The Organizational Culture At The University
Osman Ferda BEYTEKİN, Münevver YALÇINKAYA, Miray DOĞAN & Neriman KARAKOÇ
pp. 1-13 | MID: ijers.2010.005
Manuscript Views: 126 | Manuscript Download: 104
Organizational culture is a vital element of effective management practices in universities. Lately, researchers are motivated to study on the organizational concept to provide managerial effectiviness in the universities. Furthermore, one should analyze the typologies of organizational culture to understand the organizational behaviours in higher education institutions. The purpose of this study is to explore the concept of current organizational culture at Ege University so the effective management strategies will be developed. The Competing Values Framework was employed to identfy the organizational culture type displayed by Ege University faculty. This framework assesses the dominant organizational culture based on four culture types: Clan, hierarchy, adhocracy, and market. According to the results of this study, Ege university faculty exhibits hierarchy culture type as dominant in the current situation. The hiearchy culture represents Ege university as an organization that concentrates on internal maintenance with stable and where individuals follow procedures, and leaders effectively coordinate and organise activity to maintain a smooth running organisation. However, the strategic objectives of Ege University emphasize the attributes of mainly adhocracy and clan culture types and market culture to some extent. This implies that Ege University’s mission, goals, and strategic objectives are not mostly being met with the dominant current culture type. On the other hand, the second dominant culture type for Ege University is the market culture which is mostly adequate to the strategic objectives of the university. The market culture organization concentrates on results to be achieved and the competition is the significant attribute in this type. Researches on organizational culture indicate that mission, goals and strategic objectives of an organization shouldn’t conflict with the current culture and they must work together to enhance effectiveness of the organization.
Keywords: Organizational culture, university management, competing values framework.
- Açıkgöz, B. (2006). Rekabetçi değerler yaklaşımı açısından yöneticilerin örgüt kültürünei ilişkin algılamaları, Zonguldak Karaelmas Üniversitesi örneği. Unpublished master’s thesis, Zonguldak Karaelmas Üniversitesi.
- Antic, M., & Ceric, A. (2008). Organizational culture of faculty of civil engineering, University of Zagreb, 8th International Conference, Organization, Technology, Management in Construction, Zagreb. http://crosbi.znanstvenici.hr/datoteka/396954.Antic20Ceric.pdf
- Bartell, M. (2003). Internationalization of universities: A university culture-based framework. Higher Education, 45, 43-70.
- Cameron, K. S., Ettington D. R. (1988). The conceptual foundation of organizational culture. Division of Research School of Business Administration.University of Michigan, Michigan.
- Cameron, K.S., & Freeman, S.J. (1991). Cultural congruence, strength and type: relationships to effectiveness. Research in Organizational Change and Development, 5, 23-58.
- Cameron, K.S., & Quinn, R.E., (1999). Diagnosing and changing organizational culture based on the competing values framework. Addison-Wesley Publishing Company Inc., New York.
- Cohen, D. W. (1997). Understanding the globalization of scholarship, in Peterson, M. W., Dill, D. D, Mets, L.A. and Associates (eds.), Planning and Management for a Changing Environment: A Handbook on Redesigning Postsecondary Institutions. pp. 548-562, San Francisco: Jossey- Bass.
- Ege University. (2007). Strategic objectives for Ege University 2007-2012. Ege Üniversitesi Yayınları,İzmir.
- Fralinger, B., & Olson, V. (2007). Organizational culture at the university level: A study the OCAI instrument. Journal Of College Teaching&Learning, 4(11), 85-97.
- Folch, M.T., & Ion, G., (2009). Analysing the organizational culture of universities: Two models.Higher Education in Europe, 34(1), 143-154.
- Halis, M. (2001). Durumsallığı açısından Türk örgüt kültürlerindeki yönelimler – Ampirik bir çalışma,Yüzüncü Yıl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2, 109-135.
- Hofstede, G. & Hofstede, G.J. (2004). Cultures and organizations: Software of the mind. Second Edition. New York. McGraw-Hill.
