@article {1706,
	title = {THE IMPACT OF TECHNOLOGICAL STRESS ON ACADEMICS{\textquoteright} LIFE SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {82},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {48-65},
	abstract = {Increasing research reveals the impact of technostress on life satisfaction among academics. In line with the determined purpose, it is first determined whether there is a significant difference in terms of technostress and life satisfaction between demographic variables such as age, gender, field of science and years of experience. Secondly, an answer was sought to the question of whether there was a significant impact of technostress on life satisfaction. To achieve the determined research purpose, the relational scanning model was used. The study involved 342 academic participants working at different universities in Kyrgyzstan who agreed to participate voluntarily. The research was conducted with 342 academics, 207 women and 135 men. To analyze the data obtained, t-test, one-way ANOVA, Pearson{\textquoteright}s correlation analysis and linear regression analysis were used. As a result of the research, it was determined that there was a low level of negative association between life satisfaction and the socially focused technostress sub-dimension score among the technostress sub-dimensions. Life satisfaction and general technostress level were determined to be permanent and significant among the technostress sub-dimensions such as profession-oriented, technical subject-oriented learning-teaching process-oriented and personal technostress sub-dimensions. The regression analysis revealed that general technostress emerged, but the sub-dimensions showed no influence on life satisfaction, and that single socially focused technostress had a negative predictive impact on life satisfaction.},
	keywords = {academic productivity, learning-teaching process, life satisfaction, technostress},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/24.82.48},
	url = {https://oaji.net/articles/2023/457-1708676609.pdf},
	author = {Erkan Efilti and Recai Do{\u g}an and Argen Zhumgalbekov and S{\"u}leyman Barbaros Yal{\c c}{\i}n}
}
@article {1693,
	title = {THE ASSOCIATION BETWEEN SOCIAL MEDIA USE, CYBERBULLYING, AND GENDER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {776-788},
	abstract = {Cyberbullying has emerged as a pressing global issue, impacting internet users worldwide. This study examines the association between social media, bullying, and gender, with the aim of assessing the influence of social media on the aggressive tendencies of adolescents. The study involved 157 young adults aged 18 to 28 in Israel, who completed a self-report questionnaire regarding their social media usage and inclination toward cyberbullying.
The findings revealed an association between the extent of adolescents{\textquoteright} social media engagement and their inclination to cyberbullying, specifically in the context of gender. Notably, this effect was primarily observed among men. While young women demonstrated higher online platform usage compared to their male counterparts, they exhibited a lower inclination towards cyberbullying. The study underscores that prolonged exposure to an environment lacking normative behavioural reinforcement contributes to an increase in bullying tendencies.
Given the widespread use of social networks by young people, it is imperative for the educational system to address this issue during adolescence and provide guidance on the various facets and consequences of social media usage. School programs should be developed to establish online behaviour standards, akin to those practiced in face-to-face interactions among young adolescents.
},
	keywords = {post-Covid period, social media, WhatsApp groups, young adults, сyberbullying problem},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.776},
	url = {https://oaji.net/articles/2023/457-1702995917.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1696,
	title = {THE INFLUENCE OF FORMULAIC SEQUENCES ON STUDENTS{\textquoteright} ORAL PROFICIENCY VIA COLLOCATIONS AND IDIOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {825-839},
	abstract = {Formulaic sequences, particularly idioms and collocations, have received increasing attention in English language learning settings to bridge the gap between daily and academic life. Thus, it is expected to increase students{\textquoteright} motivation in English classes when they see reflections of formulaic sequences in their daily lives. Although the number of publications has risen exponentially to measure the effects of idioms and collocations on students{\textquoteright} proficiency globally, a gap in the literature has been pinpointed about their roles in the Iraq context. In this regard, this study aimed to explore the potential influence of idioms and collocations on students{\textquoteright} oral proficiency. Having chosen sixty first-year students by employing a convenience sampling method to represent two experimental and one control groups equally at a private university in Erbil, Iraq, in the spring semester of the 2022-2023 academic year, the students went through the intervention spanning twelve weeks. Experimental group students received the education either with a collocation-enriched or an idiom-enriched format, respectively. However, control group students continued their education according to the prerequisites of the official curriculum. Data were collected via speaking exams and interviews to obtain quantitative and qualitative data in this quasi-experimental design study. Collected data, analyzed by SPSS 26 and NVivo, revealed that collocation and idiom-enriched groups outperformed the control group. Similarly, experimental group students had more positive views on collocation and idiom-enriched education with various compelling reasons, such as being catchy, handy, and effective. The findings of the study may have some implications for stakeholders who plan to implement formulaic sequences in English classes.},
	keywords = {collocation enriched education, formulaic sequence, idiom enriched format, oral proficiency},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.825},
	url = {https://oaji.net/articles/2023/457-1702996144.pdf},
	author = {Hur Mustafa Yucedal and Saban Kara}
}
@article {1657,
	title = {STUDY GROUP SIZE, MOTIVATION AND ENGAGEMENT IN THE DIGITAL ERA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {361-373},
