Quantitative Dimensions Research Articles

Exploring the interaction of design variability and stochastic operational uncertainties in software-intensive systems through the lens of modeling

AbstractIn software-intensive systems, navigating the complexities that emerge from the interaction of design variability and stochastic operational uncertainties presents a daunting challenge. This paper delves into the dynamics between these two dimensions of uncertainty, offering novel insights about how modeling can contribute to the analysis of their combined impact upon system properties. By elevating the abstraction level at which probabilistic models are conceptualized, our approach enables an integrated analysis framework that considers both structural and quantitative dimensions of design spaces. Through the introduction of novel language constructs, our methodology facilitates the direct referencing of structural relationships within probabilistic behavioral specifications. Furthermore, the adoption of novel quantifiers in probabilistic temporal logic enables evaluating complex properties across diverse design variants, thereby streamlining the assessment of guarantees within the solution space. We demonstrate the feasibility of this approach on four case studies, showcasing its potential to offer comprehensive insights into the trade-offs and decision-making processes inherent in managing different types of structural design variability and operational uncertainties in software-intensive systems.

The Effectiveness of Individual Intervention Based on Reality Therapy in Individuals Under Probation Due to Substance Use

ÖZET The aim of this research is to examine the effectiveness of individual intervention based on reality therapy in individuals under probation due to substance use. While conducting the research using the mixed-method approach, a single-subject experimental design was employed in the research’s quantitative dimension and employed a case study was done in its qualitative dimension. Two females and five males participated in the research. It was found that following the experimental intervention, there was a tendency for all participants to experience an increase in the levels of love/belonging, power and entertainment needs, as well as partially meeting freedom needs and increasing internal locus of control and responsibility levels.

Online Design Thinking Instruction and Changes in Pre-Service Teachers’ Self-Perceptions of Design Thinking and Reflective Thinking: A Mixed-Method Study

It is an undeniable fact that Design Thinking (DT) and Reflective Thinking (RT) skills are among the qualities that must be possessed by every individual, especially teachers, who are one of the most important pillars in achieving the goals of curriculums, in the world of education where digital technology has become a great power. This makes it necessary to carry out studies to develop teacher training programs in this direction. The purpose of the current study is to determine the effect of DT training on the DT and RT tendencies of pre-service teachers and to elicit the opinions of pre-service teachers on this process. The study group consisted of a total of 44 second-year pre-service teachers, 32 female and 12 male, attending the Department of Primary Teaching in a state university. The study employed an embedded design, one of the mixed methods, and qualitative research was embedded within quantitative research. An quasi-experimental method was used in the quantitative dimension of the study, and the case study design was used in the qualitative dimension. In the experimental dimension the study, data were collected by using the “Design Thinking Scale”, “Reflective Thinking Level Determination Scale” and a “Personal Information Form” developed by the researcher. The qualitative data of the study were collected by using a semi-structured interview form prepared by the researcher. At the end of the study, it is believed that online DT instruction may have an impact on pre-service teachers' both DT and RT tendencies, and that pre-service teachers with low reflection and critical reflection tendencies may have benefited more from online DT instruction compared to those with higher tendencies.

Analyzing Perception of Administrators and Teachers on Management of Schools by Values (Kızıltepe Case)

