Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 6 Sayı: 2, 448 - 470, 31.12.2022

Öz

Kaynakça

  • Ağır, F., Gür, H., & Okçu, A. (2007). Uzaktan eğitime karşı tutum ölçeği geliştirmesine yönelik geçerlik ve güvenirlik çalışması [Development of the attitude scale toward distance learning: Reliability and validity]. e-Journal of New World Sciences Academy, 3(2), 128-139.
  • Aixia, D., & Wang , D. (2011). Factors influencing learner attitudes toward e-learning and development of e-learning environment based on the integrated e-learning platform. International Journal of e-Education, e-Business, e-Management and e-Learning, 1(3), 264-268.
  • Alakoç, Z. (2014). Genel olarak uzaktan öğretim ve konuya öğretim üyelerinin bakış açıları [Distance education in general and faculty members' perspectives on the subject]. Sakarya University Journal of Education Faculty, (3), 403-413.
  • Arslan, R. (2021). Salgın döneminde uygulanan uzaktan eğitime yönelik tutum ölçeği geliştirilmesi [Developing an attitude scale towards distance education applied in the period of the outbreak]. Journal of the Faculty of Economics and Administrative Sciences of Kafkas University. 12(23), 369-393. https://doi.org/10.36543/kauiibfd.2021.017
  • Bayrak, F., Tibi, M. H., & Altun, A. (2020). Development of online course satisfaction scale. Turkish Online Journal of Distance Education-TOJDE, 21(4), 112-123.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford Publications.
  • Bruder, I. (1989). Distance learning: What's holding back this boundless delivery system? Electronic Learning, 8(6), 30-35.
  • Bryman, A., & Cramer, D. (2001). Quantitative data analysis with SPSS release 10 for Windows: A guide for social scientists. Routledge Press.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Pegem Publications.
  • Byrne, B. (1989). A primer of lisrel, basic assumptions and programming for confirmatory factor analysis models. Springer-Verlag Publishing. http://dx.doi.org/10.1007/978-1-4613-8885-2
  • Child, D. (2006). The essentials of factor analysis (3th ed.). Continuum.
  • Crawford, C. (1975). A Comparison of the direct oblimin and primary parsimony methods of oblique rotation. British Journal of Mathematical and Statistical Psychology, 28(2), 201-213.
  • Council of Higher Education. (2020). Basın açıklaması Yükseköğretim Kurulu Başkanı Prof. Dr. M. A. Yekta Saraç [Press release President of the Council of Higher Education Prof. Dr. M. A. Yekta Saraç]. https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx
  • Davis, J. R., & Davis, A. B. (2001). Kendi kendine öğrenmek [Self-learning]. (A. Baykara, Trans.). Mediacat. (Original work published 2000).
  • Demirel, S. (2022). Teachers’ attitudes towards online education and a scale study. In A. Kabadayı (Ed.), Action Research in Educational Sciences (pp. 133-148). Livre de Lyon.
  • Dhawan, S. (2020). Online Learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
  • Drašler, V., Bertoncelj, J., Korošec, M., Žontar, T. P., Ulrih, N. P., & Cigić, B. (2021). Difference in the Attitude of Students and employees of the University of Ljubljana towards work from home and online education: Lessons from COVID-19 Pandemic. Sustainability, (13), 1-24. https://doi.org/10.3390/su13095118
  • Eagly, A. H., & Chaiken, S. (2007). The advantages of an inclusive definition of attitude. Social Cognition, 25(5), 582-602. https://doi.org/10.1521/soco.2007.25.5.582
  • Ertürk, S. (1998). Eğitimde program geliştirme [Curriculum development in education]. Meteksan.
  • Etlioğlu, M., & Tekin, M. (2020). Elektronik öğrenmede öğrenci tutum ve akademik başarı arasındaki ilişkide öğrenci merak ve kaygısının aracılık rolü [The mediating role of student’s curiosity and anxiety in the relationship between student attitude and academic achievement in electronic learning]. Selcuk University Journal of Social Sciences Institute, (43), 34-48.
  • Field, A. (2005). Discovering statistics using SPSS. Sage Publications.
  • Gable, R. K., Wolf, M. B., & Keilty, J. W. (1993). Instrument development in the affective domain (2nd ed.). Springer Science+Business Media, LLC.
  • Gurung, R. A., & Stone, A. M. (2020). You can’t always get what you want and it hurts: Learning during the pandemic. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000236
  • Gümüşel, G., & Dölen, H. (2022). Dünyada ve Türkiye’de uzaktan eğitime tarihsel bir bakış ile gelecek eğilimler [Future trends in the world and in Turkey with a historical perspective to distance education]. Socrates Journal of Interdisciplinary Social Studies, 8(15), 166-152. https://doi.org/10.51293/socrates.191
  • Güngör, C. (2021). The relationship between attitudes towards learning and success orientation in undergraduate students. International Online Journal of Education and Teaching (IOJET), 8(3), 1774-1796.
  • Harting, K., & Erthal, M. J. (2005). History of distance learning. Information Technology, Learning, and Performance Journal; Morehead, 23(1), 35-44. https://www.proquest.com/scholarly-journals/history-distance-learning/docview/219815808/se-2