	abstract = {This study explored the relationship between the size of the study group and the motivation and engagement of students in online and face-to-face classes while exploring the effect of personal and academic background variables, the number of students in the study group, and the level of their motivation to study. The study included 122 participants, students in their second, third, or fourth year of academic studies, who had experienced online studies during Covid-19 as well as face-to-face studies. They had all participated in both small classes (35 students or less) and large classes (more than 35 students). The study indicates that there is indeed a significant difference in students{\textquoteright} motivation and engagement, irrespective of the size of the study group, and the difference in motivation depends on the method of delivery, whether online or traditional (face-to-face). The research results reveal new knowledge regarding online studies and help enrich the literature on this topic, in the context of motivation for online studies and the size of the study group, which are significant causes underlying students{\textquoteright} academic success. It is evident from the study that size does not affect motivation, which is solely the student{\textquoteright}s responsibility. The challenge of academic institutions and lecturers in the digital era is to raise students{\textquoteright} motivation and engagement, irrespective of the study group.},
	keywords = {Covid-19, e-learning motivation, engagement of students, face-to-face classes, higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.361},
	url = {https://oaji.net/articles/2023/457-1687425220.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1551,
	title = {CLASSROOM CLIMATE AND STUDENT SELF-EFFICACY IN E-LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {304-323},
	abstract = {The last two decades have seen significant growth in e-Learning in many institutions, with the main growth engine being significant development of technologies providing access to information. These technologies have dramatically changed how societies and individuals communicate. The current study examined whether the paradigm of good teaching dimensions customary in the research literature can predict students{\textquoteright} self-efficacy and social-academic climate in e-Learning. For this purpose, 147 students from different academic institutions were sampled and asked to choose one course they had studied online, completing a questionnaire on their experience of the course. The questionnaire was divided into four sub-topics, where at first the participants were asked to answer several demographic questions and the rest of the questions were divided by the research variables as follows: the first group of questions dealt with perceived self-efficacy; the second group dealt with the teaching dimensions presented in Hativa{\textquoteright}s (2015) theory, from which select teaching behaviors were extracted. In the final part, the questionnaire examined the social-academic climate during the course. The research results show correlations between the research variables and some of the demographic variables. The higher the respondent{\textquoteright}s age and years of schooling, the higher the lecturer{\textquoteright}s evaluation. Furthermore, men were found to rank lecturers on teaching dimensions significantly lower than did women. Respondent self-efficacy rose with age and years of schooling. Moreover, the higher the participants{\textquoteright} age, the more positive the climate reported, and women tended to rank classroom climate higher than did men.},
	keywords = {classroom climate, e-learning, self-efficacy, teaching dimensions},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.304},
	url = {https://oaji.net/articles/2022/457-1651338281.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1598,
	title = {EXAMINING INTEGERS-BASED MATH GAME CREATED BY A FOURTH GRADE STUDENT},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {750-764},
	abstract = {An integer-based mathematical game was the main subject of the study. The aim of this study was to analyse the mathematical content of the game which was developed by a fourth-grade student called Esin, and to examine the intuitive learning that develops through this game. The game was based on the addition of the positive or negative numbers won in each round. The integer is regarded as an abstract topic and is taught in secondary school. It is also regarded as a topic that students have difficulty in learning. However, in the case examined by this research, a fourth grader created an integer addition game using her own intuitive understandings and played it with three of her friends. This research was a case study focusing on the analysis of the game. The study group of the research was Esin and her three friends who played the game. Data was gathered in two stages. In the first stage Esin played the game with researchers and in the second stage Esin and her friends played the game together. All the games were recorded, and the observation form was used to record data. Descriptive analysis, which consists of two codes (cardinal or ordinal meaning), was carried out in data analysis. As a result of the study, it was seen that, Esin had defined negative and positive numbers over the idea of win / lose. Students were able to use both the cardinal and ordinal meanings of the number while playing the game. Cardinal meaning was usually established through the neutralization relation. Ordinal meaning was mostly used over positioning the number relative to zero. This research contributes to the literature on students{\textquoteright} learning of integers at an early age.},
	keywords = {cardinal meaning, educational games, intuitive learning, negative numbers, ordinal meaning, Primary school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.750  },
	url = {https://oaji.net/articles/2022/457-1672600554.pdf},
	author = {Aylar {\c C}ankaya, E. and Eseng{\"u}l Y{\i}ld{\i}z and Cemre Cengiz}
}
@article {1536,
	title = {PERCEPTIONS AND RECOMMENDATIONS OF FOREIGN LANGUAGE TEACHERS TO PREVENT CHILDREN VIOLENCE AND ABUSE: A CASE STUDY IN TISHK INTERNATIONAL UNIVERSITY STUDENTS IN ERBIL, IRAQ},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {82-118},
	abstract = {Violence and abuse against children are important social issues for teachers. The aim of this study was to determine the perceptions of foreign language students, regarding violence and abuse against children, and their suggestions for preventing violence. The research was designed in the case study pattern, which is a qualitative research method. The study group of the research consists of 82 first year and second year foreign language pre-service teachers studying at Tishk International University, Faculty of Education, and voluntarily agreeing to participate in the research. The data of the study were obtained by using the structured {\textquotedblleft}Recommendations Form for Preventing Violence and Abuse Against Children{\textquotedblright} developed by the researchers. Written data were analyzed by content analysis method. 82 students from first and second years at Education Faculty were interviewed and their opinions were taken. There were some subheadings during the survey: family, laws, national and international non-governmental organizations, schools and teachers, society, media, and art. They expressed their opinions about what the functions of these organs should be to prevent the violence and abuse against children. The pre-service teachers attached important duties to each of these organs separately. It is concluded that the prevention of violence and abuse against children can only be achieved in cooperation and separate duties of these organs. It is also recommended that courses and training that will provide pre-service teachers with knowledge, skills and awareness about violence and abuse against children should be placed in the curriculum as compulsory in education faculties.},