- Kezar, A., & Eckel, P. D. (2002). The effect of institutional culture on change strategies in higher education. The Journal of Higher Education, 73(4), 435-460.
- Kuh, G.D. & Whitt, E.J. (1988). The invisible tapestry: Cultures in American colleges and universities. ASHE-ERIC Higher Education Report, No. 1. Washington, D.C.: Association for the Study of Higher Education.
- Quinn, R.E. & Rohrbaugh, J. (1983). A spatial model of effectiveness criteria: Towards a competing values approach to organizational analysis. Management Science, 29, 363-377.
- Pushnykh, V., Chemeris, V., (2006). Study of a Russian university’s organizational culture in transition from planned to market economy. Tertiary Education and Management, 12, 161- 182.
- Salonda, L. L. (2008). Exploration of a university culture: A Papaua New Guinea case study. Unpublished Doctoral Thesis, Victory University Of Technology.
- Schein, E. H. (1984). Coming to a new awareness of organizational culture. Sloan Management Review, 25 (2), 3-16.
- Schein, E. H. (1994). Innovative cultures and organizations. In (Ed.), T. J. Allen, and M. S.Scott Morton, Information Technology and the Corporation of the 1990’s: Research Studies, 125- 146, Oxford University Press, New York.
- Sezgin, O. (2009). Exploring the relationship between the concepts of organizational culture, organizational justice and organizational citizenship behavior. Unpublished Doctoral Thesis, Yeditepe University.
- Smart, J. C., & John, E. P. (1996). Organizational culture and effectiveness in higher education: A test of the Culture Type and Strong Culture Hypotheses. Educational Evaluation and Policy Analysis, 18(3), 219-241.
- Sporn, B. (1999). Towars more adaptive universities: Trends of institutional reform in Europe. Higher Education in Europe, 24(1), 23-33.
- Sporn, B. (2001). Building adaptive universities: Emerging organizational forms based on experiences of European and US universities. Tertiary Education and Management, 7, 121-134.
- Turan, S., Durceylan, B., & Şişman, B.(2005). Üniversite yöneticilerinin benimsedikleri idari ve kültürel değerler. Manas Üniversitesi Sosyal Bilimler Dergisi, 13, 181–202.
- Wilkins, A., L., & Ouchi, W., G. (1983)., Efficient cultures: Exploring the relationship between culture and organizational performance, Administrative Science Quarterly, 28(3), 468-481.
Investigating Factors Affecting Teachers’ Professional Learning
Volkan İNCEÇAY & Ayşen BAKİOĞLU
pp. 14-21 | MID: ijers.2010.006
Manuscript Views: 68 | Manuscript Download: 75
This study both aimed to present what factors effecting teachers’ professional learning were and investigate these factors. How these factors effected teachers’ professional learning were perceived by teachers and according to which independent and dependent variables they vary were researched. A total of 482 state primary school teachers working in Istanbul province; Kadikoy and Umraniye regions, in the 2006-2007 academic year participated in this study. It has been determined that there were variations in teachers themselves and school culture sub- dimensions according to having in-service training; in school management sub- dimension according to the reason of preferring the profession; in education policy makers and school management sub- dimensions related to class size; and school culture dimension in connection with school size. It was also found out that the factors do differentiate according to gender, having in-service training, teachers’ career phases and class size. Some recommendations were made in relation to the findings.
Keywords: Teacher, Professional Development, Education Management, In-Service Education.
- Bakioglu, A. (1996). Öğretmenlerin Kariyer Evreleri [Teachers’ Career Stages]. 2nd. National Education Symposium Papers, (pp: 19-27). İstanbul.
- Bakioglu, A. (1998). Lider Öğretmen [Leader Teacher]. M.U. A.E.F. Eğitim Bilimleri Dergisi 10, İstanbul, 11-19.
