M.A. Theses
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Item Exploring middle school mathematics teachers' digital competencies after the pandemic : A mixed-method study(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2023., 2023) Akar Hozman, Yeşim Nur.; Şen- Akbulut, Mutlu.This explanatory sequential mixed-method study aims to explore middle school mathematics teachers’ digital competencies in the post-pandemic era, with a particular emphasis on exploring possible reasons stemming from their experiences during the COVID-19 pandemic. The study involved 44 participants for the quantitative and 10 participants for the qualitative phase. This research examines the digital competency levels and potential variations based on gender, educational background, and teaching experience. It also explores the participants' perceptions and practices related to digital competencies. Digital competency scale for educators and semi-structured interviews were used to collect data. The findings indicated that female participants had higher scores than males in all areas of the DigCompEdu framework except the Area 6, participants with a master's degree had higher scores than those with a bachelor's degree in the Professional Engagement area, and the year of teaching experience did not yield in any significant differences. Most participants perceived their digital competencies to be higher than their actual levels, and their experiences during the COVID-19 pandemic had varied effects including using more digital technologies for instruction and communication and their self-confidence. This study contributes to the literature by providing empirical data on middle school mathematics teachers’ digital competency levels via in-depth analysis of both quantitative and qualitative data. The implications for research and practice, suggestions for curriculum designers and mathematics educators, and possible future directions for research are also discussed.Item Using immersive virtual reality in climate change education(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2023., 2023) Paksoy, İpek.; Öner, Diler.This study aimed to investigate sixth-grade student's level of understanding about the impacts of sea level rise, their climate change worries, and hopes after participating in an immersive virtual field trips-integrated inquiry-based learning (iVFTs-IBL) experience. A 360-degree documentary about melting glaciers and a VR boat experience about sea level rise designed by the researcher were used in the exploration phase of the two hour-long inquiry learning experience. In order to assess student understanding before and after the intervention, a five-item test about the impacts of sea level rise was adopted to Turkish. This test was used together with a formative assessment instrument, a KLEW chart. Climate Change Hope and Climate Change Worry Scales were also used to collect data in two data points. The results showed that there was a significant difference between the pretest and posttest scores of the understanding test, which was supported by written student responses in the KLEW chart. While students' mean scores for climate change worry remained nearly the same before and after the intervention, their climate change hope scores significantly increased after they participated in the iVFTs- IBL experience.Item Online metacognitive scaffolding in the context of academic English writing : a qualitative study(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2023., 2023) Markel, Josilyn Michelle.; Umutlu, Duygu.This qualitative study investigated the application of metacognitive skills and strategies among university students throughout the academic writing process. The study aimed to answer three research questions: (1) What metacognitive skills and strategies do participants apply throughout the academic writing process? (2) How did online metacognitive support modules affect the participants' use of metacognitive strategies throughout the academic writing process? (3) How do participants' use of metacognitive skills and strategies throughout the academic writing process contribute to their overall writing achievement? Data were collected through student writing output and artifact-based interviews. Seven themes emerged from the data analysis, including the influence of confidence, prior knowledge, affect, self-concept, audience perception, time allocation, and judgments of sophistication on metacognitive processes. The findings suggest that metacognitive support can help improve writing performance, particularly among students with lower levels of confidence in academic writing. The implications of these findings on instructional design and instruction are discussed. Further research is recommended to test the efficacy of specific metacognitive supports using designbased research and incorporating quantitative data. Overall, this study contributes to a better understanding of metacognitive processes in academic writing and provides insights into effective metacognitive support.Item A test development study to measure computational thinking skills of 2nd grade primary school students(Thesis (M.S.) - Bogazici University. Institute for Graduate Studies in Science and Engineering, 2022., 2023) Öztürk Söylemez, Sena.; Umutlu, Duygu.; Arıkan, Serkan.The study aimed to develop an assessment tool for measuring computational thinking (CT) skills of 2nd grade Turkish students and to investigate its factor structure. The test was based on the three cognitive dimensions of CT, namely algorithmic thinking, pattern