Improving a required course in our curriculum that has proven to be a challenge for our students was the focus of this study. Surveys of both students and instructors attempted to identify specific problem areas. Using the information from these surveys, the researchers developed a series of videos to explain vital course concepts and deployed these into the course sections. The purpose of the videos is to provide consistency across the multiple modalities in which we offer our courses (including online, classroom and via videoconferencing) and to improve overall student understanding. This project seeks to determine how supplemental content focusing on material identified as “difficult,” by students and instructors, can impact student performance. Challenges include the deployment of the videos across various modalities and obtaining sufficient student feedback.

This study presents students’ feedback and learning impact on design and development of a multimedia learning in Direct Problem-Based Learning approach (mDPBL) for Computer Networks in Dian Nuswantoro University, Indonesia. This study examined the usefulness, contents and navigation of the multimedia learning as well as learning impacts towards mDPBL approach which used. A total of 276 students who took Computer Networks subject from two different departments participated in this study of a quasi-experiment in year 2016. Two different ways of teaching, one the normal of teaching/traditional approach, another one using mDPBL approach of teaching. However, the purpose of this study, Analysis and report in this study only the feedback of the students participated in mDPBL group (n=136). Nearly all students have positive feedback of the multimedia learning especially usefulness, contents and navigation, and also they have positive feedback of the mDPBL teaching approach. While, the overall feedback towards mDPBL approach presented in the findings/results section.

The fact that the prospective Turkish teachers’ having a command of different methods and techniques as being Turkish teachers of the future is important in terms of its positive effects on the comprehension and expression skills of the middle school students. This study used the case study design and the qualitative approach. The aim of the research was to test the effectiveness of literature circle method and contribute to the field in theoretical and practical context. Fourty-six prospective Turkish teachers were conveniently sampled from the state university in Istanbul, to participate in the study. During six weeks, the opinions of prospective Turkish teachers who applied literature circle method were collected through unstructured interview forms. The data collected were subjected to a content analysis. It was concluded that prospective Turkish teachers found the method of literature circle favorible, in terms of cooperation, solidarity, gaining different perspectives, revealing hidden talents, developing self-confidence, aesthetic pleasure, enriching vocabulary and catching the details.

The purpose of this research is to assess the sports and socialization of the students studying in different sports branches in Gumushane University. “Socialization- Sports and Socialization Scale” developed by Sahan was used in this research. A total of 742 students composed of 316 females and 426 males studying in Gumushane University participated in this survey modelled research. Data obtained were evaluated in SPSS package program. Reliability coefficient of the scale was found to be 0.896. T-Test, Kruskall Wallis and Anova were used in statistical assessment of data. Pearson Product-Moment Correlation analysis was used to determine whether there was a significant relation between socialization and sports-socialization scores and the causal relations between two variables were tested with simple linear regression analysis. The study was analyzed in terms of certain variables and it was concluded that the variables of gender, age, place of residence and type of sports done by the participants didn’t make a difference on sports-socialization and socialization scores. It is also observed that there is a positive and significant relation between the variables of socialization and sports-socialization (r= .624, p<.01). In other words, it can be stated that the higher the socialization scores of the participants are, the higher their sports-socialization scores become, accordingly.  

The intention of this study was to make a positive contribution to the scant literature on cyberbullying at the post-secondary level. Participants were 187 undergraduate students matriculated at a large U.S. Northeastern metropolitan Roman Catholic university. The focus of the study was on the prevalence of cyberbullying victimization and perpetration at the university. Eight students (4.3%) indicated that they were victims of cyberbullying at the university level; a total of 14 (7.5%) students acknowledged having participated in bullying at that level. A significant finding had to do with the comfort level of students in reporting cyberbullying. A comparison of the results of our study to those of the only other study of cyberbullying conducted at an institution of higher learning with the same religious affiliation revealed similar results.