	keywords = {foreign language pre-service teacher, prevention of abuse, violence and abuse against child},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.82 },
	url = {https://oaji.net/articles/2022/457-1645650746.pdf},
	author = {Bunyamin Celik and Yunus Yildiz and Recep Bilgin}
}
@article {1505,
	title = {INVESTIGATION OF USE CASES OF MATHEMATICS TEXTBOOKS IN THE TEACHING PROCESS FROM A DEVELOPMENTAL PERSPECTIVE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {880-893},
	abstract = {It is important to determine the behaviors of primary school pre-service teachers, who have successfully completed the "Mathematics Textbook Review" course during their undergraduate education, regarding the use of textbooks in their professional life. Therefore, it is important to determine the approaches of pre-service teachers who have positive ideas about using the mathematics textbook in their undergraduate education and the reasons for these approaches in the process after starting the profession. This research was designed with a developmental perspective from qualitative research approaches and was conducted with two different study groups in Turkey. The first study group consists of 162 primary school mathematics pre-service teachers. The second group consists of 43 primary school mathematics teachers who worked for at least two years in their professional life. As a result of the research, more than half of the pre-service teachers (n=132) stated that they would use textbooks as a basic resource in the in-class teaching process. Pre-service teachers{\textquoteright} reasons for using the course book in the classroom teaching process were grouped under four categories: "it is a guide for teaching, homework, affordability, and opportunity for repetition". When the data obtained from the mathematics teachers were examined, it was determined that most of the teachers did not use the textbook as the main source in the classroom teaching process. When the obtained data are examined holistically, it is concluded that even though the rate of pre-service teachers thinking of using the textbook is high, this rate will decrease in professional life.},
	keywords = {developmental perspective, mathematics teacher, mathematics textbook, pre-service teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.880},
	url = {http://oaji.net/articles/2021/457-1639554024.pdf},
	author = {Nurullah Yazici}
}
@article {1430,
	title = {THE RELATION BETWEEN JOB SATISFACTION AND PROFESSIONAL BURNOUT IN EDUCATIONAL ORGANIZATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {544-553},
	abstract = {Professional burnout is one of the most important problems of working life today. In this research it is aimed to follow the relation between job satisfaction and professional burnout of education workers by using meta-analysis method. In this context, examining the relation between occupational burnout and job satisfaction in educational organizations in Turkey master{\textquoteright}s theses, articles in Google Scholar by National Thesis Center with his doctoral thesis, EBSCO, ULAKB{\.I}M and Dergipark databases scanned, and the number of samples required for the meta-analysis and Pearson{\textquoteright}s correlation coefficient A meta-analysis of 41 (N = 11050) studies containing (r) value was conducted. Effect size values, publication bias, heterogeneity and significance tests results were obtained using the CMA program in the study. In the research study conducted in the random effects model, it was concluded that the p value was less than .05, it took a value between -0.496 - 0.385 lower and upper limits in the 95\% confidence interval, and the effect size was at the level of -0.443. },
	keywords = {aimlessness, burnout, job satisfaction, meta-analysis, professional burnout},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.544},
	url = {http://oaji.net/articles/2021/457-1628686817.pdf},
	author = {Mehmet Ali Yarim}
}
@article {1437,
	title = {SOCIOSCIENTIFIC ISSUES AND PRE-SERVICE SCIENCE TEACHERS{\textquoteright} BIOETHICAL VALUES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {640-656},
	abstract = {Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children{\textquoteright}s future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers{\textquoteright} awareness of responsibility. Regarding this point, the development of pre-service science teachers{\textquoteright} bioethical values was examined on a class level basis using survey research.  Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers{\textquoteright} bioethical values. As a result of analyses, it was determined that pre-service teachers{\textquoteright} bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers{\textquoteright} bioethical values related to sub-dimensions of {\textquotedblleft}Benefits of Biotechnology Applications{\textquotedblright}, {\textquotedblleft}Science and Ethics{\textquotedblright}, {\textquotedblleft}Reproductive Technologies and Cloning{\textquotedblright} and {\textquotedblleft}Control of Genetic Interventions{\textquotedblright} were increased based on participants{\textquoteright} class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications.},
	keywords = {bioethics level, pre-service science teachers, science teaching, socio-scientific issues},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.640},
	url = {http://oaji.net/articles/2021/457-1628687438.pdf},
	author = {Duygu Turgut and Zeha Yakar}
}
@article {1327,
	title = {ABILITY TO FOSTER SCHOOLCHILDREN{\textquoteright}S ECOLOGICAL LITERACY AS A RESULT OF PROSPECTIVE BIOLOGY TEACHERS{\textquoteright} PROFESSIONAL TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {907-919},
	abstract = {An important role in preventing the negative effects of human impact on the environment is played by environmental literacy, which is connected with developing the ability to use natural resources wisely and reduce waste as well as awareness of the role of the environment for safe and healthy living. 
