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Öğretmen Eğitimi Sınıflarında Öğretmen Adaylarının Başarılarını Yordayan Değişkenler

Yıl 2020, Cilt: 20 Sayı: 87, 157 - 178, 20.05.2020

Öz

Problem Durumu: Sosyal, politik ve teknolojik alanlarda çok hızlı gelişmelerin yaşandığı günümüzde bugün öğretilen bilgiler yarın geçersiz hale gelebilmektedir. Bu bilgi çağında, öğrencilerin sürekli artan bilgi yığını arasından uygun bilgileri seçmeleri, uygun stratejilere karar vermeleri ve kendi öğrenme süreçlerini yönetebilmeleri önemlidir. Bu özellikler derse gelip sadece öğretim elemanının anlattıklarını not alan diğer bir ifadeyle sadece geleneksel yöntemlerle öğrenen öğrenciler tarafından kazanılamayabilir. Gelecek nesilleri eğitecek öğretmen adaylarının kendi öğrenmeleri için sorumluluk almaları, farklı öğrenme fırsatlarına açık olmaları, araştırma ve öğrenmeyi sevmeleri, kendi öğrenme süreçlerini yönetebilmeleri ve problem çözme becerilerini kullanabilmeleri gibi öz-yönelimli öğrenme (ÖYÖ) becerilerine sahip olmaları önemli görülmektedir. Bunu bağlamda, pek çok üniversite bu gereksinimleri dikkate alarak, öğretim materyalleri ve öğretim yöntemleri konusunda değişiklikler yapmaktadır. Teknolojiyi ve sınıf içi aktif öğrenme görevlerini birleştiren ters-yüz öğrenme yaklaşımının öğrencilerin öğretme-öğrenme sürecini desteklediğini belirten pek çok araştırma bulunmaktadır. Ters-yüz öğrenmenin bir parçası olan ders öncesi etkinlikler, öğrencilerin ÖYÖ becerilerinin önemini vurgulamaktadır. Ayrıca, uzaktan öğrenme, hibrid ve ters-yüz öğrenme yoluyla öğretimin gelişmesiyle birlikte, ÖYÖ kritik bir özellik olarak ortaya çıkmaktadır. Alanyazındaki pek çok araştırma sonuçları, öğrencilerin ÖYÖ becerileri ve başarıları arasında anlamlı ve pozitif bir ilişki olduğunu ortaya koymuştur fakat bazı araştırmalarda da yüksek veya düşük ÖYÖ hazırbulunuşluğu olan öğrencilerin final sınavlarında anlamlı bir farklılık bulunamamıştır. Dolayısıyla, bu çalışmanın amaçlarından biri, öğretmen adaylarının ÖYÖ’ye hazırbulunuşluğu, ters-yüz veya geleneksel sınıf ortamlarında öğrenmelerinin başarılarını yordayıp yordamadığını araştırmaktır. Ayrıca, alanyazında cinsiyet başarıyı etkileyen bir faktör olarak açıklanmıştır ve bu eğitim bilimleri dersinde öğrenci başarısını yordayan değişkenlere dahil edilmiştir.
Öğrencilerin başarısı, öğretimin etkinliğini belirleyen en önemli değişkenlerden biridir. Literatürde motivasyon, tutum, öz yeterlik, öz düzenleme vb. farklı değişkenlerin öğrencilerin farklı derslerdeki başarılarını yordayan araştırmalar bulunmaktadır fakat cinsiyet, öz yönelimli öğrenmeye hazırbulunuşluk (ÖYÖH) ve öğrenme ortamı değişkenleri bir öğretmenlik eğitimi dersinde birlikte incelenmemiştir. Bu bağlamda, çalışmanın hem alanyazına hem de öğretmen adaylarına yönelik yapılan çalışmalara katkıda sağlayacağı düşünülmektedir.

Araştırmanın Amacı: Bu çalışmanın amacı, öğretmen adaylarının başarılarının bir eğitim dersinde, Öğretim İlke ve Yöntemleri (ÖİY), cinsiyet, Öz yönelimli Öğrenmeye Hazır Bulunuşları ve ders ortamı (ters-yüz sınıf, geleneksel sınıf) gibi bazı değişkenler ile yordanmasıdır. Bu amaca ulaşmak için aşağıdaki araştırma soruları önerilmiştir:
1. ÖİY dersinde cinsiyet ve Öz yönelimli Öğrenmeye Hazır Bulunuşluk ölçeğinin alt boyutları (öz-yönetim, öğrenme isteği, öz-kontrol) öğretmen adaylarının başarısını ne kadar iyi yordamaktadır?
2. ÖİY dersinde cinsiyet ve Öz yönelimli Öğrenmeye Hazır Bulunuşluk ölçeğinin alt boyutları kontrol edildikten sonra, ters-yüz öğrenme sınıfında veya geleneksel öğretim sınıflarında olmak, öğretmen adaylarının başarısını ne kadar iyi yordamaktadır?

