Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 7 Sayı: 2, 31 - 44, 20.01.2023
https://doi.org/10.32568/jfce.1129258

Öz

Kaynakça

  • Adigwe, J. C. (1997). Ethnicity, test anxiety and science achievement of Nigerian students. International Journal of Science Education, 9(7), 772-780. Erişim Adresi: https://doi.org/10.1080/0950069970190703
  • Akın, A., Demirci, İ., & Arslan, S. (2012). Revised test anxiety scale: The validity and reliability study. Educational Sciences and Practice, 11(21), 103-118. http://www.ebuline.com/pdfs/21sayi/ebu21_6.pdf
  • Ametller, J., & Pinto, R. (2002). Students’ reading of innovative images of energy a secondary school level. International Journal of Science Education, 24, 285-312. https://doi.org/10.1080/09500690110078914
  • Anshel, M. H. (1995). Psychology from theory to practice. Arizona: Gorsugh Scanbrick.
  • Austin, J. S., Partridge, E., Bitner, J., & Wadlington, E. (1995). Prevent school failure: Treat test anxiety. Preventing School Failure, 40(1), 10-13. https://doi.org/10.1080/1045988X.1995.9944644
  • Barrows.J., Dunn, S., & Lloyd, C. A. (2013). Anxiety, self-efficacy, and college exam grade. Universal Journal of Education Research, 1(3), 204-208. DOI: 10.13189/ujer.2013.010310
  • Basavanna, M. (2000). Dictionary of psychology. New Delhi: Allied publishers (P) Ltd.
  • Başpınar Can, P., Dereboy, Ç., & Eskin, M. (2012). Comparison of the effectiveness of cognitive restructuring and systematic desensitization in reducing high-stakes test anxiety. Turkish Journal of Psychiatry, 23(1), 9-17. https://www.researchgate.net/publication/221870598
  • Begoray, D. (2001). Through a class darkly: visual literacy in the classroom. Canadian Journal of Education, 26(2) 201-217. https://doi.org/10.2307/1602201
  • Benson, J. & El-Zahhar, N. (1994). Further refinement and validation of the revised test anxiety scale. Structural Equation Modelling, 1(3), 203-221. https://doi.org/10.1080/10705519409539975
  • Berberoğlu, G. (2010). Dimensions reflected in practice of measurement and evaluation. Cito Education: Theory and Practice, 10, 10-14. http://www.ogretmen.info/makale/32.pdf
  • Biedermann, I. (1981). On the semantics of a glance at a scene. M. Kubovy & J. R. Pomerantz (Eds.), Perceptual organization (pp, 213-253). Hillsdale, NJ: Erlbaum.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Scientific research methods. Ankara: Pegem-A Publishing.
  • Chang, M. (1986). Text anxiety and academic achievement. Paper presented at the Second Regional Conference on University Teaching, Las Cruces, NM.
  • Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274. https://doi.org/10.1037/0022-0663.97.2.268
  • Cook, M. P. (2006). Visual representations in science education: the influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90, 1073-1091. http://dx.doi.org/10.1002/sce.20164
  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (Third edition). Los Angeles: Sage Publications.
  • Crisp, V., & Sweiry, E. (2006). Can a picture ruin a thousand words? The effects of visual resources in exam questions. Educational Research, 48(2), 139-154. https://doi.org/10.1080/00131880600732249
  • Çilenti, K. (1992). Educational technology and teaching. Ankara: Kadıoğlu Printing House.
  • Dodeen, H. (2009). Test-related characteristics of oUAEU students: Test-anxiety, test-taking skills, guessing, attitudes toward tests, and cheating. Journal of Faculty of Education, 26, 31-66. https://www.researchgate.net/publication/241590301
  • Erden, O. (2012). The effect of computer aided visual teaching materials on learning. Journal of the Faculty of Commerce and Tourism Education, 2, 102-111. https://pdfhoney.com/pdf-to-docx.html
  • Farooqi, Y. N., Ghani, R., & Spielberger, C. D. (2012). Gender differences in test anxiety and academic performance of medical students. International Journal of Psychology and Behavioural Sciences, 2(2), 38-43. http://dx.doi.org/10.5923/j.ijpbs.20120202.06