The scientific studies on formation of students{\textquoteright} ecological literacy were analyzed. It was revealed that the current state of training future Biology teachers for developing students{\textquoteright} environmental literacy is not efficient. Ability of prospective Biology teachers to form students{\textquoteright} ecological literacy is identified by the unity of value, cognitive and procedural components. Theoretical substantiation of the technology of training future Biology teachers for increasing students{\textquoteright} ecological literacy is carried out. The peculiarity of the technological process is the study of the elective courses {\textquotedblleft}Conducting Ecological Pedagogical Activities{\textquotedblright}, {\textquotedblleft}Technologies of Environmental Education and Upbringing{\textquotedblright}, {\textquotedblleft}Methods of Teaching Ecology{\textquotedblright}, use of interactive teaching methods, combination of training sessions, independent work, practical training, and control measures. Criteria for the formation of each component are students{\textquoteright} attitude to the environment and its preservation, the level of knowledge acquisition, the level of mastery of the methods of developing school students{\textquoteright} environmental literacy. A three-level approach to evaluating the results was used. The average level of formation of each component dominated. During the experimental training, statistically significant positive changes in the formation of each component took place. This confirms the feasibility of further implementation of the technology.
},
	keywords = {ecological literacy, elective courses, environmental upbringing, pre-service biology teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.907},
	url = {http://oaji.net/articles/2020/457-1607329534.pdf},
	author = {Mariia Bilianska and Olga Yaroshenko}
}
@article {1240,
	title = {THE EFFECTS OF ENRICHED WORKSHOP TRAINING GIVEN TO PRE-SCHOOL STUDENTS ON CREATIVE THINKING SKILLS OF STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {616-635},
	abstract = {The aim of the research was to explore the effects of enriched workshop training given to pre-school students on students{\textquoteright} creative thinking skills. The research was conducted during the 2016-2017 and 2017-2018 academic year. The mixed research design was used in the study. On the quantitative stage of the research, a single-group pre-test-posttest experimental design was applied. In order to identify the effects of the enriched training provided at different workshops, students were administered Torrance Test of Creative Thinking (Figural Form) as a pre-test-post-test. The study group of the research was comprised of 129 students in total including 81 students in the first group and 48 students in the second group, all taking training at the {\textquotedblleft}Curious Junior Education Center{\textquotedblright} supported by Istanbul Development Agency and implemented by Pendik District National Education Directorate. According to the findings obtained from the quantitative method, a variation was identified in the test averages for student creative thinking skills (fluency, originality, elaboration, abstractness of titles, resistance to premature closure) before and after the training. Post-test averages for students{\textquoteright} creative skills increased. Paired samples t test was performed to determine whether or not the variation- increase- was significant. According to the t test result, enriched workshop training affects students{\textquoteright} total creative thinking skills significantly. In other words, enriched workshop training has developed students{\textquoteright} creative thinking skills positively. In the qualitative method, parents, students and teachers reported their views about the quality and effectiveness of the enriched workshop training.  },
	keywords = {creative thinking, enriched training, mixed method, workshop training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.616},
	url = {http://oaji.net/articles/2019/457-1571384559.pdf},
	author = {Mustafa {\"O}zgenel and {\"O}mer Canpolat and Ersin Ya{\u g}an and {\"O}zge Canl{\i}}
}
@article {1133,
	title = {ENGAGING WITH EDMODO TO TEACH ENGLISH WRITING OF NARRATIVE TEXTS TO EFL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {333-349},
	abstract = {This experimental research aimed to explore the effect of teaching English writing of narrative texts by using Edmodo learning media through blended learning on the tenth-grade students in one of the senior high schools in Banda Aceh, Indonesia. It further looks into the students{\textquoteright} responses on the use of this media in learning English writing of narrative text. To study the development of the students{\textquoteright} writing before and after using Edmodo learning media in the classroom, the writing tests were given to the students. The data were gained quantitatively and qualitatively. The quantitative data were collected from the pre-test, treatments for three class meetings and the post-test, while the qualitative data was collected through the open-ended questionnaire which was distributed to the students after the treatments were done. Statistical formulas were used to calculate the mean, standard deviation, and t-test for the students{\textquoteright} pre-test and post-test scores. The hand coding and computer coding were used to analyze the data from the questionnaire. The results from the analysis of quantitative data showed that there was an improvement in students{\textquoteright} writing of narrative texts; their scores improved from the pre-test to the post-test after treatments with Edmodo were done. Furthermore, the analysis of the questionnaire revealed a majority of positive responses from the students. Those who negatively responded towards the use of this online learning media said that it was due to the necessity of the Internet connection and computers, laptops or mobile phones to operate Edmodo. Not all students have the privilege of possessing such devises and the Internet quota can also be costly. Thus, they recommended the school to provide them with free access to the Internet and computers should learning by using this media is to be continued in the future.},