The aim of this study investigate to the reasons why the usage of Social Network Sites (SNS) makes users happy. To this end, the study was conducted with as a qualitative research method. The phenomenological design, which is a qualitative research method, was utilized for determining why SNS usage cause happiness and having a better to understand of how SNS users describe SNSs and what they feel about it. The study group was composed of 137 university students (60 males and 77 females) attending the Faculty of Education, Faculty of Science, Faculty of Literature, and Faculty of Economics and Administrative Sciences at a university in the southwestern of Turkey. A structured, open-ended interview was used as the data collection instrument. The contributors were asked the question “Why does SNS usage cause happiness?” and their answers were retrieved. The answers were encoded and entered to the NVivo software to conduct analyses. Based on the most frequent answers of the participants, three different experts were consulted and seven themes were created accordingly. These seven themes include Need for Stroke, Self-Concealment, Ease of Interaction, Ease of Accessing and Disseminating Information, Ease of Shopping, Leisure Activity, and Fear of Missing Out. Subcategories were also created for these seven themes. It was concluded that the theme of FoMO is nourished by all other themes.

This present study imparts a literature review focusing on Augmented Reality (AR) in the field of education. The writers reviewed the published manuscripts by centering on types of manuscripts, research designs, types of participants, and the promising roles of AR in educational setting. A total number of 18 articles were thoroughly analyzed. The results showed a diverse type of manuscripts published in the journal databases including research articles, reviews, technical notes, features, and news. Types of research designs also varied such as Research and Development, Experimental, Content Analysis, Exploratory, Action Research, Descriptive Study, Survey, Mixed Method, and Design-Based Research. Types of participants embraced a diverse range of participants including university students, primary students, secondary students, teachers, and children with special needs. The most prominent role of AR was that it improved students’ knowledge and understanding of the materials. Current gaps in AR-related studies in educational setting are recognized, and several recommendations for conducting upcoming studies are proposed.

This study aims to describe achievement motivation on outstanding students in learning to write at the fifth grade  primary schools students. The research method used is descriptive qualitative. Subjects in this study were 18 achieving students. The data were collected through questionnaire, interview and observation. Analytical techniques used are interactive analysis consisting of data collection, data reduction, data presentation and conclusion. The results of this study indicate that the achievement motivation on outstanding students in learning writing is good, this happens because of several factors that support outstanding students in learning writing have good achievement motivation. There are factors of individuals (intern) and environmental factors (external), an individual factor which consists of 1) the competence of students; 2) belief to succeed, while environmental factors consists of 1) the competitive situation; 2) support from parents, 3) schools, including how to teach teachers.

Spiritual growth and development is frequently cited as an outcome of participation in service-learning projects.  However, little research has focused on measuring the students' ability to understand the connection between the service-learning experience and their personal faith and the ability to live out their Christian values in the field.  Notably missing from this particularly limited area of study is the Christian values convergence of being able to understand the worth of all people and a desire to be engaged in serving the community. Encompassing both quantitative and qualitative research methods, this study investigates undergraduate business students’ perceptions of the impact of a semester-long urban service-learning project on their spiritual lives and faith formation.  Specific attention is given to exploring the students' perception of faith as demarcated by the Christian praxis of the students' relationship with God and with others.

In this study, the relationship between high school students' test anxiety, academic procrastination behaviours, family attitudes and academic achievements were examined; the predicting of test anxiety, academic procrastination and family attitudes on the academic achievement was also investigated. The participants of the study were composed of 496 high school students. The end-of-term grade average of the students was defined as the criterion of their academic achievements. The students' test anxiety was measured by the Revised Test Anxiety Scale and the academic procrastination behaviours by the Academic Procrastination Scale. The family attitudes were measured by determining the frequency of the activities that support the academic achievement of the students. Data were analysed by correlation and regression methods. The findings indicate that there was a negative correlation between “achievement score” and “anxiety”, “test irrelevant thinking” and “academic procrastination” while there was a positive correlation between “achievement score” and “family attitude”. The findings also revealed that “tension”, “bodily symptoms” and “family attitude” significantly predicted the “end-of-term grade average” positively, while “worry”, “test irrelevant thinking” and “academic procrastination” significantly predicted the “achievement score” negatively. The findings were discussed in the light of literature along with the suggestions for further studies.

