Eğitim Bilimleri

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Boyutsal tercihler ve kavram öğrenme :|ilkokul ana sınıfı öğrencileri üzerinde bir araştırma
(Thesis (Assoc. Prof.) - Bogazici University. Institute of Social Sciences, 1978., 1978.) Carden, Ayşe Ilgaz.
An experimental survey study of attrition in the Turkish literacy campaign
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1982., 1982.) Atakan, Nancy C.; Kline, David.
The purpose of this survey experiment study was to identify possible wastage related factors in literacy courses being conducted in the Şişli-Gültepe area of Istanbul. These courses are a part of the National Literacy Campaign which began in the Spring of 1981. The study was limited to only two types of wastage attrition and failure to receive certificates (unsuccessful completion). A sample of 179 participants was chosen on a non-probabalistic basis from seven schools in the Şişli-Gültepe areas. During the first week of classes, these students were personally interviewed using a pre-tested Entry Level Questionnaire. After the completion of the 90 hour course, a Summative Level Questionnaire was administered to the dropouts and unsuccessful completers from the initial sample. Data analysis revealed that 461 of those participating in the first week of class either dropped out or failed to receive 8 certificate. In addition, it was found that these literacy courses do not attract males, unmarried women, the working force or the destitute. Demographic factors studied did not appear to be dropout-related factors while such motivat{ onal factors as expectations regarding the course, volition, felt needs, and teacher characteristics appeared to be dropout related factors. Unsuccessful completers were found to be older than successful completers and to have less formal and nonformal education than the dropout. Both dropouts and unsuccessful completers indicated a desire for classes to meet five days a week. Dropouts felt classes should be at least three hours per day while unsuccessful complters felt two hours were sufficient. Since schools from which the sample was taken were located in business, residential, slum and 'gecekondu' areas representational of the types of areas in the Şişli-Gültepe area, it is believed tha~ these findings can be generalied to some degree to the Şişli-Gültepe area of Istanbul. However, due to a non-probabalistic sampling method, generalizability may be limited to only those schools studied. I Recommendations were made for further study to understand how and why these factors ate related to dropout and failure to succeed. Furthermore, experiments with teaching methods, materials and approaches to literacy learning are seen to be necessary to better fit the needs and interests of the illiterate population of Turkey.
Effects of education-oriented and maintenance-oriented preschools on the cognitive functioning of the child
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1984., 1984.) Elibüyük, A. Kezban.; Erkman, Fatoş.
The present study investigated the hypotheses of differential effects of education oriented and maintenance-oriented preschools on the cognitive functioning of preschool children. Piaget's classification and seriation tasks were chosen as indicants of cognitive development. The general hypotheses was that children attending education-oriented preschools would develop more in cognitive functioning than those children attending maintenance-oriented preschools. Operationally it was hypothesized that children attending education-orientec preschool centers would perform in developmentally more advanced level in cognitive functioning measured by Piaget's task of classification behavior than children attending maintenance-oriented preschool centers. The second operational hypothesis was that children attending education-oriented preschool centers would perform in developmentally more advanced level in cognitive functioning measured by Piaget's task of seriation behavior than children attending maintenance-oriented preschool centers. There were 72 subjects who were between the ages of five years and six years six months. Half of the Subjects were from education-oriented preschool s and the other half were from maintenance-oriented preschool centers. The materials used to test the above hypotheses were taken from Piaget's original work. They consisted of different sizes and colars, of wooden geometric blocks, wooden sticks and paper dolls. The children were asked to perform tasks of classification and seriation in a separate room individually by the researcher. The performance of each child on each task was evaluated and assigned to one of the three developmental cognitive level of Piaget Stage one signifies least advanced stage three signifies the most advanced level of cognitive functioning. The data was further analyzed by the Mann-Whitney- U method. The results of the present study support the pedicted level of performance among the education-oriented preschool attenders on the classification tasks. Specifically it was observed that the educationoriented preschool attenders attained scores at a more advanced cognive level than the maintenance-oriented preschool attenders on the classification tasks. For the seriation tasks there was a difference in favour of the education-oriented preschool children but it was nmt profound. The present study strongly suggests the need for longitudinal research in this area.
