Turkish Education Association / Türk Eğitim Derneği
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The impact of educational digital games on financial literacy in 4th grade social studies courses
In a rapidly digitizing world, technological developments offer significant opportunities in all areas, including education. The purpose of this study is to examine the effect of educational digital games on the acquisition of financial literacy skills in social studies courses. A mixed research method involving an embedded experimental design was used in this study. The study group consisted of a total of 54 fourth-grade elementary school students attending a public school, selected using criterion sampling and simple random sampling methods. Of these students, 27 were assigned to the experimental group and 27 to the control group. Quantitative data were collected using the Financial Literacy Scale for Elementary School Students and the Financial Literacy Academic Achievement Test, while qualitative data were collected through student journals, field notes, researcher journals, and semi-structured interviews. Because the quantitative data showed a normal distribution, parametric tests were used: t-tests for dependent and independent samples and one-way analysis of variance (ANOVA). Effect sizes were calculated for the results obtained from the paired-sample t-test. Qualitative content analysis was used to analyze the qualitative data. The findings show that teaching through educational digital games increases students' academic achievement, positively affects the sustainability of learning, and improves financial literacy. Furthermore, the qualitative results reveal that students understand the courses better, enjoy themselves during class, enjoy the time they spend in class, and are more motivated when courses are taught using educational digital games. In this study, educational digital games were used in the financial literacy education process. For future research, it is recommended that comprehensive studies be conducted to comparatively evaluate the effectiveness of different teaching methods. Such studies can contribute to determining the most effective teaching strategies for imparting financial literacy skills, especially for educators and policymakers.
Copyright © 2026 The Author(s) https://creativecommons.org/licenses/by/4.0
The effect of the nature of science activities on 5th-grade students' scientific process skills
The Nature of Science (NOS) and Scientific Process Skills (SPS) are central components of science education, as they play a crucial role in fostering students’ scientific reasoning, inquiry competence, and understanding of how scientific knowledge is constructed. This study aimed to investigate the effects of NOS-based activities implemented in science classes on the development of fifth-grade students’ scientific process skills. The research employed a single-group pretest-posttest quasi-experimental design with fifth-grade students from a public school in Denizli/Beyağaç, Türkiye, over an eight-week period. The NOS activities were designed to introduce students to scientific processes, promote scientific thinking, and facilitate the integration of science into everyday life. Data were collected using the Basic Skills Scale and the Scientific Process Skills Evaluation Form (SPSEF). The analysis of the Basic Skills Scale indicated a significant improvement in posttest scores compared to pretest levels. In addition, the analysis of activity-based data collected through the SPSEF revealed improvements in higher-order skills, including problem identification, variable recognition, hypothesis formulation, experimental design, and data interpretation. These findings suggest that integrating explicit-reflective NOS activities into science instruction can effectively support the development of both basic and emerging higher-order scientific process skills at early grade levels, while also enhancing students’ understanding of the epistemic nature of scientific knowledge.
The impact of technology integration in flute pedagogy on student performance levels
Although technology-assisted accompaniment (TAA) has been addressed in flute pedagogy, existing research has predominantly emphasized students’ perceptions and preparatory processes or relied on earlier-generation technologies, resulting in limited empirical evidence on the direct effects of contemporary accompaniment applications on performance outcomes. This study investigates the impact of technology-assisted accompaniment applications on flute students’ performance levels using a mixed-methods research design. The quantitative phase employs a counterbalanced design with 10 flute students, comparing their performances with and without accompaniment. The accompaniment phase of the research implementation was conducted utilizing a digital accompaniment platform specifically designed for instrumental instruction and musical practice. Performance evaluations are based on a 13-criteria rubric assessing various musical and technical dimensions. In the qualitative phase, semi-structured interviews provide insight into students’ experiences and perceptions of technology-assisted accompaniment. Quantitative analysis demonstrated that performances with accompaniment were significantly superior to those without (d = –1.921), reflecting a substantial enhancement in both technical accuracy and musical expressiveness. The qualitative phase comprised semi‐structured interviews designed to elicit participants’ perceptions of technology-assisted accompaniment utility, functionality, and limitations. Accordingly, content analysis yielded six overarching themes: (1) contribution to performance and musicality, (2) functionality, (3) challenges, (4) technology-assisted accompaniment applications, (5) comparison with live accompanist, and (6) anxiety. Qualitative findings highlight that technology-assisted accompaniment enhances motivation and practice flexibility while also presenting challenges related to synchronization and interpretative depth. These findings underscore the pedagogical value of technology-assisted accompaniment applications in instrumental music education, particularly as a supplementary tool for independent practice and skill development in the absence of live accompaniment. Based on the findings of this study, it is recommended that technology-supported accompaniment applications be integrated into educational practices. It is expected that future studies will investigate not only the impact of these applications on performance levels, but also their effects on interpretive dimensions such as period-specific stylistic expression, vocalization, anxiety reduction, and motivation.