Purpose: The purpose of this study is to analyze the perception of administrators and teachers related to the management of schools according to values in terms of variables of gender, age, seniority, grade, school type, school region and profession type. Design/Methodology/Approach: The research was conducted using mixed method. The population consists of 3338 administrators and teachers working in public and private primary, secondary and high schools in Kızıltepe district of Mardin in the 2021-2022 academic year. The sample of the quantitative part consists of 340 participants determined by simple random sampling technique, while the study group of the qualitative part consists of 10 administrators and 10 teachers selected by maximum diversity technique. The data for the quantitative dimension was collected using the "Management by Values Scale" developed by Yılmaz (2006). To collect the data of the qualitative dimension, a semi-structured interview form developed by the researcher and consisting of six questions was used. T-test was used for the variables of gender, profession type, school region and school type and ANOVA was used for the variables of age, seniority and grade. Tukey Test was used to determine the source of the values which have significant differences. Content analysis was used for qualitative data. Findings: As a result of the analysis of both qualitative and quantitative data, it has been found that the participants have a positive perception about the management of schools according to values. However, no significant difference has been found between the groups according to the variables of gender, age, grade, school type, school region and type of profession. A significant difference has been found between the groups with 1-5 years and 11-15 years of working experience in the seniority variable. Highlights: According to the data obtained from the research and also the literature review, it has been concluded that teachers and administrators have a positive perception that schools are managed according to values. There should be programs to educate managers since there is a substantial need for this based on this research.

Unveiling her perspective: Exploring women's multi-local living arrangements in German cities

Multi-local lifestyles are increasingly shaping current living realities. Earlier German studies identified (work-related) multi-locality as a “male phenomenon” influenced by traditional gender relations. Women, especially during the family phase, are less likely to choose multi-local arrangements, while multi-local women are often childless. As tendencies towards individualization and pluralization have increased in the last years, coupled with the effects of the Covid-19 pandemic, the question is whether (and to what extent) differences between men and woman in multi-local lifestyles persist. Using a representative survey and qualitative interviews with multi-local residents in Frankfurt am Main and Leipzig, the study investigates the quantitative dimension of multi-locality, as well as differences in how this lifestyle is perceived. In this paper, we contribute to a better understanding of the specific multi-local living realities of women and men, as well as the differences in how they are realized and perceived.

The Relationship Between Teaching Motivation of Teachers Working at Science and Art Centers (BİLSEM) and Their Competence in Designing Digital Materials

In this study, the relationship between teaching motivation and digital material design competencies of teachers working in Science and Art Centres (BİLSEM) was examined. Research data were obtained from teachers working in BİLSEMs in the 2022-2023 academic year. In the research, mixed method was used in which quantitative and qualitative data were handled together. In the quantitative dimension of the research, gender and professional seniority differences between digital material design competencies and teaching motivation were examined with the data obtained from 106 teachers working in BİLSEMs across Turkey. In the qualitative dimension of the study, data were collected from 12 teachers working in a BİLSEM in the Western Black Sea Region with a semi-structured interview form. According to the results of the analyses, it was seen that BİLSEM teachers' digital material design competencies were at a high level. Teachers' intrinsic and extrinsic motivation levels were found to be at medium level. No significant difference was found between teachers' digital material design competencies and teaching motivation and gender and professional seniority variables. It was determined that there was a moderate positive relationship between teachers' digital material design competences and their teaching motivation (intrinsic-extrinsic). As a result of the research, it was revealed that teachers need training on current issues such as artificial intelligence, augmented reality, virtual reality.

Ethical aspects of the drug addiction problem

The problem of drug addiction among young people is attracting public attention due to the quantitative dimensions of the phenomenon and some of its qualitative connotations.

Teacher Emotions and Teacher Self-Regulation: Insights from Teachers Perspectives

In this paper, we aimed to explore the connection between teacher emotion and self-regulation, the predictive power of teacher emotions on teacher self-regulation, and factors that influence teachers’ emotions. An exploratory sequential design was adopted in the study. Data was gathered from 403 teachers teaching actively in elementary grades in the quantitative dimension. In the qualitative dimension, a focus group interview was held with eight teachers. The Teacher Emotion Questionnaire (TEQ), The Teacher Self-Regulation Scale, and focus group interview questions were used to collect data. The quantitative data was analyzed through correlational analysis and simple linear regression analysis and the qualitative data was analyzed through content analysis. The quantitative findings demonstrated that teachers' pride and love in the profession significantly predicted teacher self-regulation levels; however, predicted only 2% of the variability in teacher self-regulation. The findings from the qualitative dimension seemed to explain why we did not find significant relationships between teacher self-regulation and teacher emotions. Emotions seem to be unrelated to teaching skills. Instead, the teachers attribute the source of their emotions mostly to external factors and individual characteristics to some extent.