	keywords = {blended learning, Edmodo, EFL students, English writing, narrative texts},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.333},
	url = {http://oaji.net/articles/2017/457-1529089676.pdf},
	author = {Qismullah Yusuf and Yunisrina Qismullah Yusuf and Nira Erdiana and Arif Rizky Pratama}
}
@article {1163,
	title = {ENGLISH TEACHERS{\textquoteright} VOICES ON COMMUNICATIVE LANGUAGE TEACHING FOR READING IN INDONESIAN RURAL CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {649-662},
	abstract = {The aim of this research was to find out whether English teachers teaching in rural areas in Indonesia are incorporating the Communicative Language Teaching (CLT) approach in their reading classes. The mixed research design included questionnaires, observations and interviews. A questionnaire was administered to 144 teachers in 68 rural high schools in Padang, West Sumatra. Out of these teachers, eight were chosen to be interviewed, and observations were conducted in their classes. Findings of the questionnaire showed that English teachers{\textquoteright} perceptions and attitudes are generally positive towards CLT in teaching reading. However, the results from observations and interviews with the teachers indicated that a majority of teachers still implemented the traditional (teacher-centred) approach in teaching reading compared to the student-centred approach as suggested by CLT. The preferred choice of teaching methods in teaching reading was influenced by several factors; namely, the students{\textquoteright} low proficiency level, their low degree of self-confidence and motivation, large class sizes, limited teaching schedule, and the teachers{\textquoteright} insufficient knowledge on CLT implementation. Finally, this research suggests that if Indonesia expects its policy of learning reform to be successful, intensive and consistent teacher development must be well-organized, and sufficient resources must be allocated so that all schools, especially those in rural areas, can meet the objectives. },
	keywords = {communicative language teaching, English as a foreign language, reading, rural areas, teachers{\textquoteright} voices},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.649},
	url = {http://oaji.net/articles/2017/457-1540320144.pdf},
	author = {Martin Kustati and Yunisrina Qismullah Yusuf and Nooreiny Maarof}
}
@article {1105,
	title = {THE IMPACT OF MOBILE TABLET USE ON STUDENTS{\textquoteright} PERCEPTION OF LEARNING PROCESSES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {29-42},
	abstract = {The purpose of the current research was to explore the impact of tablet use for various subjects in Israeli schools on students{\textquoteright} perception of learning processes in the cognitive and affective dimensions. For this purpose, 122 ninth and tenth grade students from the Boyar School in Jerusalem completed an online questionnaire. The main hypotheses were that a difference would be found between STEM (science, technology, engineering, and mathematics) and non-STEM subjects in the weight attributed to the cognitive dimension of tablet use, as well as in the weight attributed to the affective dimension of tablet use. These hypotheses were not confirmed. In contrast, the hypothesis concerning gender differences in the weight attributed to cognitive and affective dimensions was partially confirmed. Males attributed more weight than female adolescents to both the cognitive and affective dimensions of tablet use. A possible explanation of the findings is the male inclination towards STEM subjects that include more cognitive use of learning. In future studies, it is advisable to utilize a larger sample and to thoroughly explore gender differences regarding this topic.},
	keywords = {educational pedagogy, learning processes, STEM, tablet},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.29},
	url = {http://oaji.net/articles/2017/457-1519987967.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1132,
	title = {MULTILEVEL RELATIONS BETWEEN EXTERNAL ACCOUNTABILITY, INTERNAL ACCOUNTABILITY, AND MATH ACHIEVEMENT: A CROSS-COUNTRY ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {318-332},
	abstract = {External accountability policies have spread fast across various educational systems over the past decades. This research examines the relations of internal and external accountability with students{\textquoteright} math achievement drawing on PISA 2012. With a sample of 44 educational systems, of which external accountability policies were identified, the research conducted three-level hierarchical linear modelling (HLM) analyses. This research found that some internal accountability factors had tighter relations with math achievement, while the relations of external accountability policies with student performance were rather tenuous. However, equity of student math achievement was better ensured under strong accountability systems. The results suggest that policy makers of each country should consider strengths and weaknesses of external accountability in their own educational contexts.},
	keywords = {educational equity, external accountability, internal accountability, math achievement, PISA},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.318},
	url = {http://oaji.net/articles/2017/457-1529089614.pdf},
	author = {Pilnam Yi and In-soo Shin}
}
@article {976,
	title = {THE EFFECTS OF PROCESS ORIENTED GUIDED INQUIRY LEARNING ENVIRONMENT ON STUDENTS{\textquoteright} SELF-REGULATED LEARNING SKILLS},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {54-66},