Araştırmanın Yöntemi: Bu çalışmanın tarama araştırmadır ve amaçlı örnekleme yöntemine göre belirlenen 271 öğretmen adayı araştırmaya dahil edilmiştir. Bu öğretmen adaylarında 195'i (% 72) kadın, 76'sı (% 28) erkek, 27'si (% 10) ters-yüz öğrenme Sınıf Öğretmenliği Bölümü'nde; 48'i (% 17.7) geleneksel Sınıf Öğretmenliği Bölümünde; 69'u (% 25,5) geleneksel Fen Bilgisi Öğretmenliği Bölümünde; 81’i (% 29,9) geleneksel Türkçe Öğretmenliği Bölümünde; 46'sı (% 17) geleneksel İlköğretim Matematik Öğretmenliği Bölümünde öğrenim görmektedir. Veriler başarı testi ve ÖYÖH ölçeği ile toplanmıştır. Başarı testi (AT), ortalama madde güçlüğü .51, madde ayırt edicilik indeksi .37 ve Kr-20 güvenilirlik katsayısı .78 olan 40 soru içermektedir. ÖYÖH ölçeği, Fisher vd. (2001) tarafından geliştirilmiş ve Türkçeye Sahin ve Erden (2009) tarafından uyarlanmıştır. Ölçek üç alt faktörden oluşmaktadır: 13 maddeden oluşan ‘öz-yönetim’, 12 maddeden oluşan ‘öğrenme isteği’ ve 15 maddeden oluşan ‘öz-kontrol’. Ölçeğin Cronbach alfa iç tutarlılık katsayısı öz-yönetim alt boyutu için .87, öğrenme isteği alt boyut için .86 ve öz-kontrol alt boyutu için .79 olarak bulunmuştur.

Kaynakça

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. doi: 10.1080/07294360.2014.934336
  • Altuger-Genc, G., Genc, Y., & Tatoglu, A. (2017, November). Investigating the involvement of self-directed learning in flipped classrooms: A unique url based search method. Proceedings of the ASME 2017 International Mechanical Engineering Congress and Exposition, IMECE2017, Tampa, Florida, USA. Retrieved from https://asmedigitalcollection.asme.org/IMECE/proceedings-abstract/IMECE2017/58400/V005T06A017/264546
  • Baughman, J., Hassall, L., & Xu, X. (2019). Comparison of student team dynamics between nonflipped and flipped versions of a large-enrollment sophomore design engineering course. Journal of Engineering Education, 108, 103–118. https://doi.org/10.1002/jee.20251
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
  • Berrett, D. (2012). How flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How Flipping-the-Classroom/130857/
  • Buccheri, G., Gurber, N. A. & Bruhwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International Journal of Science Education, 33(1), 159–178.
  • Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78-96.
  • Castedo, R., Lopez, L. M., Chiquito, M., Navarro, J., Cabrera, J. D., & Ortega, M. F. (2019). Flipped classroom-comparative case study in engineering higher education. Computer Applications in Engineering Education, 27, 206–216. doi: https://doi.org/10.1002/ cae.22069
  • Chen, S., Yang, S. J. H., & Hsiao, C. (2015). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096–1112. https://doi.org/10.1111/bjet.12278
  • Chou, P. (2012a). Effect of students’ self-directed learning abilities on online learning outcomes: two exploratory experiments in electronic engineering. International Journal of Humanities and Social Science, 2(6), 172-179.
  • Chou, P. (2012b). The relationship between engineering students’ self-directed learning abilities and online learning performances: A pilot study. Contemporary Issues in Education Research, 5(1), 33-38.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Ed.). New York: Routledge.
  • Corbeil, J. R. (2003). Online technologies self-efficacy, self-directed learning readiness, and locus of control of learners in a graduate-level web-based distance education program (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3094002)
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. doi: 10.1007/s11423-013-9305-6
  • Day, J. A., & Foley, J. D. (2006). Evaluating a web lecture intervention in a human computer interaction course. IEEE Transactions on Education, 49(4), 420-431. doi: 10.1109/TE.2006.879792
  • Deyo, Z. M., Huynh, D., Rochester, C., Sturpe, D. A., & Kiser, K. (2011). Readiness for self directed learning and academic performance in an abilities laboratory course. American Journal of Pharmaceutical Education, 75(2), 1-6.
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice to Improve Learning, 57(6), 14-27. doi: 10.1007/s11528-013-0698 1
  • Field, A. (2009). Discovering Statistics Using SPSS (3rd Ed.). London: Sage.
  • Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Education Today 30, 44–48.
  • Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nurse education. Nurse Education Today, 21(7), 516-525. https://doi.org/10.1054/nedt.2001.0589
  • Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the lecture/homework paradigm using eTEACH web-based streaming video software. Journal of Engineering Education, 91(3), 267-274. doi: 10.1002/j.2168 9830.2002.tb00703.x
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th Ed.). New York: McGraw Hill.
  • Frenzel, A. C., Pekrun, R. & Goetz, T. (2007). Girls and mathematics-A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497–514.
  • Fulton, K. P. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17. Retrieved from https://files.eric.ed.gov/fulltext/EJ982840.pdf
  • Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Allyn-Bacon.
  • Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. Dissertation Abstracts International, 38(11-A), 6467.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th Ed.). London: Pearson New International Edition.
  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K (2013). A review of flipped learning. Flipped Learning Network. Retrieved from https://flippedlearning.org/wp-content/uploads/2016/07/LitReview_FlippedLearning.pdf
  • Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92.
  • John, J. V., & Michael, J. C. (2018). Self directed learning practices and academic performance among undergraduate nursing students. International Journal for Research in Applied Science & Engineering Technology (IJRASET), 6(3), 1173-1177. doi: 10.22214/ijraset.2018.3183
  • Khanova, J., Roth, M. T., Rodgers, J. E., & McLaughlin, J. E. (2015). Student experiences across multiple flipped courses in a single curriculum. Medical Education, 49, 1038–1048. doi: 10.1111/medu.12807
  • Khiat, H. (2015). Academic performance and the practice of self-directed learning: The adult student perspective. Journal of Further and Higher Education, 41(1), 44-59. doi: 10.1080/0309877X.2015.1062849.
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The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms

