Secondary Schools In Turkey Research Articles

Evaluation of adolescents' cardiovascular health behaviors and health literacy levels in Turkey

PurposeThe study aimed to examine the relationship between cardiovascular health behaviors and health literacy levels of adolescents. Design and methodsCross-sectional design was used in this study. The sample consisted of 1228 students from two secondary schools in Turkey. The study data were collected in 2020. The data were collected via the Cardiovascular Health Behavior Scale and the The Health Literacy Scale. ResultsCardiovascular Health Behavior Scale for Children mean score was 56.07 ± 10.80. The Health Literacy Scale total mean score of the students was 30.93 ± 5.31. The mean scores of the Cardiovascular Health Behavior Scale for those who were 14 years old, female, studying in the 8th grade, whose parents were primary school graduates, and presence of a person who has had a heart attack in the family were found to be statistically significantly higher. The average health literacy score of students who were female, high income, and who had parents with a baccalaureate or graduate degree was found to be statistically significantly higher. The Cardiovascular Health Behavior Scale and The Health Literacy Scale showed a weak negative correlation. ConclusionsThe cardiovascular health behaviors and health literacy of adolescents were found to be moderate. In order to improve adolescents' health literacy and help them develop good cardiovascular health habits from an early age, interventions should be planned and overseen in collaboration. Practice implicationsAdolescent health promotion requires that nurses assess adolescents' cardiovascular health behaviors and health literacy levels. To achieve the objectives of enhanced cardiovascular health behaviors and better health literacy, parent cooperation is also required.

How national and school cultural factors influence the link between distributed leadership and collective teacher innovativeness: Testing a multilevel moderated mediation model

AbstractThis study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to estimate the structural links between our study variables. Our results showed significant indirect effects of DL on CTI via SSC. The findings also extend the literature by suggesting the significant moderator role of COL on the indirect link between DL and CTI via SSC. We discuss implications for policy and practice.

The Roles of Collective Teacher Efficacy and Commitment in the Relationship Between Turkish Language Teachers’ Job Satisfaction and School Principal Distributed Leadership

The purpose of the current study was to investigate the relationship between principal distributed leadership and teacher job satisfaction, with the mediating role of collective teacher efficacy. It also investigated the moderating role of teacher commitment in the link between collective teacher efficacy and teacher job satisfaction. Drawing data from a sample of 338 Turkish language teachers in secondary schools in Turkey, the current study employed a cross-sectional survey design. Moderated mediation structural equation modeling was utilized to analyze the data. Results provided a moderate direct association between distributed leadership and teacher job satisfaction and an indirect relationship mediated by collective teacher efficacy. Researchers also found the moderating role of teacher commitment in the relationship between collective teacher efficacy and teacher job satisfaction to be positive and significant. Results provide evidence from a non-Western developing context and Turkish language teachers, contributing to the global knowledge base by confirming the positive and direct link between distributed leadership and teacher job satisfaction while highlighting the significant mediating role of collective teacher efficacy between these two constructs and the moderating role of teacher commitment in reflecting this role in teacher job satisfaction. Implications for policymakers and practitioners are discussed.

Poem Selection and Text Processing in Secondary School Turkish Textbooks

Starting at the school level, language education develops comprehension and expression skills. It is important to develop literacy skills as it is the basic way of acquiring information. Native language textbooks created with a text-based approach are an integral part of this process. Accurate, qualified, and purposefully selected texts help achieve the objectives of language education, especially comprehension. In Turkey, the Turkish language courses offered in secondary schools to develop comprehension and expression skills aim to develop both the students’ native language competencies and their higher-level cognitive skills such as critical thinking, analysis, synthesis, and evaluation along with their language skills. Since its inception in 2019, the Turkish Curriculum limits the selection of texts for textbooks to a framework that represents informative, narrative, and poetic structures. Due to the scarcity of studies on poetry and its teaching process, this study aims to determine the general view of the teaching process of poems in secondary school Turkish textbooks. Additionally, the study examines all the textbooks to be used in secondary schools in Turkey in the 2022–2023 academic year. The research model is a basic qualitative research design, and data were collected through document analysis. The analysis concluded that course books attempted to make students understand the poems in middle school Turkish textbooks, especially with open-ended questions in the process of comprehension education, and were limited to investigating the meanings of unknown words, explaining the content, determining the subject and main emotion, and trying to recognize some figures of speech.