- Bakioglu, A. (1999). Öğrenci Sayısının Okul Yönetimine Etkisi ve Okul Kalitesi, [Effect of Number of Student on School Management and School Quality]. M.U. A.E.F. Eğitim Bilimleri Dergisi 11, İstanbul, 23-37
- Celik, V. (2000). Okul Kültürü ve Yönetimi. [School Culture and Management]. Baskı). Ankara: Pegem A Yayınları.
- Celik, V. (2003). Eğitimsel Liderlik. [Educational Leadership]. (3. Baskı). Ankara: Pegem A Yayınları.
- Danielson, C. (2006). Teacher Leadership That Strengthens Professional Practice. Alexandria, VA: ASCD Publications
- Day, C. (1999). Developing Teachers: The Challenges of Lifelong Learning. London: The Falmer Press.
- Eekelen V. I.M., Vermunt, J. D., & Boshuizen, H.P.A. (2006) Exploring Teachers’ Will To Learn. Teaching and Teacher Education 22. 408 - 423.
- Erdem, A. , Uzal, G. (2006). Fen Bilgisi/Fizik Öğretmenlerinin Eğitim Sorunları: Gelişmeleri Sürekli İzlemeleri Ve Gerekli Yenilikleri Edinmeleri. [Educational Problems of Science Teachers: Continuous Following the Developments Acquisition of Necessary Innovations]. Türk Fizik Vakfı Yayını. Retrieved March, 25, 2006 from http://www.tmyo.edu.tr/default.asp?PG=391
- Fullan, M., & Hargreaves, A. (1996). What’s Worth Fighting For In Your School. New York: Teachers College Press.
- Guven, I. (2003). 1940'dan Günümüze Öğretmenlerin Ekonomik Sorunlarının Tarihsel Analizi. [Historical Analysis of Teachers’ Economical Problems from 1940 to Present Day]. Retrieved April 23, 2006 from http://vavim.meb.gov.tr/dergiler/160/guven.htm
- Hawley, D. W., & Valli, L. (1999). The Essentials of Effective Professional Development: A New Consensus. In, L. D. Hammond; G. Sykes (eds), Teaching as the Learning Profession Handbook of Policy and Practice. (p.129) California: Jossey-Bass Inc.
- Hesapcioglu, M., & Meric, B. (1994). Okul Binalarının Tasarımı, Türkiye ve İstanbul İlinde Eğitim Tesisleri -Nüfus İlişkisi - Eğitim Plânlaması ve Ekonomisi Açısından Bir Ön Çözümleme. [Design of School Buildings: A Pre-Analysis on Education Facilities in Turkey and In the City of İstanbul - In Terms of Population Relation - Education Planning and Economics]. M.U. A.E.F. Eğitim Bilimleri Dergisi 6, İstanbul, 123-148.
- Karakaya, S. (2004). A Comparative Study: English and Turkish Teachers’ Conceptions of Their Professional Responsibility. Educational Studies 30 (3), 195-216.
- Kwakman, K. (2003). Factors Affecting Teachers’ Participation in Professional Learning Activities. Teaching and Teacher Education 19, 149 - 170.
- Nir, A. E. , & Bogler R. (2007). The Antecedents of Teacher Satisfaction Withn Professional Development Programs. Teaching and Teacher Education 24, 377 - 386.
- Nomer, B. (2002). Öğretmenlerin Kariyer Gelişimini Etkileyen Faktörler, [Factors Affecting Teachers Career Development]. Unpublished MA Thesis University Of Marmara, Institute Of Educational Sciences.
- OECD. (1998). Staying Ahead: In Service Training and Teacher Professional Development. Paris.
- Pearson, L. C., & Moomaw, William. (2005). The Relationship Between Teacher Autonomy and Stress, Work Satisfaction, Empowerment and Professionalism. Educational Research Quarterly 29 (1), 37-48.
- Richert, A. (1995). Learning to Teach Teachers. In T. Russell; F. Korthagen (eds). Teachers Who Teach Teachers: Reflections on Teacher Education. (pp. 2-5). London: Falmer Press.