The ecological background of education in Turkish cinema
Educational films, beginning with Çalıkuşu in the 1960s, have increasingly expanded their presence in Turkish cinema. These films not only reflect societal perceptions of education but also provide a condensed overview of the history of Turkish education. Thus, education in Turkish cinema has emerged as a significant cultural phenomenon. This study examined the most critically acclaimed Turkish film with an educational theme from each decade since the 1960s, as determined by Internet Movie Database (IMDb) scores (Çalıkuşu, The Chaos Class, A Season in Hakkari, Bullshit, On the Way to School, and Brother’s Keeper). Phenomenology was used as the research design to examine how education is represented as a cultural and educational phenomenon in Turkish cinema. The data were analyzed using open coding within the thematic analysis method, using NVivo 8 software within the ecological framework. The findings revealed ecological patterns influencing the teacher-student relationship and identified the depiction of the "burnout school" in The Chaos Class. Qualitative models were developed for each film, and three key themes emerged: (1) The behaviorist approach is prominently reflected in the films, including those set in the 21st century; (2) Throughout cinematic history, characters such as teachers, students, school staff, and families are depicted as being influenced by complex ecological factors; and (3) In every decade, films provide rich insights into the ecological background of education, particularly in the areas of values education, teaching methods, classroom and school management, and measurement and evaluation. Thus, Turkish cinema not only serves as a mirror reflecting the trajectory of educational history but also holds the potential to shape society's perceptions of education.
Media literacy education with a critical perspective: a course design for pre-service English teachers
In increasingly media-saturated educational contexts, teachers are expected not only to use media effectively but also to engage with media texts in critical, reflective, and informed ways. This study presents the design and evaluation of a semester-long media literacy (ML) course for pre-service English language teachers grounded in ML frameworks with a critical perspective. The course aimed to address the growing need for teachers to engage critically with media texts in educational contexts and was structured around key ML competencies, including accessing, analyzing, evaluating, and producing media content. The ML course focused on the analyses of various media tools, language in media, and how to use media as a language teaching material in the classroom. Using a mixed-methods approach, the research examines the impact of the course on participants’ ML levels, expectations, and course evaluations. Participants were undergraduate pre-service English teachers enrolled in a teacher education program in Turkey. Data were gathered through pre-and post-tests using the Media Literacy Skills Scale, as well as mid- and end-of-term evaluations and semi-structured interviews. Findings revealed a statistically significant improvement in ML levels, especially in accessing, analyzing, and evaluating media content, while progress in content creation remained limited. Participants reported high levels of satisfaction, highlighting the course’s relevance, practical value, and influence on their critical thinking and professional development. They also suggested including a wider range of media examples and hands-on media production activities. The results point to the value of integrating structured and subject-specific ML education into language teacher education programs to support teachers’ ability to engage with media in educational settings.
The contribution of picture story books to values education through an integrated educational approach: the case of The Little Prince
This study examines the compatibility of Antoine de Saint-Exupéry's The Little Prince with the Turkish Ministry of National Education's Preschool Education Program and its use within the framework of integrated education. Conducted using a mixed-methods research model, the study randomly assigned 66 children attending an independent preschool in Istanbul-Pendik to an experimental (n = 33) and a control (n = 33) group. The experimental group was given three weeks of interdisciplinary activities based on the book, and data were collected using the Teacher and Family Values Scale and structured observation forms. Quantitative data were analyzed using the independent samples t-test, and qualitative findings were analyzed using content analysis. Results indicate that the experimental group statistically significantly outperformed the control group in the dimensions of responsibility, respect, cooperation, honesty, and friendship (p < .05). Qualitative observations confirmed that children made significant progress in establishing empathy, solving group problems, and peer communication. Cohen's d values ranged from .62 to .95 in the data analysis, indicating that the effect sizes were moderate to large. The study was conducted with the approval of the ethics committee and informed parental consent, and data confidentiality was maintained. In terms of originality, the study experimentally matches a text frequently cited in the international literature with Turkey's current preschool program framework for the first time, integrating theoretical discussion with classroom application data. The data obtained show that when picture storybooks are supported by integrated activity plans, they increase the visibility and measurability of values education. The research encourages the inclusion of intercultural literary works in the preschool curriculum; it recommends prioritizing story-based designs in teacher education and continuing similar applications longitudinally in different age and socio-cultural groups. Limitations include the sample being restricted to a single institution and follow-up measurements being limited to six weeks; this calls for broader and longer-term designs in future research. The findings provide concrete evidence for program developers and shed light on the need for policymakers to reassess resource allocation.
School administrators and artificial intelligence: reshaping educational administration in the digital transformation process
Digital transformation in education is no longer merely a technological innovation; it is a process in which strategic leadership is being redefined. This research aims to examine school administrators' perceptions and attitudes toward artificial intelligence (AI) technologies, exploring the factors shaping these attitudes and their implications for institutional practices. Using a mixed-methods approach, the study collected quantitative data via surveys from 203 school administrators and conducted semi-structured interviews with 13 administrators who actively use AI technologies. Quantitative results showed that administrators displayed generally positive attitudes toward AI, particularly regarding its potential to improve efficiency and decision-making processes, with mean scores highest in the dimensions of innovative leadership and performance enhancement. However, lower scores were found in areas related to ethical awareness and data privacy. Qualitative findings further revealed that administrators perceive AI as a supportive tool for evidence-based management and communication, though they emphasized the need for institutional guidance and professional development. Overall, the study highlights that administrators view AI not merely as a technical instrument but as a key driver of transformation-oriented leadership.
