M.A. Theses
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Browsing M.A. Theses by Author "Akpınar, Yavuz."
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Item A training to promote teachers' positive attitude towards web use: self efficacy, web enjoyment, web usefulness and behavioral intention to use the web(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2007., 2007.) Bayramoğlu, Yusuf.; Akpınar, Yavuz.The purpose of the study is to examine the effect of compact training on creating a web page on teachers’ web attitude, as composed of four constructs: web self efficacy, perceived web enjoyment, perceived web usefulness and behavioral intention to use the web. It attempted to answer whether there is a significant difference between teachers’ web self-efficacy, web enjoyment, web usefulness, behavioral intention and attitude levels before and after the training. In order to measure the related constructs, the Web Attitude Scale (WAS) developed by Liaw (2002a) was adapted into Turkish and tested with a sample of 156 participants. The participants of the adaptation study were teachers from different schools in Istanbul. The performed analyses verified the internal consistency reliability of Turkish version of WAS, Cronbach alpha was estimated as 0.90. Training materials on creating a web site using a free service of Mynet Portal, Mysite, was developed by using behavioral modeling method of instruction. The training was offered to sixteen teachers. Before and after the training the Turkish version of WAS was administered. The scores of WAS obtained through the pre and post training administrations were analyzed using SPSS 15. The two sets of scores were compared both on the basis of the overall web attitude and specific four constructs constituting web attitude. The tests showed that the participants’ post training web attitude, web iv self efficacy and perceived web usefulness was significantly different from their pre training web attitude. According to the results, the training created a positive and significant difference on the participants’ web attitude. There was also a significant difference on their web self efficacy and perceived web usefulness scores before and after the training. Although the post training scores of perceived web enjoyment and behavioral intention to use the web were higher than the pre training scores, the differences were found not to be significant. The study concluded that, developing and conducting training presented an opportunity for enhancing the web attitude. The study recommended to use the adapted version of WAS in order to examine interrelations between variables related to attitude by designing new research models.Item An investigation of modality, redundancy and signaling effects in multimedia learning with abstract and concrete representation(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Kutbay, Ekrem.; Akpınar, Yavuz.This study aimed to explore the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested. The study was conducted with a pre-test and post-test quasi-experimental design. Data were collected from 855 fifth and sixth graders with low prior electricity knowledge in four public middle schools. Each student, who are assigned to an experimental group with one type of intervention in each, took pre and post-test. Analyses showed that all treatments helped students to develop knowledge of the topic to some extent. However, while the modality effect holds true for middle school students’ studying electricity units with a multimedia instruction in real school settings, the signaling and redundancy principles do not hold true. Analysis also showed that there were no significant two-way or three-way interactions among prior science scores, prior knowledge about the topic, and multimedia treatments on students’ conceptual and procedural knowledge. However, while these three independent variables independently influenced learning of conceptual knowledge; only students’ prior science scores and prior knowledge about the topic independently influenced students’ learning procedural knowledge. The treatment did not significantly affect learning procedural knowledge.Item Effects of different video modalities on writing achievement in flipped english classes(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Umutlu, Duygu.; Akpınar, Yavuz.This study investigated different modalities of videos in a flipped classroom for English writing classes in the intensive English program at a state university. The study, a quasi-experimental design in nature, was conducted with six experimental groups and one control group (n = 127). The participants’ writing performance formed the study data which was collected by means of a writing pretest and two posttests, namely, conceptual and essay writing posttests. Moreover, participants’ learning styles, learner autonomy levels, and critical thinking disposition levels were measured with three different scales. The data analyses showed that the group studying the animation with simultaneous text and sequenced narration in a user- paced environment outperformed the control group having lectures in class in the conceptual posttest. The groups studying the animation with simultaneous narration and sequenced text, in a whole presentation, where students studied all the parts of a video in a system-paced design, and then they answered the related questions, and the animation with simultaneous narration and sequenced text in a part-by-part presentation, in which students studied each part of a video, and then they answered the related questions, outperformed the control group in the essay writing posttest. No significant effect of learning style, learner autonomy, and critical thinking disposition on the writing achievement in a flipped class design were found. The thesis provided a discussion and a set of recommendations on designing flipped classrooms according to multimedia design principles.Item Redundant on-screen text, learner control and self-regulation :|effects on learning past tense in English(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Cananoğlu, Bedi.; Akpınar, Yavuz.This study aimed to examine the effects of the redundant on-screen text, learner control and self-regulatory skills on students’ learning simple past tense in an online tutorial that were variably used. 132 EFL learners with beginner level of English studying at the preparatory school of English and vocational school of Justice participated in this quasi-experimental study. Four treatment conditions were tested: text + control, text + no control, no text + control, no text + no control), with all the groups receiving narrated slides. Each participant was given a prior knowledge test, an academic self-regulation scale, a retention test and a transfer test. Results showed that redundant on-screen text does not have a significant effect on retention or transfer scores. However, learners with control over the learning material performed significantly lower than