An innovative approach in middle school science courses: effects of collaborative augmented reality activities on motivation, cognitive load, and satisfaction

ABSTRACT This study examines the effects of collaborative augmented reality activities supported by the 5E teaching model on students’ motivation, cognitive load, and satisfaction levels in a science course. In this context, explanatory design, one of the mixed research methods, was used in this study. The research process was conducted with 18 sixth-grade (5 girls and 13 boys) students studying in a private school for four hours a week for four weeks in a science course. In the quantitative dimension of the study, the effects of collaborative augmented reality activities were examined using one group pretest-posttest design through questionnaires and scales, and student views were evaluated through semi-structured interviews as a result. The quantitative data analysis used the Wilcoxon signed-rank test and descriptive statistics methods. Qualitative data were analyzed through the content analysis method. As a result of the study, it was observed that collaborative augmented reality activities positively affected students’ motivation and satisfaction levels in the science learning process. In addition, collaborative augmented reality activities contributed to balancing the cognitive load. In this regard, it can be asserted that students’ learning processes can be made more effective using collaborative augmented reality activities, especially in teaching complex science subjects.

STEM professional development of early childhood teachers

AbstractEarly childhood teachers are critical in promoting young children's STEM learning. However, research indicates that early childhood teachers are unfamiliar with STEM and do not have confidence in their abilities and skills to implement STEM education. Despite this issue, previous research has focused less on early childhood teachers' STEM professional development. This mixed‐method study investigated the effects of the STEM Professional Development Program (SPDP) on 12 early childhood teachers' attitudes toward STEM education, STEM practices, self‐efficacy, and instructional beliefs, which were used as pretest and posttest measures. The quantitative dimension of the study investigated the effects of the SPDP on early childhood teachers' attitudes and STEM practices, self‐efficacy, and instructional beliefs towards STEM education by using the pretest and posttest only, without a control group design. The qualitative dimension, participating teachers' experiences, perceptions about the SPDP, and thoughts about the SPDP's influence on their beliefs, self‐efficacy, and attitudes about STEM were explored using phenomenology design. Quantitative data were analyzed using the Wilcoxon signed‐rank test. Qualitative data were analyzed using content analysis. Results showed that the SPDP positively affected teachers' self‐efficacy for STEM practices, attitudes toward STEM education, and instructional beliefs. Moreover, participating in the SPDP influenced teachers' perspectives on STEM education, supported their learning about STEM content, and increased their awareness of the importance of STEM in early childhood.

Social Network and Organizational Power Distance: A Mixed Method Research on Academic Staff

In the study, which was carried out to compare the perception of organizational power distance of the academic staff working at the university with the social networks they established with their colleagues at the university, the quantitative and qualitative data collection and analysis processes were carried out simultaneously using the Convergent Parallel Design, one of the mixed methods research designs, and the results of the data analysis were integrated. This research compares the organizational power distance perceptions of the faculty members working at A University, a public university in Turkey, with the social networks they have established with their colleagues at the university. In the quantitative dimension of the research carried out with the mixed method, the research population consists of 1848 academic staff working at A University, one of the public universities in Turkey, in the 2020-2021 academic year. The research sample consists of 319 academic staff. 385 academic staff from 30 academic units, 14 faculties, and 16 colleges/vocational schools, were included in the research. In the qualitative dimension of the research, 27 of 34 academic staff working in the C Department of the B Faculty of the A University were included in the study group. Convergent Parallel Design was used in the research; within this context, the quantitative and qualitative data collection and analysis processes were carried out simultaneously and the data analysis results were integrated. The quantitative data were analyzed with the SPSS 21 program, the participants' views on organizational power distance were analyzed with the MAXQDA 2022 program, and social network analysis data were analyzed with the UCINET 6.0 program. According to the research findings' conclusion, the academic staff's general social network tendencies in the quantitative dimension were high, and the participants had the highest perception of "liking to connect." It was determined that the academic staff's general organizational power distance perceptions were at a moderate level, and the participants had the highest perception of "acquiescence of power." Another conclusion was that the social network tendencies of academic staff did not differ according to the academic title variable. However, the organizational power distance differed significantly in favor of research assistants. It was revealed that there was no statistically significant relationship between the general social network tendencies of the academic staff and their perception of organizational power distance. In the qualitative dimension of the study, it was observed that the participants expressed their opinions on organizational power distance mostly in terms of accepting power and least in terms of consenting to power. Social network analysis revealed that the professional network had a denser structure than the friendship network, but the friendship network had more structured and stronger ties. In social networks, professors and research assistants were found to be at the center of the network. The study observed that the results of quantitative and qualitative data analysis confirmed each other at many points. This study is expected to contribute to the literature, policymakers in higher education management, university senior management, academics, and researchers.