This research was conducted to investigate the predictive role of homophobia and unconditional self-acceptance on respect of differences in psychological counselor candidates. Participants were 239 psychological counselor candidates. The Respect of Differences Scale, the Homophobia Scale, and the Unconditional Self-Acceptance Scale were used to collect the data. Path analysis was used to determine the influences of variables on respect of differences. The independent sample t-test and one-way ANOVA were used to determine differences between participants in terms of gender and grade. The results of the analysis indicated that homophobia and unconditional self-acceptance are predictors of respect of differences, and place of living and traditionally have an indirect effect on respect of differences. In addition, female participants reported a higher level of respect of differences than male participants. Similarly, first year college students reported a higher level of respect of differences than fourth year college students.

The purpose of this study was to investigate a predictive power of prospective teachers’ self-efficacy sources on their teaching self-efficacy and attitude towards the teaching profession. Design of the study was the correlational research. The study was conducted on 315 prospective teachers studying pedagogical formation education in a 2017-18 academic year. Instruments were “Prospective Teachers’ Self-Efficacy Sources Scale”, “Teaching Self-Efficacy Scale” and “Attitude Scale of Teaching Profession”. Pearson Product Moment Correlation Coefficient and PATH analysis methods were used to analyze the data. Results indicated that emotional states, mastery experience, and verbal persuasion were significant predictors of prospective teachers’ teaching self-efficacy and attitudes towards teaching profession. 

The aim of the study is to examine the pre-service teachers’ problem solving skills and curiosity levels according to different variables and to determine whether there is a relationship between them. The research was designed as a descriptive study in the survey model. The sample of the study consists of 1st and 4th grade pre-service teachers in the departments of German, Science, English, Mathematics, Music, Pre-school, Painting, English, Mathematics, Turkish Language Teaching at a university in Turkey. “Curiosity Scale” adapted into Turkish by Demirel and Diker Coskun, “Problem Solving Inventory” adapted into Turkish by Sahin, Sahin and Heppner  and “Personal Information Form” prepared by the researcher were used as data collection tools. In the analysis of the data obtained, SPSS-Windows 22.00 package program was used and descriptive statistics and parametric tests were applied in accordance with the sub-problems of the study. In addition, a correlation analysis was conducted to determine whether there was a relationship between pre-service teachers’ problem solving skills and curiosity levels. Based on the findings, suggestions about the problem solving skills and curiosity levels of the prospective teachers were presented.

The aim of this study is to develop an Entrepreneurship Scale to measure the entrepreneurial skills of 5th grade students and to conduct the reliability and validity of the scale. This research is a descriptive survey method. The pilot application was made with 432 students in Amasya City in Turkey. SPSS 23 and LISREL 8.80 programs were used to analyze the data. Exploratory and confirmatory factor analysis was performed to construct the validity. As a result of exploratory factor analysis, a 4-factor structure emerged on the scale. Confirmatory factor analysis confirmed the structure, and it was determined that the developed model was in compliance with the criteria in the literature. These sub-factors were identified as meaningful in terms of self-confidence, need for success, personal benefit and leadership and responsibility. The Cronbach Alpha internal consistency coefficient of the scale was determined as 0.77. At the end of the research, a reliable and valid measurement scale about entrepreneurship was developed for the 5^th grade students.

The aim of this study was to investigate the social media addiction of high school students in terms of some variables such as age, class, type of school, gender and daily average internet usage period. Survey method was used in the study. “Social Media Addiction Scale” (SMAS) developed by Tutgun-Unal and “Personal Information Form” prepared by the researcher were used as data collection tools. The data were obtained from a total of 596 students studying in three high schools with different academic achievement level in Kirsehir in Turkey. No significant difference was found in terms of gender variable. When the total scores of high school students on Social Media Addiction Scale are examined, it is determined that the students have “low level of addiction”. In addition, it was found that there was a significant relationship between high school students' daily average internet usage time and social media addiction.

