The present study aims to examine the impact of the time spent by mothers at home with their children during the quarantine period that was implemented due to the COVID-19 pandemic on the mothers’ child-rearing attitudes, taking into consideration some variables and the experiences of mothers. The study was designed using embedded mixed design, in which qualitative and quantitative research methods were used together. The quantitative research group consisted of 673 mothers and the qualitative research group consisted of 16 mothers. The research data was gathered online using the Lime Survey platform, and the interviews with the mothers were also held online. Demographic information form, the Child Rearing Attitude Scale, and a semi-structured interview form were used as data collection tools. Moderator variable analysis was used for the quantitative research data and descriptive analysis was used for the qualitative research data in support of the quantitative data. The findings revealed that the mothers’ child-rearing attitudes changed depending on the variables concerning the children; however, the quarantine period instituted due to COVID-19 had an impact on the mothers’ child-rearing attitudes depending on the variables of age and number of children. The qualitative findings obtained from the interviews supported the quantitative findings. However, it was revealed that the mothers’ attitudes towards their children underwent changes during the quarantine period under COVID-19.

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The purpose of this study was to examine students' responses to the digital and the active version of Angry Birds™ according to students' mathematics grades. The relational screening model was used to reveal the relationship between the students' responses and their math grades. The participants were 26 elementary and secondary school students enrolled in a state or a private school. Data was collected during the 2012-2013 academic year using a three-question semi-structured interview. First, the responses of the students were analyzed using the qualitative method of content analysis. The responses of the students were examined in two categories based on being either positive or negative. 39 codes were emerged from the responses to the digital games and active games. 27 of the codes were positive while 12 of them were negative. Students whose mathematics grades were 70 and above on a 100 point scale were grouped as high achievers. Those whose mathematics grades were below 70 were grouped as low achievers. Later, the chi-square test was employed to compare the categories with the students' mathematics grades. No significant difference was found between high and low achievers. After playing the digital version, low achievers gave more positive responses while high achievers gave more positive responses after playing the active version.

Individual differences have an influence on a wide range of education fields. These differences can range from organizing teaching environments to the techniques and strategies that the teacher uses. This study focused on individual differences of pre-service teachers and aimed to investigate the perceptions of Education Faculty students on teaching methods and education materials. A descriptive method was utilized for the study. The participants were 691 female and 364 male students from seven different departments of the education faculty. Personal information forms were used to collect data. Teaching method and teaching material preference questionnaires were used to determine the preferences of teaching methods and materials. According to pre-service teachers, the most effective teaching methods are case studies and discussions, and the most effective teaching materials are film demonstrations; however, models, schemas and graphics are also effective. As a result of this study, lecturing, question and answers, group work, individual work, inductive, discussion, case study, problem-solving and presentation methods show significant differences at a 0.01 level, while the points based on schemas, graphics, film demonstrations, computer software (CD-VCD), PowerPoint presentations and over-head projector show significant differences at a 0.01 level. Conversely, books and written materials show significant differences at a 0.05 level.