Yıl 2020, Cilt: 20 Sayı: 87, 157 - 178, 20.05.2020

Öz

Purpose: This study aimed to predict the achievement of pre-service teachers majoring in education through some learner characteristics like gender, self-directed learning readiness dimensions, and course context (being in the flipped learning class and traditional teaching classes).

Research Methods: This study employed a relational survey research design and involved 271 pre-service teachers who were selected according to the purposive sampling method. Data were collected by implementing an achievement test and Self-directed Learning Readiness Scale and analyzed through the Hierarchical Multiple Linear Regression procedure.

Findings: The findings of the study showed that in the first model, gender and desire for learning predicted the achievement of pre-service teachers. The second model revealed that being in a flipped learning class predicted the academic achievement of pre-service teachers than being in any other classes taught according to traditional teaching principles.

Implications for Research and Practice: It is suggested that pre-service teachers are provided with opportunities to apply what they have learned theoretically. Also, it may be suggested that instructors include various computer applications, software, games, and videos from YouTube to increase the pre-service teachers’ desire to learn. Lastly, for further studies, it may be suggested to include different variables in predicting the achievement of pre-service teachers.

Kaynakça

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. doi: 10.1080/07294360.2014.934336
  • Altuger-Genc, G., Genc, Y., & Tatoglu, A. (2017, November). Investigating the involvement of self-directed learning in flipped classrooms: A unique url based search method. Proceedings of the ASME 2017 International Mechanical Engineering Congress and Exposition, IMECE2017, Tampa, Florida, USA. Retrieved from https://asmedigitalcollection.asme.org/IMECE/proceedings-abstract/IMECE2017/58400/V005T06A017/264546
  • Baughman, J., Hassall, L., & Xu, X. (2019). Comparison of student team dynamics between nonflipped and flipped versions of a large-enrollment sophomore design engineering course. Journal of Engineering Education, 108, 103–118. https://doi.org/10.1002/jee.20251
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: International Society for Technology in Education.
  • Berrett, D. (2012). How flipping the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How Flipping-the-Classroom/130857/
  • Buccheri, G., Gurber, N. A. & Bruhwiler, C. (2011). The impact of gender on interest in science topics and the choice of scientific and technical vocations. International Journal of Science Education, 33(1), 159–178.
  • Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81, 78-96.
  • Castedo, R., Lopez, L. M., Chiquito, M., Navarro, J., Cabrera, J. D., & Ortega, M. F. (2019). Flipped classroom-comparative case study in engineering higher education. Computer Applications in Engineering Education, 27, 206–216. doi: https://doi.org/10.1002/ cae.22069
  • Chen, S., Yang, S. J. H., & Hsiao, C. (2015). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096–1112. https://doi.org/10.1111/bjet.12278
  • Chou, P. (2012a). Effect of students’ self-directed learning abilities on online learning outcomes: two exploratory experiments in electronic engineering. International Journal of Humanities and Social Science, 2(6), 172-179.
  • Chou, P. (2012b). The relationship between engineering students’ self-directed learning abilities and online learning performances: A pilot study. Contemporary Issues in Education Research, 5(1), 33-38.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Ed.). New York: Routledge.
  • Corbeil, J. R. (2003). Online technologies self-efficacy, self-directed learning readiness, and locus of control of learners in a graduate-level web-based distance education program (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3094002)
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. doi: 10.1007/s11423-013-9305-6
  • Day, J. A., & Foley, J. D. (2006). Evaluating a web lecture intervention in a human computer interaction course. IEEE Transactions on Education, 49(4), 420-431. doi: 10.1109/TE.2006.879792