  • Ferk, V., Vrtacnik, M., Blejec, A., & Gril, A. (2003). Students’ understanding of molecular structure representations. International Journal of Science Education, 25(10), 1227-1245. https://doi.org/10.1080/0950069022000038231
  • Fisher-Hoch, H., Hughes, S., & Bramley, T. (1997). What makes GCSE examination questions difficult? Outcomes of manipulating difficulty of GCSE questions: a paper presented at the British Educational Research Association Annual Conference, University of Cambridge Local Examinations Syndicate, Cambridge.
  • Gay, L. R., & Airasian, P. (2000). Educational research: Competencies for analysis and experience. (10th edition). United States of America: Edwards Brothers.
  • Genty, C. G. (1994). Introduction to instructional development: Process and technigue. Belmont California: Wadsworth Puplishinch Company.
  • Gernsbacher, M. A. (1990). Language comprehension as structure building. (1st edition). New York: Psychology Press.
  • Johnson-Laird, P. (1981). Mental models of meaning. A. K. Joshi, B. L. Webber, & I. A. Sag (Eds), Elements of discourse understanding (pp. 106-126). Cambridge: Cambridge University Press.
  • Karaca, K. (2013). Examination of the contribution of using visual materials on physics education (Masters Thesis). Accessed from YÖK Thesis Center database (Thesis No: 333516).
  • Kennedy, J. M. (1974). Psychology of picture perception. Oxford, England: Jossey-Bass.
  • Kozma, R. (2003). The material features of multiple representations and their cognitive and social affordances for science understanding. Learning and Instruction, 13(2), 205-226. DOI:10.1016/S0959-4752(02)00021-X
  • Kozma, R. & Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Researchin Science Teaching, 34(9), 949-968. https://doi.org/10.1002/(SICI)1098-2736(199711)34:9<949::AID-TEA7>3.0.CO;2-U
  • Mamur Yılmaz, E. (2014). Teaching material design processes of visual arts teacher candidates for teaching artistic arrangement principles to primary school students. Accessed from YÖK Thesis Center database (Thesis No: 354650).
  • Mathewson, J. H. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education, 83(1), 33-54. https://doi.org/10.1002/(SICI)1098-237X(199901)83:1<33::AID-SCE2>3.0.CO;2-Z
  • Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81(2), 240–246. https://doi.org/10.1037/0022-0663.81.2.240
  • McKeachie, W. J. (1984). Does anxiety disrupt information processing or does poor information processing lead to anxiety? International Review of Applied Psychology, 33(2), 187-203. DOI:10.1111/j.1464-0597.1984.tb01428.x
  • Nadeem, M., Ali, A., Maqbool, S., & Zaidi, S.U. (2012). Impact of anxiety on the academic achievement of students having different mental abilities at university level in bahawalpur (southern punjab) Pakistan. International Online Journal of Educational Sciences, 4(3), 519-528. https://www.acarindex.com/dosyalar/makale/acarindex-1423904276.pdf Ndirangu, W.G., Muola, J. M., Kithuka, M. R., & Nassiuma, D. K. (2009). An relationship between test anxiety and academic performance in secondary schools in Nyeri district, Kenya. Global Journal of Educational Research, 8(1-2), 1-7. DOI: 10.4314/gjedr.v8i1-2.53761
  • Olatoye, R. A. (2009). Students’ test anxiety, motivation for examinations and science achievement in junior secondary schools in Ogun State, Nigeria. International Journal of Psychology and Counselling, 1(10), 194-198. https://www.academicjournals.org/app/webroot/article/article1380358855_Olatoye%20Pdf.pdf
  • Olatoye, R. A., & Afuwape, M. O. (2003). Test anxiety as a determinant of examination misdemeanor among some Nigerian Secondary School Students. Ibadan Journal Education Study, 3(182), 32-39.
  • Ollerenshaw, A., Aidman, E., & Kidd, G. (1997). Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style and multimedia illustrations on text comprehension. International Journal of Instructional Media, 24(3), 227-238.
