TR-Dizin İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/396
Browse
6 results
Search Results
Article Türkiye’de Uluslararası Öğrencilerin Mekânsal Dağılımı: Merkez-Çevre Yaklaşımıyla bir Analiz(2025) Göver, İbrahim HakanBu çalışma, Türkiye’deki uluslararası öğrencilerin coğrafi dağılımını merkez-çevre kuramı çerçevesinde incelemektedir. Araştırmada illerin nüfusu, üniversite sayısı, toplam öğrenci ve uluslararası öğrenci sayısı gibi göstergelere dayalı olarak Z-skor yöntemi ile standartlaştırılmış ve ağırlıklandırılmış beş parametreden oluşan bileşik bir merkezîlik endeksi geliştirilmiştir. Bu endeks aracılığıyla iller “merkez”, “yarı-merkez” ve “çevre” olarak sınıflandırılmıştır. Analizlerde, uluslararası öğrencilerin mekânsal dağılımındaki eşitsizlik düzeyi Gini katsayısı (0,854) ve Lorenz eğrisi ile ölçülmüş; mekânsal bağımlılık ve kümelenme örüntüleri ise Moran’s I testi ve Yerel Mekânsal Otokorelasyon Analizi (LISA) ile değerlendirilmiştir. Bulgular, uluslararası öğrencilerin İstanbul, Bursa, Eskişehir ve Sakarya gibi nüfus yoğunluğu ve sosyoekonomik gelişmişlik düzeyi yüksek illerde toplandığını; çevre illerde ise düşük yoğunlukta kaldığını ortaya koymaktadır. SEGE-2017 verileriyle yapılan karşılaştırmalar, sosyoekonomik gelişmişlik ile uluslararası öğrenci yoğunluğu arasında pozitif bir ilişki olduğunu göstermektedir. Araştırma, yükseköğretimdeki mekânsal eşitsizlikleri görünür kılmakta ve uluslararası öğrenci politikalarının bölgesel kalkınma hedefleriyle uyumlu biçimde tasarlanabilmesi için veri temelli bir çerçeve sunmaktadır.Article Effects of Mobile Assisted Language Learning on Listening Strategy Preference of Foreign Language Students(2025-11-29) Keser, KübraThe study examines the listening strategy preferences of advanced EFL students, considering the influence of mobile-assisted language learning (MALL). With technological advancements shaping language learning, this research explores two key questions: the impact of MALL on students’ listening strategy use and their perceptions of mobile apps for listening practice. Participants include advanced-level preparatory students at a public university in Türkiye, who have previously undergone a listening strategy training programme (LSTP) developed by Keser (2021). The study follows a mixed-method research design based on grounded theory for the qualitative part, employing an experimental approach for the quantitative part. Two groups, each with 21 students, were observed over seven weeks; the first week was separated for a pre-test. The experimental group used various mobile apps outside the classroom to enhance listening skills, while the control group relied solely on course materials. Qualitative data collection involved observation notes and semi-structured interviews, analyzed through open, axial, and selective coding. Pre- and post-test results were analyzed through paired-samples t-test and independent samples t-test. The findings categorize the listening strategies employed as cognitive or metacognitive and highlight their usage in relation to mobile apps. The results provide valuable insights for both lecturers and students, offering guidance on selecting appropriate listening strategies and mobile apps to improve listening skills.Article Citation - WoS: 1Citation - Scopus: 2Metacognitive Monitoring and Mathematical Abilities: Cognitive Diagnostic Model and Signal Detection Theory Approach(Turkish Education Assoc, 2020-11-12) Basokcu, Oguz Tahsin; Guzel, Mehmet AkifBesides various in-class assessments, there exist some standardized assessment tools that are administered in several countries, such as PISA (Programme for International Student Assessment) and TIMMS (Trends in International Mathematics and Science Study). The questions' contents, type of responding, grading, and the analyses in these large-scale tests have been diversified in years. In this study, it was aimed to identify the abilities that are measured at PISA mathematics test in a single testing procedure and by utilizing the methods of analyses of Cognitive Diagnostic Model (CDM) as well as Signal Detection Theory (SDT), which have not been used so far in the assessment of these abilities. Therefore, a randomly selected sample of 6th-grade students (N=230) in Izmir was tested with a PISA-equivalent 12-item mathematics test, where the items are graded dichotomously (correct vs. incorrect). CDM estimates were calculated by using the Deterministic Input Noisy Output and Gate (DINA) Model. The participants were asked to report whether they thought they could solve the