Are profiles of job insecurity associated with health-related indicators among faculty in Swedish academia?

Job insecurity is a work stressor associated with various health-related impairments. As concerns about the ubiquity of job insecurity in academia have become increasingly prominent, the potential implications of job insecurity for the health and well-being of faculty require attention. Specifically, these implications may vary between groups within academia, yet little is known about such variations, particularly with respect to different indicators of health and well-being. This study aims to identify and examine profiles of job insecurity (including quantitative and qualitative dimensions) in relation to exhaustion, depressive symptoms, well-being, and work-family conflict among faculty in Sweden. Self-reports in questionnaires were collected in 2021 from a representative sample of faculty, with a doctoral degree, working in Swedish public higher education institutions (N = 2,729 respondents; 48% women; average age: 50 years; 82% born in Sweden). Latent profile analysis was conducted to identify profiles of job insecurity, followed by statistical comparisons on demographic covariates and health-related indicators across profiles. The latent profile analysis revealed five job insecurity profiles: the moderately insecure (n = 215), the secure (n = 1777), the secure; quality-concerned (n = 406), the insecure; employment-concerned (n = 177), and the insecure (n = 154). Twelve percent of the sample was identified as vulnerable, particularly the insecure profile, where these individuals may be most at a risk for exhaustion disorder and depression. Among faculty in Sweden, quantitative and qualitative dimensions of job insecurity appear to be closely connected, with the qualitative dimension seemingly more informative for health-related indicators.

Describing group evolution in temporal data using multi-faceted events

Groups—such as clusters of points or communities of nodes—are fundamental when addressing various data mining tasks. In temporal data, the predominant approach for characterizing group evolution has been through the identification of “events”. However, the events usually described in the literature, e.g., shrinks/growths, splits/merges, are often arbitrarily defined, creating a gap between such theoretical/predefined types and real-data group observations. Moving beyond existing taxonomies, we think of events as “archetypes” characterized by a unique combination of quantitative dimensions that we call “facets”. Group dynamics are defined by their position within the facet space, where archetypal events occupy extremities. Thus, rather than enforcing strict event types, our approach can allow for hybrid descriptions of dynamics involving group proximity to multiple archetypes. We apply our framework to evolving groups from several face-to-face interaction datasets, showing it enables richer, more reliable characterization of group dynamics with respect to state-of-the-art methods, especially when the groups are subject to complex relationships. Our approach also offers intuitive solutions to common tasks related to dynamic group analysis, such as choosing an appropriate aggregation scale, quantifying partition stability, and evaluating event quality.

