Eğitim Bilimleri Bölümü

Permanent URI for this communityhttps://hdl.handle.net/20.500.12514/38

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Citation - WoS: 33
Are Lesson Plans Created by ChatGPT More Effective? An Experimental Study
(INT SOC TECHNOLOGY EDUCATION, 2024) Karaman, Muhammet Remzi; Göksu, İdris
In this research, we aimed to determine whether students' math achievements improved using ChatGPT, one of the chatbot tools, to prepare lesson plans in primary school math courses. The research was conducted with a pretest-posttest control group experimental design. The study comprises 39 third-grade students (experimental group = 24, control group = 15). The implementation process lasted five weeks and 25 lesson hours. In the experimental group, lessons were taught according to plans prepared using ChatGPT, while in the control group, existing lesson plans were used. Students' academic achievement was measured with a multiple-choice achievement test of 25 questions with two separate questions for each learning objective. According to the results, students' academic achievement increased significantly (d = 1.268) in math lessons taught according to lesson plans prepared using the ChatGPT. Although there was a difference between the posttest scores of the experimental group and the control group in favor of the experimental group, it was determined that this difference was not significant. These results show that teaching primary school math according to lesson plans prepared using ChatGPT is effective in academic achievement. Teachers should consider ChatGPT and their plans, combining them and benefiting from both in the implementation process.
Citation - WoS: 7
Citation - Scopus: 9
Attitudes promoting coping with death anxiety among parents of children with disabilities
(Taylor and Francis Online, 2021) Kaçan, Havva; Sakız, Halis; Bayram Deger, Vasfiye
We investigated death anxiety among parents of children with disabilities and its associations with coping attitudes and psycho-demographic factors. Surveys were administered to 382 parents of children who possess a severe disability and data were analyzed via descriptive and inferential statistics. Findings revealed that parents experienced high levels of death anxiety; the level of death anxiety changed according to some psycho-demographic factors, such as external support, type of disability, and death-related beliefs; and death anxiety was significantly explained by demographic variables, death-related thoughts, and experiences, and adaptive and maladaptive coping attitudes.
Citation - WoS: 70
Citation - Scopus: 83
Effects of Phubbing: Relationships With Psychodemographic Variables
(SAGE, 2020) Ergün, Naif; Göksu, İdris; Sakız, Halis
The aim of this research is twofold: First, to adapt the Generic Scale of Phubbing and the Generic Scale of Being Phubbed into Turkish language and culture. Second, to investigate the relationships between phubbing, being phubbed, and various psychodemographic variables including anxiety, depression, negative self, somatization, hostility, loneliness, life satisfaction, and phone use duration. The two scales were adapted to Turkish with high psychometric properties, and the original item numbers were preserved. Analysis of the associations between variables showed that (1) phubbing was associated negatively with loneliness and positively with all other variables; (2) there was a strong relationship between phubbing and phone use duration; (3) somatization, satisfaction with life, and phone use duration predicted phubbing; (4) phubbing predicted all variables except satisfaction with life; (5) being phubbed was associated negatively with loneliness and satisfaction with life and positively with all other variables; and (6) anxiety, negative self, and hostility predicted being phubbed. This study is innovative for introducing two phubbing scales to Turkish and highlighting the psychological impact of phubbing on individuals.
Citation - WoS: 14
Citation - Scopus: 17
Inclusive Mental Health Support for International Students: Unveiling Delivery Components in Higher Education
(Cambridge Univ Press, 2024) Sakiz, Halis; Jencius, Marty
This study examines the delivery components of inclusive mental health services in higher education, centering on international university students. Through interviews with 32 participants at a state university in the United States, including students, counseling staff, and faculty, six key themes emerged: mental health professionals' multicultural self-awareness, focus on reparative services, mainstream mental health theories and approaches, professionals' cultural background, faculty involvement and physical space and confidentiality. These findings underscore the importance of training for professionals, expansive mental health offerings, incorporation of diverse approaches, confidentiality, active faculty participation and suitable physical environments. By addressing these components, universities can enhance the quality of mental health support for international student populations, promoting their overall well-being and academic success.
Citation - WoS: 13
Citation - Scopus: 20
A Longitudinal Analysis of Academic Achievement and Its Correlates in Higher Education
(SAGE Open, 2021) Sakız, Halis; Özdaş, Faysal; Göksu, İdris; Ekinci, Abdurrahman