	abstract = {Teaching and learning trend has shifted gradually from a teacher-centered approach to a student-centered approach. Many educational researchers have suggested that teachers must use student-centered learning approaches, such as Process Oriented Guided Inquiry Learning (POGIL). POGIL is an instructional approach combining guided inquiry and cooperative learning in which students are involved in the learning process. The purpose of this study was to investigate the effect of POGIL method compared to traditionally designed chemistry instruction (teacher-centered approach) method on 11th grade students{\textquoteright} Self-Regulated Learning Skills. The study was conducted during 2014-2015 spring semester. Participants were 115 students from one high school in Turkey. Non-equivalent control group design was used. Two experimental groups and two control groups were randomly selected. Experimental groups were instructed with POGIL, while control groups received traditionally designed chemistry instruction. Achievement Goal Questionnaire (AGQ) and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as pre-test and post-test to determine students{\textquoteright} self-regulated learning skills. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of POGIL on the dependent variables. Results revealed that POGIL improved students{\textquoteright} mastery approach, task value, control of learning beliefs, self-efficacy for learning and performance, critical thinking, help seeking, peer learning, metacognitive self-regulation, effort regulation, time/study environmental management. The results showed that POGIL was superior to the traditionally designed chemistry instruction on students{\textquoteright} self-regulated learning skills. Thus, POGIL is helpful for development of students{\textquoteright} self-regulated learning skills.},
	keywords = {achievement goals, Learning Strategies, POGIL, self-regulated learning skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.54},
	url = {http://oaji.net/articles/2015/457-1441442208.pdf},
	author = {{\c S}enol {\c S}en and Ayhan   Y{\i}lmaz and {\"O}mer Geban}
}
@article {928,
	title = {THE EFFECTS OF HUMAN AND MATERIAL RESOURCES ON STUDENTS{\textquoteright} MATH ACHIEVEMENT IN 45 COUNTRIES},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {8-20},
	abstract = {This study aims to explore the effects of human and material resources on mathematical literacy. For this purpose, mathematical literacy test scores and questionnaire responses of 304,444 fifteen-year-olds in 45 countries participated in the 2012 cycle of Programme for International Student Assessment (PISA) Project, were analysed through two-level and three-level hierarchical linear models (HLM). Selected indices and scales representing material and human resources{\textquoteright} effects on students{\textquoteright} mathematical literacy were investigated. The results revealed that 23\% of the total variance in the literacy scores is attributable to between-countries, 34\% of the variance is attributable to between-schools and the remaining 43\% to individual student characteristics. Only two school factors, the quality of school educational resources and teacher morale, were found to have effects on students{\textquoteright} performance after accounting for the gender, the index of economic, social and cultural status, and the cumulative expenditure on education. The results of the study have potential to help policy makers determine their priorities in education and provide hints for future studies.},
	keywords = {hierarchical linear model, human resources, material resources},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.08},
	url = {http://oaji.net/articles/2015/457-1423570349.pdf},
	author = {Serdar Aztekin and Haci Bayram Yilmaz}
}
@article {510,
	title = {DEVELOPMENT OF AN OBJECTIVE STRUCTURED SKILL EXAMINATION IN PHYSIOLOGY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {84-91},
	abstract = {The efficacy of objective structured skill examination (OSSE) was evaluated as a new and useful examination. The second grade students at Kinki University Faculty of Medicine were prospectively eligible. Students took problem-based learning (PBL) tutorials in addition to classroom lectures and laboratory practice in each session. The sessions were on: cardiac, circulation, hematological, and renal systems. At the end of each session, students took the paper examination as a part of conventional evaluation. After all sessions, OSSE was performed to evaluate the students{\textquoteright} performance. The technical skills evaluated in OSSE were as follows: electrocardiogram recording, blood pressure measuring, use of centrifuge, pipette technique, hematocrit measurement, urinary specific gravity determination, and measurement of urine volume. One order sheet and the experimental apparatus for OSSE were positioned at each station and students terminate the maneuver in 2 min. The score from OSSE was compared to that from the conventional evaluation. Significant positive correlation was not observed. More than half of the students considered OSSE to be meaningful. In conclusion, we developed a new structured examination to objectively assess the students{\textquoteright} technical skills in laboratory practice.},
	keywords = {curriculum reform, laboratory practice, objective structured skill examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.84},
	url = {http://oaji.net/articles/2014/457-1419412840.pdf},
	author = {Osamu   Matsuo and Koji   Matsuo and Naoyuki   Kawao and Yukinori   Tamura and Masato   Yano and Kiyotaka   Okada and Nobuo   Nagai and Shigeru   Ueshima}
}
@article {844,
	title = {AN INVESTIGATION OF VARIOUS VARIABLES{\textquoteright} EFFECTS ON MIDDLE SCHOOL STUDENTS{\textquoteright} SKILLS OF RECOGNIZING FIGURE PATTERNS},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {45-56},
	abstract = {The purpose of this study was to investigate the middle school students{\textquoteright} skill of determining figure patterns in terms of the variables of gender, grade, and mathematics achievement. Being descriptive in nature, this study conducted through relational survey method. The participants of the study were total of 137 (fifth, sixth and seventh grade) students from a middle school placed in a province of northern Turkey. Among the results of the study were that the students{\textquoteright} skills of detecting figure pattern did not considerably affected by their grade levels. However, in the figure pattern test female students were more successful than the males. Moreover, a positively-directed strong relationship was detected among the points which students get from mathematic lesson and their achievement in the figure pattern test. Based on the observations done, the middle school students{\textquoteright} mistakes in the test were mostly due to their lack of attention to the questions; they mostly focused on the drawing of the figure patterns and did not think the relation between the number of figures and steps.},