- Sykes, G. (1999). Teacher and Student Learning: Strengthening Their Connection. In, L. D. Hammond; G. Sykes (eds), Teaching as the Learning Profession Handbook of Policy and Practice. (pp. 153-154) California: Jossey-Bass Inc.
- Tinaz, P. (2000). Organizasyonlarda Etkili Öğrenme Stratejileri. [Effective Learning Strategies in Organizations]. Türkiye Metal Sanayicileri Sendikası Yayın No: 34 Avcıol Matbaası: İstanbul.
- Toremen, F. (2001). Öğrenen Okul. [Learning School]. Ankara: Nobel Yayın Dağıtım.
The Investigation of Effects of Modelling and Computer Assisted Instruction on Academic Achievement
M. Handan GÜNEŞ & Dilek ÇELİKLER
pp. 22-28 | MID: ijers.2016.001
Manuscript Views: 54 | Manuscript Download: 65
The study aimed to investigate the effects of modelling and computer assisted instruction (CAI) on academic achievement of the students. For this purpose, the study was conducted with 132 second grade students who were attending Education Faculty, Science and Technology Education Department of 19 Mayıs University. Students were distributed into three groups as control, modelling and computer assisted instruction groups and the topic of cell division was taught by the use of three different methods. According to the pre and post- test results, there were significant differences between the groups in terms of academic achievement. Whilst control group students to whom topics were taught by the use of traditional method were found the less successful group, modelling group was found the most successful group. Study results revealed that students to whom topics were taught by the use of supplementary tools were more successful.
Keywords: cell division, modelling, computer assisted instruction (CAI)
- Akarsu, F., Aşkar, P. & Ersoy, Y. (1998). Bilgisayar destekli öğretimde öğretmenin işlevi yetiştirilmesi, Bilgisayar Destekli Eğitim Kongresi, Ankara.
- Akpınar, E., Aklamış, H. ve Ergin, Ö. (2005). Fen bilgisi dersinde eğitim teknolojisi kullanılmasına ilişkin öğrenci görüşleri. TOJET, 4,1, Makale:12. 22.05.2007, from
- Atılboz, N. G. (2004). Lise 1. sınıf öğrencilerinin mitoz ve mayoz bölünme konuları ile ilgili anlama düzeyleri ve kavram yanılgıları. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 24, 3, 147-157.
- Bahar, M., Johnstone, A. H. & Hansell, M. H. (1999). Revisiting learning difficulties in biology. Journal of Biological Education, 33,84-86.
- Baki, A. (2002). Bilgisayar destekli matematik öğretimi. Ceren Yayınları, İstanbul,11-27.
- Clark, D. C. & Mathis, P. M. (2000). Modelling mitosis and meiosis. a problem-solving activity. The American Biology Teacher. 62,3, 204-206.
- Demirel, Ö. (2002). Öğretme Sanatı., Pagem Yayıncılık Basımevi, Ankara.
- Friedler, Y. & Tamır, P. (1990). Life in science laboratory classroom at secondary level. The student laboratory and the science curriculum. London: Routledge.
- Güneş, B., Gülçiçek, Ç., & Bağcı, N. (2004) Eğitim Fakültelerindeki Fen ve Matematik Öğretim Elemanlarının Model ve Modelleme Hakkındaki Görüşlerinin İncelenmesi. TÜFED-TUSED / 1,1, 35-48
- Güneş, M. H. & Güneş, T. (2005). İlköğretim öğrencilerinin biyoloji konularını anlama zorlukları ve nedenleri, Gazi Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. 6,2, 169-175.
- Harrison, G. A. (2001.) How do teachers and textbook writers model scientific ideas for students. Research in Science Education, 31, 401-435
- Haury, D. (1989). The contribution of science locus of control orientation to expressings of attitude toward science teaching. Journal of Research in Science Teaching, 26, 503-517.
- Justi, S. R. & Gilbert, K. J. (2002). Modelling, teachers’ views on the nature of modelling, and implications for the education of modellers. International Journal. Science Education, 24,4, 369-387.