  • Deyo, Z. M., Huynh, D., Rochester, C., Sturpe, D. A., & Kiser, K. (2011). Readiness for self directed learning and academic performance in an abilities laboratory course. American Journal of Pharmaceutical Education, 75(2), 1-6.
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Techtrends: Linking Research & Practice to Improve Learning, 57(6), 14-27. doi: 10.1007/s11528-013-0698 1
  • Field, A. (2009). Discovering Statistics Using SPSS (3rd Ed.). London: Sage.
  • Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Education Today 30, 44–48.
  • Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nurse education. Nurse Education Today, 21(7), 516-525. https://doi.org/10.1054/nedt.2001.0589
  • Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the lecture/homework paradigm using eTEACH web-based streaming video software. Journal of Engineering Education, 91(3), 267-274. doi: 10.1002/j.2168 9830.2002.tb00703.x
  • Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th Ed.). New York: McGraw Hill.
  • Frenzel, A. C., Pekrun, R. & Goetz, T. (2007). Girls and mathematics-A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497–514.
  • Fulton, K. P. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17. Retrieved from https://files.eric.ed.gov/fulltext/EJ982840.pdf
  • Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston: Allyn-Bacon.
  • Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. Dissertation Abstracts International, 38(11-A), 6467.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis (7th Ed.). London: Pearson New International Edition.
  • Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K (2013). A review of flipped learning. Flipped Learning Network. Retrieved from https://flippedlearning.org/wp-content/uploads/2016/07/LitReview_FlippedLearning.pdf
  • Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92.
  • John, J. V., & Michael, J. C. (2018). Self directed learning practices and academic performance among undergraduate nursing students. International Journal for Research in Applied Science & Engineering Technology (IJRASET), 6(3), 1173-1177. doi: 10.22214/ijraset.2018.3183
  • Khanova, J., Roth, M. T., Rodgers, J. E., & McLaughlin, J. E. (2015). Student experiences across multiple flipped courses in a single curriculum. Medical Education, 49, 1038–1048. doi: 10.1111/medu.12807
  • Khiat, H. (2015). Academic performance and the practice of self-directed learning: The adult student perspective. Journal of Further and Higher Education, 41(1), 44-59. doi: 10.1080/0309877X.2015.1062849.
  • Kim, M., & Choi, D. (2018). Effects of self-directed learning readiness on academic performance and perceived usefulness for each element of flipped learning. Educational Technology International, 19(1), 123-151.
  • Kim, S., Park, N., & Joo, K. (2014). Effects of flipped classroom based on smart learning on self-directed and collaborative learning. International Journal of Control and Automation, 7(12), 69–80. https://doi.org/10.14257/ijca.2014.7.12.07
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall/Cambridge.
  • Kreber, C. (1998). The relationships between self-directed learning, critical thinking, and psychological type, and some implications for teaching in higher education. Studies in Higher Education, 23(1), 71-86. doi: 10.1080/03075079812331380502
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. doi: http://dx.doi.org/10.1080/00220480009596759
  • Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006
  • Lai, H. J. (2011). The influence of adult learners' self-directed learning readiness and network literacy on online learning effectiveness: a study of civil servants in Taiwan. Educational Technology & Society, 14(2), 98–106.
  • Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435. doi: 10.1109/TE.2013.2249066.
  • Maycock, K. W. (2019). Chalk and talk versus flipped learning: A case study. Journal of Computer Assisted Learning, 35, 121–126. doi: 10.1111/jcal.12317
  • Maycock, K. W., Lambert, J., & Bane, D. (2018). Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning. Journal of Computer Assisted Learning, 1–12. doi: https://doi.org/10.1111/jcal.12274
  • Merlin-Knoblich, C. & Camp, A. (2018). A case study exploring students’ experiences in a flipped counseling course. Counselor Education & Supervision, 57, 301-316. doi: 10.1002/ceas.12118
