Research Article
PDF EndNote BibTex RIS Cite

Review of the social studies course academic achievements of middle school students in the context of behavioral grades

Year 2022, Volume 10, Issue 3, 487 - 502, 30.09.2022
https://doi.org/10.17478/jegys.1135256

Abstract

In this study, it is aimed to examine the social studies academic achievements of secondary school students in Turkey according to various behaviors (adaptation to school culture, self-care, self-awareness, communication and social interaction, conforming to common values, solution-oriented, participation in social activities, teamwork and responsibility, efficient study, environmental sensitivity). In accordance with this purpose, in the fall term of 2021-2022, “the primary school institutions classroom passing book” and “the evaluation schedule of student behavior” showing the course grades and behavior grades of a total of 484 seventh graders who were studying at six public secondary schools in Kilis city center was reached. The data obtained were transferred to SPSS 23 program and analyzed. In the research, significant differences were found between the students’ academic achievements and “adaptation to school culture”, “self-care”, “self-awareness”, “communication and social interaction”, “conforming to common values”, “solution-oriented”, “participation in social activities”, “teamwork and responsibility”, “efficient study”, “environmental sensitivity”. The research findings showed that the academic success of the social studies course was in favor of students who were ‘very good’ and ‘very good’ among students whose behavior level was ‘good’ and ‘should be improved’, with “adaptation to school culture”, “self-care”, “self-awareness”, “communication and social interaction”, “conforming to common values”, “solution-oriented”, “teamwork and responsibility”, “efficient study” and “environmental sensitivity.”

