Social media addiction and loneliness of high school students, 2023
The purpose of this study was to determine whether high school students' addictions to social med... more The purpose of this study was to determine whether high school students' addictions to social media and feelings of loneliness were related. The UCLA loneliness scale, and the social media addiction scale were applied for this purpose. To supplement the quantitative data, a semi-structured questionnaire was also created, and students' perspectives on social media addiction and loneliness were evaluated. The study was conducted in a Turkish Anatolian high school student. 30 students took part in the study's qualitative part, whereas 379 students took part in the study's quantitative part. The study's quantitative findings and the data acquired from them showed that the students generally have a moderate level of social media addiction and a moderate level of loneliness. Additionally, the connection between students' addictions to social media and feelings of loneliness was investigated, and it was found through quantitative data that there was no such association. Nevertheless, qualitative data showed a connection between students' social media addictions and loneliness. While the qualitative findings match with the literature, the quantitative findings disagree with it when compared to other studies of a similar nature. As a result of the study, it can be seen that high school kids have moderate degrees of social media addiction and moderate level of loneliness. As a result, although quantitative data doesn't support, based on the qualitative data it can be said that high school students' addictions to social media may deprive them from real social environment and may lead them being loneliness.
This study aims to examine the effects of English course with background music on self-efficacy be... more This study aims to examine the effects of English course with background music on self-efficacy beliefs and achievement emotions of students who have different learning styles and find out what students think about the implementation. For this purpose, the sequential explanatory design was used. To obtain quantitative data, an experimental design, and to collect qualitative data, a semi-structured questionnaire form was applied. The study was carried out with 53 students at a high school in Turkey. During the experiment period, the background music was used in the English course. The study has revealed that using background music leads to a significant diferentiation in the achievement emotions in a positive way but not on self-efficacy beliefs. In terms of learning styles, the implementation has had positive effects on class-related enjoyment of the students with the style of converging and accommodating. In terms of class-related boredom, the implementation has had a positive effect on students having converging learning styles. The data obtained from qualitative processes also has confirmed this. The qualitative data has proved that the implementation is effective on emotions such as happiness, enjoy, excitement, boredom, anger and on motivation, engagement and actively participating. The students generally have supported background music.
Energy Sources, Part A: Recovery, Utilization, and Environmental Effects
In the scenario of energy crisis and fall in environmental aspects, water diesel emulsified fuel ... more In the scenario of energy crisis and fall in environmental aspects, water diesel emulsified fuel (WDEF) acts as a promising alternative fuel. For improving the stability of emulsified fuel, optimiz...
The purpose of this study is to understand teachers' experiences in-depth on distance educati... more The purpose of this study is to understand teachers' experiences in-depth on distance education activities held urgently during the pandemic and holistically reveal them. For this purpose, the interlocking single event pattern from case study designs was used to have depth meanings from the teachers' views. In the study, a semi-structured questionnaire was created as a data collection tool and applied to sixty-six teachers with snowball sampling. Teachers participating in the study generally work at primary, secondary and high schools. At the end of the study, it was revealed that the interaction between students, student-teacher, and teacher-parent in urgent distance education processes was generally insufficient; there was no socialization. In addition, it was revealed that both teachers and students experienced various positive and negative emotions, the teaching content was insufficient, and there was a lack of technological equipment and knowledge. However, as an altern...