The Effect of Augmented Reality Technology on Middle School Students’ Mathematic Academic Achievement, Self-Regulated Learning Skills, and Motivation

This study aimed to investigate the effects of augmented reality (AR) applications in geometry teaching on academic achievement, self-regulated learning skills (SRLS), and motivation of secondary school students. The research was carried out on students in the eighth grade at a state secondary school in Turkey. The research was carried out according to the quasi-experimental design with the pretest-posttest control group, including 20 students in the experimental group (EG) and 20 in the control group (CG). While geometry teaching supported by AR applications was carried out with the EG students, traditional education was carried out with the CG students. Within the scope of the mathematics course, the achievements of the three-dimensional geometric objects unit in the curriculum were discussed. As a result of the analysis, it was determined that the difference in achievement test, self-regulated learning scale, and motivation scale scores between the groups was statistically significant in favor of the EG students. The study’s qualitative findings show that the AR application is fun and interesting for the students and positively affects academic achievement and active participation in the lesson. The research results were discussed according to the results in the literature, and suggestions were made for new research and applications.

How Does the Parental Test Anxiety Affect the Test Anxiety of the Student: A Cross-Sectional Study in Secondary Schools in Turkey

How Does the Parental Test Anxiety Affect the Test Anxiety of the Student: A Cross-Sectional Study in Secondary Schools in Turkey

Psychometric properties of pandemic awareness scale for students aged 8–12: The case of COVID-19

It is very important to show awareness in order to reduce the health risks posed by pandemics. In Turkey, primary and secondary schools, which were kept closed until September 2021 due to COVID-19, were reopened and students were expected to show awareness to avoid contamination. Therefore, it became even more important to reveal the awareness level of these students. In this study, it was aimed to develop a tool that could measure the awareness of the pandemic in general, and the awareness of COVID-19 in particular, of 8–12 year-old students. For this purpose, the data of the study were obtained during the period when primary and secondary schools in Turkey started face-to-face education (15 September 2021–15 October 2021). The data of the study were gathered from 466 primary (3rd and 4th grades) and secondary school (5th, 6th and 7th grades) students studying in different cities (13 cities) of Turkey, districts and villages of these city centers. The data were randomly divided into two equal data sets. Parallel and exploratory factor analysis were performed with the first data set. As a result of analysis, a single factor model with 12-item was obtained that explained approximately 44% of the variances. This model was tested with confirmatory factor analysis using the second data set. As a result of the tests, it was found that the model fitted well (RMSEA = 0.073, SRMR = 0.050, CFI = 0.93, TLI = 0.91 and GFI = 0.93) and a tool Pandemic Awareness Scale (PAS) was reached. In addition, it was seen that the scale showed measurement invariance in terms of gender, and partial measurement invariance according to school type. It was found that the reliability of the scores obtained from the scale was high. With this scale, COVID-19 awareness of students aged 8–12 could be measured, as well as the awareness of the same age group in pandemics with similar characteristics.

Examining the Effect of Elementary School 5th Grade Subject of Extraction on Readiness for Integers

The concept of number sense first appeared theoretically in the report published by NCTM in 1989. Although it is an important concept that includes the meaning of numbers and the relationship between numbers, it is very difficult to make a clear definition of it. This could also be true for the concept of integer, which we cannot place in our world of meaning in daily life or which we have difficulty in finding an equivalent for. For integers that have an abstract world of meaning, a misconception may occur between the integer sign and the sign used for operation. In this respect, this study aimed to examine the effect of subtraction, which can create pre-learning, on the concept of integers. Moreover, it was requested to demonstrate that the operational knowledge used by students in subtraction can be utilized in teaching integers. A total of 17 students studying in the 5th grade of a secondary school in Turkey participated in the study. As the research design, the action research method, one of qualitative research methods, was used, and the data were collected with the trilogy technique. The data obtained were analyzed using descriptive analysis and content analysis. The findings revealed that the teaching technique of subtraction opened the door for students to form and make sense of the concept of minus. In this context, it is recommended to provide mathematical skills in a cumulative manner.

