Temel Eğitim Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/52

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Preface of Mini Symposia of 82-Statistical Methods and Applications in Engineering
(American Institute of Physics Inc., 2018) Greenacre, Zerrin Aşan; Atay, Mehmet Tarık; Gazeloǧlu, Cengiz; 0000-0002-8222-3384; AGÜ, Mühendislik Fakültesi, Mühendislik Bilimleri Bölümü; Atay, Mehmet Tarık; Gazeloǧlu, Cengiz
Preface of Mini Symposia of 82-Statistical Methods and Applications in Engineering
Rapport, motivation, participation, and perceptions of learning in U.S. and Turkish student classrooms: a replication and cultural comparison
(SPEECH COMMUNICATION ASSN5105 BACKLICK RD, ANNANDALE, VA 22003, 2017) Frisby, Brandi N.; Slone, Amanda R.; Bengu, Elif; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bengu, Elif
Building on previous rapport research, Hofstede's dimensions of culture, and calls for culture-centered instructional research, this study examined instructor-student rapport in U.S. and Turkish college classrooms. U. S. participants (N = 143) and Turkish participants (N = 185) completed measures of rapport, state motivation, participation, and perceptions of learning. Results revealed no differences in state motivation and perceptions of learning, but U. S. students reported significantly more rapport with their instructors while Turkish students reported significantly more participation in the classroom. Rapport significantly predicted state motivation, participation, and perceptions of learning in both samples, but accounted for different levels of variance in the student outcomes.
Statistical analysis of vehicle driver behaviors
(American Institute of Physics Inc., 2018) Saraçll, Sinan; Gazeloǧlu, Cengiz; 0000-0002-8222-3384; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Gazeloǧlu, Cengiz
Purpose of this study is to examine the drivers' attitudes and behaviors in traffic via statistical techniques. With this purpose, the reactions of the motor vehicle drivers in traffic, correlations between negative reactions and personality characteristics and how they describe themselves and how they feel while they are driving have been examined. The participants of this study are composed of 500 drivers in Afyonkarahisar Province dates between 01 April - 30 June 2016. To measure the drivers attitudes and behaviors in traffic, a Likert scale type questionnaire, which was used in Çlnar 's (2007) study, ranging from 1 'strongly disagree' to 5 'strongly agree' is applied on a face-to-face basis. Because of some unfilled and wrong filled questionnaires, the statistical analyses were applied to over 440 questionnaires. Drivers attitudes and behaviors and the behavior types whether they do or they exposure, on their feelings and determinations of themselves as a driver were examined via CHAID and Multi Dimensional Scaling Analysis. SPSS Software is used to perform the statistical analysis. Some of the important results of the analysis showed that drivers who feel themselves aggressive while driving, determine themselves as drivers since they were born. Physical attack / fighting: as a behavior that they were exposed to was also found significant on the variable of determining themselves as how driver they are.
Testing the Applicability of the Instructional Beliefs Model across Three Countries: The Role of Culture as a Theoretical Parameter
(Routledge, 2021) Frisby, Brandi; Tatum, Nicholas; Galy-Badenas, Flora; Bengu, Elif; AGÜ, Eğitim Bilimleri Fakültesi, Temel Eğitim Bölümü; Bengu, Elif
Instructional communication research is critiqued for lacking theoretical development and limited cultural understanding. This study tested the instructional beliefs model (IBM) in three countries: US, Turkey, and Finland. Participants (N = 376) reported perceptions of teacher relevance, state motivation, procedural justice, learner empowerment, and revised learning indicators. Results revealed that the IBM provided a good fit to the data in Turkey and Finland but not in the US. In all models, procedural justice and state motivation were significant predictors of learner empowerment, and learner empowerment strongly predicted revised learning indicators. However, teacher relevance only predicted learner empowerment in non-US classrooms. These results have practical implications for teaching in increasingly diverse classrooms and understanding higher education abroad. This study supports and extends IBM. © 2021 World Communication Association.

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