Social Studies Integrated STEM (SSTEM): A Mixed Method Research

This study is the evaluation of the social studies course taught with SSTEM implementations on the attitudes of the 4th grade primary school students towards Social Studies discipline, on the 21st century learning and renewal skills, as well as the evaluation of the social studies lessons conducted with SSTEM based on the views of elementary school students. Embedded design, one of the mixed research methods, was used in the research. In the quantitative dimension of the study, the pretest-posttest experimental design with control group was used, and in the qualitative dimension, the basic qualitative research design was used. The study group of the research consists of 40 primary school 4th grade students. The data in the quantitative part of the study were obtained by using the “Social Studies Attitude Scale” and the “21st Century Learning and Renewal Skills Scale”. In the qualitative aspect of the research, data were collected with a semi-structured interview form, student diaries, engineering design diaries and researcher diaries. For the interviews, data were collected through a semi-structured interview form from 9 students with good-medium-low academic achievement, selected from the experimental group, with maximum variation sampling, one of the purposive sampling methods. Experimental application lasted for 6 weeks, and lessons were carried out with SSTEM implementations in the experimental group of the research. Mann Whitney U in comparisons between groups in the analysis of quantitative data; Wilcoxon signed-rank test was used for intragroup comparisons, and descriptive analysis was used in the analysis of qualitative data. As a result of the research, it was concluded that SSTEM education approach implementations affected their attitudes towards social studies lesson positively, and 21st century skills such as creative thinking, cooperation, communication and problem solving changed positively while students were doing SSTEM implementations. In line with the results obtained from the research, it has been suggested that similar studies can be carried out not only with the science, technology, engineering and mathematics disciplines that make up the STEM disciplines, but also in all disciplines and all education levels, in order to use the SSTEM education approach more widely and efficiently.

The Effect of Digital Storytelling Activities on Prospective Teachers’ Attitudes Towards Digital Writing

Digital storytelling includes a writing process that is conducive to enhance writing skills at various stages of the educational process. By incorporating elements such as text, video, visuals, and sound, students create digital stories through applications on computers, mobile phones, and other digital platforms, employing multimedia formats. This approach leverages multiple media components, appealing to different senses within the digital story, and aims to aid in the retention of learning. The purpose of this study is to determine the impact of digital storytelling activities on preservice teachers' attitudes toward digital writing and to gather their perspectives on the process. A mixed-method approach, combining both quantitative and qualitative research methods, was adopted for this study. The quantitative dimension adopted a single-group pretest-posttest experimental design, whereas the qualitative dimension involved evaluating the preservice teachers' reflective journals on the process. The study was conducted with students (n=31) from the primary education department of Faculty of Education at Pamukkale University. Research data were collected via the "Attitude Scale for Writing in Digital Environments (DOYAT)," developed by Kırmızı, Kapıkıran, and Akkaya (2021), and the participants' reflective journals. The study was implemented over eight weeks, with sessions held twice per week. Upon comparing the pretest-posttest results and the journal findings, it was observed that digital storytelling activities positively influenced preservice teachers' attitudes toward digital writing. Findings from their reflections indicate improvements in their digial competencies, digital writing skills, and social skills. On the other hand, participants reported facing challenges in editing images, adding sound, structuring stories, and sequencing transitions. The process of creating animations for digital stories emerged as the most time-consuming difficulty for the preservice teachers.

Organizational Innovativeness: The Role of Innovation Adoption Capability

Organizations develop capabilities to manage activities and generate value for their customers. This study focuses on the adoption capability of innovation adopting organizations. Adoption capability is a complex, and multidimensional concept that includes a high level of uncertainty, making it difficult to measure. This study attempts to find a systematic methodology to measure the innovation adoption capability of firms, through which management can monitor and evaluate a firm’s strengths and weaknesses in each capability dimension compared with competitors, predict their future needs for improvements, and plan necessary activities to stay competitive in the market. The proposed model considers multiple quantitative and qualitative adoption capability dimensions simultaneously and utilizes a relatively comprehensive set of adoption capability elements by developing 35 items and classifying them into six dimensions. This study uses the fuzzy weighted aggregated sum product assessment (WASPAS) method as a multi-attribute decision-making (MADM) approach. The model is applied to three competing firms in the consumer electronics sector, and the results are discussed.