In this study, it was aimed to investigate the relationship between the art interests and critical thinking dispositions of the students who study fine arts education in the faculty of education. The sample of the research consisted of 236 fine arts education students including 123 from the department of painting teaching and 113 from the department of music education. In the research, relational survey method was used. It was found in the research that the art interests of the students were at the level that can be considered as good. In addition, it was noticed that the average scores of critical thinking dispositions of the students were at moderate level. One of the findings obtained from the study was that there was no significant difference between the scores of art interest and critical thinking according to gender. Another finding was that art interests of the students in the music department were significantly higher compared with the scores of the students in the department of art education. In addition, a positive moderate level of relationship was found between the art interest and critical thinking, analyticity, inquisitiveness sub-dimensions; significantly low positive relationship with self-confidence, systematicity, searching truth and cognitive maturity sub-dimensions.

This research examines the English language teachers’ motivations related to the usage of role-playing on English language practice in rural secondary schools in Ecuador. The sample consists of 45 English language teachers who work in public schools located in the rural and urban areas of the province of Manabi. A mixture of qualitative and quantitative research approaches is applied to analyze teachers’ motivations about using role-plays in English class and analyze the relationships between teaching motivations and the factors: teachers’ gender and work location. The instruments are (1) Focus group guide to collect participants' voices about the language practice at schools; and the (2) Likert questionnaire created by the research team, titled: Teachers' perceptions about role-play contribution on the foreign language acquisition process. The statistical analysis shows significant relationships between teachers’ perceptions and the factors in gender and work location. It is concluded that English teachers, both female and male from rural and urban locations in Ecuador, are highly motivated to use role-play in secondary schools as a teaching strategy, in spite of the demand of extra time and energy required, because it promotes in teachers and students the collaborative and creative learning; and improves their confidence to express their ideas and feelings using English as a foreign language.

The aim of this study is to explore the relationship among college students’ entrepreneurial self-efficacy, career adaptability, and entrepreneurial intention. Based on the Theory of Planned Behavior（TPB）, this study adopted the entrepreneurial self-efficacy scale, career adaptability scale and entrepreneurial intention scale to investigate 1039 college students from a university in ShanDong province, China. The results indicated the following: (a) entrepreneurial self-efficacy of college student significantly and positively affected entrepreneurial intention; (b) entrepreneurial self-efficacy of college student significantly and positively affected career adaptability; (c) career adaptability significantly and positively affected entrepreneurial intention; and (d) career adaptability partially mediated the effect of entrepreneurial self-efficacy on entrepreneurial intention. The results of this study can serve as a reference for universities wishing to implement career education and provide entrepreneurship guidance.

Universities are more than institutions only conducting research and educating students in today’s world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the “third mission,” one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world’s leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey’s future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.

In the current study we examined the relationships between student evaluations of lecturers (teaching surveys) and faculty members' perceptions of these surveys as capable of blocking and limiting their professional advancement. Faculty members are judged and evaluated by academic authorities for their academic performance in research and teaching. 178 questionnaires were collected from the faculty of several academic institutions. We employ a mix method analysis, and form a model that reflects the factors perceived by faculty members as having the potential to block their professional advancement in academia. The research findings show that lecturers are of the opinion that teaching load has a detrimental effect on students' evaluations in the surveys. Lecturers at the beginning of their academic life, those in lower ranks: senior teacher and senior lecturer, address the negative aspects of the surveys more than others. The research findings indicate that although more hours are taught in colleges than at universities, it is harder to receive positive survey ratings at colleges. Moreover, since in Israeli academia research is still the main criterion for promotion – faculty members born in Israel were found to teaching less than those born elsewhere. Hence, faculty members think that student surveys are destructive and entail risks for their professional advancement. Assuming that students' voice and opinions on teaching are important – how can a balance be achieved between the research achievements of faculty members and student satisfaction?