  • Peeck, J. (1987). The role of illustrations in processing and remembering illustrated text. D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration, Vol. 1: Basic research. New York: Springer-Verlag.
  • Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and Instruction, 3(3), 227-238. https://doi.org/10.1016/0959-4752(93)90006-L
  • Pollitt, A., & Ahmed, A. (1999). A new model of the question answering process. Paper presented at the International Association for Educational Assessment Annual Conference, University of Cambridge Local Examinations Syndicate, Cambridge.
  • Sarason, I. G. (1988). Anxiety, self-preoccupation and attention. Anxiety Research, 1, 3-8. https://doi.org/10.1080/10615808808248215
  • Schnotz, W. (1993). Some remarks on the commentary on the relation of dual coding and mental models in graphic comprehension. Learning and Instruction, 3(3), 247-249. https://doi.org/10.1016/0959-4752(93)90008-N
  • Slough, S., & McTigue, E. (2010). Introduction to the integration of verbal and visual information in science texts. Read Psychology, 31(3), 206-212. https://doi.org/10.1080/02702710903241397
  • Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: A transactional process model. C. D. Spielberger & P. R. Vagg (Eds.), Series in clinical and community psychology. Test anxiety: Theory, assessment, and treatment (pp. 3-14). Philadelphia, PA, US: Taylor & Francis.
  • Spielberger, C. D. (1972). Anxiety as an emotional state. C. D. Spielberger (Eds.), Anxiety: Current Trends in Theory and Research Vol. 1 (pp. 23-49). New York: Academic Press.
  • Sridevi, K. V. (2013). A study of relationship among general anxiety, test anxiety and academic achievement of higher secondary students. Journal of Education and Practice, 4(1), 122-130. https://core.ac.uk/download/pdf/234633887.pdf
  • Stokes, S. (2002). Visual literacy in teaching and learning: A literature perspective. Electronic Journal For the Integration of Tecnology in Education, 1(1), 10-19. https://wcpss.pbworks.com/f/Visual+Literacy.pdf
  • Sweller, J. (1990). Cognitive processes and instructional procedures. Australian Journal of Education, 34(2), 125–130. https://doi.org/10.1177/000494419003400202
  • Syokwaa, K. A., Aloka, P. J. O., & Ndunge, N. F. (2014). The relationship between anxiety levels and academic achievement among students in selected secondary schools in lang’ata district, Kenya. Journal of Educational and Social Research, 4(3), 403-413. DOI: 10.5901/jesr.2014.v4n3p403
  • Şata, M. (2016). An overview of classroom and large-scale measurement and evaluation in the Turkish education system. Current Research Education, 2(1), 53-60. f https://C:/Users/%C4%B0Kurbano%C4%9Flu/Downloads/Turk_Egitim_Sistemi_nde_Sinif_Ici_ile_Ge.pdf
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston, Pearson.
  • Tomljenovc, Z., & Nikcevic-Milkovic, A. (2005). Self respect, test anxiety and school achievement of elementary school pupils. Contemporary Psychology, 8(1), 61-62. https://hrcak.srce.hr/3256
  • Van Sommeren, M., Reimann, P., Boshuizen, H., & Jong, T. D. (Eds.) (1998). Learning with Multiple Representations. Amsterdam: Permagon.
  • Weidenmann, B. (1989). When good pictures fail: an information-processing approach to the effect of illustrations. H. Mandl & J. R. Levin (Eds.), Knowledge acquisition from text and pictures: Advances in Psychology (pp. 58). Amsterdam: Elsevier.
  • Winn, W. (1987). Charts, graphs, and diagrams in educational materials. D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration Vol. 1: Basic research (pp. 152-198). New York: SpringerVerlag.
  • Winn, W. (1989). The design and use of instructional graphics. H. Mandl & J. R. Levin (Eds.). Knowledge acquisition from text and pictures: Advances in Psychology (pp. 58). Amsterdam: Elsevier.
  • Zeidner, M. (1998). Test anxiety: The state of the art. New York: Springer.