References

  • Akyol, G., Sungur, S., & Tekkaya, C. (2010). The contribution of cognitive and metacognitive strategy USE to students’ science achievement. Educational Research and Evaluation, 16, 1–21. DOI: 10.1080/13803611003672348
  • Arıcı, İ. (2007). The effective factors on the students in the religious culture and ethics course (Ankara example). (Master Thesis). Ankara University, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Aydın, F. (2010). Academic motivation, self-efficacy and test anxiety as the predictors of academic success (Master Thesis). Hacettepe University, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia-Social and Behavioral Sciences, 1(1), 953-957. DOI: 10.1016/j.sbspro.2009.01.169
  • Barnett, K., & McCormick, J., (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40(3), 400-406.
  • Boyd, F. B. (2002). Motivation to continue: Enhancing literacy learning for struggling readers and writers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 18, 257–277. https://doi.org/10.1080/07487630290061818
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorumlar [Data analysis handbook for social sciences: Statistics, research design SPSS applications and comments]. Ankara: Pegem Academy.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri. (Scientific research methods). Ankara: Pegem Academy.
  • Carlson, E., Sroufe, L. A., Collins, W. A., Jimerson, S., Weinfield, N., Hennighausen, K., Egeland, B., Hyson, D. M., Anderson, F., & Meyer, S. E. (1999). Early environment support and elementary school adjustment in middle adolescence. Journal of Adolescent Research, 14(1), 72-94. https://doi.org/10.1177/0743558499141005
  • Choi, N. (2005). Self-Efficacy and self-concept as predictors of college students’ academic performance. Psychology in The Schools, 42(2), 197-205. https://doi.org/10.1002/pits.20048
  • Creswell, J. W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education.
  • Dağdelen, S. (2013). Association between biology teacher's interpersonal behaviour, classroom learning environment and student's achievement. Master Thesis. Marmara University, İstanbul, Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Demir, Y. (2021). The effectiveness of field trips trips carried with parents in social studies course. Doctoral Dissertation. Bursa Uludağ University, Bursa, Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Demirtaş, H., & Güneş, H. (2002). Eğitim yönetimi ve denetimi sözlüğü [Educational administration and control dictionary]. Ankara: Anı Publishing.
  • Erden, M. (1998). Sosyal bilgiler öğretimi [Social studies teaching]. Ankara: Alkim Publishing.
  • Fiore, D. (2000). Positive school cultures: The importance of visible leaders. Contemporary Education, 71, 2-11.
  • Fuller, B., & Clarke, P. (1994). Raising school effects while ignoring culture - local conditions and the influence of classroom tools, rules, and pedagogy. Review Of Educational Research, 64, 119-57. https://doi.org/10.2307/1170747
  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3-13. https://doi.org/10.1037/0022-0663.93.1.3
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis related to achievement. London: Routledge.
  • Karasal, N. (2011). Bilimsel araştırma yöntemi (scientific research method). Ankara: Nobel.
  • Kartal, A. (2020). An overview of social studies in primary education: a meta synthesis study. Education and Science, 45(203), 123-151. http://dx.doi.org/10.15390/EB.2020.8678
  • Kızıldağ, S. (2009). Loneliness, submissive acts and social support as the determiners of academic success. Master Thesis. Hacettepe University, Ankara, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Klomegah, R. Y. (2007). Predictors of academic performance of university students: an application of the goal efficacy model. College Student Journal, 41(2), 407-415.
  • Kocaman, A. (2008). Sociocultural and socioeconomic status of the family influence on the success of the student's school. Master Thesis. Beykent University, Istanbul, Turkiye. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Koutsoulis, M. K., & Campbell, J. R. (2001). Family processes affect students’ motivation, and science and math achievement in Cypriot high schools. Structural Equation Modeling: A Multidisciplinary Journal, 8, 108-127. doi:10.1207/S15328007SEM0801_6
  • Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organisational conditions and student engagement. Journal of Educational Administration, 38(2), 112–129. https://doi.org/10.1108/09578230010320064
  • Liu, X., & Koirala, H. (2009). The effect of mathematics self-efficacy on mathematics achievement of high school students. Paper presented at the annual conference of the Northeastern Educational Research Association, University of Connecticut, Connecticut. https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1029&context=nera_2009
  • Ministry of Education (ME). (2018). Social studies curriculum (primary and secondary school 4th, 5th, 6th and 7th grades). Ankara.
  • Official newspaper, (2007). http://www.resmigazete.gov.tr/eskiler/2007/12/20071226-7-1.doc
  • Özer-Özkan Y., & Anıl, D. (2011). Examining the factors affecting students’ science and mathematics achievement with structural equation modeling. H. U. Journal of Education, 41, 313-324.
  • Özkan, E., & Yıldırım, S. (2013). The relationships between geometry achievement, geometry self-efficacy, parents’ education level and gender. Ankara University, Journal of Faculty of Educational Sciences,46(2), 249-261. https://doi.org/10.1501/Egifak_0000001304
  • Öztürk, C. (2009). Hayat bilgisi ve sosyal bilgiler eğitimi [Life studies and social studies education]. Ankara: Pegem Academy.
  • Patterson, M., Perry, E., Decker, C., Eckert, R., Klaus, S., & Wendling, L. (2003). Factors Associated with High School mathematics performance in the United States. Studies in Educational Evaluation, 29, 91-108. https://doi.org/10.1016/S0191-491X(03)00017-8
  • Şad, S. N. (2012). Investigation of parental involvement tasks as predictors of primary students’ Turkish, math, and science & technology achievement. Eurasian Journal of Educational Research, 49, 173-196.
  • Sarı, M., & Cenkseven, F. (2008). Quality of school life and self-concept among elementary school students. International Journal of Human Sciences, 5(2), 3-16. Retrieved from http://www.insanbilimleri.com
  • Sarier, Y. (2016). The factors that affects students' academic achievement in Turkey: A meta-analysis study. H. U. Journal of Education, 31(3), 1-19. doi: 10.16986/HUJE.2016015868
  • Schoen L. T., & Teddlie, C. (2008). A new model of school culture: A response to a call for conceptual clarity, School Effectiveness and School Improvement, 19(2), 129–153. https://doi.org/10.1080/09243450802095278
  • Şevik, Y. (2014). The views of primary school principals and vice principals about the factors that affect students' academic success and their contribution to academic success. Master Thesis. Mehmet Akif Ersoy University, Burdur, Turkiye. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Şişman, M. (2014). Öğretim liderliği [Instructional leadership]. Ankara: Pegem Academy.
  • Sönmez, V. (2005). Hayat ve sosyal bilgiler öğretimi öğretmen klavuzu [Life and social studies teaching teacher's guide]. Ankara: Anı Publishing.
  • Türe, H., & Deveci, H. (2021). Utilizing family involvement activities in a social studies course: an action research study. Education and Science, 46(205), 409-452. http://dx.doi.org/10.15390/EB.2020.9719
  • Uluğ, F. (2012). Okulda başarı: Etkili öğrenme ve ders çalışma yöntemleri [Success in school: Effective learning and study methods]. İstanbul: Remzi Publishing.
  • Yenilmez, K., & Özabacı, N. Ş. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilişki üzerine bir araştırma [A research on the relationship between the attitudes towards mathematics and mathematics anxiety levels of boarding teacher school students]. Pamukkale University Faculty of Education Journal, 14, 132–146. Retrieved from https://dergipark.org.tr/tr/download/article-file/114804