Loose parts play and executive function in early childhood: an action research study
This study aims to examine the effects of play with loose parts on children’s play behaviors and executive function skills. Conducted using an action research design, the study involved 24 children aged 60-77 months attending a public primary school kindergarten in Ankara, along with the teacher-researcher. The intervention process was planned in three cycles, each involving the gradual restructuring of play with loose parts within the classroom environment. In the first cycle, materials were arranged to be easily accessible in the classroom, and adjustments were made to enhance children’s engagement with the materials. In the second cycle, play-planning practices were introduced. In the third cycle, the plan-play-review sequence was strengthened, and play contexts (classroom, workshop, and outdoor settings) were systematically alternated. Throughout the process, video recordings of free play sessions and field notes were analyzed using an inductive approach. The findings were further supported by a checklist focusing on play behaviors related to executive function and by the researcher’s reflective journal. By the end of the intervention, improvements were observed in children’s indicators of working memory, cognitive flexibility, attention, inhibitory control, and organization-planning. In addition, play behaviors shifted toward more mature play patterns characterized by planning, social interaction, richer themes, and extended play durations. Overall, the findings suggest that loose parts play, when supported by teacher guidance, can foster the development of executive function skills in early childhood.
The effect of perfectionism on school resistance: the mediating role of goal commitment
School resistance is a common problem characterized by negative attitudes and behaviors that students develop towards learning processes, the school context, and authority figures. The aim of this research is to examine the effect of different types of perfectionism on school resistance in middle school students and to test the mediating role of goal commitment in this relationship. Research data were collected from middle school students; the PROCESS macro (Model-4) was used in the analyses, and direct and indirect effects in regression models were evaluated using the bootstrap method. The findings showed that the total effect of self-specific perfectionism on school resistance was statistically significant and negative. This effect was found to occur both directly and indirectly through goal commitment. The finding that the indirect effect of goal commitment is significant suggests that unique perfectionism can strengthen goal commitment and thus reduce school resistance. The total effect of socially induced perfectionism on school resistance was also found to be significant and negative. However, the indirect effect of socially induced perfectionism on school resistance through goal commitment was found to be positive and significant. Overall, goal commitment functioned as a significant mediating variable in the relationship between both types of perfectionism and school resistance. These findings suggest that pursuing goals that students find intrinsically meaningful and valuable can support their ability to cope with academic challenges and maintain their motivation to stay in school.
Predicting mathematics achievement through SEM: the role of mathematics familiarity, self-efficacy, and anxiety in mathematical achievement
This study examines the structural relationships among subjective familiarity with mathematical concepts, mathematics self-efficacy, mathematics anxiety, and academic achievement among students in Kosovo. Using data from PISA 2022, which includes a nationally representative sample of 6,027 students from 229 schools, the study employs structural equation modeling (SEM) in Mplus to test both direct and indirect effects among latent variables. The proposed model assesses how subjective familiarity influences mathematics achievement (as measured by PISA scores) through mediating pathways involving self-efficacy and anxiety. The results indicate that subjective familiarity with mathematical concepts positively predicts mathematics self-efficacy, which in turn reduces mathematics anxiety and enhances academic performance. Although mathematics anxiety negatively affects achievement, its impact is partially mediated by students’ self-beliefs and prior familiarity with mathematical content. These findings underline the importance of fostering conceptual understanding and confidence in students as part of a comprehensive approach to improving mathematics achievement.
The relationship between teacher agency and teacher professional learning activities: the mediating role of teacher self-efficacy
Teacher professional learning activities have positive consequences for school outcomes. This study investigated the extent to which teacher agency is correlated with teacher professional learning activities using data from 582 teachers working in lower secondary schools in Ankara, Türkiye. Ankara, as the capital of Türkiye and a major educational hub, was chosen for its strong representational capacity. Using structural equation modeling (SEM), the relationship between teacher agency and teachers’ professional learning activities, as well as the mediating role of teacher self-efficacy in this relationship, was tested. The results supported the mediation model, showing that teacher agency was related to teacher professional learning activities both directly and indirectly through teacher self-efficacy. These findings provide an in-depth understanding of how teacher agency is linked to teacher professional learning activities in the context of public schools in Ankara. We also offer practical recommendations for policymakers and school settings to promote teacher professional learning activities and enhance school outcomes.
Teacher professional learning activities
Being a teacher in a disadvantaged school: a narrative from a professional development perspective
The aim of this study is to examine in depth the teaching story and professional experiences of a teacher working in a socioeconomically disadvantaged vocational high school, with a particular focus on professional learning and development. The research adopts a narrative inquiry design within the qualitative research paradigm. The participant teacher was selected using criterion sampling, one of the purposive sampling methods, and the data were collected through a semi-structured interview form. The data were analyzed using thematic analysis tailored to the narrative research design. According to the findings, the idealistic thoughts regarding professional learning and development, which were strongly felt before starting to work at a school affected by disadvantages such as dropout, early marriage, and child labor, gave way to professional burnout, discouragement, and a sense of not being able to fully utilize one's professional potential. These disadvantages revealed the teacher’s specific professional learning and development needs and led the participant to seek training to address them. The professional development and training activities undertaken by the participant were described as dysfunctional in terms of their scheduling. The lack of additional support provided to disadvantaged schools within these practices and the disregard of practicum-based learning were found to negatively affect the teacher’s professional learning and development process. Based on the participants' experiences, the reasons for the ineffectiveness of professional learning and development practices include decision-making processes that overlook field applicability, a failure to consider the specific conditions of disadvantaged schools, and the excessive workload faced by teachers in such contexts, which limits their opportunities for continuous professional growth. This study reveals how the conditions of disadvantaged schools are reflected in teachers’ professional learning and development and offers significant implications for future education policies through its suggestions for eliminating these disadvantages.