Investigation of Exam Questions Enriched with Visual Materials According to Various Variables

Yıl 2022, Cilt: 7 Sayı: 2, 31 - 44, 20.01.2023
https://doi.org/10.32568/jfce.1129258

Öz

The objective of this study was to investigate whether there is a statistically significant difference between the scores of exam questions enriched with visual materials and without visual materials in middle school students. In addition, it was to investigate whether students' scores from exam questions enriched with visual materials and without visual materials and test anxiety scores make a difference according to gender. Achievement Tests (AT) and Test Anxiety Scale (TAS) were used as the data collection tools in study. The sample of this study was 28 middle school students. In the analysis results of the study, it was found that there was not a statistically significant difference between the scores of the students in the exam questions with visual materials and without visual materials. In addition, the mean scores of the students in the exam questions enriched with visual materials and questions without visual materials did not show a significant difference by gender. The anoher result obtained was that there was not a statistically significant difference between the test anxiety scores of male and female students. But, it was noticed that as the number of exams students take increased, their test anxiety scores increased, and their exam success scores decreased.

Kaynakça

  • Adigwe, J. C. (1997). Ethnicity, test anxiety and science achievement of Nigerian students. International Journal of Science Education, 9(7), 772-780. Erişim Adresi: https://doi.org/10.1080/0950069970190703
  • Akın, A., Demirci, İ., & Arslan, S. (2012). Revised test anxiety scale: The validity and reliability study. Educational Sciences and Practice, 11(21), 103-118. http://www.ebuline.com/pdfs/21sayi/ebu21_6.pdf
  • Ametller, J., & Pinto, R. (2002). Students’ reading of innovative images of energy a secondary school level. International Journal of Science Education, 24, 285-312. https://doi.org/10.1080/09500690110078914
  • Anshel, M. H. (1995). Psychology from theory to practice. Arizona: Gorsugh Scanbrick.
  • Austin, J. S., Partridge, E., Bitner, J., & Wadlington, E. (1995). Prevent school failure: Treat test anxiety. Preventing School Failure, 40(1), 10-13. https://doi.org/10.1080/1045988X.1995.9944644
  • Barrows.J., Dunn, S., & Lloyd, C. A. (2013). Anxiety, self-efficacy, and college exam grade. Universal Journal of Education Research, 1(3), 204-208. DOI: 10.13189/ujer.2013.010310
  • Basavanna, M. (2000). Dictionary of psychology. New Delhi: Allied publishers (P) Ltd.
  • Başpınar Can, P., Dereboy, Ç., & Eskin, M. (2012). Comparison of the effectiveness of cognitive restructuring and systematic desensitization in reducing high-stakes test anxiety. Turkish Journal of Psychiatry, 23(1), 9-17. https://www.researchgate.net/publication/221870598
  • Begoray, D. (2001). Through a class darkly: visual literacy in the classroom. Canadian Journal of Education, 26(2) 201-217. https://doi.org/10.2307/1602201
  • Benson, J. & El-Zahhar, N. (1994). Further refinement and validation of the revised test anxiety scale. Structural Equation Modelling, 1(3), 203-221. https://doi.org/10.1080/10705519409539975
  • Berberoğlu, G. (2010). Dimensions reflected in practice of measurement and evaluation. Cito Education: Theory and Practice, 10, 10-14. http://www.ogretmen.info/makale/32.pdf
  • Biedermann, I. (1981). On the semantics of a glance at a scene. M. Kubovy & J. R. Pomerantz (Eds.), Perceptual organization (pp, 213-253). Hillsdale, NJ: Erlbaum.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Scientific research methods. Ankara: Pegem-A Publishing.
  • Chang, M. (1986). Text anxiety and academic achievement. Paper presented at the Second Regional Conference on University Teaching, Las Cruces, NM.
  • Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test anxiety and academic performance in undergraduate and graduate students. Journal of Educational Psychology, 97(2), 268-274. https://doi.org/10.1037/0022-0663.97.2.268
  • Cook, M. P. (2006). Visual representations in science education: the influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90, 1073-1091. http://dx.doi.org/10.1002/sce.20164
  • Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (Third edition). Los Angeles: Sage Publications.
