Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement

Boz, Yezdan; Yerdelen-Damar, Sevda; Belge-Can, Hatice

doi:10.17051/ilkonline.2018.466342

Cited by 8 publications

(7 citation statements)

References 21 publications

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“…As demonstrated in study of Boz, Yerdelen-Damar, Belge-Can (2018), there is a significant relationship with large effect size between perception of constructivist learning environment and meaningful learning orientations, as supported by the results of the studies by Dart, Burnett, Boulton-Lewis, Campbell, Smith & McCrindle (1999), Dart, Burnett, Purdie, Boulton-Lewis, Campbell, & Smith (2000), Eley (1992), Karagiannopoulou andChristodoulides (2005), Ozkal, Tekkaya, Cakiroglu and, Uysal (2010), Yerdelen-Damar and Aydın (2015). Variables such as reading articles or books regarding science, searching from internet sites regarding science, watching documentary film, sharing their ideas about science subjects with their families examined in this study were supportive of constructivist learning environment.…”

Section: Conclusion and Discussionmentioning

confidence: 69%

“…On the other hand, while performance avoidance goal had a moderate level of relationship with rote learning orientation with β = 0.43 value, it had a moderate negative level of relationship with academic success with β = -0.34 value. Boz, Yerdelen-Damar and Belge-Can (2018) studied the relationship between learning approach, constructivist learning environment perceptions of 245 students at 6th, 7th, and 8th grades of secondary schools and their science achievements using structural equation modeling. While there was no direct relationship between gender and meaningful learning approach, there was a direct relationship between gender and rote learning.…”

Section: Introduce the Problemmentioning

confidence: 99%

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Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis

Hacıeminoğlu¹

2021

eqr

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Investigating on what school- and student-level factors are related to pupils’ learning orientations was the main purpose of this study. The study used a sample of 2917 middle school pupils across Turkey. The Test of Science Related Attitude, Learning Approach Questionnaire and the Achievement Motivation Questionnaire were utilised as data collection tools. Analysis revealed that there were significant differences in pupils’ learning orientations with respect to both meaningful learning orientation and rote learning orientation. When learning and motivational factors were examined it was found that performance goal orientation and learning goal orientation positively contributed to both meaningful learning and rote learning orientations. Upon examination of sub-dimensions of attitudes toward science, it was determined that the adaptation of scientific attitudes and leisure interest in science made positive and significant contributions to meaningful learning orientation while enjoyment of science lessons contributed to students’ meaningful learning orientation negatively. With respect to rote learning orientation, both adaptation of scientific attitudes and enjoyment of science lessons negatively contributed.

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Section: Conclusion and Discussionmentioning

confidence: 69%

Section: Introduce the Problemmentioning

confidence: 99%

Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis

Hacıeminoğlu¹

2021

eqr

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“…But there is hope. Science students' perceptions of constructivist learning environments significantly affects their science achievement (Boz, Yerdelen-Damar, & Belge-Can, 2018). Fakayode (2014) noted that once they become used to it, chemistry students come to prefer guided-inquiry methods.…”

Section: Research Question One: Students' Perception Of Chemistry Leamentioning

confidence: 99%

Process-Oriented Guided-Inquiry Learning in Saudi Secondary School Chemistry Instruction

Alghamdi

Alanazi

2020

EURASIA J Math Sci Tech Ed

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Students' perceptions of the Process-Oriented Guided Inquiry Learning (POGIL) approach in Saudi Arabian public secondary school chemistry classes was investigated. The sample comprised 189 Grade 10 students (male and female) from four schools in the northern and southern regions. Student-centered (POGIL) and teacher-focused chemistry teaching approaches were applied using the same instructional materials to randomly selected gendered experimental and control groups over a four-week period in winter 2018. Results from analyzing What is Happening in This Class? (WIHIC) data revealed that POGIL helped students more actively engage in the classroom thus enabling them to perceive their chemistry learning experience as positive and academically effective. POGIL also improved students' affective traits such as cohesiveness and personal relevance. There were no gendered differences in overall WIHIC scores. Results suggest that (a) POGIL mitigates the impact of borrowing education curricula and policies from Western countries and (b) Saudi pre-service and inservice teachers should receive POGIL training because POGIL works in the Saudi educational context.

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“…Linamarliyah et al [7], also stated that adolescents tend to be confused in picking careers due to the various problems faced as students and has the ability to influence the future employment market [8]. It is also related to learning meaningful contents in a good environment to achieve better results [9]. When students are properly directed in choosing their career path, they obtain a brighter future.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of STIFIn Intelligence Test for Students’ Career Planning : An Introduction and Impact of STIFIn Approach

Yandri¹,

Juliawati²,

Alfaiz

et al. 2021

PPRS

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This study aims to map students' intelligence in accordance with the human brain which consists of the sense of thinking, intuiting, feeling, and instinct, through the implementation of the STIFIn approach. This method was also used to help them determine their career path for optimal productivity, because in this era of 4.0 industrial revolution, students are required to upgrade their skills according to their talents and intelligence. This study therefore uses critical analysis studies in literature review and practical data to expose the importance of STIFIn approach to education counseling for students. The result showed that from students attending to STIFIn test which uncovers that students has a uncover and understanding their potential within their sense such thinking, intuiting, feeling and instinct, thereby, making it easier to explore and decision of their behavior and career choice. Also with this finding, it is potential to develop a counseling approach to facilitate this potential.

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Investigation of Relations among Middle School (Junior High School) students’ Gender, Learning Approaches, Perceptions of Learning Environment and Science Achievement

Cited by 8 publications

References 21 publications

Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis

Factors Predicting Middle School Pupils’ Learning Orientations: A Multilevel Analysis

Process-Oriented Guided-Inquiry Learning in Saudi Secondary School Chemistry Instruction

The Implementation of STIFIn Intelligence Test for Students’ Career Planning : An Introduction and Impact of STIFIn Approach

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