recognition, and debugging, which were measured using content dimensions of CT (sequencing, loops, and conditionals). A 30-item item pool was created and subjected to expert and student reviews before being piloted twice. The first pilot test was implemented with 291 students and consisted of 24 items. The second pilot test consisted of 18 items and was implemented with 377 participants. The final test included 13 items that were identified only with their cognitive dimensions, eliminating the content dimensions. It was implemented with 210 students from 10 different schools. Confirmatory factor analysis showed that the proposed three- factor structure did not fit the data. And exploratory factor analysis revealed a two-factor structure based on CT concepts and CT practices of the CT Framework (Brennan & Resnick, 2012). The study concluded that a more effective assessment of CT skills for 2nd grade students may involve focusing on the twofactor structure and differentiating items based on the CT concepts and CT practices from Brennan and Resnick’s CT Framework (2012). The findings suggest that participants' lack of explicit instruction in CT at their schools and the utilization of Scratch visuals and block-code-based structure may have contributed to the structure's deviation from the proposed three-factor model.Item A mixed-method study : pre-service teachers’ learning of block- based programming and computational thinking(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2023., 2023) Topal, İlke.; Umutlu, Duygu.The purpose of this explanatory sequential mixed-method study is to examine the effect of pair programming on pre-service teachers’ computational thinking skills and coding achievement and to explore pre-service teachers’ learning experiences of programming. The participants were 36 pre-service teachers who took the Instructional Technologies and Material Development course at Boğaziçi University. Online tasks and activities were designed on a web-based block coding platform (Scratch) and given to the two sections of the course. In the sections, the experimental group completed the Scratch tasks in pairs and, the control group completed the same Scratch tasks individually. The analysis showed that there was no statistically significant difference between the computational thinking skills scores and coding achievement test scores of the experimental group and the control group. However, when the pre-test and post-test results were compared within each group, the experimental and the control group significantly increased their computational thinking and coding achievement. The themes that emerged in the qualitative analysis, on the other hand, showed the importance of pair programming. This study underscored the benefits of pair programming in early error detection, increasing coding quality, facilitating knowledge transfer, enhancing problem-solving, and developing creativity. This study contributes significantly to the literature by emphasizing the importance of programming instruction given to pre-service teachers by using pair programming.Item Mathematics teachers' epistemological beliefs and technology acceptance in emergency remote teaching during the Covid-19 pandemic(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2022., 2022) Erol, Rumeysa.; Kartal, Günizi.This explanatory sequential mixed-method study examined middle school mathematics teachers’ emergency remote teaching (ERT) experiences in the Covid-19 pandemic in terms of their mathematics-oriented epistemological beliefs and technology acceptance levels. Quantitative data collected through Mathematics Oriented Epistemological Beliefs Scale (MOEBS) and Technology Acceptance Measure for Teachers Scale (T-TAM). Data from both scales are used to form four case groups. Participants (n=39) are invited to interviews based on their case groups. Qualitative data collected through semi-structured interviews and Concerns Based Adoption Model (CBAM) is used as a framework while collecting and analyzing the interview data. The results indicated that there is a positive but not statistically significant correlation between the mathematics- oriented epistemological beliefs and technology acceptance levels of middle school mathematics teachers. It is shown that teachers’ concerns about ERT practice are coherent with their MOEBS and T-TAM scores. Addition to concerns, teachers’ needs are mentioned to guide in-service training programs such crisis and future applications.Item Using unplugged and block-based activities through video conferencing to develop secondary schoolers’ computational thinking skills(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2022., 2022.) Çil Bilgin, Elif.; Kartal, Günizi.The aim of this study is to design, develop, and evaluate a learning module that brings together unplugged computing with block-based activities to develop Computational Thinking (CT) and arouse interest in computer science, especially for children from socioeconomically disadvantaged backgrounds. A mixed method study was used to investigate quantitative and qualitative data. Participants of the study were secondary school students (n=62) from different public schools. 