The effect of rapid automatized naming ability in elementary school on reading comprehension: the mediating role of sustained attention
The purpose of this study is to test the effect of sustained attention's mediating role on the impact of rapid automatized naming ability on reading comprehension. The participants in the study consisted of 56 third-grade elementary school students. Of the participants, 53.57% were female (n=30) and 46.43% were male (n=26). The age range of the students, who are from the same school and similar socioeconomic backgrounds, varies between 8.24 and 8.77 (x ̅=8.41, SD= 0.19). The native language of all students participating in the study is Turkish. A structural equation model was used to analyze the data obtained in the study. SPSS 24 was used for the necessary analyses in the study, namely correlation and Sobel z-test, while SmartPLS 4 was used for the mediation test and the equality model. The results of the study show that there is a significant relationship between the sub-dimensions of rapid automatized naming (object, color, letter), reading comprehension, and sustained attention, while there is no significant relationship between reading comprehension and number naming. Another result of the study is that rapid automatized naming has a direct (β=-.19, t=3.22, p<.05) and indirect (β=-.18) effect on reading comprehension. The direct relationship between rapid automatized naming and reading comprehension was found to be significant when the mediating variable was not included in the model. However, when the mediating variable of sustained attention was added to the model, this direct effect became insignificant. Therefore, it was concluded that sustained attention complately mediated this effect.
An overview of music education of refugees in Türkiye: focus group study
This study examines the integration process of refugee students into music education in Türkiye through the views of music teachers working in different samples. Based on a qualitative research paradigm, a holistic multiple case design was used, and a focus group interview was preferred as the data collection method. The participants consisted of 16 music teachers selected from provinces where refugees live intensively and at different educational levels. Prior to the research, a pilot interview was conducted with 32 music teachers, and focus group questions were prepared in line with the findings obtained. The findings show that teachers in the UNICEF Al Farah Project reported high attendance and class participation of students thanks to support such as transport and provision of instruments, while teachers in Istanbul and Anatolia reported negative themes due to factors such as language barrier, economic reasons and family indifference. Absenteeism rates are higher in secondary schools than in high schools, with male students being more likely to be absent for economic reasons. Regarding the orientation process, all participants except the UNICEF Al Farah group emphasised the need for language and cultural adaptation training. It was stated that the language barrier is more pronounced in theoretical courses and less problematic in practical courses, and that music lessons contribute to language development. With respect to national awareness, students in the UNICEF group showed interest in anthems and national days, while family pressure, lack of emotional bonding and indifference were at the forefront in other groups. The mutual attitudes of Turkish and refugee students are generally negative, and peer bullying is the most common problem. Although music lessons generally have a neutral effect on this issue, they can play a unifying role in some cases. The research suggests that for the effective participation of refugee students in the education process, comprehensive orientation programmes, language support, inclusive education skills for teachers, and the use of applied courses such as music as a tool for integration should be implemented. It is concluded that holistic policies to be developed in this direction will strengthen both the academic success of refugee students and social cohesion.
Evaluating the effectiveness of reading comprehension-based instruction supported by flipped learning model in the 7th grade science course
Reading comprehension is a crucial skill that underpins the understanding of scientific concepts and processes, facilitates the integration of conceptual knowledge with analytical thinking, and thereby enhances scientific literacy. In this context, the flipped learning model allows students to explore essential concepts at home through digital resources, thus freeing classroom time for targeted interventions. In this study, it was aimed to evaluate the effect of reading comprehension-based science instruction, supported by a flipped learning model, on the learning and reading comprehension skills of 7th-grade students during the 2022-2023 academic year in a boys-only public middle school in Istanbul. By employing an embedded mixed design, the effectiveness of reading comprehension-based instruction was evaluated during and after the implementation stage by conducting an experimental design and collecting both qualitative and quantitative data. In total, 67 students participated. In the experimental groups, students learned basic concepts at home through assignments from the Education Science Network before class, while in-class activities focused on applying reading comprehension skills to scientific content. Data were gathered through various measurement tools, including a reading comprehension skills scale, an achievement test, teacher reflection notes, and semi-structured interviews. The findings showed that students significantly showed improvement in their reading comprehension and science performance. Students stated that they achieved better understanding and learning through reading strategies that they could apply in other courses. In addition, the instruction contributed to their social-emotional development, including self-awareness, social skills and academic motivation.
