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Öğe Adaptation of teachers' perceptions of grading practices scale to Turkish and examination of measurement invariance(Izzet Kara, 2022) Ozkan, Yesim Ozer; Guvendir, Meltem Acar; Guvendir, EmreThe purpose of this research is to adapt the Teacher Perceptions of Grading Practices Scale into Turkish and to examine the measurement invariance. This scale, which examines teachers' perceptions of grading methods, has six components: importance, usefulness, student effort, student ability, teachers' grading patterns, and perceived self-efficacy of the grading process. Before adapting the scale, permission was first acquired from the researcher who developed it. To ensure linguistic comparability, bilingual translators were recruited in the second phase. The semantic, experiential, conceptual, and idiomatic equivalence between the two variants of the scale were evaluated. The original and adapted scales were administered to a group of English teachers twice at a predetermined interval, and the consistency between the two applications was analyzed due to the fact that the language employed in the original test was a widely spoken group. Confirmatory Factor Analysis (CFA) was used to examine the factor structure of the original scale. Cronbach's alpha and McDonald's omega coefficients were calculated for the reliability of the data obtained from the scale. Finally, the measurement invariance of the scale according to gender was examined by using Multiple Group Confirmatory Factor Analysis (MGCFA), and it was determined that the measurement model fulfilled the criteria of complete gender- group invariance.Öğe Examining the Wording Effect: What Are We Measuring?(Routledge Journals, Taylor & Francis Ltd, 2024) Kilic, Abdullah Faruk; Guvendir, Meltem Acar; Guler, Gul; Kacak, TugayIn this study, the extent to wording effects impact structure and factor loadings, internal consistency and measurement invariance was outlined. The modified form, which includes items that semantically reversed, explains %21.5 more variance than the original form. Also, reversed items' factor loadings are higher. As a result of CFA, indexes obtained from modified form are better. Measurement invariance is not ensured at any step, which is a significant finding. These findings point to two forms measure different structures. Despite the quite high internal consistency coefficients obtained from both forms, the reliabilities in the modified form are statistically significantly higher than the original form. Although there are many opinions in the literature on the use of reversed items, this study shed light on the practical implications and psychometric findings. This study suggests that to use semantically reversed items may increase explained variance near to %21.5 and internal consistency but using the reversed items considerate that it may measure a different construct. Additionally, it is clearly seen that when reversing the items, caution should be taken to ensure that they are similar to the other items in the scale.Öğe The inequality of students' graduation grade point average among universities(Deomed Publ, Istanbul, 2014) Guvendir, Meltem Acar; Ozkan, Yesim OzerThis study aims to compare and find a relation among the raw graduation grade point average (GPA) scores and standard scores of students from three different universities. This research is a descriptive survey model. The GPA scores were initially categorized according to students' majors and then standardized by converting into Z and T scores. Finally, the raw and standard scores were compared. The research group included 692 participants who graduated from faculty of education of three different universities. University A included 202, university B included 328, and university C included 162 students. During the initial data analysis, the descriptive statistical values of the GPA scores were provided. Subsequently, the raw GPA scores were converted into standard scores in order to make a comparison among the three universities. The study results showed that three students who graduate from different universities may have the same raw GPA scores. However, when these scores are converted into standard scores, the student who graduated from the department that has the lowest GPA mean is actually the most successful one. In other words, considering only the raw GPA score creates an unfair situation for the students who graduate from universities that have low GPA means.Öğe Investigation of Turkey and Singapore Schools in Terms of Teacher Professional Development and Teacher Behaviors Hindering Learning Variables(Turkish Education Assoc, 2019) Ozkan, Metin; Ozkan, Yesim Ozer; Guvendir, Meltem AcarThis study compares Turkey and Singapore in terms of teacher's professional development and teacher behaviors that inhibit student learning by using PISA 2015 data. Relational survey method was used during the research design. In the PISA study, school sampling is determined by stratified random sampling method. The study was implemented on data collected from a total of 364 schools, 187 from Turkey and 177 from Singapore that participated in PISA 2015. In order to compare the two countries, t-test for independent groups was used when independent variable was continuous and chi-square test was used when the independent variable was categorical. The chi-square test was used to determine the differences between categorical data and survey results. Logistic regression analysis was used to find the significance level of the variables in the study according to the classification of the schools. The study results display noteworthy differences between the two countries in terms of variables that have been addressed. The proportion