Evaluation of the CEFR framed English language curriculum in primary and secondary schools in Turkey: teachers` perspectives

The current English language curriculum in primary and secondary schools in Turkey has been framed by The Common European Framework of Reference for Languages (CEFR) in an endeavour to bring in a more communication-oriented perspective on language education. This study aimed to evaluate the CEFR framed curriculum from the perspectives of teachers who apply it in the classroom. An exploratory sequential mixed method research design, which encompassed a 40-item questionnaire (100 participants), a 25-item semi-structured interview (6 secondary and 3 primary school teachers), and document analysis, was employed in primary and secondary schools in Sultanbeyli, Umraniye, and Besiktas districts of Istanbul. The results showed that lack of knowledge about the CEFR and the contextual factors such as overcrowded classrooms and limited class contact hours greatly affected the implementation phase of the curriculum. It was also revealed that there is a remarkable mismatch between the language education policy (communication-oriented) and the classroom practices (exam-oriented). The findings of this study implied that teachers need ongoing in-service training about the CEFR framed curriculum to enhance their understanding of the implementation of its principles in the classroom. The implications of the study, most notably the need for well-tailored in-service training, are also discussed.

An Investigation of Social Acceptance Levels of Students with Typical Development toward Their Peers with Special Needs in terms of Certain Variables

The aim of this study is to investigate the level of social acceptance of students with typical development in inclusive classes towards individuals with special needs in terms of certain variables. In this study, the screening model was used, which is one of the quantitative research methods. The reason for choosing the screening model in the research is to determine the relationship between different variables such as gender, parents' education level, and whether there is a disabled person in the student's immediate environment and the level of social acceptance. In the 2019-2020 academic year, 1083 6th, 7th, and 8th grade students in inclusive classes in public secondary schools in Turkey participated in the study. The Social Acceptance Scale developed by Arslan (2010) with an internal consistency coefficient of .93 was used. The statistical package was used to analyze the data. The results of the study revealed that there was a significant difference in social acceptance levels of students with typical development towards their peers with special needs (p˂0.001) according to the variables as ge nder, father's education level, grade level, the presence of disabled people among relatives, previous attendance of kindergarten and nursery in the past, family status. However, it was found out that there was no statistically significant difference between the mother’s level of education of the students with typical development and their social acceptance levels towards their peers with special needs.Keywords:Social acceptance, inclusive education, peer, typically developing student

An Examination of Academically Successful Secondary School Students’ Aspirations with Regard to Potential Human Capital Flight (Brain Drain)

The main goal of this study is to determine the extent to which academically successful students studying in secondary schools in Turkey that only accept students scoring in extremely high (94th-99th) percentile on standardized tests harbor intentions to emigrate from Turkey in the future. In addition, a secondary goal is to examine why they intend to carry out the various academic work, scientific work, cutting-edge technological research, and/or plans, patents, and discoveries related to R & D that they have already designed or plan to do in the future in different countries, i.e. why they intend to emigrate. The study was designed in accordance with qualitative research methods; three different groups were defined in order to obtain three sets of data. The first set of data was collected from 40 students from a school in Ankara that only accepts students who score in the 99th percentile or higher on the LYS-TEOG [LYS=Undergraduate Placement Exam; TEOG= Transition From Primary to Secondary Education Exam), the second set of data was obtained from a total of 98 students from a school that accepts students whose scores range from the 97th to the 99th percentile on the LYS-TEOG, and the third and final set of data was collected from a total of 56 students from a different school, one that accepts students whose scores range from the 94th to the 96th percentile on the LYS-TEOG. NVIVO 11, a qualitative data analysis computer software package, was used during the analysis of the findings; content analysis was the preferred research method. The findings of the study indicate that a large percentage of the most academically successful students in Turkey intend to emigrate as a direct result of the lack of trust in their own country, non-merit-based hiring standards & administrative decisions, the perception that science and research are not highly valued in Turkey, and concerns over the lack of support for workers and researchers alike.

Why Do Teachers Fear? Investigating Teachers' Perceptions of the Culture of Fear through Mixed Methods Research

This research aims to reveal the source of fears by examining various variables of teachers' perceptions of fear culture. The study employed an explanatory approach of mixed methods research. Quantitative data were obtained through the "Culture of Fear in Schools Scale," while qualitative data were gathered through a semi-structured interview form. Quantitative data were collected from 325 teachers working in primary and secondary schools in Turkey, selected via the simple random sampling method. Qualitative data were collected from 15 teachers selected using the maximum variation sampling method. Many contradictions have emerged between the quantitative and qualitative findings in the study. While quantitative findings show that teachers experience low levels of fear originating from administrators, colleagues, and legal processes, qualitative results show that teachers experience these fears more prominently. In addition, based on the variables of gender, marital status, seniority at the current school, employment status, and professional seniority, a statistically significant difference was found between teachers' perceptions of the culture of fear. In conclusion, the research provides some evidence for the existence of a culture of fear in schools. In addition, some critical implications regarding the origin of teachers' perceived fears were discussed for future research, practitioners, and policymakers.