The effect of training on work accidents: |a study done in two thread mills in Istanbul
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1984., 1984.) Uluveren, Verda.; Okçabol, Rıfat,
The relationship between science and achievement and logical reasoning abilities among seventh grade students
(Thesis (M.A.)- Bogazici University. Institute for Graduate Studies in Social Sciences, 1984., 1984.) Ardaç, Dilek.; Öner, Necla.
The purpose of the study was to look for a relationship between logical reasoning ability level and science achievement of seventh graders in Yeni Levent Lisesi and Şişli Terakki Lisesi. Fiftynine seventh graders in Yeni Levent Lisesi and 25 seventh graders in Şişli Terakki Lisesi participated in the study. Logical reasoning abilities of the students was assessed by an adapted and modified form of the Logical Reasoning Test (Burney, 1974), a paper and pencil test based on the Piagetion Cognitive Development Theory. Science achievement of the students was assessed by their fall term science grades of the academic year 1983-84. The Pearson product moment correlation technique was used in determining the relationship between the level of logical reasoning and science achievement, and the correlation coefficient was found to be 0.79. This result indicates that 62.41 percent of variation in science achievement could be explained by the Logical reasoning ability level of the students. When the students were classified into formal, concrete and transitional cattgories on the basis of their logical reasoning test scores, only seven percent was found to be functioning in the formal operational category, with a 40 percent in concrete operations and 53 percent in transition from concrete to formal operations. A scrutiny of the textbook used in science, however, showed that most of the topics and concepts covered in the seventh grade require the use of formal operations. The fact that most students do not cnssess the operations of formal period reflects a major inconsistency between the operational level of the seventh graders and the science course expectations. The science curriculum content does not match with the reasoning level of these students. For success in achievement, it seems important to match the material to be taught with the operational level of the learner. Since the present findings reveal that most seventh graders are at the rionformal. rather than the expected formal level of operations, it is suggested that seventh grade science topics are adjusted for the nonformal thinker instead of the formal thinker.
Motivational factors affecting success in the learning of English at the Istanbul Turco-British assocation and English Fast
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Raybould, Julia V.; Okçabol, Rıfat,
The purpose of this study was to investigate what reasons adults have for learning English in Turkey; kinds of motivational orientations towards the studying of English were investigated, as was the relationship between types of motivation, success and age. Demographic information about the adult learners attending the language courses was also collected. Two private English language schools in Istanbul were included in the study; the l.stanbul Turco-British Association and Engl ish Fast. Both of these schools teach English to adult learners and were similar in terms of methods, courses and course materials used. Five level two classes out of a possible seventeen classes were randomly selected at the Istanbul-Turco British Association and a further seven class twos out of possible nine at English Fast. A total of 162 students were represented in the sample. The sample was selected on this uneven basis because English Fast is a smaller school and there were therefore not so many level two classes to sample from. In this study there were three main hypotheses. The first one was concerned with-the notion that students would be instrumentally rather than integratively motivated in their reasons for learning English. The second looked at success and motivation and the third at age and motivation. A questionnaire was designed to find out what reasons adults have for learning English in the two schools. The final form of the questionnaire was determined on the basis of information collected from other studies, the experience of the researcher and her colleagues at both schools, a preliminary study and a pilot study. There were two parts to the questionnaire. The first part tested the students' reasons for learning English and the degree of importance of each reason. The second part of the questionnaire was designed to collect descriptive data about the students. Data collection in the study originated from two main sources, firstly from the questionnaire mentioned above and secondly from the scores collected from the examination results and teacher assessment scores. The data were then coded for analytical purposes and then analysed by hand. In order to test the hypotheses of the study, the appropriate test procedures were applied. These included the use of Chi-Square tests and the Wilcoxon Matched Pairs Signed-Ranks Tests. v The re?ults from the Wilcoxon test confirmed at the less than 0.01 level that instrumental motivation 'was significantly hi~her than integrative motivation thus confirming the first hypothesis in the study. The testing of hypothesis II and hypothesis III showed that there were no relation'ships and both hypotheses were rejected. The study showed that students were learning English for instrumental motivational reasons. Highly rated reasons were given as learning Engll!ish in order to make travelling abroad easier, finding a good job, setting up a business or getting promotion. Less highly