Browsing by Author "Baykal, Ali."

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    A program for adolescents about their physical, physiological, sexual, emotional and social changes and development
    (Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1982., 1982.) Kulaksızoğlu, Adnan, 1947-; Baykal, Ali.
    In this study, a short-term program was developed to give some essential information to adolescents about their physical, physiological, sexual, emotional and social changes and development, and to help them to lessen their anxieties which are the natural outcomes of the adolescence period. The seven-unit program, was applied to 22 Lise students living in an orphanege called Mevlanakapı Yetiştirme Yurdu. In order to assess the effects of this program, Mooney Problem Check List was given to the students before and after the course, and the differences between the number of items checked were evaluated. Almost all of the items on the Check-List are marked by a smaller number of students at the end of the program. In addition, five-item quetsionnaire was given at the end of the course to find out how the students evaluate this program. According to observations and analysis of data obtained through Problem Check List and five-item evaluation questionnaire, it can be said that this program had on positive effect on the students. It seems that this program ond the similar ones to be developed may be useful for adolescents and can be incorporated easily in school curricula.
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    A study on construct validity of science items in pisa 2006: the case of Turkey
    (Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2009., 2009.) Çirci, Ruhan.; Baykal, Ali.
    This study was designed for three major goals. The first goal is to investigate construct validity in the Turkish version of the PISA 2006 science units including stimuli (e.g. text, graphs, and pictures) and items in terms of positive and negative entities embedded in them. The second goal is to understand the effect of the negative entities detected in the science units on total test and at item level by achievement scores of 15 year-old students. The third goal that emerged through the study aimed to explore the 15 year-old students’ familiarity with PISA science units in terms of the students’ unique learning experiences. The study consists of three phases. The first phase is the exploration of eight science units including eight stimuli and 25 items. In order to analyze these science units, content analysis was implemented for all of the stimuli and items in the science units. An Item Rating Form was developed and used in order to compose categories of the content analysis from the revisions of the teachers (80 secondary school science teachers in total) working at different regions in Istanbul. Content analysis results showed that there were five main categories defined for the negative entities (content, language, typicality, presentation and structure) and four main categories formed for the positive entities (context, content, science process and composition). The number of the thematic units of the negative entities was more than the thematic units of the positive entities. The second phase of the study based on the results of the content analysis from first phase. For the second phase the revisions on the science units were made for recovery of the negative entities described in the science units. Hence, two tests were present, one of them is PISA-Original Turkish test (PISA-OT test) which includes Turkish science units used in PISA 2006 study and the other is PISA-Revised Turkish (PISA-RT test) which contains revised versions of science units made at the second phase of the present study. At the second phase the effect of the negative entities on the achievement scores of the students examined by using two instruments (PISA-OT and PISA- RT). The results of the second phase showed that there was a statistically significant effect of the negative entities included in the revision process on the total achievement levels of the students. Although the results of analysis at the item level showed that there were significant differences between the two comparison groups for eleven of the items, there was no significant difference for the remaining eleven items. In addition, it is found that the mean scores for the group who answered the PISA- Revised Turkish test were higher than the means of the group who took the PISA-Original Turkish test on each of the 22 items. The third phase is the examination for the answer of the third research question related with the familiarity of students with the stimuli of PISA science units in terms of language, lay-out, school knowledge and daily life experiences. It is found that students tend to be moderately familiar with the PISA stimuli. Based on the results of the three phases, it can be concluded that the aim of selection and formation of the items for the science literacy test is important from the point of construct validity. However, released PISA stimuli and items in Turkish form achieved this aim partially.
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    Achievement and achievement motivation :|an explanatory model
    (Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1990., 1990.) Ardaç, Dilek.; Baykal, Ali.
    The purpose of the study is to determine parental factors related to achievement motivation and achievement of children in order to; 1) explain how parental factors act so that they influence academic achievement of children, 2) identify parental factors which are influential over achievement of children to provide guidelines for parent education programmes intending to increase academic achievement. A total of 1420 fifth grade students (498 during academic year 1988-89 and 922 during academic year 1989-90) attending to a private preparatory institute and their parents participated in the study. The sample was preferably chosen among samples attending a private preparatory institute due to the existence of a severe achievement situation facing these students. The measuring instruments used to assess parental variables were; 1) Home Educational Environment Questionnaire, 2) Parent Socialization Questionnaires, and 3) Parental Atti tudes Research Instrument. The measuring instruments used to assess achievement and achievement motivation of children were; 1) Achievement Motivation Scale, and 2) Achievement tests administered to the students as part of the private preparatory course. Home Educational Environment Questionnaire, Parent Socialization Questionnaires and Achievement Motivation Scale were developed and analyzed in terms of their validity and reliability by the researcher. The data was analyzed using; 1) Pearson Product Moment Correlations, 2) Analysis of Variance Technique, 3) Regression Analysis, and 4) Analysis by t-test. The results of the study indicate the existence of significant positive relationships between achievement motivation and overprotection and restrictions & punishments dimensions. On the other hand achievement was found to be negatively related to overprotection and strict discipline dimensions, and positively related to mother education, father education, democracy, demands & age, and home educational environment where home educational environment, mother education, and strict discipline were observed to be the three parental variables explaining the greater percent of variance in achievement of children. No significant relationship was observed between achievement motivation and achievement. The nonexistence of a relationship between achievement motivation and achievement as well as the low number of contradictory correlations between achievement motivation and other parental process variables are discussed in terms of 1) the homogeneity of the sample population, 2) the dominant effect of ability over achievement motivation, 3) problems concerning the content-validity of Achievement Motivation Scale, and 4) the relative position of achievement motivation within the sample population. Although the results indicate the existence of global and specific parental behaviors/attitudes related to different achievement levels, they lack the explanation concerning the function of achievement motivation in causing differences in the achievement level. Therefore implications of the results were mainly directed towards parental factors related to higher academic achievement. Characteristics of parents whose children achieve higher compared to other children were outlined resulting in a list of "favorable" parental attitudes and behaviors related to high academic achievement. These "favorable" parental characteristics were differentiated in terms of their instructability level and parent education programmes which could provide a change from "unfavorable" to "favorable" parental characteristics were discussed.