“I think, therefore i draw”: an alternative action research study on P4C practices
This study is structured around the use of drawings by first-grade primary school students to express their thoughts during Philosophy for Children (P4C) practices. For this purpose, preparatory activities were conducted through drama; selected picture books were used as stimuli; themes were identified for each book through community of inquiry sessions; and, finally, all students were enabled to express their ideas through drawings. Designed as an action research study within the framework of qualitative research methods, the research group consisted of 35 first-grade students. Data were collected using a checklist, interview forms, a teacher journal, audio recordings, and field notes. As a result of the practices conducted over two months, it was observed that philosophical inquiry through students’ own drawings was feasible for younger learners who experience difficulty in verbal expression. The findings revealed that students who were supported in expressing their thoughts demonstrated not only improved thinking skills but also strengthened social skills and reduced communication difficulties. Moreover, an overall increase in students’ capacity to respond and engage in classroom dialogue was observed. Other areas of development observed included generating opposing viewpoints, producing new ideas, and gaining flexibility by changing opinions when necessary. Future studies are recommended to explore alternative ways of including students with limited expressive language skills in P4C activities.
The effect of material usage on academic achievement in teaching Turkish as a foreign language: a meta-analysis study
The primary objective of this study is to examine the effect of material usage on academic achievement in the teaching of Turkish as a foreign language. The study was conducted using the meta-analysis method in line with this objective. The meta-analysis method is a quantitative paradigm-based approach that brings together independent studies for a specific purpose, analyzes their numerical data, and reaches a conclusion. The study includes 33 meta-analysis-eligible studies conducted between 2015 and 2024, both domestically and internationally, on the teaching of Turkish as a foreign language. The National Thesis Center, Google Scholar, Ulakbim Keşif, YÖK Akademik, and Web of Science search tools were used in the data collection phase. Reliability and validity analyses were performed, and no publication bias was found. Subgroups were created in the study regarding the year of publication, type of publication, type of school, four basic language skills, and types of materials, and moderator/subgroup analyses were performed. Microsoft Excel and Comprehensive Meta Analysis (CMA) Version 4.0.0 software were used for data analysis. The research concluded that material use has a positive effect on academic achievement at a “very large (d=1.126)” level. Moderator analyses revealed that the effect values were large for all subgroups, and no significant differences were observed between them. Based on the findings of the study, it was concluded that in Turkish language teaching as a foreign language, all types of materials have a positive effect on academic achievement at every level and for every skill type.
Inclusion in Türkiye and Hungary from the Salamanca Statement to today: policies and statistics
In June 2024, the Salamanca Statement and Framework for Action on Special Needs Education (United Nations Educational, Scientific and Cultural Organization [UNESCO], 1994) have seen its 30th anniversary. The Salamanca Statement has been the mainstay of the spread of inclusion and influenced the educational systems of many countries. Although the countries that signed the Statement have made various regulations in their policies and practices to create more inclusive educational environments, these regulations have not been at the same pace and intensity in every country. In this study, we discussed what happened in the education systems of Türkiye and Hungary, the two countries that signed the Salamanca Statement, from 1994 to the present day. This comparison of the education systems of these two countries with different cultural, historical, and political backgrounds can contribute to the evaluations regarding the current situation of the practices of inclusion.
The relationship between teachers’ critical thinking disposition and teachers’ autonomy support: a moderated mediation model of teacher autonomy and self-efficacy
Teachers’ autonomy support has attracted increased scholarly attention due to its positive effects on students and educational outcomes. This study examined a moderated mediation model to explore the underlying mechanisms linking critical thinking disposition and teachers’ autonomy support. In this study, we proposed teacher autonomy as a mediator and self-efficacy as a moderator of the relationship between critical thinking disposition and teachers’ autonomy support. Data collected from 417 teachers in Türkiye were analyzed utilizing bootstrapping tests. The results revealed both significant direct and indirect effects of critical thinking disposition on teachers’ autonomy support through teacher autonomy. Self-efficacy significantly moderated the relationship between critical thinking disposition and teacher autonomy. In addition, self-efficacy significantly moderated the strength of the mediated relationship between critical thinking disposition and autonomy support. When teachers experienced higher self-efficacy, the positive indirect effects of critical thinking disposition on teachers’ autonomy support were found to be stronger than on counterparts who experienced low self-efficacy. Our discussion emphasizes the benefits of comprehending the functions of teacher autonomy and self-efficacy in contributing to the effectiveness of critical thinking disposition on teachers’ autonomy support. Our findings provide practical recommendations for enhancing teacher autonomy and self-efficacy.
Teaching social skills in primary school: an action research
The aim of this study is to identify the social skills that pose challenges for 4th-grade primary school students, implement an intervention program to support the development of these skills, and evaluate its effectiveness. In line with this aim, the research was conducted using an action research design. The study group consisted of fourth-grade students attending a public primary school in Ankara during the spring semester of the 2022-2023 academic year. Among the participants, 11 were girls, 17 were boys, and 1 student was receiving inclusive education support. The classroom teacher possessed 13 years of professional teaching experience. In the study, the "Social Skills Assessment Scale," for children aged 7-12, and a semi-structured interview form were utilized to identify the dimensions of social skills in which students experience difficulties. The Social Skills Assessment Scale was analyzed using frequency analysis, while the interview forms were evaluated through content analysis. The intervention program was designed to address the challenges faced by the students and included activities such as problem-solving wheels, story reading, and creative drama. The findings of the study revealed that the problem-solving wheel was identified as the most effective method among the intervention program activities designed to address the students' challenges related to social skills. The problem-solving wheel was found to contribute to the development of students' social skills in areas such as maintaining relationships, coping with aggressive behaviors, and solving problems. Another method employed in the intervention program, creative drama, was observed to have positive implications in areas related to initiating and maintaining relationships, collaborating and conforming within a group, coping with aggressive behaviors, and emotional skills. Story reading activities were found to contribute to the development of social skills such as coping with teasing, respecting differences, empathy, managing embarrassing situations, raising awareness about peer bullying, understanding others' emotions, dealing with exclusion, coping with group pressure, helping others, and respecting diversity.