Year 2022, Volume 10, Issue 3, 487 - 502, 30.09.2022
https://doi.org/10.17478/jegys.1135256

Abstract

References

  • Akyol, G., Sungur, S., & Tekkaya, C. (2010). The contribution of cognitive and metacognitive strategy USE to students’ science achievement. Educational Research and Evaluation, 16, 1–21. DOI: 10.1080/13803611003672348
  • Arıcı, İ. (2007). The effective factors on the students in the religious culture and ethics course (Ankara example). (Master Thesis). Ankara University, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Aydın, F. (2010). Academic motivation, self-efficacy and test anxiety as the predictors of academic success (Master Thesis). Hacettepe University, Ankara. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia-Social and Behavioral Sciences, 1(1), 953-957. DOI: 10.1016/j.sbspro.2009.01.169
  • Barnett, K., & McCormick, J., (2004). Leadership and individual principal-teacher relationships in schools. Educational Administration Quarterly, 40(3), 400-406.
  • Boyd, F. B. (2002). Motivation to continue: Enhancing literacy learning for struggling readers and writers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 18, 257–277. https://doi.org/10.1080/07487630290061818
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorumlar [Data analysis handbook for social sciences: Statistics, research design SPSS applications and comments]. Ankara: Pegem Academy.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Bilimsel araştırma yöntemleri. (Scientific research methods). Ankara: Pegem Academy.
  • Carlson, E., Sroufe, L. A., Collins, W. A., Jimerson, S., Weinfield, N., Hennighausen, K., Egeland, B., Hyson, D. M., Anderson, F., & Meyer, S. E. (1999). Early environment support and elementary school adjustment in middle adolescence. Journal of Adolescent Research, 14(1), 72-94. https://doi.org/10.1177/0743558499141005
  • Choi, N. (2005). Self-Efficacy and self-concept as predictors of college students’ academic performance. Psychology in The Schools, 42(2), 197-205. https://doi.org/10.1002/pits.20048
  • Creswell, J. W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education.
  • Dağdelen, S. (2013). Association between biology teacher's interpersonal behaviour, classroom learning environment and student's achievement. Master Thesis. Marmara University, İstanbul, Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Demir, Y. (2021). The effectiveness of field trips trips carried with parents in social studies course. Doctoral Dissertation. Bursa Uludağ University, Bursa, Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Demirtaş, H., & Güneş, H. (2002). Eğitim yönetimi ve denetimi sözlüğü [Educational administration and control dictionary]. Ankara: Anı Publishing.
  • Erden, M. (1998). Sosyal bilgiler öğretimi [Social studies teaching]. Ankara: Alkim Publishing.
  • Fiore, D. (2000). Positive school cultures: The importance of visible leaders. Contemporary Education, 71, 2-11.
  • Fuller, B., & Clarke, P. (1994). Raising school effects while ignoring culture - local conditions and the influence of classroom tools, rules, and pedagogy. Review Of Educational Research, 64, 119-57. https://doi.org/10.2307/1170747
  • Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3-13. https://doi.org/10.1037/0022-0663.93.1.3
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis related to achievement. London: Routledge.
  • Karasal, N. (2011). Bilimsel araştırma yöntemi (scientific research method). Ankara: Nobel.
  • Kartal, A. (2020). An overview of social studies in primary education: a meta synthesis study. Education and Science, 45(203), 123-151. http://dx.doi.org/10.15390/EB.2020.8678
  • Kızıldağ, S. (2009). Loneliness, submissive acts and social support as the determiners of academic success. Master Thesis. Hacettepe University, Ankara, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Klomegah, R. Y. (2007). Predictors of academic performance of university students: an application of the goal efficacy model. College Student Journal, 41(2), 407-415.