  • Crisp, V., & Sweiry, E. (2006). Can a picture ruin a thousand words? The effects of visual resources in exam questions. Educational Research, 48(2), 139-154. https://doi.org/10.1080/00131880600732249
  • Çilenti, K. (1992). Educational technology and teaching. Ankara: Kadıoğlu Printing House.
  • Dodeen, H. (2009). Test-related characteristics of oUAEU students: Test-anxiety, test-taking skills, guessing, attitudes toward tests, and cheating. Journal of Faculty of Education, 26, 31-66. https://www.researchgate.net/publication/241590301
  • Erden, O. (2012). The effect of computer aided visual teaching materials on learning. Journal of the Faculty of Commerce and Tourism Education, 2, 102-111. https://pdfhoney.com/pdf-to-docx.html
  • Farooqi, Y. N., Ghani, R., & Spielberger, C. D. (2012). Gender differences in test anxiety and academic performance of medical students. International Journal of Psychology and Behavioural Sciences, 2(2), 38-43. http://dx.doi.org/10.5923/j.ijpbs.20120202.06
  • Ferk, V., Vrtacnik, M., Blejec, A., & Gril, A. (2003). Students’ understanding of molecular structure representations. International Journal of Science Education, 25(10), 1227-1245. https://doi.org/10.1080/0950069022000038231
  • Fisher-Hoch, H., Hughes, S., & Bramley, T. (1997). What makes GCSE examination questions difficult? Outcomes of manipulating difficulty of GCSE questions: a paper presented at the British Educational Research Association Annual Conference, University of Cambridge Local Examinations Syndicate, Cambridge.
  • Gay, L. R., & Airasian, P. (2000). Educational research: Competencies for analysis and experience. (10th edition). United States of America: Edwards Brothers.
  • Genty, C. G. (1994). Introduction to instructional development: Process and technigue. Belmont California: Wadsworth Puplishinch Company.
  • Gernsbacher, M. A. (1990). Language comprehension as structure building. (1st edition). New York: Psychology Press.
  • Johnson-Laird, P. (1981). Mental models of meaning. A. K. Joshi, B. L. Webber, & I. A. Sag (Eds), Elements of discourse understanding (pp. 106-126). Cambridge: Cambridge University Press.
  • Karaca, K. (2013). Examination of the contribution of using visual materials on physics education (Masters Thesis). Accessed from YÖK Thesis Center database (Thesis No: 333516).
  • Kennedy, J. M. (1974). Psychology of picture perception. Oxford, England: Jossey-Bass.
  • Kozma, R. (2003). The material features of multiple representations and their cognitive and social affordances for science understanding. Learning and Instruction, 13(2), 205-226. DOI:10.1016/S0959-4752(02)00021-X
  • Kozma, R. & Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena. Journal of Researchin Science Teaching, 34(9), 949-968. https://doi.org/10.1002/(SICI)1098-2736(199711)34:9<949::AID-TEA7>3.0.CO;2-U
  • Mamur Yılmaz, E. (2014). Teaching material design processes of visual arts teacher candidates for teaching artistic arrangement principles to primary school students. Accessed from YÖK Thesis Center database (Thesis No: 354650).
  • Mathewson, J. H. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education, 83(1), 33-54. https://doi.org/10.1002/(SICI)1098-237X(199901)83:1<33::AID-SCE2>3.0.CO;2-Z
  • Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81(2), 240–246. https://doi.org/10.1037/0022-0663.81.2.240
  • McKeachie, W. J. (1984). Does anxiety disrupt information processing or does poor information processing lead to anxiety? International Review of Applied Psychology, 33(2), 187-203. DOI:10.1111/j.1464-0597.1984.tb01428.x
  • Nadeem, M., Ali, A., Maqbool, S., & Zaidi, S.U. (2012). Impact of anxiety on the academic achievement of students having different mental abilities at university level in bahawalpur (southern punjab) Pakistan. International Online Journal of Educational Sciences, 4(3), 519-528. https://www.acarindex.com/dosyalar/makale/acarindex-1423904276.pdf Ndirangu, W.G., Muola, J. M., Kithuka, M. R., & Nassiuma, D. K. (2009). An relationship between test anxiety and academic performance in secondary schools in Nyeri district, Kenya. Global Journal of Educational Research, 8(1-2), 1-7. DOI: 10.4314/gjedr.v8i1-2.53761
  • Olatoye, R. A. (2009). Students’ test anxiety, motivation for examinations and science achievement in junior secondary schools in Ogun State, Nigeria. International Journal of Psychology and Counselling, 1(10), 194-198. https://www.academicjournals.org/app/webroot/article/article1380358855_Olatoye%20Pdf.pdf