rated reasons were learning English in order to occupy spare time or reading English publications. Among integrative reasons, the reason which received the highest score was learning English in order to broaden ones outlook of the world and gain new ideas followed by learning English to meet and speak to English speaking people. There were a number of limitations of the study limitations generally originated from the nature of the population and sample selected as well as from a lack of time and the measurement techniques used to evaluate the success of students at the end of forty hours of instruction. The study did however bring out a number of important points. Firstly it confirmed the importance of learning English given by a section of society in Turkey, as represented by the students in the two schools. The reasons generated may be useful to course planners and teachers alike who should be aware of the importance of integrating motivational factors into courses whilst they are being planned and taught. Secondly the results of the study were of practical use to the schools included in the study because they showed both schools were running courses which were in line with the needs and perception of their students. It was recommended that there was a need to develop standard and sophisticated instruments to measure in particular the relationship between success and motivation. Further similar studies were also suggested on the success and motivation of students at different levels of proficiency learning English; studies on students learning English at other schools in Istanbul were recommended, as were studies on students learning languages other than English.
The effects of mastery learning and improved materials on English achievement levels for ninth grade Turkish students at a private high school
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Eğinlioğlu, Uğur.; Yıldıran-Stodolsky, Güzver.
A comparison of personal preferences of the second generation returnees and their peers raised in Turkey
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) İnceoğlu, Derya.; Erkman, Fatoş.
The present exploratory and descriptive study investigated the personality variables and preferences of the returnees who are at the adolescent period. The hypothesis was that the returnee youth show differences compared to the youth who were raised in Turkey in terms of personal preferences and personality variables. There were three comparison groups which included 240 high sohool lycee one level students from three different lycee in istanbul. Eighty of the subjects were second generation returnees from The Üsküdar Anadolu Lycee eighty from another anadolu lycee and eighty from a regular lycee. The main instrument was the EPPS (Edwards' Personal Preference Schedule). A demographic 1.1 information questionaire was also given to the sample group. The two way analysis of variance wus used to analyze the data. The results did not support the hypothesis for 14 of the EPPS variables and only on the preference for Nurturance did the returnee group seperated itself from the Turkish raised youth.
The relationship between academic achievement and reading comprehension among seventh grade students
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Yurtsever, Selda Özen.; Öner, Necla.
The purpose of this study was to determine the relationship between reading comprehension and academic achievement of seventh graders in Büyükcekmece Lisesi, including 20 living in the Bliylikcekmece Orphanage. Two measures used in determining the relationship were grades and reading comprehension scores. Academic achievement as reflected in grades were obtained from the students' 1982- 83 academic year, and the first semester of 1983-84 general grade point average, and averages for Turkish and Mathematic courses. The reading comprehension scores were obtained from two Informal Reading Inventories, developed particularly for the purpose of this study. The lack of reading tests in Turkish necessitated the dev~lopment of these inventories. The major part of the study, thus, constituted the work on the inventories. Piloting for the validity of the texts chosen for reading, and the difficulty of comprehension questions was accomplished before finalizing the inventories for use in the evaluation of reading performance. The level of comprehension was the criterion in determining reading performance. There were three levels of reading comprehension. Ninety per cent comprehension of the material read corresponded to independent level, 51-89 per cent comprehension corresponded to instructional level, and 50 per cent and below corresponded to frustration level in reading. The procedure included the administration of the Informal Group Reading Inventory to all 248 seventh graders. Of this group, 20 students living in the Bliylik~ekmece Orphanage was also tested individually by use of the Informal Individual Reading Inventory. The aim here was to collect information on the details of the reading skills of a group of seventh graders. This particular orphanage group was taken because of convenience and the special interest of the investigator. This group was also expected to be relatively poor readers compared to students living with their parents. Deprived environments in which they have grown-up could have negative effect on their reading and achievement levels. The findings, in fact, supported this expectation. The achievement and the Leading comprehension levels of the orphanage students were inferior to those students living with their parents. To test the ma~n hypothesis of this study, the data obtained were analyzed by use of correlation, and chi-square techniques. The Pearson Product Moment Correlations obtained between grades and reading comprehension scores of 248 seventh graders were .48 (grade point average), .49 (Turkish) and .46 (Math). They were all significant at the .005 level. These correlations indicate that 21-24 per cent of vaLiation in academic achievement could be explained by reading comprehension scores. The chi-square analysis also confirmed the significant relationship between academic achievement and reading comprehension and supported the main hypothesis. The same hypothesis was also tested using the orphanage group, i.e., the small group of 20 students. They were administered both the group and the individual reading inventories. Significant relations were found between the grade point average, the Turkish grades and the reading comprehension scores obtained from the group inventory. These data also support the hypothesis. Correlations between the individual reading scores and the Math grades, as wellas the grade point average were not significant. This lack of significance can perhaps be explained by the homogeniety of the orphanage group, and therefore, small variance. The most overall significant finding in both groups was on the relationship between Turkish grades and reading comprehension scores. When the students were classified into independent, instructional and frustration level categories, on the basis of their reading scores, the majority fell in the category of instructional level readers. This suggests that special emphasis be given to reading programs in schools. With a remedial approach to reading, the comprehension level of students can be improved from instructional to independent level. The study failed to control 0) the selection of participants included in the pilot-study on the validity of the inventories, (2) the validity of the formula used in determining the readability of texts, (3) the number of participants in the Informal Individual Reading Inventory, and (4) the testing conditions. With these limitations in mind, the findings were interpreted to indicate that reading comprehension problems are relatively widespread among Turkish seventh graders and the majority are functioning at the instructional level. A significant relationship between academic achievement and reading comprehension encouraged the investigator to suggest the development of remedial reading programs in schools to help increase the level of reading comprehension of students from instructional to independent.
Life events, depression and anxiety in a university population
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Aytar, Güler.; Erkman, Fatoş.
This study investigated mainly relationships among perception of life events, depression and anxiety in a university population. Additionally, prevalence of depression and level of trait anxiety of the medical faculty students have been investigated. The theoretical framework of the study was based on cognitive theory of depression (Beck, 1967). The general hypothesis of the investigation was that there is positive relationship between negative perception of life events, depression and anxiety. The participants of the study were 306 medical faculty students at Istanbul Faculty of Medicine. The instruments were the Life Experiences Survey, the Beck Depression Inventory and the STAI A-Trait scale. Pearson Product-Moment Correlation Coefficient was used to analyze the data. The results confirmed the general and operational hypotheses.
The development of the Turkish form of the Spielberger test anxiety inventory: |a study of transliteral equivalence and reliability
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Sosial Sciences, 1985., 1985.) Albayrak-Kaymak, Deniz.; Öner, Necla.
This thesis is based on a study about the Turkish adaptation of the Test Anxiety Inventory (TAl), developed by Spielberger in 1980. It was carried in two phases. First, the transliteral equivalence of the inventory was established; then, the reliability of the Turkish form of the inventory was studied. In the transliteral equivalence part of the study, the English and the Turkish forms of the inventory were tested on 164 Turkish bilingual university and highschool students. The analyses including analysis of variance. Product Moment, alpha, item-total, and item-remainder correlation techniques showed that there were no significant differences between the scores obtained from the English and the Turkish language forms of the TAl. This finding indicated that the English and the Turkish forms of the TAl are comparable psycho linguistically. In the reliability part of the study the stability and the internal consistency of the Turkish form of the TAl (TAI-T) were investigated. For this purpose, 1031 Turkish students from different levels of education (university, senior, and junior highschool) and SES in istanbul were tested. The stability of the scores of the TAI-T was found by test-retest correlations with varying time intervals. The obtained high test-retest correlations attested to the stability of the scale. The internal consistency of the TAI-T was established us~ng alpha, item-total, and item-remainder correlations. High alpha coefficients, and mediocre to high item-total and item-remainder correlations were obtained. These values indicate that the item consistency and the homogeneity of the Turkish form are very satisfactory in general. One particular finding, however, was that with younger (junior highschool) students some test items need further improvement for better internal consistency. It is recommended that this point is taken up in the following studies. Generally, the study demonstrated supporting data on the stability and the internal consistency of the TAI-T.