learners without control. Out of eight tests, only one significant difference was observed between learners with high and low self regulatory skills in the transfer test when they were given learner control without on screen text. A significant two-way interaction between the treatment condition and self-regulatory skills on the retention test scores was observed; while the treatment condition and prior knowledge were found to influence students’ transfer scores independently.Item The effects of serious games on students’ conceptual knowledge of object-oriented programming and computational thinking skills(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2018., 2018.) Akkaya, Ali.; Akpınar, Yavuz.The aim of this study is to investigate the effects of a serious game, Curious Robots: Operation Asgard (Meraklı Robotlar: Operasyon Asgard), on undergraduate students’ learning performance on conceptual knowledge of object-oriented programming (OOP) of and computational thinking (CT) skills in Turkish. The study was conducted with a pre-test and post-test quasi-experimental design model. Data were collected from 30 freshman students without programming experience and 31 sophomore students with procedural programming experience. Each student took a creative problem-solving test and a pre-test before playing the game. After playing the developed game, students took a post-test and an attitude scale for serious game assisted programming learning. Analyses showed that the game helped students to develop conceptual knowledge of OOP and improve their CT skills. Analysis also showed that there were no significant two-way or direct interactions among students’ creative problem-solving skills, attitudes towards digital game-based learning of programming on the achievement scores of students. This study makes a significant contribution to the literature by providing empirical data about the effects of serious games on novice programmers’ conceptual knowledge of OOP and CT skills. It is thought that in the lights of the findings of the study, serious game designers and instructors would have the opportunity to design effective games that help novice programmers to overcome their learning difficulties and improve their learning.Item The effects of tutorial feedback type on pre-service teachers’ choice of feedback type in their development of learning objects(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2016., 2016.) Çeken, Burç.; Akpınar, Yavuz.This study aims to investigate the effect of different knowledge representation types in feedback presented in learning object (LO) development tutorials on the quality of pre-service teachers’ LOs as well as the representation type of feedback used in authoring the LO. The study, with a post-test only quasi-experimental design in nature, investigated six types of feedback representation: text, audio, video, video with text, video with audio, and video with audio and text feedback. Pre-service teachers’ (n=202) feedback preferences were collected with a questionnaire prior to the experiments. They then, studied how to develop LOs in an authoring environment, Articulate, in six different tutorials for seven weeks. The tutorials were identical in terms of teaching how to develop LOs, but were different in terms of the feedback provided. Pre-service teachers were assigned to one of the experiment groups by the researcher. Learning objects developed by pre-service teachers were assessed using the Learning Object Review Instrument (LORI). Analysis of the data showed that feedback presented by video was the most effective feedback representation type, based on both overall scores and feedback quality scores of LOs developed by the pre-services teachers. Additionally, interaction between feedback types presented by the LO development tutorial and pre-service teachers’ actual use of feedback in authoring LOs was not meaningful. The study compares findings with similar studies presented in the literature.Item Usability and user acceptance of web site of Turkish social security institutions(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2007., 2007.) Öndin, Zerrin.; Akpınar, Yavuz.The current study examined the usability features of web site of Turkish Social Security Institutions (SSK, Emekli Sandıgı, and Bag-Kur) and individual acceptance of these e-government applications, utilizing usability evaluation method. The participants were 45 adults who are members these social security institutions, and their ages, education levels, occupations and computer skills varied. The usability study was conducted with each participant individually. It consisted of two sections. In the first section, the participants were allowed to move around web site of the social security institution and in the second section, four tasks were given them to complete. During the second section, the researcher filled an observation form. The participants’ all operations on the computer and voices were recorded. After completion of the tasks, the participants were given the instruments. The instruments were Usability Test developed by the researcher to evaluate usability of web sites, Technology Acceptance Tool adapted from the original form developed by Davis (1989) to measure users’ perceptions of usefulness and ease of use of web sites, After Scenario Questionnaire adapted from original form developed by Lewis (1991) to evaluate task specific usability of web sites, an Observation Form developed by the researcher to record the participants’ operations on the web site and a Demographic Information and Computer Experience form to gather information about the participants’ personal information and computer usage. The data analysis revealed that there is a significant relationship between Usability and Acceptance of the web sites. Also the results showed that genders of the participants do not have effect on Usability and Acceptance scores. On the other hand the participants’ education level has a significant effect on their ASQ Task 1 scores. User Experience in using web sites has a significant effect on Learnability, Satisfaction, Errors, Usability, Perceived Usefulness, Perceived Ease of Use, ASQ Task 1 and ASQ Task 2. Further, users’ computer experience has a significant effect on ASQ Task 1, ASQ Task 3, ASQ Task 4 for employee scores. Further Internet experience has a significant effect on ASQ Task 1 and ASQ Task 2 scores. Daily computer usage has a significant effect on ASQ Task 1 and ASQ Task 4 for employee scores and daily internet usage has effect on Learnability, Efficiency, Usability, ASQ Task 1, ASQ Task 2, ASQ Task 3, and ASQ Task 4 for employee scores. The observation form analysis revealed detailed information about subjects’ operations and problems in web sites. In the light of the results, usability is an important factor to make e-government services accessible for wide range of people. Administrators of e-government web sites should take into account the role of usability when making desing decision for these services.