The Effects of Augmented Reality Applications on Secondary Students' Academic Achievement in Science Course

The aim of this study is to investigate how the use of augmented reality (AR) applications in educational environments affects students’ achievement levels. The study was carried out through two dimensions; a quantitative and a qualitative aspect. The study was conducted with 7th-grade students in a public secondary school in Turkey as part of a science course. For this purpose, AR applications and activities were implemented that were suitable for the topic of Astronomy. The quasi-experimental model and one of the quantitative research methods were used for the study. As data collection instruments an achievement test and an interview form were made use of. AR activities were used for teaching in the experimental group, while the traditional method for the control group. The quantitative results of the study showed that there was a significant difference in the achievement level of learners in favor of the experimental group. The interviews with the students revealed that the AR applications used in the course were interesting, that they increased interest, desire, and motivation in class, and that they facilitated learning. However, students indicated that the cost of the AR materials was high, that they had difficulty in obtaining the materials, and that they sometimes had technical problems. Another limitation was expressed as that the excess the number of students makes it more difficult to take the advantage of AR activities. Students suggested that lowering the cost of AR materials and using them in other lessons can be more effective in learning environment.

Subject-oriented educational robotics applications with Arduino in science teaching: digital dynamometer activity in accordance with 5E instractional model

The purpose of this article is to design and develop an Arduino-assisted robotic and coding activity in compliance with the 5E instructional model in order to help secondary school students improve their science achievement in the science course. The research was conducted with 5th grade students studying at a private secondary school in Turkey in the spring semester of the 2020–2021 academic year. The implementation of the designed activity was carried out within the scope of the science course with the participation of 20 students. The activity is designed to teach the concept of dynamometer, which is considered within the scope of measuring force in the science course curriculum, in accordance with the 5E instructional model. In this activity, the elongation of the rubber band with a weight attached to the end was measured by a distance sensor, and a dynamometer model was designed by coding. In addition, this activity was presented to the students as one example of solving daily life problems by making use of technology. As a result, the students have the opportunity to explore Arduino-powered robotics and coding applications and integrate these applications into science course.

Effect of resilience on social appearance anxiety in Turkish early adolescents.

Preventive and supportive nursing care interventions of school nurses are very important in the early adolescence period, in which the significant physical and sexual changes occur. One ramification of these changes may be social appearance anxiety. This study was carried out to investigate the effects of resilience on social appearance anxiety among early adolescents. The study was a cross-sectional design. The study data were collected between February and June 2018. Study sample consists of 495 early adolescents studying at a state secondary school in Turkey. The data were gathered using personal information form, Social Appearance Anxiety Scale (SAAS), and Child and Young Resilience Measure (CYRM-12). The data were analyzed using the independent-sample t test, one-way analysis of variance, and multiple linear regression methods. In the present study, the mean age of early adolescents was found to be 11.90 (1.07) years. The mean scores of students in SAAS and CYRM-12 were 31.79 (13.30) and 52.96 (5.86), respectively. Social appearance anxiety scores of early adolescents were found to have a negative effect on the resilience levels (β = -0.294). It can be suggested to teach adolescents, the interventions about the use of active coping skills aiming to decrease social appearance anxiety and to increase the resilience.

Investigation of effects of negotiations of sociomathematical norms on mathematical process skills

This study aimed to contribute to the literature by focusing on the effects of the negotiations of sociomathematical norms perceived by students on mathematical process skills. Problem-based mathematical activities were implemented in the seventh grade from a public secondary school in Turkey over a ten-week period in the second semester. The data obtained from students’ worksheets, video recordings, and interviews were analyzed descriptively and were presented depending on their nature. The results indicated that the negotiations of sociomathematical norms perceived by students contribute to the development of some mathematical process skills (communication skills, reasoning skills, verification skills, and creativity skills) while limiting the development of others (connection skills). Therefore, it can be said that it is important to design and implement mathematics learning and teaching taking into account the effects of sociomathematical norms perceived by students on mathematical process skills.

