ASIAN JOURNAL OF INSTRUCTION

18-26

Authors: Eren Can AYBEK, Döndü Bahar ŞAHİN, Hayriye Merve ERİŞ, Ahmet Salih ŞİMŞEK, Mustafa KÖSE

Many studies examining on the comparison of computer-based tests and paper-and-pencil tests are available in the literature. These studies are applied to various fields, variables and workgroups. So it is important to compile and review these studies by using meta-analysis for reaerchers and authorities. In this paper, a survey of the studies on comparison of student performances in paper-based and computer-based tests is presented. By considering these studies, a meta-analysis on the comparison of students’ achievements for paper-based and computer-based tests is provided. To determine if the studies included into meta-analysis have bias, Funnel Graph and Begg-Mazumdar correlation test are utilized for sensitivity analysis. Influence quantities pertaining the studies are analyzed by using Comprehensive Meta-Analysis software. Results of heterogeneity test are analyzed to determine the best effect model and then it is seen that effect quatities shows normal distribution. Based on that, Fixed Effect Model is selected. Hedge’s g coefficient is used to calculate the common effect. There are two basic restrictions of this study. First, due to the lack of time, it could not be possible to reach all studies available for the comparison of paper-based and computer-based tests. Second, results of the meta-analysis are not compared with respect to the topic fields. It could be better to compare the results for topic fields as future prospect. According to 35 findings related to the 9 different studies included to the meta-analysis, no reasonable difference is observed for paper-based and computer-based tests for 29 comparisons, and some reasonable differences are observed 6 ones. Common influence quantity obtained from all the studies is found as -0.09. This necessarily means that the differences between scores obtained from paper-based and computer-based tests corresponds to 0.09 standard deviation, which is not a considerable influence quantity. In other words, according to the meta-analysis results, there is no substantial difference for the students’ performance in paper-based and computer-based tests. As a result, even though it is not inconvenient to use paper-based tests, it should be determined while preparing a computer-based test whether student achievement is affected by applied test form via some trial applications. Keywords: Computer-based test, paper-based test, meta-analysis.

38-51

Authors: İhsan ONAY, Yaşar ÇELİK

One of the indicators of development of society is education levels. Education levels of advanced societies is higher than other societies. The secret of this success is attributed to the importance of education and research activities. Numerous studies in the literature have been made to self-esteem and scientific attitude. But, there is no research examining the relation of these concepts. In this study is investigated the correlate between self confidence and scientific attitude of sixth grade students. These corelation is investigated in following sub-dimensions; gender of students, education level of mother and father, income level. The research sample is consist of total 400 students, 195 girls and 205 boys, in the central district of Samsun Province in the second period 2013-2014 academic year. To determine level of self confidence of students are used "the Piers-Harris Children's Self-esteem Perception Scale" (Oner, 1996). To determine level of scientific attitude of students are used “Scientific Attitude Scale” developed Moore and Foy (1997), adapted to Turkish by Demirbas and Yagbasan (2006). Pearson Corelation value has used as data analysis method in study. As a result of study found that a relationship intermediate level between self confidence and scientific attitude. Whereas found lowest level correlation between groups according to gender variable. But this correlation level higher girls than boys. It found that lowest level correlation between self confidence and scientific attitude according to father’s education level variable. It found that lowest level correlation between self confidence and scientific attitude according to mother’s education level variable. But there is reverse correlation between self confidence and scientific attitude according to mother’s education level. Also It found that lowest level correlation between self confidence and scientific attitude according to family income. But, if family income level of students' lower than TL 850 or more than TL 2001, it is seen that at the level of this correlation is increases. Keywords: Attitude, Scientific Attitude, Self Confidence

60-68

Authors: Ahmet SAPANCI

Due to the biological and psychological differences between individuals, learning processess vary from person to person. One of the main reasons of learning differences between individuals is learning styles. Learning style is a concept which expresses receiving, processing, remaining and recalling new information. It is known that learning styles affect learners’ learning behaviour. Since learners have different learning styles, their receiving, interaction and response behaviour also vary (Junko, 1998). Learning styles manipulate students’ learning preferences therefore it is crucial for a teacher to determine students’ learning styles during planning and practising learning activities in class. In this way learning needs of students are provided in a more sensitive manner. Learning styles have significant impacts on academic success which is one of the major aims of schools. Academic achievement affects students’ lives in a lot of ways. If students experience academic achievement at school, they also realize that if they make an effort for their aims, they can reach success as well. Even though learning styles are not the only determinant of academic success but they have distinctive factors on it. For this reason in this study the relationship between the learning styles and the academic success of students has been examined. The method of the study descriptive which aims to determine the existency and degree of correlationship between two or more variables. In order to examine the relations between the learning styles and academic achievement were one-way-ANOVA analysis was used. 1207 students studying in Abant İzzet Baysal University Faculty of Education in academic year 2008- 2009 participated in the study. To assess the learning styles of the students, Kolb Learning Style Inventory, developed by David A. Kolb (1985) and adapted to Turkish by Akkoyunlu and Aşkar (1993) were used. In this adaptaion study the reliability coefficient was calculated as; for concrete experience .58, reflective observation .70, abstract conceptualising .71, active experince .65, abstract-concrete .77, active-reflective .76. Overall reliability of the inveontory is found as.72. The results of the present study indicate significant differences between learning styles and levels of achievement and this difference is due to the fact that the average for achievement of the converger learning style is larger than that of the diverger learning style. Keywords: Prospective teachers, learning styles, academic achievement