  • Haznedar, Ö., & Baran, B. (2012). Eğitim fakültesi öğrencileri için e-öğrenmeye yönelik genel bir tutum ölçeği geliştirme çalışması [Development of a general attitude scale towards e-learning for faculty of education students]. Educational Technology Theory and Practice, 2(2), 42-59. https://doi.org/10.17943/etku.84225
  • Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indices in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Horzum, M. B. (2014). Sakarya Üniversitesi eğitim fakültesinde görev yapan öğretim elemanlarının internet destekli eğitime yönelik düşünceleri [Sakarya University faculty of education teaching staff's thoughts on internet supported education]. Sakarya University Journal of Education Faculty, (6), 245-262. https://dergipark.org.tr/tr/pub/sakae
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the simplis command language. Scientific Software International, Inc.
  • Karzhanova, N. V., Ishmuradova, A. M., Nazarenko, S. V., Korzhuev, A. V., & Ryazanova, E. L. (2021). Student attitude to distance education: Pros and cons. Cypriot Journal of Educational Sciences (CJES), 16(3), 1319-1327. https://doi.org/10.18844/cjes.v16i3.5857
  • Kass, R. A., & Tinsley, H. E. (1979). Factor analysis. Journal of Leisure Research, (11), 120-138. https://doi.org/10.1080/00222216.1979.11969385
  • Kırık, A. M. (2014). Uzaktan eğitimin tarihsel gelişimi ve türkiye’deki durumu. [Historical development of distance education and the situation in Turkey]. Marmara Communication Journal, 21(21), 73-94. https://doi.org/10.17829/midr.20142110299
  • Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması [Attitude scale development study towards distance education]. Ege Eğitim Dergisi, 258-271. https://doi.org/10.12984/eed.01675
  • Kisanga, D. H., & Ireson, G. (2016). Test of e-learning related attitudes (TeLRA) scale: Development, reliability and validity study. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 12(1), 20-36.
  • Kline, P. (1994). An easy guide to factor analysis. Routledge Press.
  • Malta, G. D., Bond, J., Conroy, D., Smith, K., & Moller, N. (2022). Distance education students’ mental health, connectedness and academic performance during COVID-19: A mixed-methods study. Distance Education, 43(1), 97-118. https://doi.org/10.1080/01587919.2012.723165
  • McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 102(2), 247–255. https://doi.org/10.1037/0033-2909.107.2.247
  • Ministry of National Education. (2020). Bakan Selçuk, Koronavirüs'e karşı eğitim alanında alınan tedbirleri açıkladı [Minister Selçuk announced the measures taken in the field of education against the Coronavirus]. https://www.meb.gov.tr/bakan-selcuk-koronavirusekarsi-egitimalaninda-alinan-tedbirleri-acikladi/haber/20497/tr
  • Moore, M. G., & Kearsley, G. (2005). Distance Education: A Systems View (Second Edition). Cengage Learning.
  • Nunnally, J. C. (1978). Psychometric testing. McGraw-Hill.
  • Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory. McGraw-Hill.
  • Ogbonna, C. G., Ibezim , N. E., & Obi, C. A. (2019). Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach. South African Journal of Education, 39(2), 1-13. https://hdl.handle.net/10520/EJC-168a98cd12
  • Pallant, J. (2001). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (versions 10–11). Open University Press.
  • Pinchbeck, J., & Heaney, C. (2022). Case report: The impact of online forum use on student retention in a level 1 distance learning module. Athens Journal of Education, 9(1), 103-118. https://doi.org/10.30958/aje.9-1-7
  • Pregowska, A., Masztalerz, K., Garlińska, M., & Osial, M. (2021). A worldwide journey through distance education—from the post office to virtual, augmented and mixed realities, and education during the COVID-19 Pandemic. Education Sciences, 11(3), 118. https://doi.org/10.3390/educsci11030118
  • Safavi, A. A. (2008). Developing countries and e-learning program development. Journal of Global Information Technology Management, 11(3), 47-64. https://doi.org/10.1080/1097198X.2008.10856473
  • Tabachnick, B. G., & Fidell, L. S. (2006). Using multivariate statistics (5th ed.). Allyn and Bacon.
  • Tavşancıl, E. E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS]. Nobel Akademy Publications.
  • Tsiligkiris, V., & Ilieva, J. (2022). Global engagement in the post-pandemic world: Challenges and responses. Perspective from the UK. Higher Education Quarterly, 76, 343-366. https://doi.org/10.1111/hequ.12390
  • Verduin, J. R., & Clark, J. T. (1994). Uzaktan eğitim: etkin uygulama esasları [Distance education: Principles of effective practice]. (İ. Maviş, Trans.). Anadolu University.
  • Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management (41), 75-86. https://doi.org/10.1016/S0378-7206(03)00028-4
  • Yıldırım, S., Yıldırım, G., Çelik, E., & Karaman, S. (2014). Perception of distance education students about distance education: A scale development study. Journal of Research in Education and Teaching, 3(3), 365-370.

