Browsing by Author "Ozudogru M."

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    Technological pedagogical content knowledge of mathematics teachers and the effect of demographic variables
    (Anadolu University, Faculty of Communication Sciences, 2019) Ozudogru M.; Ozudogru F.
    With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students’ engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers’ knowledge levels in TPACK components, and investigate if mathematics teachers’ TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains. © 2019, Anadolu University, Faculty of Communication Sciences. All rights reserved.
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    The factors predicting pre-service teachers’ achievement in teacher training classrooms; [Öğretmen eğitimi sınıflarında öğretmen adaylarının başarılarını yordayan değişkenler]
    (Ani Publishing, 2020) Ozudogru M.
    Purpose: This study aimed to predict the achievement of pre-service teachers majoring in education through some learner characteristics like gender, self-directed learning readiness dimensions, and course context (being in the flipped learning class and traditional teaching classes). Research Methods: This study employed a relational survey research design and involved 271 pre-service teachers who were selected according to the purposive sampling method. Data were collected by implementing an achievement test and Self-directed Learning Readiness Scale and analyzed through the Hierarchical Multiple Linear Regression procedure.. Findings The findings of the study showed that in the first model, gender and desire for learning predicted the achievement of pre-service teachers. The second model revealed that being in a flipped learning class predicted the academic achievement of pre-service teachers than being in any other classes taught according to traditional teaching principles Implications for Research and Practice: It is suggested that pre-service teachers are provided with opportunities to apply what they have learned theoretically. Also, it may be suggested that instructors include various computer applications, software, games, and videos from YouTube to increase the pre-service teachers’ desire to learn. Lastly, for further studies, it may be suggested to include different variables in predicting the achievement of pre-service teachers. © 2020 Ani Publishing Ltd. All rights reserved.