  • Olatoye, R. A., & Afuwape, M. O. (2003). Test anxiety as a determinant of examination misdemeanor among some Nigerian Secondary School Students. Ibadan Journal Education Study, 3(182), 32-39.
  • Ollerenshaw, A., Aidman, E., & Kidd, G. (1997). Is an illustration always worth ten thousand words? Effects of prior knowledge, learning style and multimedia illustrations on text comprehension. International Journal of Instructional Media, 24(3), 227-238.
  • Peeck, J. (1987). The role of illustrations in processing and remembering illustrated text. D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration, Vol. 1: Basic research. New York: Springer-Verlag.
  • Peeck, J. (1993). Increasing picture effects in learning from illustrated text. Learning and Instruction, 3(3), 227-238. https://doi.org/10.1016/0959-4752(93)90006-L
  • Pollitt, A., & Ahmed, A. (1999). A new model of the question answering process. Paper presented at the International Association for Educational Assessment Annual Conference, University of Cambridge Local Examinations Syndicate, Cambridge.
  • Sarason, I. G. (1988). Anxiety, self-preoccupation and attention. Anxiety Research, 1, 3-8. https://doi.org/10.1080/10615808808248215
  • Schnotz, W. (1993). Some remarks on the commentary on the relation of dual coding and mental models in graphic comprehension. Learning and Instruction, 3(3), 247-249. https://doi.org/10.1016/0959-4752(93)90008-N
  • Slough, S., & McTigue, E. (2010). Introduction to the integration of verbal and visual information in science texts. Read Psychology, 31(3), 206-212. https://doi.org/10.1080/02702710903241397
  • Spielberger, C. D., & Vagg, P. R. (1995). Test anxiety: A transactional process model. C. D. Spielberger & P. R. Vagg (Eds.), Series in clinical and community psychology. Test anxiety: Theory, assessment, and treatment (pp. 3-14). Philadelphia, PA, US: Taylor & Francis.
  • Spielberger, C. D. (1972). Anxiety as an emotional state. C. D. Spielberger (Eds.), Anxiety: Current Trends in Theory and Research Vol. 1 (pp. 23-49). New York: Academic Press.
  • Sridevi, K. V. (2013). A study of relationship among general anxiety, test anxiety and academic achievement of higher secondary students. Journal of Education and Practice, 4(1), 122-130. https://core.ac.uk/download/pdf/234633887.pdf
  • Stokes, S. (2002). Visual literacy in teaching and learning: A literature perspective. Electronic Journal For the Integration of Tecnology in Education, 1(1), 10-19. https://wcpss.pbworks.com/f/Visual+Literacy.pdf
  • Sweller, J. (1990). Cognitive processes and instructional procedures. Australian Journal of Education, 34(2), 125–130. https://doi.org/10.1177/000494419003400202
  • Syokwaa, K. A., Aloka, P. J. O., & Ndunge, N. F. (2014). The relationship between anxiety levels and academic achievement among students in selected secondary schools in lang’ata district, Kenya. Journal of Educational and Social Research, 4(3), 403-413. DOI: 10.5901/jesr.2014.v4n3p403
  • Şata, M. (2016). An overview of classroom and large-scale measurement and evaluation in the Turkish education system. Current Research Education, 2(1), 53-60. f https://C:/Users/%C4%B0Kurbano%C4%9Flu/Downloads/Turk_Egitim_Sistemi_nde_Sinif_Ici_ile_Ge.pdf
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston, Pearson.
  • Tomljenovc, Z., & Nikcevic-Milkovic, A. (2005). Self respect, test anxiety and school achievement of elementary school pupils. Contemporary Psychology, 8(1), 61-62. https://hrcak.srce.hr/3256
  • Van Sommeren, M., Reimann, P., Boshuizen, H., & Jong, T. D. (Eds.) (1998). Learning with Multiple Representations. Amsterdam: Permagon.
  • Weidenmann, B. (1989). When good pictures fail: an information-processing approach to the effect of illustrations. H. Mandl & J. R. Levin (Eds.), Knowledge acquisition from text and pictures: Advances in Psychology (pp. 58). Amsterdam: Elsevier.
  • Winn, W. (1987). Charts, graphs, and diagrams in educational materials. D. M. Willows & H. A. Houghton (Eds.), The psychology of illustration Vol. 1: Basic research (pp. 152-198). New York: SpringerVerlag.
  • Winn, W. (1989). The design and use of instructional graphics. H. Mandl & J. R. Levin (Eds.). Knowledge acquisition from text and pictures: Advances in Psychology (pp. 58). Amsterdam: Elsevier.
  • Zeidner, M. (1998). Test anxiety: The state of the art. New York: Springer.
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