8-week learning module consists of 8 unplugged and 7 block-based activities that were implemented through video conferencing. A CT skills test consisting of 12 questions selected from Bebras tasks and 3 questions developed by the researcher, the Self Efficacy Perception Scale for Computational Thinking Skills developed by Gülbahar et al., (2018) and the rubrics for the assessment of the students’ final Scratch projects were used as data collection instruments. Feedback questionnaires and interviews with mentors were carried out for examining the students’ learning. The results showed a statistically significant increase in the students’ CT skills and self-efficacy perceptions. Based on an analysis of the Scratch projects, most frequent components were events, conditional statements, and loops and the overwhelming majority of the students used an incorporated theme in their projects, which were also functional. The qualitative findings demonstrated that the majority of the students learned about Computer Science, and gained new skills such as basics of coding, and coding in Scratch.Item An investigation of using different types of feedback strategies in interactive video lectures(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Diri, Ezgi Rabia.; Öner, Diler.The purpose of this study is to compare the use of elaborated and metacognitive feedback strategies in interactive video lectures in terms of undergraduate students’ engagement and metacognitive awareness levels. This study also aims to investigate undergraduate students’ evaluations of elaborated and metacognitive feedback in interactive video lectures based on qualitative data. This study used a basic randomized post-test-only experimental design comparing two treatments supported with qualitative data. The participants were 52 preservice teachers who registered in an undergraduate course offered at the Faculty of Education. They were randomly assigned to the two feedback groups, the metacognitive and the elaborated feedback groups. For both groups, measurements were made after the implementation with the Short Form of the User Engagement Scale and the Metacognitive Awareness Inventory. In addition, qualitative data were collected through interviews and used to examine students’ evaluations of the elaborated and metacognitive feedback used in the interactive video lectures. The results showed that there was no statistically significant difference between the two feedback types in terms of students’ engagement and metacognitive awareness levels. The qualitative findings, also consistent with the quantitative findings, suggested that while two types of feedback did not provide a significant superiority over each other, students viewed the two types of feedback as serving different purposes.Item Scaffolding elementary students’ written composition with technology to improve the quality of their writing(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Biçer Özdemir, Gülcan.; Erkunt, Hamdi.The purpose of this study is to account for the expeditious decision process novice writers engage in when deciding what to write and how to write it. In this study, explanations of cognitive processes for composing a written text are used, particularly knowledge-telling. Additionally, Recognition Heuristics are tested as a descriptive model to explain their decision-making. Investigating novice writers' default decision-making strategies, it is proposed that novice writers use heuristic decision-making strategies in composition writing through the use of cognitive processes. In this respect, the study employed a protocol that consisted of a recognition task and a preference task. The participants were fourth-grade primary school students (n = 217) at a state school in Istanbul. The students were given 100 items to label as "Recognized," "Slightly Recognized," or "Unrecognized" in the recognition task, and in the preference task, they were shown writing pairs based on their choices in the recognition task. The results showed that writing instructions using recognized and slightly recognized items were chosen at a rate of 65.9% by the participants over unrecognized items. The analysis also revealed that when recognition is the only cue for discriminating, it takes less time to select recognized things. The most plausible reason for this result is that the participant relies on and employs RH in making a decision.Item The effect of game-based learning on fourth-grade students' number sense abilities(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Bektaş, Duygu Taylan.; Şen- Akbulut, Mutlu.; Özel, Serkan.Number sense is an essential ability in mathematics learning, and it has shown to be predictive for early mathematics achievement. The dot enumeration and mental number line are acknowledged as the primary systems of number sense predicting mathematical skills. Previous research has focused on improving number sense abilities of preschoolers or younger children, however; there are not enough studies examining the effect of video games on the number sense improvement of fourth grade students. The current study explored the effects of specifically designed game based learning activities on fourth grade students’ number sense development. The activities were designed with a 3-D video game, namely Minecraft. The study employed a sequential explanatory mixed method design. The participants were 4th grade students (n = 21) from a private school in İstanbul. The intervention was carried out twice a week for four weeks (25-40 minutes each time). The results of hierarchical regression analysis showed that mathematics achievement, executive functions, and working memory performances predicted dot enumeration and mental number line performances. After the video-game intervention, hundred and thousand mental number line scores were improved significantly. The qualitative findings indicated that typically and high achieving students used