Copyright © 2025 The Author(s) https://creativecommons.org/licenses/by/4.0
Examining the reading and writing performance of students with learning disabilities and students with low and high reading achievement
In this study, the reading and writing performance of students with learning disabilities were compared to those of students with low and high reading achievement, and the distribution of achievement levels was examined. The study employed a correlational survey design, one of the quantitative research methods. Participants included 24 third- and fourth-grade students diagnosed with learning disabilities, along with 23 students demonstrating low reading achievement and 24 students demonstrating high reading achievement from the same classrooms as the students with learning disabilities. Measurements were conducted for variables including reading fluency, reading accuracy, reading comprehension, spelling, writing productivity, and content quality. The assessments utilized four tests from the Literacy Assessment Battery (Passage Reading Fluency Test, Passage Comprehension Test, Spelling Test, and Written Expression Test). The analysis revealed significant differences among the groups for all examined variables. Post-hoc test results indicated significant differences among all groups for reading fluency. For other variables, the learning disabilities and low reading achievement groups scored significantly lower than the high reading achievement group. However, no significant differences were found between the learning disabilities and low reading achievement groups. When group differences were analyzed based on z-scores, the gap between the learning disabilities group and the high reading achievement group ranged from 1 to 2 standard deviations across all variables. An analysis of the distribution of achievement levels showed that students in the learning disabilities and low reading achievement groups typically fell within very low and low levels for reading fluency and reading comprehension, while those in the high reading achievement group were mostly at moderate and high levels. For reading accuracy, the learning disabilities and low reading achievement groups were predominantly at the frustration level, whereas the high reading achievement group was at the independent level. Although the distribution patterns for spelling were less distinct than those for reading skills, students in the learning disabilities and low reading achievement groups tended to cluster at low and very low levels for writing productivity and content quality. In contrast, students in the high reading achievement group was predominantly at high levels. The findings were discussed in relation to previous research, and several recommendations were provided for future studies and practice.
The transformation of prospective primary school teachers’ perspectives on the teaching profession through activities based on transformative learning theory in the context of the life studies course
The purpose of this study is to examine the transformation in prospective primary school teachers’ perspectives on the teaching profession through learning activities designed based on the Transformative Learning Theory (TLT). The study was conducted with 16 pre-service teachers who held the view that the competencies required for the elementary teaching profession are not inherently challenging and that these competencies can be acquired through experience within the profession. In line with the needs analysis conducted for the participants, action plans aligned with the TLT were developed. Within the framework of these plans, efforts were made to transform the prospective teachers’ professional competencies and perspectives through critical reflection processes. Structured according to an action research design, this study utilized multiple data collection tools. The results of the research revealed that a transformation occurred in the perspectives of 15 participants regarding the teaching profession. It was demonstrated that there was a bidirectional interaction between professional competencies and professional perspectives throughout the process; prospective teachers who acquired competencies restructured their perspectives, and as a result of these changing perspectives, they became more motivated to develop their professional competencies. The findings indicate that TLT-based practices enhance the internal motivation of prospective teachers to discover new roles, pathways, and relationships. The study highlights that critical reflection is a fundamental skill for transformation and that activities supporting reflection and critique—which involve intensive interpersonal interaction—are necessary to develop this skill.
A model for the effect of organizational justice on negative attitudes of teachers
This study aims to determine the relationships between organizational justice perception and teachers' organizational cynicism, work alienation, and burnout levels. Scale-based relational model was used in the design of the study. The population of this study consists of teachers working in primary schools in Adana province. 284 teachers in 47 schools randomly selected from the primary schools in this population with the disproportionate cluster sampling method constitute the sample of the study. It was determined that the scales used in the study were valid and reliable. The data were analyzed with descriptive statistics, correlation, and structural equation modeling analyses. The existence of statistically significant relationships between the variables examined was proven with the correlation and then the measurement model. According to the structural model with the best-fit values, teachers' organizational justice perceptions negatively affect organizational cynicism and burnout levels. In addition, organizational justice perception has a negative effect on teachers' burnout levels with the partial mediation effect of organizational cynicism and work alienation. It has been seen that school principals who want to reduce teachers' organizational cynicism, work alienation, and burnout levels should be sensitive and delicate in their practices and in the processes in which these practices are implemented, to strengthen teachers' organizational justice perceptions.