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    Merchandising of olive oil by producer and wholesaler
    (Thesis (M.A.) - Robert College. Faculty of the School of Business Administration and Economics, 1967., 1967.) Baykal, Ali.; Koç, Ahmet N.
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    Student and parent appraisal of learning management system in a private school
    (Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2004., 2004.) Balki, Recep Serdar.; Baykal, Ali.
    The main focus of this study was to investigate how students and parents appreciate Learning Management System. ÖBS which can be called a simple LMS application was selected for this study. In the literature review section of the study, use of internet in education, learning management systems, parent involvement and privacy issues have been covered. Favoribility and usability of the system as expressed in the student and parent questionnaires, usability of the system as expressed in the parent questionnaire, ÖBS Records, achievement grade, grade level and gender of the students, computer experience of parents, have been used in statistical analysis. The sample consisted of 279 students and 172 parents from a private primary school. All the data of this study was saved in a CD and this CD was attached to the thesis for the readers who want to make further analysis. The results showed that there were no intercorrelations between access variables. On the other hand the findings also indicated that usability of system by parent was significantly correlated with general point average while favorability of system by student was negatively correlated with general point average. According to the computer experience of parents as expressed by themselves there were no significant differences in access variables. In terms of achievement variables except social science point average, there were significant differences between the achievement levels of high and low groups. There were no significant differences among the grades in terms of access variables except average time spent in ÖBS. Gender of students was not distinctive for ÖBS usage. It was concluded that students and/or parents are ready to use such information systems and if these systems are well designed they can provide further improvements in the field of education.
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    Students' perceptions of knowing and loving mathematics as reflected from their drawings
    (Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006., 2006.) Ünal, Emine.; Baykal, Ali.
    The aim of this study is to clarify the images that the primary school students have of knowing/not knowing and loving/not loving mathematics as reflected from their drawings. Draw-A-Man Test-DAM (Goodenough, 1926) and Draw-A-Scientist Test- DAST (Chambers, 1983) gave birth to “Draw-A-Student who knows/not know/loves/not loves Mathematics Test-DASMT” which then used in order to measure students’ perceptions of knowing/not knowing and loving/not loving mathematics. The sample of the study consists of 72 female and 97 male students (N=169) of Orbay Primary School from different grade levels. Results indicated that there are 60 images drawn by the students to reflect their perceptions of knowing/not knowing and loving/not loving mathematics. Baykal’s (1978) “system view of instructional process” was utilized to describe and explain these images. Based on the system view, some of the images were described as an indicator of major components of the instructional system which are “objectives”, “social settings”, “physical settings”, “instructional media”, “instructional procedure”, and “teacher”. The images with high frequencies and not described with system view, were explained as the finer discriminations which were the images “smiles”, “sadness”, and “question mark” in this study. Lastly, the discriminations between the cognitive aspects of mathematics (knowing and not knowing) and affective aspects of mathematics (loving and not loving); and between positive standings of mathematics (knowing and loving) and negative standings of mathematics (not knowing and not loving) were examined. In conclusion, the results indicated that the students do not have a system view in reflecting knowing, not knowing, loving, and not loving mathematics, in fact, they individualized it.
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    The effectiveness of demonstrative computer animation in developing intuition: a case for gravitational acceleration
    (Thesis (M.S.)-Bogazici University. Institute for Graduate Studies in Science and Engineering, 2006., 2006.) Diyarbekir, Gülşah.; Baykal, Ali.
    The purpose of this study is to investigate if the gravitational acceleration concept can be intuitively formed in 5th, 6th, 7th and 8th grade students and to investigate the effectiveness of using computer animation technique in the formation of this concept. The design of this study is pretest-treatment-posttest quasi-experimental design. The study is conducted in the first and second semesters of 2005-2006 educational year with the participation of two state schools. The implementation lasted for one hour. The sample of the study is 283 students aging between 11 and 15 years. The subjects were asked to express their estimations about the motion of a flying bird and a free falling apple by locating the positions of the objects at each unit time. After the pretest, the subjects were presented the computer animation which shows the real-event motion of bird and apple. The subjects observed the accelerated motion of apple and constant velocity motion of bird from the computer animation four times, with slower motion each. After the treatment session, the subjects were again asked to locate the positions of apple and bird and to answer the multiple-choice questions related with the motions observed in the computer animation. According to ‘Locate the Position’ pretest results, it is observed that there is a genral tendency among subjects to expect that both objects would move with constant or irregularly changing displacements. According to McNemar test results, it is concluded that the general expectation among subjects have significantly changed in the posttest. It is observed that there is a significant differnce between Orbay P.S. 5. ve 6. grade and Kami Saadet P. S. 6., 7. and 8. grade subjects’ pre and posttest responses in favor of developing intuitive conceptions about gravitational acceleration concept. There is a significant correlation between subjects’ science achievement score and their performance in positioning the apple especially in posttest.