mathematical strategies such as rounding, proportional judgment, and mental arithmetic when performing number line tasks on video games and created larger groups when performing dot enumeration. Overall, the findings of the study indicated that game-based learning activities were effective for improving fourth-grade students’ number sense skills.Item Examining sense of community in an online course in a COVID-19 semester :|a case study(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2022., 2022.) Doğuer, Gözde Nur.; Öner, Diler.The purpose of this case study was to understand the development of sense of community in a fully online course and examine how the course elements supported the community-building processes. The instrumental case study design is used in order to deeply understand students’ sense of community built in the course and the role of course elements in the community-building processes. The case was selected using purposeful critical sampling since the course was offered in the first online semester following the emergency remote teaching period (Spring 2020) in the COVID-19 pandemic era. Three datasets were collected: the SCI-2 survey at the end of the semester, and semi-structured interviews at mid-semester and at the end of the semester. The findings showed that the four community elements, reinforcement, influence, membership, and shared emotional connection, were all present in this course, although with varying degrees. The SCI-2 results were consistent with the qualitative data. The qualitative data also showed that the adapted course elements for online modality supported the community building processes.Item The impact of role assignment on social presence in online discussions :|a mixed-method study(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2021., 2021.) Şeyh, Fatma.; Şen- Akbulut, Mutlu.The purpose of this explanatory sequential mixed-method study is to examine the effect of role assignment strategy on students’ social presence in asynchronous online discussions. The participants were 81 preservice teachers who were enrolled in the Instructional Technologies and Material Development course at Boğaziçi University. Asynchronous online discussion activities were designed and implemented in four sections of the course. In two sections of the course, the students were assigned as the experimental group and engaged in online discussion activities designed with the role assignment strategy using the specific roles (starter, moderator, or summarizer); while the control group students completed the discussion activities without the role assignment strategy. The analysis showed that there was a statistically significant difference between the social presence scores of the experimental group and the control group; the mean of the experimental group was higher than the control group. Descriptive analysis of the discussion posts revealed that there were more social presence indicators in the posts of the students who were assigned roles compared to the students who did not have roles. Also, moderators’ posts included more social presence indicators than the others’ posts; followed by starters, and then summarizers. While moderators used interactive expressions the most; starters and summarizers used cohesive expressions more frequently. This study makes a significant contribution to the literature by providing empirical data about the impacts of role assignment strategy on social presence in asynchronous online discussions.Item Developing middle school students’ computational thinking skills using unplugged computing activities(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Delal, Havva.; Öner, Diler.This study investigated the role of unplugged computing activities on developing computational thinking (CT) skills of 6th grade students. The unplugged computing classroom activities were based on Bebras challenges. Bebras, an international organization, aims to promote informatics and CT among school students. Participants of the study were 6th grade (n=24 female and n=29 male) students from two public middle schools in Istanbul. The activities in the study were divided into three groups as “easy”, “medium” and “difficult” according to the difficulty levels as defined in the Bebras competition, which were selected so that each group involved four components of CT skills found to be common in CT definitions in the literature -- abstraction, decomposition, algorithmic thinking, and generalization. To evaluate students’ CT skills, two equivalent tests were prepared. Questions in these tests were also selected from Bebras and translated into Turkish. Also, questions in the tests have three difficulty levels and covers the four major CT skills as in the activities. These tests were used as a pre-test and post-test, and their results were compared to assess students’ CT skill development. The CT Scale (Korkmaz et al., 2016) was also given to the participants at the end of the instruction. The results of the study showed that students’ post-test scores were significantly higher than pre-test scores. However, there was not any significant differences between students’ scores in terms of gender, and there was no interaction effect between students’ scores and their gender. In terms of the CT Scale results, there was no significant difference between male and female students’ self-evaluation of CT skillItem Coding with minecraft :|the development of middle school students’ computational thinking(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2020., 2020.) Kutay, Emine.; Öner, Diler.The