Araştırma Makalesi
BibTex RIS Kaynak Göster

A Multi-Comparative Analysis of Different Applications in Academic Achievement Context

Yıl 2018, Cilt: 17 Sayı: 2, 61 - 92, 01.11.2018
https://doi.org/10.17134/khosbd.477234

Öz

The
aim of this research is to determine the efficiency of different applications
on academic achievement. In this context, a-meta-analysis of the use of
different methods and techniques in science teaching; an experimental
application and a thematic analysis of the effect of using smartphone on
Science Teacher candidates’ academic achievement were applied. Within
meta-analysis, 20 different studies were included in the analysis according to
their inclusion criteria following the search of different databases. Data were
analysed through CMA and MetaWin programs. For the purpose of experimental
application, 35 students selected from 3rd grade students of Kilis 7 Aralık
University Department of Science Teacher Training during 2016 and 2017 academic
years were provided with smart phone and the prepared academic achievement test
was applied as in pre and post-tests. The data were analysed by SPSS program.
In the thematic analysis, 21 students’ interview forms selected according to
the maximum variation sampling were applied and the data were analysed
according to the content analysis through Maxqda-11 program. Findings in all
three dimensions of the research showed that different applications and
smartphones were positive and significant on the effect of academic achievement.
Various suggestions were presented at the end of the research.