  • Kocaman, A. (2008). Sociocultural and socioeconomic status of the family influence on the success of the student's school. Master Thesis. Beykent University, Istanbul, Turkiye. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Koutsoulis, M. K., & Campbell, J. R. (2001). Family processes affect students’ motivation, and science and math achievement in Cypriot high schools. Structural Equation Modeling: A Multidisciplinary Journal, 8, 108-127. doi:10.1207/S15328007SEM0801_6
  • Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organisational conditions and student engagement. Journal of Educational Administration, 38(2), 112–129. https://doi.org/10.1108/09578230010320064
  • Liu, X., & Koirala, H. (2009). The effect of mathematics self-efficacy on mathematics achievement of high school students. Paper presented at the annual conference of the Northeastern Educational Research Association, University of Connecticut, Connecticut. https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1029&context=nera_2009
  • Ministry of Education (ME). (2018). Social studies curriculum (primary and secondary school 4th, 5th, 6th and 7th grades). Ankara.
  • Official newspaper, (2007). http://www.resmigazete.gov.tr/eskiler/2007/12/20071226-7-1.doc
  • Özer-Özkan Y., & Anıl, D. (2011). Examining the factors affecting students’ science and mathematics achievement with structural equation modeling. H. U. Journal of Education, 41, 313-324.
  • Özkan, E., & Yıldırım, S. (2013). The relationships between geometry achievement, geometry self-efficacy, parents’ education level and gender. Ankara University, Journal of Faculty of Educational Sciences,46(2), 249-261. https://doi.org/10.1501/Egifak_0000001304
  • Öztürk, C. (2009). Hayat bilgisi ve sosyal bilgiler eğitimi [Life studies and social studies education]. Ankara: Pegem Academy.
  • Patterson, M., Perry, E., Decker, C., Eckert, R., Klaus, S., & Wendling, L. (2003). Factors Associated with High School mathematics performance in the United States. Studies in Educational Evaluation, 29, 91-108. https://doi.org/10.1016/S0191-491X(03)00017-8
  • Şad, S. N. (2012). Investigation of parental involvement tasks as predictors of primary students’ Turkish, math, and science & technology achievement. Eurasian Journal of Educational Research, 49, 173-196.
  • Sarı, M., & Cenkseven, F. (2008). Quality of school life and self-concept among elementary school students. International Journal of Human Sciences, 5(2), 3-16. Retrieved from http://www.insanbilimleri.com
  • Sarier, Y. (2016). The factors that affects students' academic achievement in Turkey: A meta-analysis study. H. U. Journal of Education, 31(3), 1-19. doi: 10.16986/HUJE.2016015868
  • Schoen L. T., & Teddlie, C. (2008). A new model of school culture: A response to a call for conceptual clarity, School Effectiveness and School Improvement, 19(2), 129–153. https://doi.org/10.1080/09243450802095278
  • Şevik, Y. (2014). The views of primary school principals and vice principals about the factors that affect students' academic success and their contribution to academic success. Master Thesis. Mehmet Akif Ersoy University, Burdur, Turkiye. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Şişman, M. (2014). Öğretim liderliği [Instructional leadership]. Ankara: Pegem Academy.
  • Sönmez, V. (2005). Hayat ve sosyal bilgiler öğretimi öğretmen klavuzu [Life and social studies teaching teacher's guide]. Ankara: Anı Publishing.
  • Türe, H., & Deveci, H. (2021). Utilizing family involvement activities in a social studies course: an action research study. Education and Science, 46(205), 409-452. http://dx.doi.org/10.15390/EB.2020.9719
  • Uluğ, F. (2012). Okulda başarı: Etkili öğrenme ve ders çalışma yöntemleri [Success in school: Effective learning and study methods]. İstanbul: Remzi Publishing.
  • Yenilmez, K., & Özabacı, N. Ş. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilişki üzerine bir araştırma [A research on the relationship between the attitudes towards mathematics and mathematics anxiety levels of boarding teacher school students]. Pamukkale University Faculty of Education Journal, 14, 132–146. Retrieved from https://dergipark.org.tr/tr/download/article-file/114804