Abstract This study investigates the effect of student response system (SRS) on students’ achieve... more Abstract This study investigates the effect of student response system (SRS) on students’ achievement and achievement emotions in an English course. The participants were 9th-grade students (n = 83, 40 female and 43 male) attending a high school in Turkey. The study involved one experiment and two control groups. In the experimental group, SRS was used to ask questions and to provide immediate feedback to the students. Paper and pencil form of the same questions (that were used in the experimental group) were asked to the students in control group 1 and immediate feedback was provided. These questions were not used in the control group 2. Before and after the implementation, the English Achievement Test and Class Related and Test Related Achievement Emotions Questionnaires were administered to the experimental and control groups. Mixed ANOVA was used to examine the within and between-group differences. Semi-structured interviews were carried out with experimental group students. The results showed that using an SRS had a statistically significant effect on students’ achievement in English. In terms of the achievement emotions, the SRS had a statistically significant effect on decreasing students’ test anxiety. The SRS and using questions and immediate feedback in a paper and pencil format positively impacted students’ class-related boredom and enjoyment, and test relief. The results of the interviews supported these findings. Students reported that lessons with SRS were more enjoyable and SRS helped them to learn the subject matter better. They also reported that SRS helped them for the self-assessment of their progress. The findings of the study also showed that technical problems that arise from the lack of internet infrastructure might cause time management problems during the implementation of SRS. Keywords Student response system · Achievement emotions · English course achievement · English language teaching · Secondary school students
This study aims to examine the effects of English course with background music on self-efficacy be... more This study aims to examine the effects of English course with background music on self-efficacy beliefs and achievement emotions of students who have different learning styles and find out what students think about this implementation. For this purpose, the sequential explanatory design was used. To obtain quantitative data, an experimental design, and to collect qualitative data, a semi-structured questionnaire form was applied. The study was carried out with 53 students at a high school in Turkey. During the experiment period, the background music was used in the English course. The study has revealed that using background music leads to a significant differentiation in the achievement emotions in a positive way but not on self-efficacy beliefs. In terms of learning styles, the implementation has had positive effects on class-related enjoyment of the students with the style of converging and accommodating. In terms of class-related boredom, the implementation has had a positive effe...
This study aims to examine the effects of English course with background music on self-efficacy be... more This study aims to examine the effects of English course with background music on self-efficacy beliefs and achievement emotions of students who have different learning styles and find out what students think about the implementation. For this purpose, the sequential explanatory design was used. To obtain quantitative data, an experimental design, and to collect qualitative data, a semi-structured questionnaire form was applied. The study was carried out with 53 students at a high school in Turkey. During the experiment period, the background music was used in the English course. The study has revealed that using background music leads to a significant diferentiation in the achievement emotions in a positive way but not on self-efficacy beliefs. In terms of learning styles, the implementation has had positive effects on class-related enjoyment of the students with the style of converging and accommodating. In terms of class-related boredom, the implementation has had a positive effec...
Social media addiction and loneliness of high school students, 2023
The purpose of this study was to determine whether high school students' addictions to social med... more The purpose of this study was to determine whether high school students' addictions to social media and feelings of loneliness were related. The UCLA loneliness scale, and the social media addiction scale were applied for this purpose. To supplement the quantitative data, a semi-structured questionnaire was also created, and students' perspectives on social media addiction and loneliness were evaluated. The study was conducted in a Turkish Anatolian high school student. 30 students took part in the study's qualitative part, whereas 379 students took part in the study's quantitative part. The study's quantitative findings and the data acquired from them showed that the students generally have a moderate level of social media addiction and a moderate level of loneliness. Additionally, the connection between students' addictions to social media and feelings of loneliness was investigated, and it was found through quantitative data that there was no such association. Nevertheless, qualitative data showed a connection between students' social media addictions and loneliness. While the qualitative findings match with the literature, the quantitative findings disagree with it when compared to other studies of a similar nature. As a result of the study, it can be seen that high school kids have moderate degrees of social media addiction and moderate level of loneliness. As a result, although quantitative data doesn't support, based on the qualitative data it can be said that high school students' addictions to social media may deprive them from real social environment and may lead them being loneliness.
