M.A. Theses

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Browsing M.A. Theses by Subject "Academic achievement."

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    Predictive role of perfectionism on academic achievement life satisfaction
    (Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Göç, Zeynep.; Erkman, Fatoş.
    The main aim of this study was to investigate the predictive role of perfectionism on the level of achievement and life satisfaction. In this context, the impact of various perfectionism dimensions (excessive concern over mistakes, high personal standards, doubts about actions, need for organization, high parental expectations and excessive parental criticism), adaptive, maladaptive or overall perfectionism on academic achievement, various life satisfaction dimensions (friend, family, school, environment and self) and overall life satisfaction of male and female high school students was explored. The study was carried out in 3 high schools in İstanbul and 181, 10th grade students who were selected from these schools formed the sample of the study. The Turkish form of Frost Multidimensional Perfectionism Scale, the Turkish form of Multidimensional Students' Life Satisfaction Scale and demographic information form were administered to participants. Multiple regression analyses revealed that excessive criticism showed a general maladaptive pattern and predicted academic achiement, fried satisfaction and family satisfaction negatively. Adaptive perfectionism, on the other hand, made a positive contribution to the overall life satisfaction and school satisfaction. Relying on these results, it can be concluded that this study confirmed the importance of the parenting style and the quality of parent-child relationships in terms of predicting life satisfaction of adolescents and the importance of adaptive perfectionism (the combined effect of having high personal standards and of being ordered and organized) for satisfaction with life and its dimensions.
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    The effects of mastery learning and improved teaching on mathematics achievement for seventh grade Turkish students at a private secondary school
    (Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1984., 1984.) Nwabueze, Boniface.; Yıldıran-Stodolsky, Güzver.
    The aim of this study is not only to test the effectiveness of Mastery Learning method of instruction on achievement levels but principally to check if improved Teaching could have an additive effect when used with Mastery Learning in raising achievement levels. The study was carried out in Robert College including for classes of Orta II mathematics. The hypotheses for this Study include: Hypothesis I: The achievment level of the class under Mastery Learning method of instruction will be significantly higher than the control class. Hypothesis II: The achievement level of the class under Improved Teaching will be significantly higher than the control class. Hypothesis III: Improved Teaching will have an additive effect to Mastery Learning method of instruction. The class under Mastery Learning method of instruction combined with Improved Teaching will not only score higher than the control class but will also have the highest mean scores when compared with Mastery Learning or Improved Teaching Class. These three hypotheses of the study were statistically tested using t-test analyses, Kendall's tau correlational analyses and analysis of variance. The results of these analyses show that: 1- The achievement level of the Mastery class 1S significantly higher than the control class at the .001 level of significance. 2- The achievement leTJel of the Improved Teaching class is significantly higher than the control class at the .001 level of significance. 3- The class under the combined Mastery anj Improved Teaching methods scored significantly higher than the control class at the .001 level of significance. The class under Mastery Learning combined with Improved Teaching scored significantly higher than the Mastery class at the .005 level and higher than the Improved Teaching at the .025 level of significance. In this study, Mastery Learning alone accounted for 15 % of the variance in achievement, Improv2d Teaching accounted for 17.6 % of the variation in achievement and the combined Mastery with Improved Teaching accounted for 33% of the variation in achievement among learners. The effects of Mastery Learning and Improved Teaching are additive according to the results of this study.
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    Understanding the relationship between socioeconomic status, language and educational achievment: |a critical analysis
    (Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 1983., 1983.) Evans, Lorna.; Öner, Necla.
    This study draws on literature from English speaking countries to explore the relationship between social class, lanouage and educational achievment. It refers specifically to societies where differences within the common language and between social classes seem to predispose certain children to educational failure. The study finds a concensus of opinion that membership of a particular social class influences the dialect, or variety of language, acquired by the young child. The different socialisin0 orocess experienced by children of different socioeconomic status are commonly held to be responsible for this ohenomenon. The research indicates that the child of low socioeconomic status performs less well in school than his higher socioeconomic status counterpart, due to the child usinq a dialect which does not correspond with the language used in school. This study explores the possibility that other factors may account for that poor educational performance of the low socio-economic status child. Recent research indiactes that this poor academic performance may be attributable to a multitudel,of factors. It may be that dialect llsed by the low soci oeconomic status ch ild does not refl ect the accepted values and thought pattern esteemed by the middle-class oriented academic environments. Likewise, it may not be any instrinsic quality in the child's dialect that disenables him, but rather either people's reactions to it, which may be negative, or the inconsequence between the values reflected by the child's language and his expression style. The low prestige accorded to nonstandard dialects is often extended to those who use such dialects and the low exoectatations of teachers for such children may become a selffulfilling prophecy. Society is becoming increasinqly aware of the problems of the low socioeconomic status child, and is instituting programmes both general and language specific, to help him. This study makes a critical analysis of some of the latter programmes. It finds that although the aims of programmes still vary from el iminatinq nonstandard dialects to fostering only nonstandard dialects, educators are learnina from nast exoeriences how best to develop programmes which will fully benefit the youna child. Its conclusion is one of hope, for with increased knowledqe and commitment, the educational future of the low socio-economic status child must surely improve.