Kaynakça

  • Kaynakça
  • Kitaplar
  • Blackey, H. ve Chew, E. (2009). Social Software Policy 2009–2012 for The University of Glamorgan. The Policy of the University of Glamorgan. Borenstein, M., Hedges, L. V., Higgins, J. P. T. ve Rothstein, H. R. (2009). Introduction to Meta-analysis. West Sussex: Wiley. Creswell, J. W., Plano Clark, V. L., Gutmann, M. L. ve Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). Thousand Oaks, CA: Sage. Gardner, H. E. (2008). Multiple intelligences: New horizons in theory and practice. Basic books. Kaptan, F. ve Korkmaz, H. (2001). İlköğretimde Fen Bilgisi Öğretimi: Modül 7, Ankara: MEB. Mason, R. ve Rennie, F. (2008). Social networking as an educational tool. E-learning and social network handbook: Resources for Higher Education. New York: Routledge. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme Yöntemleri (M. Bütün ve S. B. Demir, çev.). Ankara: Pegem Akademi. Rosenberg, M. S., Adams, D. C. ve Gurevitch, J. (2000). MetaWin statistical software for meta-analysis version 2.0, Massachusetts, MA: Sinauer Associates Inc. Thomson NETg. (2003). Thomson job impact study: The next generation of corporate learning. Naperville, IL: Thomson NETg. Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri, (Genişletilmiş ve Güncelleştirilmiş 6. Baskı), Ankara: Seçkin Yayıncılık.
  • Tezler
  • Başoğlu, E. B. (2010). Cep telefonu ve sözcük kartı kullanan öğrencelerin İngilizce sözcük öğrenme düzeylerinin karşılaştırması. Yayımlanmamış yüksek lisans tezi, Zonguldak Karaelmas Üniversitesi, Sosyal Bilimler Enstitüsü, Zonguldak. Günay, H. (2008). Boşaltım sistemi konusunu öğrenmede bilgisayar destekli öğretimin fen bilgisi öğretmen adaylarının başarıları üzerine etkisi. (Yayımlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi, Ankara. Menevşe, E. B. (2012). Portfolyo uygulamasının öğretmen adaylarının akademik başarılarına etkisi. (Yayımlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi, Konya.
  • Makaleler
  • Akgöz, S. ve Ercan, İ. ve Kan, İ.(2004). Meta-analizi. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 30(2), 107-112. Alouf, J. L. ve Bentley, M. L. (2003). Assessing the impact of inquiry-based science teaching in professional development activities, PK-12. Backer, E. (2010). Using Smartphones and Facebook in a major assessment: The student experience. e-Journal of Business Education & Scholarship of Teaching, 4 (1), 19-31. Begg, C. B. ve J. A. Berlin. (1988). Publication bias: a problem in interpreting medical data. J. R. Stat. Soc. A 151:419–463. Burke, K. A., Hand, B., Poock, J. ve Greenbowe, T. (2005). Using the Science Writing Heuristic: Training Chemistry Teaching Assistants. Journal of College Science Teaching, 35(1), 36. Turpin, T. ve Cage, B. N. (2004). The effects of an integrated, activity-based science curriculum on student achievement, science process skills, and science attitudes. Louisiana Department of Education. Electronic Journal of Literacy through Science, 3, 1-17 Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101. Ekici, M. ve Kıyıcı, M. (2012). Sosyal ağların eğitim bağlamında kullanımı. Uşak Üniversitesi Sosyal Bilimler Dergisi, 5(2), 156-167. Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8. Hohenshell, L. M. ve Hand, B. (2006). Writing-to-learn strategies in Secondary School Cell Biology: a mixed method study. International Journal of Scinece Education, 28(2-3), 261-289. Hung, H. T. ve Yuen, S. C. Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703-714. İşman, A. ve Albayrak, E. (2014). Sosyal ağlardan Facebook’un eğitime yönelik etkililiği. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(1). Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187-1. Kearney, M. (2004). Classroom use of multimedia-supported predict–observe–explain tasks in a social constructivist learning environment. Research in Science Education, 34(4), 427-453. Kibona, L., ve Rugina, J. M. (2010). A Review on the Impact of Smartphones on Academic Performance of Students in Higher Learning Institutions in Tanzania. Journal of Multidisciplinary Engineering Science and Technology (JMEST), 2(4), 673-677. Klegeris, A., ve Hurren, H. (2011). Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. Advances in Physiology Education, 35(4), 408-415. Kwon, O., ve Wen, Y. (2010). An empirical study of the factors affecting social network service use. Computers in Human Behavior, 26(2), 254-263. Lam, L. (2012). An ınnovative research on the usage of facebook in the higher education context of Hong Kong. Electronic Journal of E-learning, 10(4), 378-386. LeCompte, M. D. ve Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52(1), 31-60. Lee, Y. K., Chang, C. T., Lin, Y. ve Cheng, Z. H. (2014). The dark side of smartphone usage: Psychological traits, compulsive behavior and technostress. Computers in Human Behavior, 31, 373-383. Lepp, A., Barkley, J. E. ve Karpinski, A. C. (2015). The relationship between cell phone use and academic performance in a sample of U.S. college students. SAGE Open, 5(1), 1-9. Lim, T. (2010). The use of Facebook for online discussions among distance learners. Turkish Online Journal of Distance Education, 11(4), 72-81. Malita, L. (2011). Can we use Facebook like a teaching and learning tool?. Educa IA-Plus Journal Plus Education, 7(1), 101-109. Meriç, G. ve Tezcan, R. (2016). Fen bilgisi öğretmeni yetiştirme programlarının örnek ülkeler kapsamında değerlendirilmesi (Türkiye, Japonya, Amerika ve İngiltere örnekleri). Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 7(1), 62-82. Minocha, S. ve Roberts, D. (2008). Social, usability, and pedagogical factors influencing students’ learning experiences with wikis and blogs. Pragmatics & Cognition, 16(2), 272-306. Murray, C. (2008). Schools and social networking: Fear or education. Synergy Perspectives: Local, 6(1), 8-12. Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. J. Educ. Stat. 8, 157–159. Öztürk, Ö. K. ve Tetik, E. (2015). Sosyal ağ destekli bilişim teknolojileri eğitiminin öğrencilerin akademik başarılarına etkisi. Education Sciences, 9(7), 151-168. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6. Rosenberg, M. S. (2005). The fıle-drawer problem revisited: a general weighted method for calculating fail-safe numbers in meta-analysis. Evolution, 59(2), 464–468. Sánchez, R.A., Cortijo, V. ve Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149. Scargle, J. D. (2000). Publication bias: the “file-drawer” problem in scientific inference. Journal of Scientific Exploration, 14(1), 91–106. Schwartz, L., Clark, S., Cossarin, M. ve Rudolph, J. (2004). Educational wikis: Features and selection criteria. The International Review of Research in Open and Distributed Learning, 5(1), 1-6. Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157-174. Seo, W. ve Choi, I-C. (2014). The effect of using a smart-phone speaking application on Korean middle school students’ English expression learning and satisfaction. Multimedia-Assisted Language Learning, 17(1), 34-57. Stroup D. F., Berlin, J. A., Morton, S. C., Olkin, I., Williamson, G. D., Rennie, D.,…Thacker, S. B. (2000). Meta-analysis of observational studies in epidemiology: A proposal for reporting. JAMA, 283(15), 2008-2012. Viera, A. J. ve Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360-363. Wise, K. ve Bluhm, W. J. (2008). Scientific observation and the learning cycle: burning the candle at both ends. Journal of College Science Teaching, 37(3), 58. Witte, K. ve Allen, M. (2000). A meta-analysis of fear appeals: ımplications for effective public health campaigns. Health Education & Behavior, 27, 591-615. DOI: 10.1177/109019810002700506. Yeboah, J. ve Ewur, G. D. (2014). The impact of whatsapp messanger usage on students performance in tertiary institutions in Ghana. Journal of Education and Practice, 5(6), 157-164. Yip, D. Y. (2001). Promoting the development of a conceptual change model of science instruction in prospective secondary biology teachers. International Journal of Science Education, 23(7), 755-770. Yurdakul, I. K. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Bildiriler
  • Atıcı, B. ve Yıldırım, S. (2010). Web 2.0 uygulamalarının e-öğrenmeye etkisi. Akademik Bilişim, 10, 10-12. Augar, N., Raitman, R. ve Zhou, W. (2004). Teaching and learning online with wikis. In Beyond the comfort zone: proceedings of the 21st ASCILITE Conference, Perth, 5-8 December (pp. 95-104). Klangmanee, R., ve Sumranwanich, W. (2009). The development of grade 5 Thai students’ metacognitive strategies in learning about force and pressure through Predict Observe Explain (POE). In Third International Conference on Science and Mathematics Education (CoSMEd), Penang, Malaysia. Kolari, P., Finin, T., ve Joshi, A. (2006). SVMs for the blogosphere: blog ıdentification and splog detection. In AAAI Spring Symposium: Computational Approaches to Analyzing Weblogs (pp. 92-99).
  • Web Siteleri
  • Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86 (3), 638-641. http://dx.doi.org/10.1037/0033-2909.86.3.638 Wilkins, D. (2009). Learning 2.0 and Workplace Communities. The American Society for Training and Development. Retrieved from http://www.astd.org/lc/2009/0209_wilkins.html.

