2023 Cilt 36 Sayı 3

Permanent URI for this collectionhttps://hdl.handle.net/11452/41014

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Comparison of test equating methods based on classical test theory and Item response theory
(Bursa Uludağ Üniversitesi, 2023-09-22) Mutluer, Ceren; Çakan, Mehtap
This study aims to choose the equating method with the least equating error by using the equating methods in Classical Test Theory and Item Response Theory. In this study, booklet 1 and booklet 3 data were used for PISA (Programme for International Student Assessment) 2012 Mathematics test. Data from Turkey, Indonesia, Shanghai/China and Finland, countries participating in PISA 2012, were selected for this study. Non-equivalent groups design was used in the test equating process. Linear equating methods [Tucker (w1=1, w1=0.5), Levine observed score (w1=1, w1=0.5), Levine true score, Classical Congeneric and Braun-Holland), equipercentile equating methods (pre smoothing according to C6 polynomial degree, beta4, post smoothing according to S 0.05 cubic function, frequency estimation (w1=1, w1=0.5) ] were used in the study. In Classical Test Theory, the least error is obtained from the frequency estimation method with a synthetic universe weight of w1 = 0.5. For the Item Response Theory, the calibration method was first decided, which is the Stocking-Lord method. After the scale transformation was achieved with the Stocking-Lord calibration method, the equating scores were calculated from the IRT's true and observed equating methods. The least error in IRT was obtained from the true score equating method. For error values, error coefficients were calculated according to Newton-Raphson's delta method and bootstrap methods. When the error coefficients (delta and bootstrap) of the equating methods in both theories were compared, it was found that the equating methods based on IRT had fewer errors than the equating methods in CTT, and the method with the least equating error was the IRT true score equating. The least equating error frequency estimation in CTT (w1=0.5) and the most error Levine true score equating method.
Does practice make perfect? Insights from pre-service EFL teachers via metaphors
(Bursa Uludağ Üniversitesi, 2023-10-26) Efeoğlu, Gülümser
How pre-service EFL teachers conceptualize their professional identities has always been part of scientific inquiry since it is one of the fundamentals of language teaching settings. Yet, uncovering its interaction with constructs such as in-class practice has been only possible via a limited set of instruments one of which is the metaphor analysis. Hence, the aim of the current study was to figure out how pre-service EFL teachers with different experience backgrounds perceive their professional identities, namely English language teachers in the form of metaphors and then to understand if in-class practice either via microteachings or practicum courses had any say on their preferences. Data collected from 184 participants through the metaphor analysis methodology were analyzed qualitatively in line with the framework proposed in Saban, Kocbeker, Saban (2007). Results revealed that although choices were diversified practice type tested across three groups ranging from no experience to experienced affected pre-service EFL teachers’ metaphors. In specific, it was observed that there was a focus shift from a teacher centered account to a learner centered one in line with the accumulation of in-class practice.
Investigating the effect of using an interactive e-book on academic achievement, attitude and motivation
(Bursa Uludağ Üniversitesi, 2023-10-28) Vardar, Aslı; Şimşekli, Yeter; Eğitim Fakültesi; Matematik ve Fen Bilimleri Bölümü; 0000-0002-0796-7199; 0000-0003-3276-2475
This study aims to investigate the effect of using an interactive e-book in teaching the “Energy Conversions and Environmental Science” unit of the science course on the academic achievement, attitudes, and motivations of 8th-grade students. The study used a quasi-experimental design with a pretest-posttest control group. The participants of the research, which was carried out in the 2020-2021 academic year, consisted of 60 secondary school students studying in two secondary schools in the Muradiye district of Van. There were 32 students in the experimental and 28 in the control group. The unit, which lasted six weeks (24 lesson hours), was taught using an interactive e-book for the experimental group, while a science textbook was used for the control group. The “Energy Conversions and Environmental Science Achievement Test”, “Science Attitude Scale”, and “Motivation Scale toward Science Learning” were the three different data collection tools used in the study. The data were analyzed using an unpaired t-test, and it was found that while there was no difference in attitude or motivation between the experimental and control groups, there was a statistically significant difference in academic achievement. These findings are thought to be the result of the students’ anxiety because of the pandemic and the fact that the research was only conducted for one unit.
The role of forgiveness and self-esteem in the explanation of well-being
(Bursa Uludağ Üniversitesi, 2023-10-22) Kaya, Özgür Salih; Yazıcı, Hikmet; Camadan, Fatih; Rehberlik ve Psikolojik Danışmanlık; 0000-0003-1516-4350
The tendency to focus on people's physical and emotional well-being is now an important area of study in psychology. Well-being is one of the most important concepts in this field and stands out as a factor that makes an individual's life more satisfying and meaningful. In addition to well-being, forgiveness, and high self-esteem are associated with positive situations and experiences. Thus, it would be reasonable to investigate the relationship between these variables. The main aim of this study is to examine how forgiveness and self-esteem explain well-being. To this aim, a model was created, hypotheses were developed, and data were analyzed using multiple regression. The study was conducted with 505 (female=317, male=188) university students. The results of the study show that self-forgiveness significantly and positively explains self-esteem. In addition, self-forgiveness and self-esteem significantly and positively explain well-being. Selfforgiveness also significantly explains well-being through self-esteem. According to the other results, forgiving others explains well-being positively, and significantly, but not significantly by self-esteem. Future studies can test the hypotheses developed by including various psychological (narcissism, depression, empathy, perceived social support) and demographic (age, economic status, marital status) variables in the model.

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