The main purpose of this study is to empirically reveal the effect of teacher mobility on the academic success of primary school students. The sample group of the study was stratified as schools with high socioeconomic level, middle and low neighbourhoods in the central Haliliye, Eyyübiye, Karaköprü districts of Şanlıurfa province, and the study group of the research was formed with 3 schools and 6 classes by choosing one school from each neighbourhood. The study was carried out with relational research design. The research was conducted as a mixed method in which both qualitative and quantitative research approaches were used together. The qualitative aspect of the research includes the "Semi-Structured Interview Form" applied to the school principals and teachers who will take the students' classes, and the "Student Recognition Form" applied to the students; however, the quantitative aspect of the research includes the “Academic Achievement Test” applied to the students. Descriptive analysis method was used in the analysis of the collected qualitative data. The "Academic Achievement Test" data applied to the students were analysed by statistical analysis method. In the analysis of the quantitative data, the skewness and kurtosis coefficients were checked, and the non-parametric Mann Whitney U test was employed on the data that did not appear to have a normal distribution. At the end of the study, it was found that teacher mobility made a significant difference in the academic achievement of students and that teacher mobility at the 4th-grade level of schools with high, medium, and low SED (Socioeconomic Level) levels made a significant difference in academic achievement.

Keywords: academic success, education problems, teacher mobility, primary student, teacher recruitment.

DOI : 10.16986/HUJE.2024.527 [HTML]

The study to investigate the effect of dialogic reading on the asking skills and attitudes of 3rd year primary school students, based on revised bloom’s taxonomy, is carried out with embedded design of mixed methodology. 16 3rd grade primary school students enrolled in a school in Maçka district of Trabzon province were included in the study, through convenience sampling. The data collection tools employed in the study are the students’ asking skills attitudes scale and the comprehension test based on open-ended questions based on the narrative and information to determine the level of the questions asked by the students, based on revised Bloom’s taxonomy, in the context of semi-structured interviews. Quantitative data were analyzed using Wilcoxon Signed Rank test, whereas the qualitative data were analyzed using descriptive analysis. According to the results of the analysis, dialogic reading was found to lead to a statistically significant difference in the interest aspect of as well as overall asking skills attitudes of 3rd year primary school students. Moreover, the increase in the students’ questions based on high-order thinking skills in revised Bloom’s taxonomy was the cause of the statistically significant difference. Finally, a statistically significant increase was registered in the number of questions based on high-order thinking skills in spite of a decrease in the number of the questions based on low-order thinking skills in the context of narrative texts. The 3rd graders stated that different ideas were voiced during dialogic reading, making them like the experience.

Keywords: Dialogic Reading, Asking Skill, Revised Bloom Taxonomy

DOI : 10.16986/HUJE.2024.528 [HTML]

This study aims to develop a scale to determine the pre-service teachers’ knowledge about the mathematical modelling process. A survey method, among the quantitative research methods, was employed in the study. The data were collected from 380 pre-service mathematics teachers in the pilot study and 348 pre-service teachers in the main part of the study. The construct validity of the Mathematical Modelling Scale (MMS) that was developed, was verified with the exploratory and confirmatory factor analyses. As a result of the analyses, a scale with 13 items in 5-point Likert type related to the mathematical modelling process and three sub-dimensions as “Model (1-3 items)”, “Modelling Process (4-9 items)” and “Curriculum (10-13 items)” was developed whose validity and reliability was verified. With the MMS, data can be collected from pre-service mathematics teachers as well as teachers. In addition, data collected with the MM scale can be evaluated as a whole or the scores of the participants can be evaluated individually

Keywords: Mathematical modelling, mathematical modelling scale, preservice mathematics teachers

DOI : 10.16986/HUJE.2024.529 [HTML]

In this study, the predictive relationships between perceptions of problem-solving, perceived stress, and life satisfaction were examined through structural equation modeling. A cross-sectional survey was conducted with a sample of 429 Turkish adolescents. The study found that individuals' perceptions of problem-solving negatively predict their perceived stress. Furthermore, perceived stress was found to have a negative effect on life satisfaction in the model. Bootstrapping analysis revealed that perceived stress mediated the relationship between perceptions of problem-solving and life satisfaction. Additionally, a multi-group analysis was performed by categorizing people's social media usage into two groups - below and above the average. It was found that the individuals' use of social media changed the degree to which each relationship in the model had an influence. Overall, the study suggests that perceptions of problem-solving can have a protective effect against perceived stress, which in turn can negatively impact an individual's life satisfaction. The study also highlights the role of social media usage in the relationships between these variables

Keywords: Perceptions of Problem-Solving, Perceived Stress, Life Satisfaction, Social Media Usage, Multi-Group Analysis.

DOI : 10.16986/HUJE.2024.530 [HTML]

The aim of this study is to identify the factors that most affect students' mathematical literacy in the PISA 2018 Turkey and China samples using the C4.5 algorithm. The analyses were conducted on the datasets of 5959 students from the Turkey sample and 12058 students from the China sample. The independent variables of the study are 22 student questionnaire items that are considered depending on the constructs of self-perception, adaptability, school belonging, family support and school environment. After organising the data set, the consistency ratio for the dependent variable, mathematical literacy, was calculated for both samples to evaluate the performance of the C4.5 classification. The decision tree method was then applied and reported separately for each sample. As a result of the analyses, the items that had the most impact on mathematics performance in the Turkey PISA 2018 application were determined as "I am proud that I have achieved something", "My parents support my educational efforts and achievements", and "I feel that I can manage many things at the same time" under the variables of self-perception and family support. In the Chinese sample, the items that most affected mathematics performance were “My parents support my educational efforts and achievements” and “Students seem to compete with each other” under the variables of family support and school environment.

Keywords: Data Mining, C4.5 Algorithm, PISA 1018, Mathematical Literacy

DOI : 10.16986/HUJE.2024.531 [HTML]