This study aims to examine the effects of English course with background music on self-efficacy be... more This study aims to examine the effects of English course with background music on self-efficacy beliefs and achievement emotions of students who have different learning styles and find out what students think about the implementation. For this purpose, the sequential explanatory design was used. To obtain quantitative data, an experimental design, and to collect qualitative data, a semi-structured questionnaire form was applied. The study was carried out with 53 students at a high school in Turkey. During the experiment period, the background music was used in the English course. The study has revealed that using background music leads to a significant diferentiation in the achievement emotions in a positive way but not on self-efficacy beliefs. In terms of learning styles, the implementation has had positive effects on class-related enjoyment of the students with the style of converging and accommodating. In terms of class-related boredom, the implementation has had a positive effect on students having converging learning styles. The data obtained from qualitative processes also has confirmed this. The qualitative data has proved that the implementation is effective on emotions such as happiness, enjoy, excitement, boredom, anger and on motivation, engagement and actively participating. The students generally have supported background music.
Energy Sources, Part A: Recovery, Utilization, and Environmental Effects
In the scenario of energy crisis and fall in environmental aspects, water diesel emulsified fuel ... more In the scenario of energy crisis and fall in environmental aspects, water diesel emulsified fuel (WDEF) acts as a promising alternative fuel. For improving the stability of emulsified fuel, optimiz...
The purpose of this study is to understand teachers' experiences in-depth on distance educati... more The purpose of this study is to understand teachers' experiences in-depth on distance education activities held urgently during the pandemic and holistically reveal them. For this purpose, the interlocking single event pattern from case study designs was used to have depth meanings from the teachers' views. In the study, a semi-structured questionnaire was created as a data collection tool and applied to sixty-six teachers with snowball sampling. Teachers participating in the study generally work at primary, secondary and high schools. At the end of the study, it was revealed that the interaction between students, student-teacher, and teacher-parent in urgent distance education processes was generally insufficient; there was no socialization. In addition, it was revealed that both teachers and students experienced various positive and negative emotions, the teaching content was insufficient, and there was a lack of technological equipment and knowledge. However, as an altern...
Abstract This study investigates the effect of student response system (SRS) on students’ achieve... more Abstract This study investigates the effect of student response system (SRS) on students’ achievement and achievement emotions in an English course. The participants were 9th-grade students (n = 83, 40 female and 43 male) attending a high school in Turkey. The study involved one experiment and two control groups. In the experimental group, SRS was used to ask questions and to provide immediate feedback to the students. Paper and pencil form of the same questions (that were used in the experimental group) were asked to the students in control group 1 and immediate feedback was provided. These questions were not used in the control group 2. Before and after the implementation, the English Achievement Test and Class Related and Test Related Achievement Emotions Questionnaires were administered to the experimental and control groups. Mixed ANOVA was used to examine the within and between-group differences. Semi-structured interviews were carried out with experimental group students. The results showed that using an SRS had a statistically significant effect on students’ achievement in English. In terms of the achievement emotions, the SRS had a statistically significant effect on decreasing students’ test anxiety. The SRS and using questions and immediate feedback in a paper and pencil format positively impacted students’ class-related boredom and enjoyment, and test relief. The results of the interviews supported these findings. Students reported that lessons with SRS were more enjoyable and SRS helped them to learn the subject matter better. They also reported that SRS helped them for the self-assessment of their progress. The findings of the study also showed that technical problems that arise from the lack of internet infrastructure might cause time management problems during the implementation of SRS. Keywords Student response system · Achievement emotions · English course achievement · English language teaching · Secondary school students
This study aims to examine the effects of English course with background music on self-efficacy be... more This study aims to examine the effects of English course with background music on self-efficacy beliefs and achievement emotions of students who have different learning styles and find out what students think about this implementation. For this purpose, the sequential explanatory design was used. To obtain quantitative data, an experimental design, and to collect qualitative data, a semi-structured questionnaire form was applied. The study was carried out with 53 students at a high school in Turkey. During the experiment period, the background music was used in the English course. The study has revealed that using background music leads to a significant differentiation in the achievement emotions in a positive way but not on self-efficacy beliefs. In terms of learning styles, the implementation has had positive effects on class-related enjoyment of the students with the style of converging and accommodating. In terms of class-related boredom, the implementation has had a positive effe...
