M.S. Theses
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Browsing M.S. Theses by Author "Arıkan, Serkan."
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Item A scale development for social and emotıonal learning skills of middle school children(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2023) Oğuzhan, Ecem Elif.; Arıkan, Serkan.; Göl-Güven, Mine.The purpose of the current study is to develop a self-reported social emotional learning (SEL) skills scale based on the Taxonomy Project designed by the Ecological Approaches to Social Emotional Learning (EASEL) Laboratory of the Harvard Graduate School of Education. The scale is planned to include 5 of these major dimensions and 56 items for the analysis. A group of 5 students was interviewed prior to administering the study to determine the length of time and the clarity of the scale. Then, the scale is further tested by confirmatory factor analysis (CFA) with a sample of the 893 5th and 6th graders (10-12 years) from different public schools. Once the proper CFA results are obtained, item response theory (IRT) is utilized to assess item performance in the SEL assessment tool, providing a more profound insight into the measured construct. In brief, to create greater precision and transparency in the field, the current study developed a standardized common SEL skills scale in line with SEL framework provided as an outcome of the Taxonomy Project.Item An analysis of 4th grade students' routine and non-routine problem-solving skills using cognitive diagnostic models(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Taştan, Züleyha.; Arıkan, Serkan.Assessment is an important part of education that provides feedbacks to both students on their learning and educators on their instruction. Assessments enhance students’ learning when providing effective and immediate feedback to learners. In this study, Cognitive Diagnostic Assessments (CDAs) are used to give informative and in-depth feedback to teachers and students. CDAs provide cognitive data about students’ strengths and weaknesses in a particular ability. This study investigates routine and non-routine problem-solving attributes of grade 4 students with four operations (addition, subtraction, multiplication, and division) using CDA. The test used in the study is specifically developed with diagnostic purposes regarding 2021-2022 4th grade mathematics curriculum and analysed with Cognitive Diagnostic Models (CDMs). There are 6 attributes and 20 items in the test. A Q-matrix was constructed to show attribute-item relationship. Before administering the test, a group with 10 students were asked to answer the items and interviewed later to evaluate the timing and clarity of the items. The final form of CDA test was administered to 511 students in 4th grade, from various public and private schools. The responses were analysed by the GDINA package in R. As a result of the analysis, each participant was assigned to an attribute profile showing which skills they have mastered and which they have not. The results showed that 75% of the students have mastered routine problem-solving skills, while 17% of the students have mastered non-routine problem-solving skills. The most frequent attribute profiles in the study group are found as follows: 000010, 010010, 111111, 111110, 000000 and 110010.Item Investigating the differential relationship between the big five domains of social and emotional skills and mathematics achievement using OECD's SSES(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2022) Altıner Sert, Mihriban.; Arıkan, Serkan.The goal of the study is to investigate the differential relationship between the social and emotional skills measured by the “big five” skill domains and mathematics achievement for socioeconomic status, gender, and level of SEL evaluation groups. For this purpose, the study used the OECD 2019 Survey data on social-emotional skills from Turkey. The OECD conceptual framework combines and integrates skills from different applied frameworks (Kankaraš & Suarez-Alvarez, 2019). Big five model of social and emotional skills consists of task performance, emotional regulation, engaging with others, collaboration, and open-mindedness (Kankaraš & Suarez-Alvarez, 2019). In the current study, the participants are 9th grade, 10th grade, and 11th grade students in Istanbul, Turkey. The results indicated that 8% of the variance in mathematics achievement ({u1D445}2=0.077) was explained by the social andemotional skills domains, especially with open mindedness, emotional regulation and engaging with other domains. Also, there is a differential relationship between mathematics achievement and social and emotional skills for boys and girls. The relationship between social and emotional skills and mathematics achievement is stronger for girls ({u1D445}2=0.092)than boys ({u1D445}2=0.056). On the other hand, the results showed that while for low level SESstudents this model explains 13% of the variance in mathematics achievement ({u1D445}2=0.130),for medium level SES students, it explains 9% of the variance in mathematics achievement ({u1D445}2=0. 091). Furthermore, for high level SES group, the model explains 6% of the variancein mathematics achievement ({u1D445}2=0. 056). Therefore, it can be stated that there is differentialrelationship between social and emotional skills and mathematics achievement for different levels of SES. Lastly, there is a differential relationship between the five domains SSES model and mathematics achievement for non- evaluated ({u1D445}2= 0.062), informally evaluated({u1D445}2=0. 080) and formally evaluated ({u1D445}2=0.091) SEL groups. Overall, the findings suggestthat grouping variables need to be taken into consideration to understand the relationship between the mathematics achievement and emotional skills.Item Investigating the role of computerized assessment and other correlates on students' science performance in PISA 2015(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2020., 2020.) Arpacı, Sümeyye.; Mercan, Fatih.; Arıkan, Serkan.The aim of this study is to explore possible reasons for the decline in the Program for International Student Assessment (PISA) 2015 average science scores. Until 2015, the test was paper-based, but in 2015, for the rst time, students took the test via computer. The decline was investigated based on data from Qatar, Peru, Turkey and Ireland as these countries represented various science scores and information and communication technologies (ICT) resources. By controlling student- and school-level variables, two-level regression was conducted for the analysis, taking into account plausible values and sample weights. The results indicated that there was a statistically signi cant positive relationship between ICT resources and science performance for Turkey and Peru, but not for Qatar and Ireland by controlling student- and schoollevel variables. On the other hand, almost all of the variables related to student characteristics were statistically signi cant predictors of science performance in these four countries, but signi cant variables related to school characteristics were di erent for each country. The science performance di erence among schools was larger in Turkey compared to other countries. Overall, it could be concluded that the decrease in the PISA 2015 average science scores could be attributed to the computer based version of PISA as ICT resources were signi cant predictors for countries with low ICT resources when controlling major student and school level variables.Item Investigation of factors related to immigrant and native students’ mathematics performance in PISA 2018(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2023., 2023) Akkır, Ayşe.; Arıkan, Serkan.This study examined the mathematics performance gap between native and immigrant students, and between first- and second- generation immigrant students in European countries in the 2018 Program for International Student Assessment (PISA). Another objective was to understand how the performance gap changes after controlling for economic and social status (ESCS) and gender. Factors that can predict the mathematics performance of immigrant and native students were examined. Student-level variables were chosen based on Walberg’s academic achievement theory. Country-level variables, such as the Migrant Integration Policy Index (MIPEX), the Human Development Index (HDI), and government expenditure on education were included. An independent sample t-test was used to investigate the performance gap. Multilevel regression analyses were conducted to investigate mathematics performance at the studentand country-levels. Propensity score matching was used to investigate the achievement gap after controlling gender and ESCS. Immigrants’ and natives’ mathematics performance is significantly predicted by government expenditure on education. In addition, the MIPEX was a significant predictor of first- generation immigrants’ mathematics performance. Students’ attitudes toward immigrants, discriminating school climate, and exposure to bullying were significant predictors of the mathematics performance of immigrants and natives. Resilience significantly predicted immigrants’ mathematics performance. There was a statistically significant performance gap between natives and immigrants in 21 European countries. The performance gap narrowed after controlling for (ESCS) and gender.