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Ocak, Gürbüz
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The Relation Between Cognitive Awareness of Reading Strategies and Writing Anxiety Ocak, Gürbüz; Hocaoglu, Nilda
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.51755

Abstract

This study aims to determine the cognitive awareness of reading strategies of secondary school students, the relation between the cognitive awareness of reading strategies and writing anxiety, and the common effect of some variables on cognitive awareness of reading strategies. This quantitative study is an example of a relational survey model with correlational research features. Data have been collected through two different scales. 339 secondary school students have participated in this research. Mean, frequencies, standard deviation, Pearson Correlation Coefficient, Simple Linear Regression, and Two Way Anova have been used for data analysis. As a result of the study, secondary school students have good cognitive awareness of reading strategies, and there is a negative relation between cognitive awareness of reading strategies and writing anxiety. Verbal academic success is a predictor of cognitive awareness of reading strategies, and the common effect of gender and writing anxiety doesn’t influence cognitive awareness of reading strategies.
Instrument Development to Assess University Students’ Coping with Negative Academic Feedback Turgut, Özden; Ocak, Gürbüz
Mimbar Sekolah Dasar Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i2.44434

Abstract

The students of higher education should perform well enough in academic life. One major problem of academic life is the stress experienced by having high grades. The student who receives a lower grade must cope with this feedback on his performance. Therefore, this study aims at developing an instrument for assessing university students’ coping with negative academic feedback. This scale development research is a mixed-method study that is particularly exploratory sequential pattern. The study group consists of 450 university students. In the conclusion of the analyses, it has been determined that the scale consists of four factors. There were nine items in the first factor, six in the second, five in the third, and seven in the fourth. The scale totally has 27 items. The total Alpha coefficient value of the scale is 0.883. Item-total correlation for the scale is between 0.273 – 0.645. The findings have shown that the factor values are between 0.348 – 0.809. The total variance of the scale has been % 49.471. It is concluded that Coping with Negative Academic Feedback Scale (CNAFS) is a valid and reliable instrument for university students.
The Implementation of Cooperative Problem-Solving Rubric Towards Turkish Fourth Grade Students Karakus, Gülçin; Ocak, Gürbüz
Mimbar Sekolah Dasar Vol 9, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i1.39390

Abstract

This study aimed to develop an analytical rubric for teachers to observe and evaluate students’ performance in showcasing the cooperative problem-solving process. Thus, a rubric was prepared. Angles to evaluate the student performance were included and a quad rank scale was used in the rubric. Dimensions used in the rubric were based on the PISA 2015 cooperative problem-solving dimensions. The weighted kappa coefficient was calculated for reliability. The validity of the rubric was provided by taking into the opinions of experts. The dimensions used were; common understanding, communication, respect, solving problems together, discussion, and finding common solutions. The weighted kappa coefficient of the rubric was 660 on common understanding; 644 on communication; 835 on respect; 829 on solving problems together; 825 on discussion, and 822 on finding common solutions. Additionally, the rubric was validated by controlling the content, structure, and validity criteria. The results showed that the cooperative problem-solving rubric was reliable and valid to evaluate cooperative problem-solving skills. The rubric presented a comprehensive assessment and scoring for cooperative problem-solving skills.
Co-Authors Hocaoglu, Nilda Karakus, Gülçin Turgut, Özden