Browsing by Author "Tuluk G."

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Pre-service teachers’ web pedagogical content knowledge and online information searching strategies
(2019-06-01) Tuluk G.; Kepceoğlu İ.
This study aimed to investigate the relationship between pre-service teachers’ web pedagogical content knowledge and online information searching strategies. In accordance with the aim, the correlational comparative survey method is used. The participants of the study are 220 university students from a faculty of education of a state university. The data of the study is gathered by Turkish versions of “Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge Scale” and “Online Information Searching Strategy Inventory”. Canonical correlation analysis is used to determine the relationship between these two scales. As a result of the study, 17.3% common variance is determined between web pedagogical content knowledge and online information searching strategies.
The effect of mathematics teachers’ self-efficacy and leadership styles on students’ mathematical achievement and attitudes
(2021-01-01) Küçükalioğlu T.; Tuluk G.
The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics.