Yazar "Balci, Ozgul" seçeneğine göre listele

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    Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period
    (Taylor & Francis Inc, 2022) Balci, Ozgul; caliskan, Muhittin
    The purpose of this study was to investigate the relationship between chronotype, learning style, and academic achievement. The study sample consisted of 1884 volunteer undergraduate students from 58 different universities across Turkey. The data were collected online during distance education because of the Covid-19 pandemic. Turkish version of Morningness-Eveningness Questionnaire (MEQ) and Big16 Learning Modality Inventory were used for data collection. The correlation between chronotype and cumulative grade point average (CGPA) scores was analyzed using Spearman's rho, and differences among the chronotypes were analyzed with Kruskal-Wallis test. Chi-square tests with pairwise z-test were used to analyze the relationships between the participants' learning style preferences and chronotypes. Also, ANCOVA analyses were performed to evaluate the interactions of gender x chronotype and gender x learning style on CGPA scores. The results revealed that participants' preference for visual and auditory styles differed by chronotype. Visual learning style was more dominant among morning (M) types, while auditory style was more dominant among evening (E) types. However, the most preferred learning style was visual, followed by auditory and kinesthetic styles for all chronotypes. No relationship was found between chronotype and academic achievement. The CGPA scores of the participants with kinesthetic learning style were lower than the participants with auditory and visual learning styles. The female participants had higher CGPA score than males. However, the CGPA scores did not differ for both male and female participants with different chronotype and learning style preferences. From the results, we suggest that academic achievement can be enhanced by consideration of students' learning style preferences for all chronotypes.
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    A new vocabulary revision technique using WhatsApp: Peer-chain
    (Springer, 2021) Balci, Ozgul; Kartal, Galip
    The purpose of this mixed-method study was to examine the effect of a new vocabulary revision technique peer-chain developed by the researchers on vocabulary learning and retention among English as a foreign language (EFL) university students. A total of 46 participants (21 in the control group and 25 in the experimental group) completed the study, and the effectiveness of the treatment was checked via conducting a pre-test post-test/retention test control group design for the quantitative part. The study was eight weeks in duration, and the students were assessed with a 42-question, multiple-choice vocabulary achievement test (VAT). An analysis of ANOVA for the quantitative data showed a significant difference in students' vocabulary achievement between the students who used peer-chain and the students who used traditional word cards. Also, the study explored learner perceptions through interviews with the experimental group students. The qualitative content analysis of the interview data showed that most learners had positive perceptions of the technique. Both quantitative and qualitative outcomes suggest that integrating WhatsApp with the peer-chain technique in teaching vocabulary is a promising technique and can be more successful than the traditional paper-based word cards for vocabulary learning and retention.