İzzet Kurbanoglu 0000-0002-5340-0855

Sefa Yüce 0000-0003-0030-5464

Yayımlanma Tarihi 20 Ocak 2023
Gönderilme Tarihi 11 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 7 Sayı: 2

Kaynak Göster

APA Kurbanoglu, İ., & Yüce, S. (2023). Investigation of Exam Questions Enriched with Visual Materials According to Various Variables. Journal of Family Counseling and Education, 7(2), 31-44. https://doi.org/10.32568/jfce.1129258
AMA Kurbanoglu İ, Yüce S. Investigation of Exam Questions Enriched with Visual Materials According to Various Variables. JFCE. Ocak 2023;7(2):31-44. doi:10.32568/jfce.1129258
Chicago Kurbanoglu, İzzet, ve Sefa Yüce. “Investigation of Exam Questions Enriched With Visual Materials According to Various Variables”. Journal of Family Counseling and Education 7, sy. 2 (Ocak 2023): 31-44. https://doi.org/10.32568/jfce.1129258.
EndNote Kurbanoglu İ, Yüce S (01 Ocak 2023) Investigation of Exam Questions Enriched with Visual Materials According to Various Variables. Journal of Family Counseling and Education 7 2 31–44.
IEEE İ. Kurbanoglu ve S. Yüce, “Investigation of Exam Questions Enriched with Visual Materials According to Various Variables”, JFCE, c. 7, sy. 2, ss. 31–44, 2023, doi: 10.32568/jfce.1129258.
ISNAD Kurbanoglu, İzzet - Yüce, Sefa. “Investigation of Exam Questions Enriched With Visual Materials According to Various Variables”. Journal of Family Counseling and Education 7/2 (Ocak 2023), 31-44. https://doi.org/10.32568/jfce.1129258.
JAMA Kurbanoglu İ, Yüce S. Investigation of Exam Questions Enriched with Visual Materials According to Various Variables. JFCE. 2023;7:31–44.
MLA Kurbanoglu, İzzet ve Sefa Yüce. “Investigation of Exam Questions Enriched With Visual Materials According to Various Variables”. Journal of Family Counseling and Education, c. 7, sy. 2, 2023, ss. 31-44, doi:10.32568/jfce.1129258.
Vancouver Kurbanoglu İ, Yüce S. Investigation of Exam Questions Enriched with Visual Materials According to Various Variables. JFCE. 2023;7(2):31-44.