	keywords = {figure patterns, mathematics education, middle school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.45},
	url = {http://oaji.net/articles/2014/457-1420054959.pdf},
	author = {Abdullah Cagri   Biber and Abdulkadir   Tuna and Lutfi   Incikabi and Engin   Yigit}
}
@article {492,
	title = {LEARNING TO READ IN ADULTHOOD: AN EVALUATION OF A LITERACY PROGRAM FOR FUNCTIONALLY ILLITERATE ADULTS IN GERMANY},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {33-46},
	abstract = {It is estimated that 759 million individuals worldwide are illiterate, i.e. they cannot read or write properly. With 95\%, the majority of the illiterate population lives in developing countries. In most cases, these individuals did not attend school and, therefore, did not have the chance to acquire any skills in reading and writing. They are referred to as primary illiterates. However, illiteracy is not restricted to developing countries: In developed countries there are individuals who have great difficulties with reading and writing despite attending school for several years; they are termed as functional illiterates. For most individuals, the ability to read and write is crucial for being employed and socially accepted. Thus, education is an essential prerequisite for personal growth and satisfaction with life. The present research presents an innovative approach to overcome deficits in reading and writing in adults. The effectiveness of the program was investigated in two courses, each comprising 18 German functionally illiterate adults. Results show that participation in the program was accompanied by improved literacy skills and neuronal changes measured with fMRI.},
	keywords = {adulthood, fMRI, functional illiteracy, training program},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.33},
	url = {http://oaji.net/articles/2014/457-1419346269.pdf},
	author = {Melanie   Boltzmann and Jascha   R{\"u}sseler and Zheng   Ye and Thomas  F.  M{\"u}nte}
}
@article {699,
	title = {THE EFFECT OF DIFFERENT TYPES OF TEST ON PRESERVICE CHEMISTRY TEACHERS{\textquoteright} ACHIEVEMENT RELATED TO {\textquotedblleft}CHEMICAL BONDING{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {123-129},
	abstract = {The purpose of this study was to determine preservice chemistry teachers{\textquoteright} achievement on different types of test and investigate the effect of different types of test on their achievement related to {\textquotedblleft}Chemical Bonding{\textquotedblright}. The participants of this study consisted of 26 preservice chemistry teachers in Hacettepe University, Faculty of Education, and Department of Chemistry Education in fall semester of 2010 {\textendash} 2011 academic year. The mean age of preservice chemistry teachers was 20 years. In the study, Chemistry Achievement Tests that are designed to involve four different item types (Two-Tier Multiple-Choice, Multiple-Choice, Essay, Correct/Incorrect) towards the same behavioural objectives and are administered to the same group of students were used as data collection tools. The hypotheses were tested by using One Way ANOVA. A significant difference was found between preservice chemistry teachers{\textquoteright} means of achievement scores on {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Essay Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright}. The results showed that preservice chemistry teachers{\textquoteright} are most successfully on {\textquotedblleft}Multiple-Choice Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright} and then {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright} and least successfully on {\textquotedblleft}Essay Test{\textquotedblright}.},
	keywords = {chemical bonding, essay test, multiple-choice test},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.123},
	url = {http://oaji.net/articles/2014/457-1409840433.pdf},
	author = {Senar   Temel and Sinem  Din{\c c}ol  {\"O}zg{\"u}r and Ayhan   Y{\i}lmaz}
}
@article {731,
	title = {TEACHERS{\textquoteright} ICT INTEGRATION STATES ON THE EVE OF FATIH PROJECT},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {29-42},
	abstract = {Integration of Information and Communication Technologies into education has recently been one of the most challenging issues in educational improvement and recovery plan of Turkish government. Immediately before the implementation of Fatih Project (Action for Increasing Opportunities and Improving Technology), it is important to have a look at the insights of teachers. In this study, it was aimed to find out the level of background knowledge about the usage of Information and Communication Technologies (ICT) and the integration of ICT in education process by today{\textquoteright}s teachers. So as to find the answers to this question, the study was designed in quantitative research model as a survey research in cross-sectional survey design. The work group included 172 teachers who works in MNE schools. The data were collected through {\textquoteleft}ICT Integration in Education{\textquoteright} questionnaire. In the analysis of data; descriptive statistics, t-tests and Anova tests were used. And as a result, the study showed that current initiatives with ICT need further investigation for a successful implementation of ICT usage.},
	keywords = {information and communication technologies, technology integration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.29},
	url = {http://oaji.net/articles/2014/457-1413726598.pdf},
	author = {{\.I}smail   Y{\"u}ksel and Melek   Alemdar}
}
@article {621,
	title = {EVALUATION OF FOREIGN LANGUAGE LEARNERS{\textquoteright} LEXICAL COMPETENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {10-16},