- Karamustafaoğlu, O., Aydın M. ve Özmen H. (2005). Bilgisayar destekli fizik etkinliklerinin öğrenci kazanımlarına etkisi: basit harmonik hareket örneği. TOJET, Cilt:4, Sayı:4, Makale:10
- 04.04.2007, from
- Kindfield, A. C. H. (1994). Understanding a basic biological process: expert and novice models of meiosis. Science Education, 78,3, 157-161.
- Lavoie, D. R. (1993). The development, theory and application of a cognitive-network model of prediction problem solving in biology. Journal of Research in Science Teaching, 30,7, 767-785.
- Lewis, J., Leach, J. & WooRobinson, C. (2000). Choromosomes: the missing link-young people’s understanding of mitosis, meiosos and fertilisation, Journal of Biological Education, 34,4, 189-191.
- Sezgin, E. & Köymen, Ü. (2002). İkili kodlama kuramına dayalı olarak hazırlanan multimedya yazılımının fen bilgisi öğretiminde akademik başarıya olan etkisi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 4, 137-143.
- Şahin, T. Y. & Yıldırım, S. (1999). Öğretim teknolojileri ve materyal geliştirme. Anı Yayıncılık, Ankara.
- Tekkaya, C., Özkan, Ö. & Sungur, S. (2001). Biology concepts percieved as difficult by turkish high school students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 145-150.
- Tekkaya, C., Özkan, Ö., Sungur, S. & Uzuntiryaki, E. (2000). Öğrencilerin Biyoloji Konularını Anlama Zorlukları. IV. Fen Bil. Eğt. Kongresi Bildirileri, 5-9, Ankara.
- Treagust, F. D. (2002). Students’ Understanding of the Role of Scientific Models in Learning Science. International Journal of Science Education, 24,4, 357-368.
- Uşun, S. (2000). Dünyada ve Türkiye'de bilgisayar destekli öğretim. Pegema Yayıncılık, Ankara.
- Wood-Robinson, C, Lewis, J. & Leach, J. (2000). Young people’s understanding of the nature of genetic ınformation in the cells of on organism. Journal of Biological Education, 35,1,29-36.
- Yaman, M. & Soran, H. (2000). Türkiye’de ortaöğretim kuramlarında biyoloji öğretiminin değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 18, 229-237.
- Yiğit, N. & Akdeniz, A. R. (2000). Fizik öğretiminde bilgisayar destekli materyallerin geliştirilmesi: Öğrenci çalışma yaprakları. IV. Fen Bilimleri Kongresi, 6-8 Eylül 2000. Ankara.
The Relationship between Internet Addiction, Peer Pressure and Perceived Social Support among Adolescents
Binnaz Kıran Esen & Mehmet Gündoğdu
pp. 29-36 | MID: ijers.2016.002
Manuscript Views: 259 | Manuscript Download: 136
The aim of the present research was to investigate the relationships between internet addiction, peer pressure and social support among adolescents. The sample of the study consisted of 558 adolescents (290 female 268 male) selected from high school 9th and 10th grade at Mersin. The data related with the internet addiction was gathered by means of Internet Addiction Questionnaire developed by Young (1998) and adapted to Turkish culture by Bayraktar (2001). The data related with the peer pressure gathered with the peer Pressure Questionnaire developed by Kıran (2002) and Perceived Social Support Measure developed by Yıldırım (1997) was used to measure the social support. To examine the relationships between internet addiction, peer pressure and social support, gender X peer pressure (low-medium- high), gender X peer support (low-medium-high), gender X parental support (low-medium- high) and gender X teachers’ support (low-medium-high) design four different analyses of variance was applied to the Internet Addiction Questionnaire scores of the adolescents. For low, medium and high peer pressure, peer support, parental support and teachers’ support, 0,5 standard deviation was used as cut off point. The results showed that the lower the peer pressure, internet addiction decreases. Moreover, the more the parental and teachers’ support increase, internet addiction scores of the adolescents decrease. Furthermore, it was observed that internet addiction scores of the adolescents differed according to gender, and the internet addiction scores of the girls were lower than that of boys. Otherwise, no relationship was observed between internet addiction and peer support. The results were discussed in the light of related literature.