This study aims to examine the effects of English course with background music on self-efficacy be... more This study aims to examine the effects of English course with background music on self-efficacy beliefs and achievement emotions of students who have different learning styles and find out what students think about the implementation. For this purpose, the sequential explanatory design was used. To obtain quantitative data, an experimental design, and to collect qualitative data, a semi-structured questionnaire form was applied. The study was carried out with 53 students at a high school in Turkey. During the experiment period, the background music was used in the English course. The study has revealed that using background music leads to a significant diferentiation in the achievement emotions in a positive way but not on self-efficacy beliefs. In terms of learning styles, the implementation has had positive effects on class-related enjoyment of the students with the style of converging and accommodating. In terms of class-related boredom, the implementation has had a positive effec...
Bu araştırmanın amacı öğrenci yanıt sisteminin (ÖYS) ortaöğretim öğrencilerinin İngilizce dersind... more Bu araştırmanın amacı öğrenci yanıt sisteminin (ÖYS) ortaöğretim öğrencilerinin İngilizce dersindeki başarıları ve başarı duyguları üzerine etkilerini araştırmaktır.
Araştırma öntest-sontest kontrol gruplu deneysel desendedir. Katılımcılar Sivas ili merkezinde bir Anadolu Lisesi’nde eğitim gören 9. sınıf öğrencileridir. Araştırmada sekiz haftalık uygulama yapılmıştır. Deneysel uygulamada, ortaöğretim 9. Sınıf İngilizce programına paralel biçimde hazırlanan çoktan seçmeli sorular ÖYS olarak seçilen “Socrative” yazılımı üzerinden uygulanmıştır. ÖYS yazılımında kullanılan sorular kontrol grubu 2’de kâğıt üzerinde sorulmuştur. Kontrol grubu 1’de ise bu sorular kullanılmadan öğretim gerçekleştirilmiştir. Sonrasında bu üç grup arasında başarı ve başarı duyguları yönünden ortaya çıkan farklılıklar incelenmiştir. Çalışmada Başarı Duyguları Ölçeği ders ve sınav alt boyutları İngilizceden Türkçeye uyarlanmıştır. Deney öncesi ve sonrasında deney ve kontrol gruplarına İngilizce başarı testi ve Başarı Duyguları Ölçeği uygulanmıştır. Bu ölçümler arasındaki farklılaşma durumları karma ANOVA ile test edilmiştir. Bunun yanı sıra nitel süreçlerle öğrencilerin ÖYS’nin kullanımına yönelik görüşleri alınmıştır.
Araştırma sonuçları, ÖYS kullanımının öğrencilerin İngilizce akademik başarıları üzerinde olumlu etkisinin olduğu göstermektedir. Deney grubunda başarı her iki kontrol grubuna göre anlamlı biçimde yüksektir. Ders duyguları açısından bakıldığında, ÖYS’nin dersten keyif alma ve dersten sıkılmama üzerinde anlamlı olumlu etkiler gösterdiği anlaşılmaktadır. Bununla birlikte, her ne kadar istatiksel olarak anlamlı düzeyde olmasa da umut, umutsuzluk, gurur, öfke, kaygı ve utanma duygularında da deney grubunda kontrol gruplarına göre daha yüksek düzeyde bir iyileşme gözlemlenmiştir. Sınav duyguları açısından bakıldığında, ÖYS’nin öğrencilerin sınav kaygılarının azalmasında yararlı olduğu belirlenmiştir. Yine, anlamlı düzeyde olmasa da ÖYS’nin işe koşulduğu deney grubunda genel olarak olumlu sınav duygularında bir artış yaşanmıştır. Yapılan görüşmeler, nicel bulguları destekler biçimde, öğrencilerin ÖYS’nin derslerinin daha verimli geçmesine, dersin daha keyifli olmasına ve konuyu daha iyi öğrenmelerine katkı sağladığını düşündüklerini göstermektedir. Görüşme sonuçları ayrıca, ÖYS’nin öğrencilerin kendi performanslarını fark etmelerine ve böylece eksik yönlerini tamamlamalarına katkı sağladığını göstermiştir. ÖYS kullanımının olumsuz yönleriyle ilgili olarak ise öğrenciler ağırlıklı olarak internet, altyapısından kaynaklanan arızalar gibi teknik sorunlar nedeni ile ÖYS’nin yavaşlaması, kullanılmaz duruma gelmesi ve bu aksaklıkların yaratabildiği zaman kaybı üzerinde durmaktadır.