Developing Students’ Attitude Scale for the Online Education

Yıl 2022, Cilt: 6 Sayı: 2, 448 - 470, 31.12.2022

Öz

While discussions on the efficiency and adequacy of distance education, which has passed through various stages from the 1700s to the present day, and its accessibility has become easier with the opportunities provided by technology, it has to be experienced by almost everyone after the pandemic in 2019. While there are various scale studies for distance education before 2019 in the literature, there is a need for an up-to-date scale with proven validity and reliability. Therefore, this study aimed to develop an up-to-date scale with proven validity and reliability for the use of researchers who aim to study this subject. The item pool of the scale was designed considering the attitude and its sub-components as positive and negative. The scale, which took its final form before the application with the help of an assessment and evaluation specialist and a language expert, was applied to a group of 341 students consisting of Gazi University Education Faculty, Hacı Bayram Veli University Fine Arts Faculty, Hacı Bayram Veli University Faculty of Literature. As a result of Exploratory Factor Analysis and Confirmatory Factor Analysis, a structure consisting of 30 items with six factors was revealed. Cronbach's alpha values of the factors were measured as 0.84, 0.71, 0.85, 0.70, 0.75, and 0.76, respectively. The total Cronbach's alpha value of the scale, which constituted the whole of the factors, was 0.92. As a result of the analyses performed at the end of this research, a valid and reliable scale was put forward to measure the attitudes toward online education.