Transliteral equivalence and reliability of the Turkish version of the Piers-Harris children's self-concept scale
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Çataklı, Melike.; Öner, Necla.
The present study constituted the first step ln the development of a standardized adaptation of a self-concept scale for Turkish students. It was concerned with two issues: (1) to translate and adapt the Piers-Harris Children's Self-Concept Scale into Turkish, and (2) to conduct research on the reliability of the Turkish version of the scale. The study was realized ln two phases. In the initial phase, the English version was translated into Turkish and checked by back-translations. The final translated form was tested for its transliteral equivalence. For this purpose, both the English and the Turkish versions of the ~cale were administered to a sample of 242 (66 boys, 176 girls) bilingual university and secondary school students with approximately two weeks interval. Analysis of variance, !-tests and Pearson Product Moment Correlations generally supported the expectation that the Turkish translation was transliterally equivalent to the English version. In the second phase, research was conducted on the reliabilty of the Turkish Piers-Harris scale with a sample of 447 (247 boys, 200 girls) students from grades four through eight. Test-retest reliability coefficients showed high stability of scores over time intervals ranging from one to seven days. Analysis using the Kuder-Richardson Formula 20 revealed the high homogeneity of the scale. Internal consistency of the items was also investigated using itemtotal (point biserial) correlations which varied greatly (ranging from zero to mediocre correlation) for different items in different sample groups. The varying low item-total correlations were interpreted to indicate the multifactorial nature of the scale. This supported the theoretical conceptualization of self-concept as a multidimensional phenomenon. Further research is needed on this topic.
The German teachers perception of Turkish children's problems in the school setting
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Kohlmeyer, Hella.; Erkman, Fatoş.
This is a descriptive and explorative study. When in the 1960' s the Turkish people went to Germany to work there, no one thought of the difficulties that could arise through this step. After problems in the school setting, in language learning and in the every-day-life appeared starting from food and eating habits to religion, norm and value differences, people tried to solve these problems. There were a lot of books written on the topic of the Turkish guestworkers in Germany, but little empirical research done. Thus the present investigator decided to get the perceptions of one of the involved groups: The German teachers' perceptions about the behavior of the Turkish children they have in class is explored to find the specific areas of perceived differences. The teachers who have a certain number of Turkish students in their class in the school area of Kiel formed the subject population. This research involved two successive studies. On the first one the teachers were asked about their perceptions on Turkish childrens' shortcomings in terms of their language, individual and social development within the frame determined as the aims of education in Schleswig-Holstein area. The second study explored the perceived differences in language, physical appereance, personality and social development and adjustment problems. The data collection was done by two structured questionnaires that were developed. In the first study each school was contacted and the questionnares were given to the director to be distributed to the teachers, in the second study the process was carried out through the mail. The results are given in percentages and tables of frequency distributions. The main finding was that whereas an overall impairment of the Turkish children was perceived by nearly all of the teachers it was not possible for the teachers to pinpoint this impression down to concrete observable behaviors in most of the areas of perceived shortcomings except for language development.
A study on the validity of the shortened form of the Minnesota Counseling Inventory (MCI) in Turkish
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Özdemir, Neylan Pektaş.; Çulha, Meral Ü.