  • O’Kell S. P. (1988). A study of the relationships between learning style, readiness for self-directed learning and teaching preference of learner nurses in one health district. Nurse Education Today 8, 197–204.
  • Ozudogru, M. & Aksu, M. (2019). The development of an achievement test for the principles and methods of instruction course. Trakya Journal of Education, 9(4), 680-695.
  • Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(2), 116-125.
  • Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426-443.
  • Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193-203.
  • Phillips, C. R., & Trainor, J. E. (2014). Milennial students and the flipped classroom. Proceedings of the ASBBS Annual Conference, 21(1), 519-530. Retrieved from http://asbbs.org/files/ASBBS2014/PDF/P/Phillips_Trainor(P519-530).pdf
  • Pintrich, P. R. & De Groot, E., V (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
  • Shyr, W. J., & Chen, C‐H. (2017). Designing a technology‐enhanced flipped learning system to facilitate students' self‐regulation and performance. Journal of Computer Assisted Learning, 1–10. doi: https://doi.org/10.1111/jcal.12213
  • Strayer, J. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Doctoral dissertation). The Ohio State University, Columbus.
  • Sahin, E., & Erden, M. (2009). Özyönetimli öğrenmeye hazırbulunuşluk ölçeği’nin geçerlik ve güvenirlik çalışması [Reliability and validity of self-directed learning readiness scale]. E-Journal of New World Sciences Academy, 4(3), 695-706. Retrieved from https://dergipark.org.tr/tr/pub/nwsaedu/issue/19827/212407
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (6th Ed.). Boston: Pearson Education Inc.
  • Valas, H. & Slovik, N. (1993). Variables affecting students’ intrinsic motivation for school mathematics: Two empirical studies based on Deci’s and Ryan’s theory of motivation. Learning and Instruction, 3, 281–298.
  • Verniers, C., & Martinot, D. (2015). Characteristics expected in fields of higher education and gender stereotypical traits related to academic success: A mirror effect. Social Psychology of Education, 18, 719–733. doi: 10.1007/s11218-015-9312-z
  • Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology. 40(3), 193-199. doi:10.1177/0098628313487461
  • Zainuddin, Z., & Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES BlendSpace. On the Horizon, 26(4), 281-290. https://doi.org/10.1108/ OTH-04-2017-0016
  • Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. (2009). Flipping the classroom to explore active learning in a large undergraduate course. Proceedings of the 2009 American Society for Engineering Education Annual Conference and Exhibition. Retrieved from https://www.researchgate.net/publication/260201119_
  • Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped calculus: A study of student performance and perceptions. Primus, 25(9-10), 847-860. doi: 10.1080/10511970.2015.1031305.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Melike Ozudogru Bu kişi benim 0000-0002-7478-3576

Yayımlanma Tarihi 20 Mayıs 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 20 Sayı: 87

Kaynak Göster

APA Ozudogru, M. (2020). The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research, 20(87), 157-178.
AMA Ozudogru M. The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research. Mayıs 2020;20(87):157-178.
Chicago Ozudogru, Melike. “The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms”. Eurasian Journal of Educational Research 20, sy. 87 (Mayıs 2020): 157-78.
EndNote Ozudogru M (01 Mayıs 2020) The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research 20 87 157–178.
IEEE M. Ozudogru, “The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms”, Eurasian Journal of Educational Research, c. 20, sy. 87, ss. 157–178, 2020.
ISNAD Ozudogru, Melike. “The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms”. Eurasian Journal of Educational Research 20/87 (Mayıs 2020), 157-178.
JAMA Ozudogru M. The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research. 2020;20:157–178.
MLA Ozudogru, Melike. “The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms”. Eurasian Journal of Educational Research, c. 20, sy. 87, 2020, ss. 157-78.
Vancouver Ozudogru M. The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms. Eurasian Journal of Educational Research. 2020;20(87):157-78.