purpose of this study is to examine the role of Minecraft-based coding activities on computational thinking (CT) of middle school students. In the study, CT is conceptualized so that it encapsulates not only the knowledge of CT concepts but also the use of CT practices. In this regard, the study employed one group pre-test post-test design, supported with qualitative data. Data were collected using a combination of CT concept knowledge tests, the Minecraft-based computational artifacts, and artifact-based interviews. The participants were 5th-grade middle school students (n = 11 female and n = 9 male) at a public school in Istanbul who had no formal coding experiences prior to the study. The Minecraft-based coding activities were designed and implemented as an instructional program to last six weeks. Students were pre-tested before attending in the program. After participating in weekly lessons consisting of Minecraft-based coding activities, students were post-tested and interviewed. The results showed a statistically significant increase in students’ knowledge of CT concepts after participating in the Minecraft-based coding activities. The analysis also showed that there were no statistically significant differences between students’ scores in terms of gender. Based on the analysis of Minecraft projects, the concepts of variables, operators, and conditionals appeared to be the least used concepts, while students mostly made use of loops and events in their computational artifacts. In terms of the qualitative analysis of artifact-based interviews, students displayed CT practices of experimenting and iterating, testing and debugging, reusing and remixing, and abstracting and modularizing.Item Integrating mathematics and ICT objectives for algorithmic thinking, problem solving skills, and epistemological beliefs(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2022., 2022.) Turan, Dilek.; Kartal, Günizi.This mixed method study assessed the effectiveness of an integrated Mathematics and ICT curriculum designed according to the problem-based Arc of Learning framework, for student learning, and investigated its effects on the 5th-graders’ problem solving and algorithmic thinking skills, as well as mathematics related epistemological beliefs. PBL activities were developed by the researcher that integrated two units in the mathematics curriculum, and one unit in the ICT curriculum. The participants were 5 th grade students (n=23) in the experimental group while 6th graders (n=21) in the control group, and 193 5th-8th graders comprised the participants for the investigation of the middle schoolers’ mathematics related epistemological beliefs. Quantitative data were collected through Mathematics Oriented Epistemological Beliefs Scale (MOEBS); algorithmic thinking and problem-solving skills test (ATPS test), and mathematics and ICT unit tests. The qualitative data were collected through weekly assignments and students’ artifacts during the implementation. The results indicated that the students improved their ATPS skills at the end of the implementation. They also increased their Mathematics and ICT unit exam scores. The qualitative data supported the results from the quantitative data by showing that the students who increased their ATPS scores significantly also improved their scores in the Math and ICT unit exams. An examination of student artifacts in group work provided evidence for the learning process and the improvement the students experienced throughout the 5-week program. As for epistemological beliefs, no significant difference was found before and after the implementation in the MOEBS scores.Item The effects of using an experimental strategy training tool on reading comprehension, engagement, and metacognitive awareness(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2019., 2019.) Uçak, Gamze.; Öner, Diler.This study explores the effects of metacognitive strategy training, delivered online, or in-class, on reading comprehension, engagement, and metacognitive awareness of adult learners of English. The participants were 84 students in a preparatory school of a private university. The in-class group received metacognitive strategy training delivered by the teacher, the online tool group received the same training via an experimental tool, and the control group followed regular reading lessons based on the textbook. The online tool specifically designed for the study was based on the design principles of multimedia learning, and scaffolding design guidelines recommended for learning software. Pre and post-tests were conducted to compare the difference scores in reading comprehension. Metacognitive awareness and classroom engagement inventories were filled out before and after the study. Feedback from the participants in the online tool group was also collected. The findings showed that the online tool group significantly outscored the control group in terms of reading comprehension and metacognitive awareness. The in-class group outperformed the online-tool and the control group in terms of engagement. The feedback from the online tool group indicated that the implementation was considered useful. The findings of the study provide support for reading strategy training with carefully designed online scaffolding tools for adult learners of English, especially at lower proficiency levels. Recommendations and guidelines are offered for instructional design, as well as online scaffolding tool design for comprehensive metacognitive strategy training and reading strategy practice.