptive analysis was used in analysing the collected data. The study group consisted of students studying at 9th, 10th, 11th and 12th grades in different types of high schools (Anatolian High School, Vocational School for Girls, Science High School). A total number of 268 high school students participated in the study. We used convenience sampling to choose the study group.The results of the study indicated that students defined the concept of justice with the “equality, equity non-discrimination, respect, rights and freedoms, conscience, rights, deciding the right, being fair and needs” concepts. The students see grades, school rules and non-communication they experience with their teachers and principals as unjust, so they point the school principals as the source of injustice. Besides, the students indicated that they had negative feelings when they experienced something that is not just but preferred to stay silent.

Fizik Öğretimi Sürecinde Yaşanan Sorunların Değerlendirilmesine Yönelik Bir Çalışma

In the matter of teaching and learning physics lesson, in this study that is conducted to determine the reasons of expressing the lesson as difficult, the reasons of problems faced while teaching physics lesson, and the sources of these problems; and with the aim of making suggestions related to determined cases, case study method has been preferred as depth examination of the process and discovery of cause-and-effect relationships. Participants of the study consist of 60 physics teachers working in 2016-2017 school year, and 180 students taking physics lesson around Trabzon, Van and Denizli. In the research, within the frame of ethical rules the teachers in the participating group have been coded in the form of O01, O02, O03, . . . , O60; and students in vocational high school have been coded in the form of M01, M02, . . . , M60; in Anatolian high school have been coded in the form of A01, A02, . . . , A60, in science high school students have been coded in the form of F01, F02, . . . , F60. In the study, clinical interview has been used as data collection tool. Interviews having with physics teachers and students taking physics lesson have been recorded with tape recorder by permission of the participants. Obtained data after the records were transcribed, have been subjected to descriptive analysis by using NVivo 9 Program. In order to provide reliability of this analysis, consistence of the classifications made by two independent observers has been examined. Consistency relations of codifications of the data acquired from the classification made by two independent observers have been calculated as 0.80 (Kappa Reliability coefficient) by using NVivo 9 Program. In consideration of the results from the interview, reasons of expressing physics lesson as a difficult one, main problems faced with teaching and learning physics lesson, sources of the problems experienced during teaching and learning physics lesson; and the things might be done in order to teach and learn physics lesson better have been stated in the study. Additionally, proposals have been brought forward to minimize the problems might be had during teaching and learning of physics lesson.