Farklı Uygulamaların Akademik Başarı Bağlamında Çoklu Karşılaştırılması

Yıl 2018, Cilt: 17 Sayı: 2, 61 - 92, 01.11.2018
https://doi.org/10.17134/khosbd.477234

Öz

Bu araştırmanın amacı
farklı uygulamaların akademik başarıyı ne düzeyde etkilediğini ortaya
çıkarmaktır. Bu bağlamda farklı uygulamaların fen bilgisi öğretimindeki
kullanımına ilişkin meta-analiz; akıllı telefon kullanımının fen bilgisi
öğretmen adaylarının akademik başarısına etkisine ilişkin deneysel uygulama ile
tematik analize başvurulmuştur. Meta-analiz kapsamında farklı veri tabanları
taranarak dâhil edilme ölçütlerine göre 20 çalışma analize dâhil edilmiştir.
Veriler CMA
ve MetaWin programlarıyla
analiz edilmiştir. Deneysel uygulama amacıyla 2016-2017 akademik yılında Kilis
7 Aralık Üniversitesi fen bilgisi öğretmenliği 3. Sınıf öğrencileri arasından
seçilen 35 öğrenciye akıllı telefonla öğretim sağlanmış ve hazırlanan akademik
başarı testinin ön test ve son test uygulaması yapılmıştır. Veriler SPSS
programıyla analiz edilmiştir. Tematik analiz kapsamında maksimum çeşitliliğe
göre seçilen 21 öğrenciye görüşme formu uygulanarak veriler Maxqda-11
programıyla içerik analizine uygun çözümlenmiştir. Araştırmanın her üç
boyutunda ulaşılan bulgular farklı uygulamaların ve akıllı telefonların
akademik başarıya etkisinin pozitif ve anlamlı olduğunu göstermiştir. Buna
ilişkin araştırma sonunda çeşitli öneriler sunulmuştur.