Kaynakça

  • Ağır, F., Gür, H., & Okçu, A. (2007). Uzaktan eğitime karşı tutum ölçeği geliştirmesine yönelik geçerlik ve güvenirlik çalışması [Development of the attitude scale toward distance learning: Reliability and validity]. e-Journal of New World Sciences Academy, 3(2), 128-139.
  • Aixia, D., & Wang , D. (2011). Factors influencing learner attitudes toward e-learning and development of e-learning environment based on the integrated e-learning platform. International Journal of e-Education, e-Business, e-Management and e-Learning, 1(3), 264-268.
  • Alakoç, Z. (2014). Genel olarak uzaktan öğretim ve konuya öğretim üyelerinin bakış açıları [Distance education in general and faculty members' perspectives on the subject]. Sakarya University Journal of Education Faculty, (3), 403-413.
  • Arslan, R. (2021). Salgın döneminde uygulanan uzaktan eğitime yönelik tutum ölçeği geliştirilmesi [Developing an attitude scale towards distance education applied in the period of the outbreak]. Journal of the Faculty of Economics and Administrative Sciences of Kafkas University. 12(23), 369-393. https://doi.org/10.36543/kauiibfd.2021.017
  • Bayrak, F., Tibi, M. H., & Altun, A. (2020). Development of online course satisfaction scale. Turkish Online Journal of Distance Education-TOJDE, 21(4), 112-123.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford Publications.
  • Bruder, I. (1989). Distance learning: What's holding back this boundless delivery system? Electronic Learning, 8(6), 30-35.
  • Bryman, A., & Cramer, D. (2001). Quantitative data analysis with SPSS release 10 for Windows: A guide for social scientists. Routledge Press.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Pegem Publications.
  • Byrne, B. (1989). A primer of lisrel, basic assumptions and programming for confirmatory factor analysis models. Springer-Verlag Publishing. http://dx.doi.org/10.1007/978-1-4613-8885-2
  • Child, D. (2006). The essentials of factor analysis (3th ed.). Continuum.
  • Crawford, C. (1975). A Comparison of the direct oblimin and primary parsimony methods of oblique rotation. British Journal of Mathematical and Statistical Psychology, 28(2), 201-213.
  • Council of Higher Education. (2020). Basın açıklaması Yükseköğretim Kurulu Başkanı Prof. Dr. M. A. Yekta Saraç [Press release President of the Council of Higher Education Prof. Dr. M. A. Yekta Saraç]. https://www.yok.gov.tr/Sayfalar/Haberler/2020/universitelerde-uygulanacak-uzaktan-egitime-iliskin-aciklama.aspx
  • Davis, J. R., & Davis, A. B. (2001). Kendi kendine öğrenmek [Self-learning]. (A. Baykara, Trans.). Mediacat. (Original work published 2000).
  • Demirel, S. (2022). Teachers’ attitudes towards online education and a scale study. In A. Kabadayı (Ed.), Action Research in Educational Sciences (pp. 133-148). Livre de Lyon.
  • Dhawan, S. (2020). Online Learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
  • Drašler, V., Bertoncelj, J., Korošec, M., Žontar, T. P., Ulrih, N. P., & Cigić, B. (2021). Difference in the Attitude of Students and employees of the University of Ljubljana towards work from home and online education: Lessons from COVID-19 Pandemic. Sustainability, (13), 1-24. https://doi.org/10.3390/su13095118
  • Eagly, A. H., & Chaiken, S. (2007). The advantages of an inclusive definition of attitude. Social Cognition, 25(5), 582-602. https://doi.org/10.1521/soco.2007.25.5.582
  • Ertürk, S. (1998). Eğitimde program geliştirme [Curriculum development in education]. Meteksan.
  • Etlioğlu, M., & Tekin, M. (2020). Elektronik öğrenmede öğrenci tutum ve akademik başarı arasındaki ilişkide öğrenci merak ve kaygısının aracılık rolü [The mediating role of student’s curiosity and anxiety in the relationship between student attitude and academic achievement in electronic learning]. Selcuk University Journal of Social Sciences Institute, (43), 34-48.
  • Field, A. (2005). Discovering statistics using SPSS. Sage Publications.
  • Gable, R. K., Wolf, M. B., & Keilty, J. W. (1993). Instrument development in the affective domain (2nd ed.). Springer Science+Business Media, LLC.
  • Gurung, R. A., & Stone, A. M. (2020). You can’t always get what you want and it hurts: Learning during the pandemic. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000236
  • Gümüşel, G., & Dölen, H. (2022). Dünyada ve Türkiye’de uzaktan eğitime tarihsel bir bakış ile gelecek eğilimler [Future trends in the world and in Turkey with a historical perspective to distance education]. Socrates Journal of Interdisciplinary Social Studies, 8(15), 166-152. https://doi.org/10.51293/socrates.191
  • Güngör, C. (2021). The relationship between attitudes towards learning and success orientation in undergraduate students. International Online Journal of Education and Teaching (IOJET), 8(3), 1774-1796.
  • Harting, K., & Erthal, M. J. (2005). History of distance learning. Information Technology, Learning, and Performance Journal; Morehead, 23(1), 35-44. https://www.proquest.com/scholarly-journals/history-distance-learning/docview/219815808/se-2
  • Haznedar, Ö., & Baran, B. (2012). Eğitim fakültesi öğrencileri için e-öğrenmeye yönelik genel bir tutum ölçeği geliştirme çalışması [Development of a general attitude scale towards e-learning for faculty of education students]. Educational Technology Theory and Practice, 2(2), 42-59. https://doi.org/10.17943/etku.84225
  • Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indices in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55. https://doi.org/10.1080/10705519909540118
  • Horzum, M. B. (2014). Sakarya Üniversitesi eğitim fakültesinde görev yapan öğretim elemanlarının internet destekli eğitime yönelik düşünceleri [Sakarya University faculty of education teaching staff's thoughts on internet supported education]. Sakarya University Journal of Education Faculty, (6), 245-262. https://dergipark.org.tr/tr/pub/sakae
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the simplis command language. Scientific Software International, Inc.
  • Karzhanova, N. V., Ishmuradova, A. M., Nazarenko, S. V., Korzhuev, A. V., & Ryazanova, E. L. (2021). Student attitude to distance education: Pros and cons. Cypriot Journal of Educational Sciences (CJES), 16(3), 1319-1327. https://doi.org/10.18844/cjes.v16i3.5857
  • Kass, R. A., & Tinsley, H. E. (1979). Factor analysis. Journal of Leisure Research, (11), 120-138. https://doi.org/10.1080/00222216.1979.11969385
  • Kırık, A. M. (2014). Uzaktan eğitimin tarihsel gelişimi ve türkiye’deki durumu. [Historical development of distance education and the situation in Turkey]. Marmara Communication Journal, 21(21), 73-94. https://doi.org/10.17829/midr.20142110299
  • Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması [Attitude scale development study towards distance education]. Ege Eğitim Dergisi, 258-271. https://doi.org/10.12984/eed.01675
  • Kisanga, D. H., & Ireson, G. (2016). Test of e-learning related attitudes (TeLRA) scale: Development, reliability and validity study. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 12(1), 20-36.
  • Kline, P. (1994). An easy guide to factor analysis. Routledge Press.
  • Malta, G. D., Bond, J., Conroy, D., Smith, K., & Moller, N. (2022). Distance education students’ mental health, connectedness and academic performance during COVID-19: A mixed-methods study. Distance Education, 43(1), 97-118. https://doi.org/10.1080/01587919.2012.723165
  • McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness of fit. Psychological Bulletin, 102(2), 247–255. https://doi.org/10.1037/0033-2909.107.2.247
  • Ministry of National Education. (2020). Bakan Selçuk, Koronavirüs'e karşı eğitim alanında alınan tedbirleri açıkladı [Minister Selçuk announced the measures taken in the field of education against the Coronavirus]. https://www.meb.gov.tr/bakan-selcuk-koronavirusekarsi-egitimalaninda-alinan-tedbirleri-acikladi/haber/20497/tr
  • Moore, M. G., & Kearsley, G. (2005). Distance Education: A Systems View (Second Edition). Cengage Learning.
  • Nunnally, J. C. (1978). Psychometric testing. McGraw-Hill.
  • Nunnally, J. C., & Bernstein, I. (1994). Psychometric theory. McGraw-Hill.
  • Ogbonna, C. G., Ibezim , N. E., & Obi, C. A. (2019). Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach. South African Journal of Education, 39(2), 1-13. https://hdl.handle.net/10520/EJC-168a98cd12
  • Pallant, J. (2001). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows (versions 10–11). Open University Press.
  • Pinchbeck, J., & Heaney, C. (2022). Case report: The impact of online forum use on student retention in a level 1 distance learning module. Athens Journal of Education, 9(1), 103-118. https://doi.org/10.30958/aje.9-1-7
  • Pregowska, A., Masztalerz, K., Garlińska, M., & Osial, M. (2021). A worldwide journey through distance education—from the post office to virtual, augmented and mixed realities, and education during the COVID-19 Pandemic. Education Sciences, 11(3), 118. https://doi.org/10.3390/educsci11030118
  • Safavi, A. A. (2008). Developing countries and e-learning program development. Journal of Global Information Technology Management, 11(3), 47-64. https://doi.org/10.1080/1097198X.2008.10856473
  • Tabachnick, B. G., & Fidell, L. S. (2006). Using multivariate statistics (5th ed.). Allyn and Bacon.
  • Tavşancıl, E. E. (2014). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS]. Nobel Akademy Publications.
  • Tsiligkiris, V., & Ilieva, J. (2022). Global engagement in the post-pandemic world: Challenges and responses. Perspective from the UK. Higher Education Quarterly, 76, 343-366. https://doi.org/10.1111/hequ.12390
  • Verduin, J. R., & Clark, J. T. (1994). Uzaktan eğitim: etkin uygulama esasları [Distance education: Principles of effective practice]. (İ. Maviş, Trans.). Anadolu University.
  • Wang, Y. S. (2003). Assessment of learner satisfaction with asynchronous electronic learning systems. Information & Management (41), 75-86. https://doi.org/10.1016/S0378-7206(03)00028-4
  • Yıldırım, S., Yıldırım, G., Çelik, E., & Karaman, S. (2014). Perception of distance education students about distance education: A scale development study. Journal of Research in Education and Teaching, 3(3), 365-370.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Serkan Demirel 0000-0003-3459-2836

Yayımlanma Tarihi 31 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 6 Sayı: 2

Kaynak Göster

APA Demirel, S. (2022). Developing Students’ Attitude Scale for the Online Education. International Journal of Modern Education Studies, 6(2), 448-470.