The effect of children's picture books using the interactive reading method on reading difficulties
The aim of this study, which was conducted on the basis of individualized instruction, was to reveal the effect of children's picture books using the interactive reading method in eliminating reading difficulties and increasing reading motivation and to examine the process in detail. The participant of the study is a student who is about to finish the first grade of elementary school, in other words, a student who is preparing to move to the second grade of elementary school. AB design, one of the single-subject research types, was used in the study. The student's reading comprehension skills and reading errors were measured with the “Error Analysis Inventory”, reading motivation was measured with the “Reading Motivation Scale for Beginning Readers” and prosodic reading was measured with the “Prosodic Reading Scale”. The student's reading accuracy was measured using the formula for the percentage of words read correctly per minute, while reading speed was measured using the formula for the total number of words read correctly per minute. Graphic analysis and descriptive analysis methods used in single-subject design studies were used to analyze the data. According to the results of the study, interactively read children's Picture books are effective in developing fluent reading and reading comprehension skills and increasing reading motivation. This shows that children's picture books using the interactive reading method are effective in eliminating reading difficulties. Furthermore, it has been observed that interactive children's picture books make the reading process enjoyable, encouraging students to participate willingly and spend more time reading. In addition, they help students involve family members and friends in the reading process, view themselves as better readers, and contribute to the development of their vocabulary.
Adaptive Selection Algorithm and Standard Error Termination Rule in Comparative Judgement: An Application for Assessing Writing Skills
This study aims to examine the scoring reliability of comparative judgement under different sample sizes and standard error termination rule conditions. For this purpose, a Monte Carlo simulation study with 9 conditions and 82 iterations was conducted with sample sizes of 250, 500 and 1000 and standard error termination rules of 0.40, 0.35 and 0.30. In addition, a application for assessing writing skills was conducted with a sample of 50 students using the standard error termination rule of 0.40 and a maximum number of comparisons of 40. In the simulation study, scoring reliability was determined by true reliability, rank order accuracy and scale separation reliability. In the application, the correlation between scores that are obtained with a holistic rubric and ability estimates that are obtained with adaptive comparative judgement as well as the correlation between scores that are obtained using an analytic rubric and ability estimates that are obtained with adaptive comparative judgement were examined. In addition, scale separation reliability was calculated to obtain ability estimates using adaptive comparative judgement. The simulation results showed a high level of reliability in all conditions. Moreover, reliability was high, independent of the sample size. We conclude that stricter standard error termination rules lead to higher levels of reliability, but this requires performances to be subjected to a higher number of pairwise comparisons. The application results showed high scale separation reliability of .89 and correlations of over 0.70 with the scores obtained by using both holistic and analytic rubrics. Overall, the results of the study suggest that adaptive comparative judgement can be used in both classroom and large-scale assessment applications. In addition, adaptive comparative judgement is considered advantageous because it is easier to administer, does not require a difference in the testing process, and places the abilities on a continuous scale.
Cloze Tests in Measuring Reading Comprehension Levels
This study, conducted as correlational research, aims to objectively examine the validity of cloze tests in Turkish, which are commonly used to assess reading comprehension levels, general language proficiency, and the readability of written materials, and to evaluate the procedures for using these tests to measure reading comprehension. The study investigates the consistency between multiple-choice reading comprehension tests, frequently used in national exams for their functionality and objectivity, and cloze tests designed and scored using various methods. During the study, a total of eight measurement tools were administered to a sample group of 90 seventh-grade students. These tools consisted of four multiple-choice reading comprehension tests based on four distinct texts and four cloze tests, each systematically deleting a word at a different position within the text. Two scoring methods were applied to the cloze tests, one considering only the exact words as correct and the other accepting alternative words that preserved the meaning of the sentence. Within this scope, approximately 23,000 test items were presented to the students in the study group, and around 43,000 evaluations were conducted on these items. Data collected during the 2023-2024 academic year were analyzed using Pearson correlation analysis, revealing a significant positive relationship between cloze tests and multiple-choice tests. Tests scored by considering only the exact words demonstrated greater consistency, while the correlation decreased when context-preserving alternatives were accepted as correct. The highest correlation occurred when every sixth word was systematically deleted. Based on the findings, it is recommended that in cloze tests, exact words should be accepted as correct instead of context-preserving words, every 6th word should be systematically deleted, and the tests should be systematically integrated into measurement and evaluation practices.
A Tool for Selecting and Writing Texts for Assessing Reading: Reader-Friendly Informative Text Rubric (ODBIMDEPA)
This study focuses on the rubrics used for text evaluation, with the aim of introducing the Reader-Friendly Informative Text Rubric (ODBIMDEPA). This rubric, developed and validated through a reliability study, evaluates the reader-friendliness of informative texts used both in educational settings and in exams administered by institutions such as the Ministry of National Education (MoNE), the Assessment, Selection and Placement Center (ÖSYM), and the Yunus Emre Institute (YEE). The study also seeks to share insights gained from the analysis of evaluated texts. To achieve these goals, the document review method was employed, resulting in the creation of two distinct datasets. The first dataset, analyzed during the initial stage of the study, comprised 50 informative texts taken from the 5th, 6th, 7th, and 8th-grade textbooks used in MoNE schools in 2018. The second dataset, analyzed in the subsequent stage, included 37 informative texts selected from the YKS (University Entrance) exams administered by ÖSYM in 2023 and 2024. In the first stage, two independent academic raters scored the texts, while in the second stage, 11 expert raters for 4 subjects, 13 raters for 1 subject assessed them across eight dimensions defined by ODBIMDEPA. In the initial analysis, the weighted kappa coefficient was used to evaluate inter-rater reliability, indicating that the weighted average was acceptable and demonstrating that ODBIMDEPA exhibited significant consistency. In the second stage, the dataset was analyzed using the many-facet Rasch model, revealing a rater reliability of 0.95. This high reliability underscores the robustness of the developed rubric. Based on these findings, ODBIMDEPA provides a reliable framework for quantifying the reader-friendliness of informative texts used in assessments administered by institutions such as MoNE and ÖSYM, as well as those in educational textbooks. The rubric facilitates a quantitative assessment of whether these texts are suitable for use in exams or educational settings, offering insights into text selection and evaluation.