of the teachers participating in professional development program shows a significant difference according to the countries. The proportion of teachers participating in the program of professional development in Singapore is higher than in Turkey. The effect size obtained from the test result shows that this difference is very large. There was a significant difference between countries in all the responses given to the four items related to teacher's professional development. The examination of Phi coefficients shows that the effect size is the highest in the organization of in-service workshops which deal with specific issues that school faces. The variable contributing most to the model is Our school organizes in-service workshops which deal with specific issues that our school faces. This variable is followed by Our school organizes in-service workshops for specific groups of teachers (e.g. newly appointed teachers), Teacher absenteeism, The percentage of teaching staff who has attended a program of professional development during the last three months and Teachers being too strict with students, respectively. The correct classification ratios of the observations are 91.4% in total. As a result, an important determinant of success between the two countries is related to meeting the needs for school-based professional development. Another important variable, according to the function that classifies between the two countries in a similar way, is organizing workshops for teachers who have special needs. Both variants emphasize the importance of school-based professional development. Teacher absenteeism and the strictness of teachers to students were found to be the determining variables in discriminating between the two countries' schools. However, the contribution of these variables to the function comes after the variables of professional development. Nevertheless, as teacher behaviors that prevent student learning can be reduced by providing teacher professional development, the most important result of the research is the necessity of ensuring school-based professional development.Öğe Item Removal Strategies Conducted in Exploratory Factor Analysis: A Comparative Study(Izzet Kara, 2022) Guvendir, Meltem Acar; Ozkan, Yesim OzerThe aim of this study is to examine how the practice of different item removal strategies during exploratory factor analysis (EFA) phase of scale development change the number of factors, factor loadings, explained variance ratio, and reliability values (alpha and omega) explained. In the study, data obtained from 379 university students were used for the development of a 46-item scale. As the first item removal strategy, crossloading items on two factors and where the difference between factor loadings was less than .10 were identified. Then, items were removed one by one, starting with the item with the least difference between the loadings on the factors. As the second strategy, the items that loaded on two factors and where the difference between factor loadings was less than .10 were found, and these items were removed from the scale as a whole. As the third strategy, the items that gave high loading on more than two factors and where the difference between these factors was less than .10 were identified. The item removal process was started with these items. The study results show that the factor numbers obtained using three different strategies during the item removal process of EFA were the same; however, the number of items on the scale, the explained variance ratio, and the total scale, and reliability values differed. Furthermore, the items in the factors were not all the same. The study results underscore the importance of theoretical competence in the scale development process.Öğe The Relation of an International Student Center's Orientation Training Sessions with International Students' Achievement and Integration to University(Univ Louisiana Monroe, 2018) Guvendir, Meltem AcarThe purpose of the research is to examine the relation of orientation training sessions with integration and achievement of the international students. The study used the Institutional Integration Scales, developed by Pascarella and Terenzini (1980), to examine the integration level of the international students. 181 freshmen undergraduate and graduate international students who study at an American university filled out the scales in June 2015. According to the results, the scale's factor scores vary depending on the frequency of using the center. The students' GPA scores did not vary with regard to whether the students benefited from the center frequently or not. The study findings show that the frequency of using the center is important on integration to university.Öğe Student and School Characteristics' Relation to Turkish Achievement in Student Achievement Determination Exam(Turkish Education Assoc, 2014) Guvendir, Meltem AcarThe purpose of the study is to specify how student and school characteristics are related to students' Turkish achievement in Student Achievement Determination Exam (OBBS) of 2005 and 2008. For data analysis two level hierarchical linear model (HLM) was conducted. The participants of the study involved 30154 students who took COBS in 2005 and 5931 students who took OBBS in 2008. According to the findings, in both 2005 and 2008, student-level variables related to Turkish achievement are student's gender, father's education, books owned, time spared for reading and studying Turkish, student's self-monitoring his/her achievement in Turkish course, taking private Turkish tutorial, and teaching method in the Turkish course. School-level variables related to Turkish achievement are ratio of female students in school, average classroom size, and school district.