Keywords: Internet addiction, Peer Pressure, Perceived Social Support, Adolescents
- Barber, J. G., Bolitho, F. & Bertrand, L. D. (1999). The predictors of adolescent smoking, Journal of Social Service Research, 26(1), 51-66
- Bayraktar, F. (2001). İnternet kullanımının ergen gelişimindeki rolü, Yüksek lisans tezi, Ege Üniversitesi, İzmir.
- Beard, K. W. (2002). Internet Addiction: Current status and implications for employees. Journal of Employment Counseling, 1, 2-11
- Brian, D. NG. & Wiemer-Hastings, P. (2005). Addiction to the internet and online gaming, CyberPsychology and Behavior, 8 (2), 110-119
- Campbell, A. J., Cumming, S. R. & Hughes, I. (2006). Internet use by the socially fearful: addiction or therapy? CyberPsychology and Behavior, 9 (1), 69-75
- Coyne, J.C. & Downey G (1991) Social factors and psychopathology: stress, social support, and coping processes. Annual Review Psychology, 42:401-425.
- Dishion, T. J. & Skaggs, N. M. (2000). An ecological analysis of monthly ‘bursts’ in early adolescent substance use, Applied Developmental Science, 4 (2), 89- 97
- Eamon, M.K. & Cray, M. (2005). Behavior among Latino young adolescents: An ecological systems analysis predicting antisocial American, American Journal of Orthopsychiatry, 75(1), 117-127
- Eker, D., Arkar, H. & Yaldız, H. (2001) Çok boyutlu algılanan sosyal destek ölçeği’nin gözden geçirilmiş formunun faktör yapısı, geçerlik ve güvenirliği, Türk Psikiyatri Dergisi, 12(1): 17¬25
- Ell K. (1996) Social networks, social support and coping with serious illness: The family connection. Social Science Med, 42: 173-183.
- Engelberg, E. & Sjöberg, L. (2004). Internet use, social skills, and adjustment, CyberPsychology and Behavior, 7 (1), 41-50
- Ferris, J. R. (2003) Internet Addiction Disorder: Cause, Symptoms, and Consequences. November 20, 2003, cited from: http://www.rider.edu/~suler/psvcvber/cvbaddict.html.
- Harman, J. P., Hansen, C. E., Cochran, M. E. & Lindsey, C. R. (2005). Liar, Liar: Internet faking but frequency of use affects social skills, self-esteem, social anxiety and aggression. CyberPsychology and Behavior, 8 (1), 1-6
- Helsen, M., W. Vollebergh. W. & Meeus. W. (2000). Social support from parents and peers and emotional problems in adolescence, Journal of Youth and Adolescence, 29 (3), 19-335
- Hupcey JE (1998) Social support: Assessing conceptual coherence. Quality Health Research, 8:304- 318.
- Hyung Hur, M. (2006). Demographic, habitual, and socioeconomic determinants of internet addiction disorder: An empirical study of Korean teenagers, CyberPsychology and Behavior, 9 (5), 514¬525
- Kıran-Esen, B. (2003) “Ergenlerin akran baskısı düzeylerine ve cinsiyetlerine göre sigara içme davranışlarının incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 3(1), 179-188
- Kıran-Esen, B. (2003) Akran Baskısı Ölçeği’nin geliştirilmesi: geçerlik ve güvenirlik çalışması, Eğitim Bilimleri ve Uygulama, 2 (3), 65-79.
- Kıran-Esen, B. (2009) Adolescents’ internet addiction is predicted by peer pressure and perceived social support, NEWWSA, 4 (4), 1331-1340
- Kirallo, L. V. (2005). Internet addiction disorder: A descriptive study of college counselors in four year institutions, Doktora tezi, La Verne University, California, USA.