Kaynakça

  • Kaynakça
  • Kitaplar
  • Blackey, H. ve Chew, E. (2009). Social Software Policy 2009–2012 for The University of Glamorgan. The Policy of the University of Glamorgan. Borenstein, M., Hedges, L. V., Higgins, J. P. T. ve Rothstein, H. R. (2009). Introduction to Meta-analysis. West Sussex: Wiley. Creswell, J. W., Plano Clark, V. L., Gutmann, M. L. ve Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). Thousand Oaks, CA: Sage. Gardner, H. E. (2008). Multiple intelligences: New horizons in theory and practice. Basic books. Kaptan, F. ve Korkmaz, H. (2001). İlköğretimde Fen Bilgisi Öğretimi: Modül 7, Ankara: MEB. Mason, R. ve Rennie, F. (2008). Social networking as an educational tool. E-learning and social network handbook: Resources for Higher Education. New York: Routledge. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme Yöntemleri (M. Bütün ve S. B. Demir, çev.). Ankara: Pegem Akademi. Rosenberg, M. S., Adams, D. C. ve Gurevitch, J. (2000). MetaWin statistical software for meta-analysis version 2.0, Massachusetts, MA: Sinauer Associates Inc. Thomson NETg. (2003). Thomson job impact study: The next generation of corporate learning. Naperville, IL: Thomson NETg. Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri, (Genişletilmiş ve Güncelleştirilmiş 6. Baskı), Ankara: Seçkin Yayıncılık.
  • Tezler
  • Başoğlu, E. B. (2010). Cep telefonu ve sözcük kartı kullanan öğrencelerin İngilizce sözcük öğrenme düzeylerinin karşılaştırması. Yayımlanmamış yüksek lisans tezi, Zonguldak Karaelmas Üniversitesi, Sosyal Bilimler Enstitüsü, Zonguldak. Günay, H. (2008). Boşaltım sistemi konusunu öğrenmede bilgisayar destekli öğretimin fen bilgisi öğretmen adaylarının başarıları üzerine etkisi. (Yayımlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi, Ankara. Menevşe, E. B. (2012). Portfolyo uygulamasının öğretmen adaylarının akademik başarılarına etkisi. (Yayımlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi, Konya.
  • Makaleler
  • Akgöz, S. ve Ercan, İ. ve Kan, İ.(2004). Meta-analizi. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 30(2), 107-112. Alouf, J. L. ve Bentley, M. L. (2003). Assessing the impact of inquiry-based science teaching in professional development activities, PK-12. Backer, E. (2010). Using Smartphones and Facebook in a major assessment: The student experience. e-Journal of Business Education & Scholarship of Teaching, 4 (1), 19-31. Begg, C. B. ve J. A. Berlin. (1988). Publication bias: a problem in interpreting medical data. J. R. Stat. Soc. A 151:419–463. Burke, K. A., Hand, B., Poock, J. ve Greenbowe, T. (2005). Using the Science Writing Heuristic: Training Chemistry Teaching Assistants. Journal of College Science Teaching, 35(1), 36. Turpin, T. ve Cage, B. N. (2004). The effects of an integrated, activity-based science curriculum on student achievement, science process skills, and science attitudes. Louisiana Department of Education. Electronic Journal of Literacy through Science, 3, 1-17 Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98-101. Ekici, M. ve Kıyıcı, M. (2012). Sosyal ağların eğitim bağlamında kullanımı. Uşak Üniversitesi Sosyal Bilimler Dergisi, 5(2), 156-167. Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5(10), 3-8. Hohenshell, L. M. ve Hand, B. (2006). Writing-to-learn strategies in Secondary School Cell Biology: a mixed method study. International Journal of Scinece Education, 28(2-3), 261-289. Hung, H. T. ve Yuen, S. C. Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703-714. İşman, A. ve Albayrak, E. (2014). Sosyal ağlardan Facebook’un eğitime yönelik etkililiği. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(1). Junco, R. (2012). Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Computers in Human Behavior, 28(1), 187-1. Kearney, M. (2004). Classroom use of multimedia-supported predict–observe–explain tasks in a social constructivist learning environment. Research in Science Education, 34(4), 427-453. Kibona, L., ve Rugina, J. M. (2010). A Review on the Impact of Smartphones on Academic Performance of Students in Higher Learning Institutions in Tanzania. Journal of Multidisciplinary Engineering Science and Technology (JMEST), 2(4), 673-677. Klegeris, A., ve Hurren, H. (2011). Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. Advances in Physiology Education, 35(4), 408-415. Kwon, O., ve Wen, Y. (2010). An empirical study of the factors affecting social network service use. Computers in Human Behavior, 26(2), 254-263. Lam, L. (2012). An ınnovative research on the usage of facebook in the higher education context of Hong Kong. Electronic Journal of E-learning, 10(4), 378-386. LeCompte, M. D. ve Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52(1), 31-60. Lee, Y. K., Chang, C. T., Lin, Y. ve Cheng, Z. H. (2014). The dark side of smartphone usage: Psychological traits, compulsive behavior and technostress. Computers in Human Behavior, 31, 373-383. Lepp, A., Barkley, J. E. ve Karpinski, A. C. (2015). The relationship between cell phone use and academic performance in a sample of U.S. college students. SAGE Open, 5(1), 1-9. Lim, T. (2010). The use of Facebook for online discussions among distance learners. Turkish Online Journal of Distance Education, 11(4), 72-81. Malita, L. (2011). Can we use Facebook like a teaching and learning tool?. Educa IA-Plus Journal Plus Education, 7(1), 101-109. Meriç, G. ve Tezcan, R. (2016). Fen bilgisi öğretmeni yetiştirme programlarının örnek ülkeler kapsamında değerlendirilmesi (Türkiye, Japonya, Amerika ve İngiltere örnekleri). Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 7(1), 62-82. Minocha, S. ve Roberts, D. (2008). Social, usability, and pedagogical factors influencing students’ learning experiences with wikis and blogs. Pragmatics & Cognition, 16(2), 272-306. Murray, C. (2008). Schools and social networking: Fear or education. Synergy Perspectives: Local, 6(1), 8-12. Orwin, R. G. (1983). A fail-safe N for effect size in meta-analysis. J. Educ. Stat. 8, 157–159. Öztürk, Ö. K. ve Tetik, E. (2015). Sosyal ağ destekli bilişim teknolojileri eğitiminin öğrencilerin akademik başarılarına etkisi. Education Sciences, 9(7), 151-168. Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6. Rosenberg, M. S. (2005). The fıle-drawer problem revisited: a general weighted method for calculating fail-safe numbers in meta-analysis. Evolution, 59(2), 464–468. Sánchez, R.A., Cortijo, V. ve Javed, U. (2014). Students' perceptions of Facebook for academic purposes. Computers & Education, 70, 138-149. Scargle, J. D. (2000). Publication bias: the “file-drawer” problem in scientific inference. Journal of Scientific Exploration, 14(1), 91–106. Schwartz, L., Clark, S., Cossarin, M. ve Rudolph, J. (2004). Educational wikis: Features and selection criteria. The International Review of Research in Open and Distributed Learning, 5(1), 1-6. Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157-174. Seo, W. ve Choi, I-C. (2014). The effect of using a smart-phone speaking application on Korean middle school students’ English expression learning and satisfaction. Multimedia-Assisted Language Learning, 17(1), 34-57. Stroup D. F., Berlin, J. A., Morton, S. C., Olkin, I., Williamson, G. D., Rennie, D.,…Thacker, S. B. (2000). Meta-analysis of observational studies in epidemiology: A proposal for reporting. JAMA, 283(15), 2008-2012. Viera, A. J. ve Garrett, J. M. (2005). Understanding interobserver agreement: The kappa statistic. Family Medicine, 37(5), 360-363. Wise, K. ve Bluhm, W. J. (2008). Scientific observation and the learning cycle: burning the candle at both ends. Journal of College Science Teaching, 37(3), 58. Witte, K. ve Allen, M. (2000). A meta-analysis of fear appeals: ımplications for effective public health campaigns. Health Education & Behavior, 27, 591-615. DOI: 10.1177/109019810002700506. Yeboah, J. ve Ewur, G. D. (2014). The impact of whatsapp messanger usage on students performance in tertiary institutions in Ghana. Journal of Education and Practice, 5(6), 157-164. Yip, D. Y. (2001). Promoting the development of a conceptual change model of science instruction in prospective secondary biology teachers. International Journal of Science Education, 23(7), 755-770. Yurdakul, I. K. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Bildiriler
  • Atıcı, B. ve Yıldırım, S. (2010). Web 2.0 uygulamalarının e-öğrenmeye etkisi. Akademik Bilişim, 10, 10-12. Augar, N., Raitman, R. ve Zhou, W. (2004). Teaching and learning online with wikis. In Beyond the comfort zone: proceedings of the 21st ASCILITE Conference, Perth, 5-8 December (pp. 95-104). Klangmanee, R., ve Sumranwanich, W. (2009). The development of grade 5 Thai students’ metacognitive strategies in learning about force and pressure through Predict Observe Explain (POE). In Third International Conference on Science and Mathematics Education (CoSMEd), Penang, Malaysia. Kolari, P., Finin, T., ve Joshi, A. (2006). SVMs for the blogosphere: blog ıdentification and splog detection. In AAAI Spring Symposium: Computational Approaches to Analyzing Weblogs (pp. 92-99).
  • Web Siteleri
  • Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86 (3), 638-641. http://dx.doi.org/10.1037/0033-2909.86.3.638 Wilkins, D. (2009). Learning 2.0 and Workplace Communities. The American Society for Training and Development. Retrieved from http://www.astd.org/lc/2009/0209_wilkins.html.
Toplam 11 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Veli Batdı

Özgür Anıl

Yayımlanma Tarihi 1 Kasım 2018
Gönderilme Tarihi 3 Mayıs 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 17 Sayı: 2

Kaynak Göster

IEEE V. Batdı ve Ö. Anıl, “Farklı Uygulamaların Akademik Başarı Bağlamında Çoklu Karşılaştırılması”, Savunma Bilimleri Dergisi, c. 17, sy. 2, ss. 61–92, 2018, doi: 10.17134/khosbd.477234.