	abstract = {Vocabulary is a crucial multi-dimensional component of language proficiency. This study aimed to describe these separate traits of vocabulary knowledge through the construct of lexical competence in a three-dimensional model. Thus, 40 Turkish EFL (English as Foreign Language) learners{\textquoteright} size, depth and use of vocabulary were investigated with a set of tests. The findings of analyses indicated that they had limited vocabulary size and depth knowledge, considering their assumed proficiency levels. Additionally, the profiles of their productive vocabulary in their essays revealed that they mostly used high frequent words but low frequency and academic words least. So, it was concluded that learners had limited lexical competence. These results revealed that all dimensions of vocabulary knowledge are interrelated and it is crucial to handle all in together to understand learners{\textquoteright} needs. In this study, Turkish EFL learners{\textquoteright} productive vocabulary was found as essential to be developed in relation with size and depth.},
	keywords = {depth of vocabulary, lexical competence vocabulary, productive vocabulary, size of vocabulary},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.10},
	url = {https://oaji.net/articles/2014/457-1408434852.pdf},
	author = {{\.I}lknur  Yuksel}
}
@article {201,
	title = {ACTUAL QUESTIONS OF THE ORGANISATION OF INDEPENDENT WORK OF STUDENTS OF ENGINEERING SPECIALITIES},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {171-179},
	abstract = {Last years the organisations of independent work of students (IWS) in educational institutions it is given particular attention. The quantity of contact hours of teachers with the students, provided by the curriculum is insignificant. By preparation of experts of engineering specialities IWS plays the important role in educational process and in carrying out to research work. Fruitful use of the hours which have been taken away IWS, affects on quality of training and preparation of the future expert. IWS Organisation studying was spent on chair of natural and engineering sciences of Engineering faculty of the Rezekne Higher Education Institution (RHEI) last 3 academic years. By results of researches it is established that a recommended teaching department volume IWS has made from 40 to 84 \% from total amount of a training course depending on a training kind (day and correspondence course on specialities:" The engineer of protection of environment "," the Master of protection of environment", "Mechatronics", "Construction building engineer"). Are established both positive, and organisation SRS negative sides. Different level of readiness of students to independent work is established: at students of 1-2 courses of day training it much more low, than at older years and part time students. As a rule, the essential moment in organisation IWS plays a role of the teacher. IWS quality depends on forms of carrying out, a kind, and also the control organisation. Recommendations about improvement of quality of organisation of IWS are offered.},
	keywords = {independent work of students, organisation of independent work of students},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392316062.pdf},
	author = {Boris Yarinovskis}
}
@article {305,
	title = {MATHEMATICAL MODELLING WITH USE INFORMATION-COMMUNICATION TECHNOLOGIES IN COURSE STUDYING ECOLOGICAL TOXICOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {59-65},
	abstract = {Ecological toxicology (ET) - one of is natural-scientific (NSE) courses for which studying theoretical knowledge of mathematics is necessary, for chemistry, biology and others NSE courses. Biological experiments are necessary for fastening of theoretical knowledge on laboratory animal and biological test objects. For carrying out of such experiments laboratory animals, biological objects are required, and also the necessary equipment, reactants, etc. Considering the humane relation to animals and restriction of their use in experiments, methods of mathematical modeling in course studying "ЕТ" are offered. Besides, use of interactive control facilities by the information allows modeling some processes in ET. Authors conduct researches at engineering faculty of the Rezekne Higher Education Institution by preparation of engineers of protection of environment. As a result of the spent researches it is established that at students the greatest interest to studying as course ET, and a course - "Mathematical methods in environmental science" is shown. Students can visually see practical use of mathematical methods in is natural-scientific courses. ICT application supplements better mastering of a material at a studied course. Mathematical modeling with use ICT in course studying ET raises progress of students and gives the chance to use theoretical knowledge on the mathematician. },
	keywords = {ecological toxicology, information-communication technology, mathematical modeling},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707300.pdf},
	author = {Boris  Yarinovsky and Ilmars  Kangro}
}
@article {231,
	title = {QUANTITATIVE AND QUALITATIVE MEASURES OF PERCEIVED PREVALENCE OF ACADEMIC INTEGRITY PROBLEMS AMONG LECTURERS OF TERTIARY INSTITUTIONS IN KWARA STATE, NIGERIA},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {88-99},
	abstract = {This paper presents the report of quantitative and qualitative measures of perceived prevalence of academic integrity problems among lecturers of tertiary institutions in Kwara State, Nigeria. Participants comprised 566 students, lecturers and administrative staff selected through the stratified sampling technique from four tertiary institutions; and data were collected via a Questionnaire, Focus Group Discussions and Informal Interview. Descriptive and ANOVA statistics were employed for data analysis across the variables of status, gender and type of institution. Findings of the study showed that relationship with female students, handling of text books/ handouts, project supervision and examinations were perceived by about 10\% of the respondents to be the highly prevalent academic integrity problems among lecturers. It was also revealed that only small proportions of lecturers were indicted in this regard. Also, significant differences were found in the perceptions of respondents from the university, college of education and polytechnic. Based on the findings, advocacy was made for implementing laws relating to integrity and instituting academic integrity policy in tertiary institutions in Nigeria. },
	keywords = {academic integrity, tertiary education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267113.pdf},
	author = {Olasehinde-Williams  Olabisi and Henry Owolabi and Lasiele Yahaya}
}