- Kummervold, P. E., Gammon, D., Bergvik, S., Johnsen, J. K., Hasvold, T. & Rosenvinge, J. H. (2002). Social support in wired world: use of online mental health forums in Norway, Nord J Psychiatry, 56, 59-65.
- Mesch, G. S. (2001). Social relationships and internet use among adolescents in Israel, Social Science Quarterly, 82 (2)
- Morahan-Martin, J. (1997). Incidence and correlates of pathological internet use. Paper presented at the 105th annual meeting of the American Psychological Association, August 18, 1997. Chicago, IL.
- Morgan, C. & Cotten, S. R. (2003). The relationship between internet activities and depressive symptoms in a sample of college freshmen, CyberPsychology and Behavior, 6 (2), 133-142
- Nalwa, K. & Anand, A. (2003). Internet addiction in students: A cause of concern, CyberPsychology and Behavior, 6 (6)
- Nichols, L. A. & Nicki, R. (2004). Development of psychometrically sound internet addiction scale: A preliminary step, Psychology of Addictive Behaviors, 18 (4), 381-384.
- Niemz, K. Griffiths, M. & Banyard, P. (2005). Prevalence of Pathological internet use among university students & correlation with self-esteem, the General Health Questionnaire (GHQ), and disinhibition, CyberPsychology and Behavior, 8(6), 562-574
- Odabaşıoğlu, G. et al. (2006). İnternet bağımlılığı kaç yaşında başlar?: Sıra dışı bir vaka üzerinden çocuk ve ergenlerde internet bağımlılığı, 3. Ulusal Bağımlılık Kongresi Bilimsel Çalışmalar Kitabı, 56
- Odabaşıoğlu, G., Öztürk, Ö., Genç, Y. & Pektaş, Ö. (2007). On olguluk bir seri ile internet bağımlılığı klinik görünümleri, Bağımlılık Dergisi, 8 (1), 46-51
- Razzino, B. E., Ribordy, S. C., Grant, K., Ferrari, J. R., Bowden, B. S. & Zeisz, J. (2004). Gender related processes and drug use: Self- expression with parents, peer group selection, and achievement motivation, Adolescence, 39 (153)
- RESOURCE GUİDE., (1996). Values, influences and peers. Revised Edition, 16, 05.02. 2001 cited from www.edu.gov.on.ca/eng/document/resource/up.html.
- S&ers, C., Field, T. F., Diego, M. & Kaplan, M. (2000). The Relationship of internet use to depression and social isolation among adolescents. Adolescence, 35 (138), 237-242
- Santor, D. A., D. Messervey, A.D. & Kusumakar, V. (2000). Measuring peer pressure, popularity, and conformity in adolescent boys and girls: predicting school performance, sexual attitudes, and substance abuse, Journal of Youth and Adolescence, 29 (2), 163-182.
- Shilts, L.(1991). The relationship of early adolescent substance use to extracurricular activities, peer influence, and personal attitudes, Adolescence, 26 (103), 613-617.
- Simon-Morton, B. et al. (2001). Peer & parent influences on smoking and drinking among early adolescents, Health Education and Behavior, 28 (1), 95-113.
- Simkova, B. & Cincera, J. (2004). Internet addiction disorder and chatting in the Czech Republic, CyberPsychology and Behavior, 7 (5).
- Tsai, C.-C. & Lin, S. S. J. (2003). Internet addiction disorder and chatting in the Czech Republic, CyberPsychology and Behavior, 6 (6).
- Uchino B.N., Cacippo J.T. & Kiecolt-Glaser J. K. (1996) The relationship between social support and physiological processes: A review with emphasis on underlying mechanisms and implications for health. Psychology Bulletin, 119:488-531.
- Whang, L. S-M., Lee, S. & Chang, G. (2003). Internet over-users’ psychological profiles: A behavior sampling Analysis on internet addiction, CyberPsychology and Behavior, 6 (2), 143- 152
- Weiser, E. B. (2001). The functions of internet use and their social and psychological consequences, CyberPsychology and Behavior, 4 (6), 723- 731
- Yıldırım, İ. (2004). Algılanan Sosyal Destek Ölçeği’nin revizyonu, Eğitim Araştırmaları Dergisi, 5 (17), 221-236.
