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    The Adaptation of the Sources of Mathematics Self-Efficacy Scale for Turkish Context
    (Turkish Education Assoc, 2014) Yurt, Eyup; Sunbul, Ali Murat
    The aim of the study is to adapt the Sources of Middle School Mathematics Self-Efficacy Scale developed by, Usher and Pajares (2009) for Turkish context. After the Turkish version was formed through required procedures, it was administered with 750 middle school students of 6th, 7th and 8th grades. The ages of the students ranged between 12 and 15. The 48% of the students were female (n=408) and 52%of the students were male (n=342). 32% of the students were attending (n=242) sixth grade, 34'% of them (n=257) seventh and 34% (n=251) eighth grade. Construct validity of the scale was investigated via Exploratory and Confirmatory Factor Analysis. Criterion validity of the scale was also done to see if it serves its purpose well. Reliability of the scale was tested by computing Cronbach Alpha, corrected total item correlation coefficient, and t-tests comparing the total item scores of top 27% and bottom 27% participants. The results indicated that the Turkish version of the SMSMSEC consists of four factors. Cronbach alpha values of the factors ranged between 0.80 and 0.94. Corrected total item correlation coefficients ranged between 0.77 and -0.25. Criterion validity results indicated the scale serves its purpose well. The t-test results indicated that there were significant difference between the total scores of top 27% and bottom 27% of the participants for all items.
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    Effect of Modeling-Based Activities Developed Using Virtual Environments and Concrete Objects on Spatial Thinking and Mental Rotation Skills
    (Edam, 2012) Yurt, Eyup; Sunbul, Ali Murat
    In this study, the effect of modeling based activities using virtual environments and concrete objects on spatial thinking and mental rotation skills was investigated. The study was designed as a pretest-posttest model with a control group, which is one of the experimental research models. The study was carried out on sixth grade students attending Maresal Mustafa Kemal Primary School in Konya's city center during the 2010-2011 academic year. The study group is composed of a total of 87 students in two experimental and one control group. In the activities applied for 9 weeks in the experimental groups, a total of 18 different models were developed. As a result of the study, it was found that the spatial thinking skills of Experimental Group, 1 in which concrete objects were used to develop models, were significantly higher compared to those in Experimental Group 2 and the Control group. The mental rotation skills of Experimental Group 2, in which a virtual environment was used to develop mental rotation was significantly higher compared to Experimental Group 1 and the Control Group. The result of the study suggests that using virtual environments and concrete objects together would be more effective in developing spatial skills.
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    Effect of the verbal mnemonics on students' achievements and their attitudes
    (Elsevier Science Bv, 2012) Aydin, Mustafa; Sunbul, Ali Murat
    In this study the effects of the instruction of Science and Technology, which is based on the verbal mnemonics, on the learning products has been searched. In this study experimental method's 1 has been used. Study has been conducted with two fifth grade classes which are equal to each other with their scientific and cognitive entre behaviour. Totally 66 pupils have participated to this study. At the control group normal educational activities have been practised as foresighted. At the experimental group education and instruction have been continued with the materials which supported and based on the verbal memory. (C) 2012 Published by Elsevier Ltd.
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    A Structural Equation Model Explaining 8th Grade Students' Mathematics Achievements
    (Edam, 2014) Yurt, Eyup; Sunbul, Ali Murat
    The purpose of this study is to investigate, via a model, the explanatory and predictive relationships among the following variables: Mathematical Problem Solving and Reasoning Skills, Sources of Mathematics Self-Efficacy, Spatial Ability, and Mathematics Achievements of Secondary School 8th Grade Students. The sample group of the study, itself conducted using a survey model, consisted of 470 8th grade students aging between 14 and 15 years old attending different secondary schools in the city of Konya, Turkey and its surrounding area. Of the total students, 238 were female (50.6%) and 232 were male (49.4%). In the study, the Scale of Sources of Mathematics Self-Efficacy was used to determine students' levels of self-efficacy; the Problem Solving Test was used to measure their problem solving skills; the Reasoning Test was used to measure their reasoning skills; both the Mental Rotation and the Paper Folding Tests were used to measure their spatial skills; and the Mathematics Achievement Test was used to measure their level of mathematics achievement. The data collected in the study were analyzed using one of the Structural Equation Models, that being the Structural Regression Model. According to the results obtained, the variables Sources of Mathematics Self-Efficacy, Spatial Ability, and Problem Solving and Reasoning Skills were witnessed to account for 75% of the variation in mathematics achievement. These variables have a considerable effect on mathematics achievement. Knowing this, it is recommended that, in order increase mathematics achievement, a mathematics teaching model in which these interrelated variables coexist be developed and then implemented in activities supporting self-efficacy.
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    Teachers' perceptions towards ICTs in teaching-learning process: Scale validity and reliability study
    (Pergamon-Elsevier Science Ltd, 2016) Bas, Gokhan; Kubiatko, Milan; Sunbul, Ali Murat
    The purpose of this study was to develop a scale for measuring teachers' perceptions towards ICTs in teaching-learning process in the classroom. The sample of the study consisted of volunteering Turkish teachers (n = 200). This study developed a new scale for measuring teachers' perceptions towards ICTs in teaching-learning process. In order to test the validity of the scale, the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out in the research. A result of the EFA, the scale consisted of three factors: attitude, usage, and belief with 25 items. It was also seen that there were positive correlations amongst the three factors of the scale. Cronbach's Alpha reliability coefficient value was found as 0.92 and Spearman-Brown split-half correlation value was found as 0.85 in the study. It was seen that reliability coefficient values of the factors of in the scale ranged between 0.88 and 0.72 in the esearch. Lastly, as a result of the CFA, it was understood that the obtained values (Delta chi(2) (n = 200)/df = 4.85/3; GFI = 0.96; AGFI = 0.94; RMSEA = 0.026; CFI = 0.97; TLI = 0.98) confirmed the three-factor structure of the scale. (C) 2016 Elsevier Ltd. All rights reserved.