Details

Primary Language English
Subjects Education and Educational Research
Published Date September 2022
Journal Section Differentiated Instruction
Authors

Yılmaz DEMİR> (Primary Author)
MİLLİ EĞİTİM BAKANLIĞI
0000-0001-5477-1300
Türkiye

Publication Date September 30, 2022
Published in Issue Year 2022, Volume 10, Issue 3

Cite

Bibtex @research article { jegys1135256, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2022}, volume = {10}, number = {3}, pages = {487 - 502}, doi = {10.17478/jegys.1135256}, title = {Review of the social studies course academic achievements of middle school students in the context of behavioral grades}, key = {cite}, author = {Demir, Yılmaz} }
APA Demir, Y. (2022). Review of the social studies course academic achievements of middle school students in the context of behavioral grades . Journal for the Education of Gifted Young Scientists , 10 (3) , 487-502 . DOI: 10.17478/jegys.1135256
MLA Demir, Y. "Review of the social studies course academic achievements of middle school students in the context of behavioral grades" . Journal for the Education of Gifted Young Scientists 10 (2022 ): 487-502 <https://dergipark.org.tr/en/pub/jegys/issue/71129/1135256>
Chicago Demir, Y. "Review of the social studies course academic achievements of middle school students in the context of behavioral grades". Journal for the Education of Gifted Young Scientists 10 (2022 ): 487-502
RIS TY - JOUR T1 - Review of the social studies course academic achievements of middle school students in the context of behavioral grades AU - YılmazDemir Y1 - 2022 PY - 2022 N1 - doi: 10.17478/jegys.1135256 DO - 10.17478/jegys.1135256 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 487 EP - 502 VL - 10 IS - 3 SN - -2149-360X M3 - doi: 10.17478/jegys.1135256 UR - https://doi.org/10.17478/jegys.1135256 Y2 - 2022 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Review of the social studies course academic achievements of middle school students in the context of behavioral grades %A Yılmaz Demir %T Review of the social studies course academic achievements of middle school students in the context of behavioral grades %D 2022 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 10 %N 3 %R doi: 10.17478/jegys.1135256 %U 10.17478/jegys.1135256
ISNAD Demir, Yılmaz . "Review of the social studies course academic achievements of middle school students in the context of behavioral grades". Journal for the Education of Gifted Young Scientists 10 / 3 (September 2022): 487-502 . https://doi.org/10.17478/jegys.1135256
AMA Demir Y. Review of the social studies course academic achievements of middle school students in the context of behavioral grades. JEGYS. 2022; 10(3): 487-502.
Vancouver Demir Y. Review of the social studies course academic achievements of middle school students in the context of behavioral grades. Journal for the Education of Gifted Young Scientists. 2022; 10(3): 487-502.
IEEE Y. Demir , "Review of the social studies course academic achievements of middle school students in the context of behavioral grades", Journal for the Education of Gifted Young Scientists, vol. 10, no. 3, pp. 487-502, Sep. 2022, doi:10.17478/jegys.1135256

Submitted Articles: 589   Rejected Articles: 268 Published Articles: 320  Acceptance Rate:  %54   (Updated at February 9, 2022)

Journal for the Education of Gifted Young Scientists indexed from SCOPUS June 2018- December 2020. SOBIAD Impact Factor Score (1,171) Top One of Turkey at SOBIAD Index at 2019. Thanks for the contributions. 3rd International Congress on Gifted Youth and Sustainability of the Education (ICGYSE) 10-11 December 2022 (Please click for attendance).

Dergimiz "Education Full Text (H.W.Wilson) Database Coverage List" tarafından dizinlenmektedir. HTML  PDF   JEGYS'nin kapsamı;  eğitim bilimleri, alan eğitimi (tüm alan eğitimleri), üstün zekalılar eğitimi, interdisipliner eğitim çalışmaları, eğitimde sürdürülebilirlik çalışmaları, yetenek eğitimi gibi konulardır. Yazarların, araştırmalarında; yeni yöntem, model, yaklaşım, yetenek gelişimi, ileri (advanced) eğitim yenilikleri, karakter eğitimi, eğitimde sürdürülebilirlik gibi yönlerinden birini ya da birkaçını vurgulamaları JEGYS'nin yayın hedeflerini gerçekleştirmesi açısından önemlidir. 

JEGYS NOT INDEXED citefactor

    21871  17854      25126  20742           17865                   22217           21870        SCImago Journal & Country Rank (SJR) 25746257472574825749DHET Accredited Journal List (Department of Higher Education and Training of South Africa)
 

JOIN OUR EDITORIAL BOARD, PLEASE SEND YOUR CV TO EDITORJEGYS@GMAIL.COM



POPULARITY OF THE JEGYS OVER THE WORLD

                                                                 Free counters!

Note: Counter started on 28 February 2021

Giftedupoint.com Meeting point of the talent and giftedness

Young Wise Publishing/Genç Bilge Yayıncılık
Management-Publication Process-Office (Adress 1): 63 – 66 Hatton Garden, Fifth Floor, Suite 23, EC1N 8LE, London, UK
Web site: https://youngwisepub.com/ E-mail: info@youngwisepub.com

ISSN-Ownership-Office (Adress 2): Bahcelievler District 3015 St. No:9/1  Isparta, Turkey
Web site: http://gencbilgeyayincilik.com/ E-mail: gencbilgeyayincilik@gmail.com