question correctly, guess even if they thought they could not solve the question, and then, rate their confidence levels on the correctness of their answers in turn so as to allow us to measure their "metacognitive monitoring performance" with the SDT method, which refers to the ability to differentiate correct and incorrect responses. In short, a better metacognitive monitoring performance was obtained by measuring how well once could differentiate their correct and incorrect responses with the observation of they prefer reporting and then giving high confidence levels to the actually correct responses and prefer passing to give an answer yet rate lower confidence levels to the actually incorrect responses given as pure guesses. The results showed that CDM fits well to the assessment of PISA test and those who were better at the ability of "reasoning and developing strategies" in particular among four possible abilities detected with CDM ("representing and communicating", "mathematization", "reasoning and developing strategies", "using symbolic and technical language") had also better metacognitive monitoring performance. The present study, therefore, contributes to the research that investigates what features the ability of better differentiating correct and incorrect responses are actually linked. Based on the results, it is suggested that a better metacognitive monitoring ability is linked to having a better ability of "reasoning and developing strategies" in particular. Additionally, it is suggested that measuring metacognitive monitoring performance at PISA -or even any other possible tests- with the SDT calculation method, that has a relatively straightforward testing procedure, may yield various estimates for the students' abilities measured at the test as well as their related higher-order abilities.Article Identifying Grammatical Errors and Mistakes via a Written Learner Corpus in a Foreign Language Context(2024-12-30) Aydin, Selami; Gazioğlu, MerveForeign language learners of English have difficulty in applying grammar rules in writing despite prolonged training focusing on grammar. This corpus-driven error analysis study examines English as a foreign language (EFL) learners’ grammatical errors through a written learner corpus, which contains essays written by Level 2 and 3 students in a language program at a state university. The study also aims to reveal whether they make any improvement within a term. Using James’s (1998) taxonomy of errors, the data were analyzed via a corpus tool, “AntConc”. The results of descriptive analysis for error frequency showed that the most common grammatical errors were of verb conjugation, prepositions, articles, grammatical numbers, and voice, respectively. The study also showed no significant progress for Level 2 learners while Level 3 learners slightly improved by rectifying the number of errors.Article An Insight Into Architectural Design Studio Education Space From a "Time" Perspective(2024-08-30) Asiliskender, Burak; Kıdık, AyşegülThis study offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era.Article Determination of Factors Affecting International Students’ Satisfaction Levels Using CHAID Analysis(2024-03-20) Ayten, Asım Mustafa; Göver, İbrahim HakanUluslararasılaşma, son zamanlarda yükseköğretim kurumları için tüm dünyada vazgeçilmez bir unsur haline gelmiştir. Yükseköğretim kurumlarında uluslararasılaşmayı sağlayan pek çok bileşen olmakla birlikte, öğrenim gördükleri ülkeye sağladıkları önemli katkılar nedeniyle uluslararası öğrenciler bu konuda diğerlerine göre daha fazla ön plana çıkmaktadır. Bu nedenle, tüm dünyada yükseköğretim kurumları uluslararası öğrenci sayılarını ve bu öğrencilerin memnuniyet düzeylerini artırma arayışındadır. Uluslararası öğrencilerin taşıdığı önemden yola çıkan bu çalışma, Türkiye’deki bir devlet üniversitesinde öğrenim gören uluslararası öğrencilerin memnuniyet düzeylerine etki eden faktörleri ortaya koymak amacındadır. Bu amaç için Orta Doğu Teknik Üniversitesinde (ODTÜ) öğrenim gören toplam 330 uluslararası öğrenciye 25 soruluk bir on-line anket uygulanmış ve anket verileri CHAID analizi ile değerlendirilmiştir. Analiz sonuçları; uluslararası öğrencilerin izlenimlerinin, öğrenim derecelerinin ve cinsiyetlerinin memnuniyet düzeyleri üzerinde önemli bir etkiye sahip olduğunu göstermektedir. CHAID analiziyle ortaya konulan bu faktörlerin dikkate alınması, yükseköğretim kurumlarına daha fazla sayıda uluslararası öğrenci çekmek amacıyla belirlenen ya da geliştirilen uluslararasılaşma stratejilerine katkısı olacaktır.