The Effects of The Problem-Based Learnıng Supported by Experiments in Science Course: Students' Inquiry Learning and Reflective Thinking Skills

This study aims to investigate the effect of the problem-based learning method supported by experiments on the inquiry learning skills of secondary school students and their reflective thinking skills for problem-solving. This research uses a quasi-experimental design with a pretest-posttest control group. This study consists of 21 students in the experimental group and 22 students in the control group from the sixth grade of a public secondary school in Turkey. The inquiry learning skills and reflective thinking skills scale for problem-solving were used as data collection tools in the research. The Electricity Transmission unit was carried out in the experimental group with problem-based learning scenarios supported by the experiment. Activities based on the science course curriculum were carried out in the control group. SPSS-21 was used to analyze the data. As a result of the study, it was concluded that the post-test scores of the inquiry learning skills scale of the students in the experimental group differed statistically significantly from those of the control group students, and this difference was in favor of the experimental group. No significant difference was found between the experimental and control groups in post-test scores regarding reflective thinking skills for problem-solving.

Effects of Online Constructivist 5E Instructional Model on Secondary School Music Lessons

In this research, it was aimed to investigate the effect of online 5E instructional model on the 6th grade music lesson of secondary school in terms of students' course achievement, attitude and retention. The research had a pretest-posttest control group, which is one of the semi-experimental models. The research was carried out on 40 students studying in a private secondary school in Turkey in accordance with the purpose of the study. A teaching program based on the online 5E instructional model was developed for the experimental group. For this purpose, an 8-week instruction program was designed. Applications were carried out simultaneously in the experimental and control groups. In the research, secondary school 6th grade music lesson achievement test and attitude scale were used as data collection tools. Mann Whitney U test was applied to compare the scores of the achievement test, attitude scale and retention test of the groups. Significant differences were found between the music lesson posttest and attitude scores of the experimental group that was taught online according to the constructivist 5E model and the control group, which was taught using the traditional teaching method.

Predicting the Mathematical Abstraction Processes Using the Revised Bloom’s Taxonomy: Secondary School 7th Graders

In this study, it was investigated whether it would be possible to observe abstraction processes of secondary school 7th graders using the Revised Bloom’s Taxonomy. For this purpose, eight students participated in the study. The study was conducted at a state secondary school in Turkey. Purposeful sampling method was used in the selection of students and different students were examined by their achievement levels. The research was modeled as a case study and the data were obtained through interviews. Therefore, the data were collected through an interview form developed by the researchers. The collected data were analyzed according to descriptive analysis method. The findings show that the abstraction process differs according to the dimensions of the taxonomy. Accordingly, it was determined that a student who abstracts information should behave at least at the application level in the cognitive level and at least at the conceptual knowledge level in the knowledge dimension. It was also considered that the Revised Bloom’s Taxonomy categorized the cognitive mechanisms required by abstraction processes thoroughly. Supporting this study with quantitative data is suggested so that the findings may become more significant. Keywords: mathematical abstraction, mathematics education, equations, Revised Bloom’s Taxonomy, APOS theory

Predictive effect of self-efficacy and psychological resilience on sportsmanship behavior in high school students

The aim of the research is to examine the predictive effects of self-efficacy and psychological resilience on sportsmanship behavior in high school students. The study group consisted of 605 students who were studying in two state secondary schools in Turkey. In the study, the "Physical Education Course Sportsmanship Behavior Scale", the "Selfefficacy Scale for Children", the "Child and Youth Resilience Measure” and a personal information form created by the researcher were used. The effect of students' self-efficacy and psychological resilience levels on their sportsmanship behaviors was examined by Path Analysis. The analysis results also showed that social self-efficacy significantly affected positive sportsmanship behaviors, and academic self-efficacy affected negative sportsmanship behaviors. When the Squared Multiple Correlations value of the model is considered, it is seen that 5% of positive sportsmanship behaviors and 4% of negative sportsmanship behaviors are explained by the model. As a result, it was found that the social self-efficacy level of the students was a significant predictor of positive sportsmanship behaviors, and the academic self-efficacy level was a significant predictor of negative sportsmanship behaviors. It was determined that the model designed in the research explained the sportsmanship behavior of the students at a low level.