Achievement in higher education is gaining importance and attracting attention among educational psychologists who seek for determining its correlates. This study examined longitudinal associations between academic achievement in higher education, university entrance exam performance, the psychosocial climate of the campus, and instructional behavior and socioeconomic status. Data concerning 2,361 students from three universities were collected via surveys and university records at Year 1, Year 2, and Year 4. Socioeconomic status (SES), university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 were associated positively with academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2 and Grade 4. Indirect effects from SES, university exam performance, perceived instructional behavior, and perceived psychosocial climate at Grade 1 to Grade 4 outcomes were significant, through academic achievement, perceived instructional behavior, and perceived psychosocial climate at Grade 2. These results support that students’ SES, earlier entrance exam performance, and perceptions of their academics’ instructional behaviors and the campus’ psychosocial atmosphere at the first year of university life are associated with their academic achievement at the final year through their relations with the developing levels of academic achievement, perceived instructional behavior, and psychosocial climate of the campus toward the middle of university life.
Citation - WoS: 4
Citation - Scopus: 5
Pedagogical Components in the Inclusion of Students With Mathematical Learning Difficulties in Mathematics Classes
(Routledge Journals, Taylor & Francis Ltd, 2025) Alnaim, Fahad Ahmed; Sakiz, Halis
This study examined the pedagogical components involved in the inclusion of students with mathematical learning difficulties (SMLD) in primary schools in Saudi Arabia as perceived by teachers and educational supervisors. A qualitative method was used to gather information from 22 mathematics teachers and six educational supervisors about their opinions, practices, and experiences. Data were collected through semi-structured interviews, focus group discussions, and documents, and then analyzed using thematic analysis. The findings revealed three levels of pedagogical components that impact inclusion: systemic and structural components (such as readiness for inclusion and educational programs), teacher-related components (such as mastery of instructional practices and teacher preparedness), and student-related components (such as learned helplessness and learning tendencies). These findings stress the importance of considering the learning environment and developing effective strategies to support the inclusion of SMLD.
Citation - WoS: 169
Citation - Scopus: 182
Psychological Resilience of Healthcare Professionals During COVID-19 Pandemic
(SAGE, 2020) Bozdağ, Faruk; Ergün, Naif
The COVID-19 pandemic as a public health issue has spread to the rest of the world. Although the wellbeing and emotional resilience of healthcare professionals are key components of continuing healthcare services during the COVID-19 pandemic, healthcare professionals have been observed in this period to experience serious psychological problems and to be at risk in terms of mental health. Therefore, this study aims to probe psychological resilience of healthcare workers. The findings of this study showed that in order to raise psychological resilience of healthcare professionals working during the COVID-19 pandemic their quality of sleep, positive emotions and life satisfaction need to be enhanced. Psychological resilience levels of healthcare workers in their later years were found to be higher. Doctors constitute the group with the lowest levels of psychological resilience among healthcare workers. The current study is considered to have contributed to the literature in this regard. Primary needs such as sleep which are determinants of quality of life, life satisfaction and psychological resilience should be met.
Citation - WoS: 5
Citation - Scopus: 7
Student and Parent Perceptions of Government-Funded Private Special Education Schools
(SAGE Open, 2021) Sakız, Halis; Tören, Zeliha; Yıldırım, Hatice
We investigated the perceptions of students with disabilities (SWD) and their parents about the education offered in private special education institutions in Turkey, called “Special Education and Rehabilitation Centers” (SERCs). Data were collected from a survey administered to 453 SWD and 479 parents and interviews that were conducted with 38 parents. Survey findings indicated both satisfaction and, largely, dissatisfaction with the quality of special education offered in SERCs. Findings indicated that (i) parents were satisfied with the opportunities provided for their children to receive free special education and (ii) there was discontent about the use of government-funded resources, the quality of teaching, environmental arrangements, attitudes and beliefs toward SWD, inspection and supervision, and the way policy was designed and implemented. Findings demonstrate the need to reconsider the quality of education offered in private special education centers and the ways to improve the quality level.
Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis
(Sage, 2022)
This study investigated the associations between teachers’ immediacy behaviors, high school students’ academic achievement, and several demographic variables including gender, school type, class level, and the transition from primary to secondary education examination (TPSE) scores. A mixed methods research design was employed involving surveys and interviews. The survey was administered to 340 high school students attending 11 state schools in the Southeastern Region of Turkey. Interviews were conducted with 60 students attending the same schools. Findings of the research indicated (1) a moderate, positive, and significant relationship between students’ academic achievement and their TPSE scores; (2) a low, positive, and significant relationship between their academic achievement and teachers’ immediacy behaviors; and (3) a low, negative, and significant relationship between the students’ TPSE scores and teachers’ immediacy behaviors. Findings point to the importance of a holistic investigation of the factors associated with achievement at high school and the specific role played by teachers’ immediacy behaviors.

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