Examining the Performance of Artificial Intelligence in Scoring Students' Handwritten Responses to Open-Ended Items
Open-ended items, which have been used as a measurement method for centuries in the evaluation of student achievement, have many advantages, such as measuring high-level skills, providing rich diagnostic information about the student, and not having chance success. However, today, open-ended items cannot be used in exams with a large number of students due to the potential for errors in the scoring process and disadvantages in terms of labour, time, and cost. At this point, Artificial Intelligence (AI) has an important potential in scoring open-ended items. The aim of this study is to examine the scoring performance of AI in scoring students' handwritten responses to open-ended items. In the study, an achievement test consisting of 3 open-ended and 10 multiple-choice items was developed within the scope of the Measurement and Assessment in Education course at a state university. Open-ended items were scored in a structured way (0-1-2), while multiple-choice items were scored as true-false (0-1). 84 participants took part in the study, and the open-ended items were scored by the expert group and the AI tool (ChatGPT-4o). The visual responses written by the students in their handwriting were scored by the AI tool in two different scenarios. In the first scenario, the AI tool was asked to score without giving any scoring criteria to the AI, whereas in the second scenario, the AI was asked to score according to the standard scoring criteria. The findings of the study showed that there were low agreement and correlation coefficients between the AI scores without criteria and expert scores, while there were high agreement and correlation coefficients between the AI scores with standard scoring criteria and expert scores. Similar to these findings, while the item discriminations of the AI scoring without criteria were quite low, the item discriminations of the AI scores with standard scoring criteria were high. In the study, the reasons for the discrepancies between expert scores and AI scores with standard criteria were also investigated and reported. The results show that AI can score handwritten open-ended items with standardized scoring criteria at a good level. In the future, with the development and transformation of AI, it is thought that it can reach scoring accuracy comparable to expert raters in terms of consistency.
Examination of the Türkiye Century Education Model Curriculum Common Text in terms of Inclusive Measurement and Evaluation Principles
Keeping education systems up-to-date can be achieved through curricula that are continually renewed and reflect the spirit and needs of the times. In this regard, it's crucial for Türkiye, which has a dynamic and rich social diversity, to restructure its education system and adapt it to meet current needs. In this context, the Ministry of National Education (MoNE) has announced to the public that it will renew the curricula under the name "Türkiye Century Education Model" and will gradually implement it starting from the 2024-2025 academic year. Therefore, the research aims to assess the compliance of the "Türkiye Century Education Model Curriculum Common Text" (TCEMCCT), published in 2024, with inclusive measurement and evaluation principles. This is because the curricula can only be deemed inclusive if the approach to measurement and evaluation is also inclusive. In the study, qualitative research methods were used, and data were collected through document review. The data obtained were subjected to content analysis and supported with direct quotes. As a result of the research, it was observed that the "TCEMCCT" included inclusive measurement and evaluation principles and practices under the headings of "holistic education approach," "learning evidence (measurement and evaluation)," "considerations in measurement and evaluation practices," "differentiation," and "support." This result indicates that the understanding of inclusive measurement and evaluation in "TCEMCCT" overlaps with the goals of ensuring equal opportunities in education, a fair educational process, and responding to the needs of all students. Various recommendations have been made as a result of these findings.
Evaluation of Speaking Self-Efficacy and Social Anxiety in Secondary School Students
Speaking skills are an important element in gaining a place in one’s community. These skills are very valuable for children as they create their sense of self, try to acquire a social environment for themselves, and participate in social life, allowing them to be more successful, assertive, and self-confident. This study aimed to evaluate the relationship between secondary school students’ self-efficacy in speaking and social anxiety levels. The research was carried out in Samsun, Turkey, with data collected from four different schools selected by a simple random sampling method. The sample of the study included 595 students who agreed to participate in the research and answered all questions. Data were collected using a sociodemographic data collection form, the Speaking Self-Efficacy Scale for Secondary School Children, and the Social Anxiety Scale for Adolescents. The findings revealed a significant correlation between speaking self-efficacy and the social anxiety levels of the participants. Simple regression analysis showed that the speaking self-efficacy levels of the participants explained 16% of the variance in social anxiety levels (F=113.243, p<0.001). A statistically significant weak inverse relationship was revealed between speaking self-efficacy and social anxiety. Accordingly, it may be beneficial to increase the activities for the development of speaking skills in educational institutions.