- Young, K. S. (1996). Internet addiction: The emergence of a new clinical disorder. CyberPsychology and Behavior, Vol. 1 No. 3, pp. 237-244.
- Young, K. S. (1997). What makes the internet addictive: Potential explanations for Pathological Internet Use, University of Pittsburgh at Bradford, Paper presented at the 105th annual conference of the American Psychological Association, August 15, Chicago, IL.
- Young, S. K, & Rodgers, R. C. (1998). Internet Addiction: Personality Traits Associated with Its Development, CyberPsychology and Behavior, 1(1), 25-28.
Methodological and Statistical Errors Found in Science Education Master’s Theses
Sibel OZSOY, Özgül KELEŞ & Naim UZUN
pp. 37-46 | MID: ijers.2010.007
Manuscript Views: 60 | Manuscript Download: 65
In the scientific research process, it is very crucial for researchers to determine methodology of study, to choose appropriate statistical analysis and to report results obtained correctly. In our country, one can confront with many methodological and statistical errors in science education studies. To decrease the number of errors, there is a need for studies reporting kinds of errors and giving recommendations to correct them. With this perspective, the aim of this study is to examine Master’s theses written in the field of science education in terms of appropriateness of their methodology and statistical analysis used. In the present study, 30 theses that can be accessed from the National Theses Center of Council of Higher Education are examined. In the study, errors frequently confronted in these theses are examplified and some recommendations are given to correct these errors.
Keywords: scientific research, statistical errors, methodological errors, science education
- Arda, B. (2003). “Bilimsel Bilgi Üretiminde Yayın Etiği”. Sağlık Bilimlerinde Süreli Yayıncılık, I. Ulusal Sempozyumu. Ankara: TÜBİTAK, ULAKBİM. Retrieved Jan 19, 2009 from http://www.ulakbim.gov.tr/cabim/vt/uvt/tip/sempozyum1/barda.pdf
- Bayram, N. (2004). Sosyal Bilimlerde SPSS ile Veri Analizi, 4 Nokta Matbaacılık Ltd. Şti.,Bursa.
- Büyüköztürk, Ş. (2005). Sosyal Bilimler İçin Veri Analizi El Kitabı (5. Baskı), Canteki Matbaası, Ankara.
- Kabaca, T. & Erdoğan, Y. (2007). Fen Bilimleri, Bilgisayar ve Matematik Eğitimi Alanlarındaki Tez Çalışmalarının İstatistiksel Açıdan İncelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi,(2), Sayı 22.
- Karasar, N. (2000). Bilimsel Araştırma Yöntemi, Ankara: Nobel Yayın Dağıtım.
- Özgüven, İ.E. (2004). Psikolojik Testler, Sistem Ofset, Ankara.
- Sayın, S. (2008). Bilimsel araştırmalarda yapılan bazı istatistiksel ve yöntembilimsel Hatalar-III: Güvenirlik Kestirimlerine Yönelik Hatalar . Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Sayı, 15.
- Sönmez, V. (2005). Bilimsel Araştırmalarda Yapılan Yanlışlıklar. Eurasian Journal of Educational Research, 18, s. 150-170.
- Tonta, Y. (1999). Bilimsel Araştırmalarda İstatistik Tekniklerin Kullanımı ve Bulguların Sunumu Üzerine. Türk Kütüphaneciliği, 13 (2), 112-124.
- Toy, Y. B., & Tosunoğlu, G. N. (2007). Sosyal Bilimler Alanındaki Araştırmalarda Bilimsel Araştırma Süreci, İstatistiksel Teknikler ve Yapılan Hatalar, Ticaret ve Turizm Egitim Fakültesi Dergisi, Sayı: 1.
- Yıldırım, A. & Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, 5. Baskı. Seçkin Yayıncılık, Ankara.