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The development of technology and especially the changes and innovations experienced in the development of mobile technologies have increased the use of such technological devices in the society. Mobile technologies and smart phones among them have positive effects both in social life and academic life, alongside situations that cause some negative consequences as a result of intensive use of such technologies. Cyberbullying behaviour, which aims to harm others' lives by using technological devices, comes to the forefront among these problems. Therefore, this study aims to investigate engagement in cyberbullying behaviour and the sensitivity towards cyberbullying, which is a common behaviour especially among secondary school students. The study was carried out with 747 secondary school students studying in the first and second year in the fall term of the 2019-2020 academic year. "Cyberbullying Scale" and "Sensitivity towards Cyberbullying Scale" were used for data collection. Descriptive statistics, Mann Whitney U and Kruskal Wallis H and Spearman rho tests were used to evaluate the data that were found not to show normal distribution. As a result of the study, it was determined that the students' levels of engagement in cyberbullying behaviour were "low", whereas their sensitivity levels towards cyberbullying were "high". In the study, it was revealed that there is a difference between students' engaging in cyberbullying behaviour and their sensitivity towards cyberbullying in terms of gender and grade variables. While in the study it was revealed that difference

In this research, the effect of using the peer instruction method in programming teaching on the secondary school student’s attitudes towards information technologies and software course and their perception of programming self-efficacy comparing to traditional teaching methods are examined. In the study, the “mixed method,” in which qualitative and quantitative research approaches were utilized together, was used. In the quantitative part of the research, the pretest-posttest control group and semi-experimental research model was used. In the research, a qualitative research design was also used to describe the different opinions and thoughts of the students about peer instruction method more detailed and in-depth. To this end, semi-structured interviews were conducted with 12 volunteered students from the experimental group. The study group of the research consisted of 72 sixth grade students studying in a secondary school in Turkey. In the study, it was observed that students stated opinions such as “increasing interest in lessons” and “makinglessons more fun.” However, it was observed that this situation did not reflect statistically on the results. According to the research findings, it can be said that the peer instruction method increases students’ perceptions of programming self-efficacy more than the traditional teaching method. Student views such as “the subjects are reinforced” and “the skill of expression is increased” support this situation. The students who participated in the peer instruction method stated that the process contributed to their own and their friends’ communication and that they would be pleased with the use of this method in other courses.

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The overall purpose of this study is to determine the effect of augmented reality applications on students’ success in social studies course and their attitudes towards social studies courses. In this research, quantitative and qualitative methods were used. In the quantitative method, there is a pre-test, post-test control group as a semi-experimental method. In the social studies course, the unit acquisition related to volcanic events was aimed to be instructed to the students in the experimental group through the augmented reality application. Before and after the application, to evaluate the success levels of the students in the experimental and control groups, social studies course achievement test was given, and to evaluate their attitudes towards the course, social studies course attitude scale was applied. At the end of the application, interviews were done with 5 of the students in the experimental group with a semi-structured interview form. In the analysis made as a result of the application, no significant difference was observed between the achievement levels of the children studying with augmented reality technology and the achievement levels of the children studying with the smart board and the current textbook. Since the group learning technique was used in the study, students’ failure to progress at an individual pace may have prevented an increase in success. According to the post-test social studies course attitude scale results of the experimental and control groups, the scores of the experimental group students showed a significant increase compared to the control group. Also, students stated that they liked the augmented reality application in the interviews, and they wanted it to be in other lessons. It is thought that it will be beneficial for education to put the augmented reality technology in other courses.