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Araştırma öntest-sontest kontrol gruplu deneysel desendedir. Katılımcılar Sivas ili merkezinde bir Anadolu Lisesi’nde eğitim gören 9. sınıf öğrencileridir. Araştırmada sekiz haftalık uygulama yapılmıştır. Deneysel uygulamada, ortaöğretim 9. Sınıf İngilizce programına paralel biçimde hazırlanan çoktan seçmeli sorular ÖYS olarak seçilen “Socrative” yazılımı üzerinden uygulanmıştır. ÖYS yazılımında kullanılan sorular kontrol grubu 2’de kâğıt üzerinde sorulmuştur. Kontrol grubu 1’de ise bu sorular kullanılmadan öğretim gerçekleştirilmiştir. Sonrasında bu üç grup arasında başarı ve başarı duyguları yönünden ortaya çıkan farklılıklar incelenmiştir. Çalışmada Başarı Duyguları Ölçeği ders ve sınav alt boyutları İngilizceden Türkçeye uyarlanmıştır. Deney öncesi ve sonrasında deney ve kontrol gruplarına İngilizce başarı testi ve Başarı Duyguları Ölçeği uygulanmıştır. Bu ölçümler arasındaki farklılaşma durumları karma ANOVA ile test edilmiştir. Bunun yanı sıra nitel süreçlerle öğrencilerin ÖYS’nin kullanımına yönelik görüşleri alınmıştır.
Araştırma sonuçları, ÖYS kullanımının öğrencilerin İngilizce akademik başarıları üzerinde olumlu etkisinin olduğu göstermektedir. Deney grubunda başarı her iki kontrol grubuna göre anlamlı biçimde yüksektir. Ders duyguları açısından bakıldığında, ÖYS’nin dersten keyif alma ve dersten sıkılmama üzerinde anlamlı olumlu etkiler gösterdiği anlaşılmaktadır. Bununla birlikte, her ne kadar istatiksel olarak anlamlı düzeyde olmasa da umut, umutsuzluk, gurur, öfke, kaygı ve utanma duygularında da deney grubunda kontrol gruplarına göre daha yüksek düzeyde bir iyileşme gözlemlenmiştir. Sınav duyguları açısından bakıldığında, ÖYS’nin öğrencilerin sınav kaygılarının azalmasında yararlı olduğu belirlenmiştir. Yine, anlamlı düzeyde olmasa da ÖYS’nin işe koşulduğu deney grubunda genel olarak olumlu sınav duygularında bir artış yaşanmıştır. Yapılan görüşmeler, nicel bulguları destekler biçimde, öğrencilerin ÖYS’nin derslerinin daha verimli geçmesine, dersin daha keyifli olmasına ve konuyu daha iyi öğrenmelerine katkı sağladığını düşündüklerini göstermektedir. Görüşme sonuçları ayrıca, ÖYS’nin öğrencilerin kendi performanslarını fark etmelerine ve böylece eksik yönlerini tamamlamalarına katkı sağladığını göstermiştir. ÖYS kullanımının olumsuz yönleriyle ilgili olarak ise öğrenciler ağırlıklı olarak internet, altyapısından kaynaklanan arızalar gibi teknik sorunlar nedeni ile ÖYS’nin yavaşlaması, kullanılmaz duruma gelmesi ve bu aksaklıkların yaratabildiği zaman kaybı üzerinde durmaktadır.