The purpose of the present study was to obtain information on the validity of the shorthened form of the Minnesota Counseling Inventory (MCI) adapted in Turkey. The MCI is an inventory which gives information about the personality structure and problems of American. adolescents. It was developed by Berdie and Layton (1957). The Turkish adaptation of the shorthened form of Mel in Turkey was accomplished by Akdag (1979). It has eight sub-scales which are Validity (V) Social Relationships (SR), Family Relationships (FR), Emotional Stability (ES), Conformity (C), Adjustment to Reality (R), Mood (M) and Leadership (L) scales. In the validation of these scales, teacher nominations, evaluations of the family and the Si scale of the MMPI were used as criterion measures. "Student Evaluation Forms" were developed for family evaluations and teacher nominations. Two "Student Evaluation Forms for Teachers" were established for each of the six scales including the SR, ES, C, R, M and L scales, one containing the descriptions of the negative characteristics of the particular scale, the other the positive characteristics. Using these descriptions, teachers prepared lists of nominations from which two groups (positively negatively nominated) of students were formed for each scale. The scores of the negatively and positively nominated groups were compared with each other as well as with an independent normal sample obtained from the Education Department of the Bogaziçi University. In the validation of the FR scale, "Student Evaluation Forms for Family" were developed and scores of this form were correlated with the scores of the FR scale. Correspondance between teacher nominations and student scores on SR, ES, C, R, M and L scales were also investigated and the appropriatness of the scale means in discriminating students was tested. Additionally the SR scale was compared with the si scale of the MMPI whose validity on the Turkish samples is established. Findings of this study indicated that the SR, ES, L, R and C scales effectively discriminated between the students of low and high characteristics on these traits. The SR, ES, C, Rand L scales were particularly effective in discriminating the students with poor adjustment characteristics while only the SR and ES scales were effective in discriminating the students w~th poor adjustment characteristics from the normals. The mean scores of four of the scales were found appropriate as critical scores, but not those of the M and R scales. Additional analysis on the SR scale also showed that it measures more or less the same behavior characteristics as the Si scale of the MMPI. Lack of data on the validity/reliability of the teacher ratings and family evaluation forms including a well administered systematic teacher training for accurate observations constitute a limitation of this study. The other important limitation is related to sampling. Only the ninth graders in a highly selective private high school were included in this study. Cross-Validation and use of different criterion measures were recommended for further research.
A self exploration program to facilitate change in the self concepts of students
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1985., 1985.) Ergener, Ferhan.; Erkman, Fatoş.
The purnose of this study was to Drovide exnerlences in a group environment leading each student to change negative attitudes toward self, allowing the develonment of a more positive self-concept. The study assessed the relative effects of a structured self-exploratory group experience, special skill training in a group situation and no-treatment on student attitudes toward self. The participants in the study included thirty grade nine students of private Lycee in Istanbul, who were assessed to have low self-concept according to the Tennessee Self-Concept Scale among a Dopulation of eighty six students. Students were randomly selected and assigned to one of three groups. The three groups consisted of a structured self-exploratory group (Experimental Group I), a group teaching communication, decision-making and problem solving skills (Experimental Groun II) and a no treatment control group, The treatment for the two experimental groups consisted of one hour session each week for eleven weeks including post tests. The control group met only for pre and post testing. The TSCS was applied to all of the subjects in the beq;inning and at, the end of the treatment neriod. The variables used as indicators of student attitudes toward self were the scores students obtained on the TSCS. The hypotheses were that the self-concept of students who go through a self exploratory group experience as assessed by TSCS will improve from pre to post testing, the self concept of students in a self-exploratory group assessed by TSCS will improve significantly more than the students in a group teaching communication, decision-making and problem solving skills. The third hypothesis was that the self-concept of the students in a self-exploratory grou1) assessed by TSCS will improve sifnificantly more than the group of students who do not receive any treatment. The data were analyzed utilizing the analysis of variance' Scheffee posthoc comnarison method and t-test procedures. The results supported the first and third hynotheses that is Experimental Group I showed a significant difference from pre to post testing in the direction of development of a positive self concept while the control group did not change. It can be said that the results suggest that it is possible to affect positive change in selected student attitudes toward self.
The effects of mastery learning and the possession of necessary prerequisites on achievement of Turkish students studying English as a second language
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1986., 1986.) Sayar, Yeşim.; Yıldıran-Stodolsky, Güzver.
