The Impact of Blended Learning and Social Media-Supported Learning on the Academic Success and Motivation of the Students in Science Education

Akgunduz, Devrim; Akinoglu, Orhan

doi:10.15390/eb.2017.6444

Cited by 35 publications

(28 citation statements)

References 29 publications

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“…When other academic studies related to student perceptions were examined, similar results were observed. In a study conducted by Akgündüz and Akınoğlu (2017) it was determined that 7th grade students had the opinion that "this type of course is more fun, I paid more attention to the lesson and participated in it and thus I learned better." In another study it was found that computer science students expressed opinions such as "face-to-face learning is very advantageous, we learn by discussing subjects" (Akkoyunlu & Soylu, 2006).…”

Section: Elementary Preservice Teachers Enjoy Face-to-face Learning Ementioning

confidence: 99%

Preservice teachers perceptions about the use of blended learning in a science education methods course

Özkan

Malone

2020

Smart Learn. Environ.

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The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students' perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.

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Section: Elementary Preservice Teachers Enjoy Face-to-face Learning Ementioning

confidence: 99%

Preservice teachers perceptions about the use of blended learning in a science education methods course

Özkan

Malone

2020

Smart Learn. Environ.

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“…Web 2.0, the second generation of WWW enables users to actively share information and ideas and collaborate (McLoughlin & Lee, 2007). With Web 2.0 applications, the web environment has changed from being an environment in which information is prepared and transmitted in previous static web pages, where communication is not available and ready information is consumed, and with dynamic web pages brought by Web 2.0, has evolved into a platform where content is generated, shared, merged and transferred with participants such as interactive communication, feedback to the target resource over the same page and sending information (Akcay, 2009;Akgunduz, 2013;Baytar, 2011;Horzum, 2010;Tu, Blocher & Roberts, 2008 (Akgunduz, 2016;Akgunduz & Akinoglu, 2017;Genc, 2010;Greenhow, Robelia & Hughes, 2009). …”

Section: Web 20 Applicationsmentioning

confidence: 99%

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

Wright¹,

Akgunduz²

2018

WJET

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The purpose of this study is to determine the technological pedagogical content knowledge (TPACK) self-efficacy levels ofpre-service science teachers with respect to variables in their use of Web 2.0 applications. A survey model has beenconducted on a study group consisting of 344 final year pre-service science teachers at six different state universities inTurkey during the academic year of 2017–2018. The ‘personal information form’, the ‘Web 2.0 applications usage situationsurvey’ and the ‘TPACK self-efficacy belief scale’ were employed. Data obtained from the study group have been analysedwith the ‘SPSS Statistics 23’ software, a t-test and the ANOVA test have been carried out, a Pearson correlation analysis and aTamhane test has been conducted. The results show a significant relationship between TPACK self-efficacy belief levels andthe variables involved in pre-service science teachers use of Web 2.0 applications.Keywords: Science education, pre-service science teacher, technological pedagogical content knowledge (TPACK), selfefficacybeliefs, Web 2.0 applications.

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“…Although these factors remain regarded as valid predictors, recent research points to a variety of factors relating to the prediction of academic success. These include the students' interests and motivation, self-confidence, emotional intelligence, challenging themselves cognitively, conscientiousness, ethnicity, gender, reflective writing, stable role-models, parental support, communication skills, technological competence, support received and the general communication skills of the students and teachers (Adamiak & Sauls, 2017;Akgündüz & Akınoğlu, 2017;Bartram, 2005;Biçer, 2017;Grass, Strobel, & Strobel, 2017;Kale & Etyemez, 2017;Kappe & Van der Flier, 2011;Khan, Khan, Zia-Ul-Islam, & Khan, 2017;Killen, 1994, Kotzé & Griessel, 2008Machika & Johnson, 2015;Önder & Şeyma, 2017;Parker, Saklofske, & Keefer, 2017 Schreiber & Yu, 2016;Schmidt & Hunter, 1998;Tsingos-Lucas, Bosnic-Anticevich, Schneider, & Smith, 2017).…”

Section: Predictors Of Academic Successmentioning

confidence: 99%

Selection of industrial and organisational psychology master’s students: Exploring the predictive validity of a person–job fit approach

Olivier

Barnard

Niekerk

2021

SA Journal of Human Resource Management

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Research purpose: To validate a person-job fit data aggregation approach based on an integration of psychometric results in the selection of Industrial and Organisational Psychology master's students.Motivation for the study: The Employment Equity Act requires psychological assessment to be valid, reliable, culturally fair and based on the inherent requirements of the job. This mandates context-specific validation research, such as the current study.Research approach/design and method: A non-experimental design was applied to secondary data (N = 133) derived from the Occupational Personality Questionnaire, Verify Ability Tests and academic success results of 5 student cohorts registered in the years 2012 to 2016. Data was analysed by means of descriptive and correlation statistics. Main findings:The overall Person Job Match score did not show a statistically significant relationship with academic success. A significant relationship was observed between cognitive ability and academic success. Specific Person Job Match competencies presenting a significant relationship with academic success, contained scores from both personality and cognitive measures.Practical implication: Ability tests should be weighted more strongly in selecting master's students. A review of the master's students' competency profile may be needed to align with future world of work demands, and to improve its predictive role in academic success. Contribution/value added:This study contributes to the predictive validity of the selection criteria for Industrial and Organisational Psychology master's students.

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The Impact of Blended Learning and Social Media-Supported Learning on the Academic Success and Motivation of the Students in Science Education

Cited by 35 publications

References 29 publications

Preservice teachers perceptions about the use of blended learning in a science education methods course

Preservice teachers perceptions about the use of blended learning in a science education methods course

The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of Web 2.0 applications of pre-service science teachers

Selection of industrial and organisational psychology master’s students: Exploring the predictive validity of a person–job fit approach

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