The effect of Philosophy for Children (P4C) activities on the development of moral perception and social rules of preschool children

The purpose of the study was to examine the effects of P4C implementations on children's perceptions of moral and social rules. The study was carried out with a total of 48 children aged five years old, 23 of them in the experimental group and 25 of them in the control group, attending a public school in the 2023–2024 academic years. A quasi-experimental design was used in the research, and the fully mixed sequential equal status design, one of the mixed research typologies, was applied. The Preschool Children's Conceptions of Moral and Social Rules Scale was applied in the quantitative dimension of the research, and observation, interviews, and anecdotal records constituted the qualitative data collection dimension. Briefly, after the implementation process, the experimental group's perception of moral and social norms improved. In the current study, a substantial difference between the children's moral rule and social rule perceptions after the P4C sessions was discovered when the experimental group's moral rule and social rule perception scale scores were analyzed before and after the implementation. A noticeable improvement in cognitive and social-emotional development was seen. It was determined that positive behaviors improved, particularly in moral situations requiring tolerance, in the experimental group. The study came to the conclusion that teaching children philosophy helps them enhance their critical thinking skills.

The Effectof Integrated Turkish and Science Activities in Pre-School Education on Children's Environmental Perception

Purpose of the Study: The purpose of this study is to determine the effect of integrated Turkish and science activities in the preschool period on children's environmental perception. Materials and Methods: In the qualitative dimension of the mixed method, a phenomenological design was employed, while in the quantitative dimension, a quasi-experimental design was used. Thestudy conductedwith 20 children.In the experimental procedure, children in both the experimental and control groups were asked to draw an environment picture, and one-on-one interviews were conducted with the children regarding their drawings. The drawings were evaluated using DAET-R and were attempted to be transformed into qualitative form with yellow and blue color tones. Findings: In the final tests, experimental groups’ figures increased in the drawings. It was found that the final test drawings of the children in the experimental group were related to the illustrated books used in the integrated activities. Key Points: As a result of the study, it was determined that the change in environmental perception of the children in the experimental group, where integrated Turkish and science activities developed with illustrated children's books were applied, progressed more prominently compared to the children in the control group.

Enhancing Qualitative and Quantitative Data Linkages in Complex Mixed Methods Designs: Illustrations from a Multi-Phase Healthcare Delivery Study.

While mixed methods research is increasingly used to examine determinants of unwarranted variability in healthcare delivery and outcomes, novel integrative approaches are required to meet the needs of mixed methods healthcare delivery research. This article describes novel refining strategies that enhance the linkage between qualitative and quantitative dimensions of a mixed methods healthcare delivery research study. Leveraging our study experiences, this paper demonstrates several refining strategies: (1) using mediated allocation concealment to facilitate qualitative sampling; (2) informing qualitative inquiry through quantitative analytics; and (3) training and immersing multidisciplinary researchers in qualitative data collection and analysis. Developing and implementing strategies in mixed methods healthcare delivery research could advance methodological rigor and strengthen multidisciplinary collaboration.

The Effect of K-12 Engineering Education Focused Professional Development Program on Science Teachers Teaching Engineering Self-Efficacy

The study aims to investigate the influence of the online professional development (PD) program focused on pre-college engineering education on science teachers’ teaching engineering self-efficacy. A nested mixed research design was employed to conduct the study, in which the basic qualitative design was integrated into a weak experimental design and data collection was interrelated. The quantitative dimension of the study utilized the engineering teaching self-efficacy scale, while the qualitative dimension utilized the teachers' reflections as a data collection instrument. Fourteen science educators were selected through purposive random sampling in a province in the Black Sea region of Türkiye. The study's results suggested that the self-efficacy of science teachers in teaching engineering was significantly enhanced by the PD program, which focused on engineering education. The qualitative results were consistent with the quantitative results. Considering the study's results, practitioners and researchers were provided with suggestions for future research in the field of teacher education or PD programs.