The aim of this study is to test whether or not the combined effect of Mastery Learning method of Instruction in addition to the provision of Cognitive Entry Behaviors produces higher achievement levels than those obtained through Mastery Learning or Cognitive Entry Behaviors alone in relation to the control classes. The study is conducted at a private high school in istanbul, including the preparatory level English class students studying English as s second language.
Needs assessment in adult consumer education
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1986., 1986.) Yolageldili, Ayşe.; Oğuzkan, Turhan.
Effects of sexual orientation and age of male homosexuals on the MMPI profiles
(Thesis (M.A.)- Bogazici University. Institute for Graduate Studies in Social Scieences, 1986., 1986.) Çekirge, Pınar, 1960-; Çulha, Meral.
The present study which was done in Istanbul aimed at obtaining data on male homosexuals in terms of their HNPI profiles which might be used in school counseling programs in order to screen out the students with similar problems. The homosexual sample of this study was convinently selected while the non-homosexual sample was randomly selected from Savaşır's data (1981). The design of the study was composed of four groups A, B, C, and D. The A and B groups consisted of thirty-six male homosexuals between the ages 16-63. On the other hand, the C and D groups were composed of thirty-six non-homosexual men between the same age range. In his study, three instruments were used. A demographic interview from which was developed by the researcher was marely given to the male homosexuals. Then, depth interviews were conducted with some of the male homosexual subjects. Eventually, the MMPI was used for all subjects; homosexuals as well as non-homosexuals. The three hypotheses of the study were related to the personality structures of the male homosexuals and male nonhomosexuals. To test the hypotheses, comparisons of the four groups (young homosexuals, young non-homosexuals, older homosexuals and older non-homosexuals) was made through two-way analysis of variance. The comparison of the young homosexual men with young non-homosexual men on their MMPI profiles indicated that there were significant differences on the F, Hs, D, Hy, Pd, Pa, Pt, Sc Ma and Si scales of the MMPI while the comparison of the older male homosexuals with older male non-homosexuals on their MMPI profiles showed that there were significant differences on the F, Hs, D, Hy, Pd, Pa, Pt, Sc, Ma and Si scales. Finally, the comparison of the male homosexuals with their non-homosexual counterparts indicated that there were significant differences on the F, Hs, D, Hy, Pd, Pa, Pt, Sc, Ma and Si scales of the MMPI. Male homosexuals had higher SCOTes than the non-homosexual men. These findings strongl'/ substantiated the first hypothesis of the study which stated that: SEXUAL ORIENTATION MAKES SIGNIFICANT EFFECTS ON THE MMPI SCALES OF THE MALES BETWEEN THE AGES OF 16-63. The comparision of the young homosexual men with the older male homosexuals indicated that young homosexuals got higher scores on the F, D, Pd, Pa, Pt and Sc scales of the MMPI. These findings supported the second hypothesis of the study which stated that AGE MAKES SIGNIFICANT EFFECTS ON THE MHPI SCALES OF THE HOt10SEXUAL MEN. On the other hand, the last hypothesis of the study which stated that the INTERACTION OF SEXUAL ORIENTATION AND AGE MAKES SIGNIFICANT EFFECTS ON THE MMPI SCALES OF THE HOMOSEXUAL MALES were confirmed on the Pd and Pa scales of the MMPI.
Educational reform and popular education in Greece
(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1986., 1986.) Markel, Ionathan Iakov.; Okçabol, Rıfat,
The evolution of an institutionalized educational system in Greece has been a turbulent one closely linked with the development of other social, economic, cultural and political institutions. This study deals with the development of Greece's educational system through reform focusing specifically on one of the most recent educational events and trends-the institutionalization and evolution of adult education known as Popular Education in Greece. Through a history of Greek educational reform reflecting broader socioeconomic and political trends, the creation of an agreeable climate or "social context" for successful progressive reform, this research examines how Popular Education commences and develops.
The effects of university of preparatory courses and mastery learning on final achievement test scores and university entrance exam scores of seniors in Turkish high school
(Thesis (M.A.)- Bogazici University. Institute for Graduate Studies in Social Sciences, 1988., 1988.) Çetin, F. Elif.; Yıldıran-Stodolsky, Güzver.

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