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    Öğe
    Generalizability of the effectiveness of a preschool mathematics intervention for low-socioeconomic status Turkish children
    (Wiley, 2024) Karakus, Hilal; Starkey, Prentice; Akman, Berrin
    A socioeconomic status (SES)-related achievement gap in mathematics emerges in children from many countries before school entry, persists in primary school, and imposes challenges for education systems worldwide. In response, the United Nations' sustainable development goals include universal access to quality preschool education to support universal numeracy. A generalizability study of the effectiveness of an early mathematics intervention was conducted for low-SES Turkish preschool children (33 boys, 27 girls; M-age = 4.32). Classrooms were randomly assigned to treatment (Pre-K Mathematics) or control conditions. Children's early mathematical knowledge was assessed by the Child Math Assessment. A statistically significant positive impact was found (ES = 1.32). This indicates some generalizability of the intervention and supports the feasibility of using early intervention to achieve UN goals.
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    Öğe
    Okul Öncesi Ögretmen Adaylarinin Uzaktan Egitime Yönelik Tutumlarinin Incelenmesi
    (Anadolu Üniversitesi, 2023) Karakus, Hilal; Altiparmak, Nida; Uysal, Hatice
    Okul öncesi ögretmen adaylarinin uzaktan egitime yönelik tutumlarini belirlemek amaciyla yapilan bu arastirma betimsel tarama modelindedir. 2020-2021 egitim ögretim yili Sinop Üniversitesi ve Nigde Omer Halisdemir Üniversitesi Okul Öncesi Ögretmenligi Programinda egitim-ögretim gören 181 ögretmen adayinin katildigi bu arastirmada veri toplama araci olarak “Kisisel Bilgi Formu” ve “Uzaktan Egitime Yönelik Tutum Ölçegi” kullanilmistir. Arastirmaya katilan ögretmen adaylari uygun örnekleme yöntemi ile belirlenmistir. Kisisel bilgiler ve okul öncesi ögretmen adaylarinin uzaktan egitime yönelik tutumlarinin belirlenmesinde betimsel istatistikler kullanilmistir. Ögretmen adaylarinin uzaktan egitime yönelik tutumlarinin egitim-ögretim gördükleri üniversiteye, online dersleri hangi araçla takip ettiklerine ve ders takip ortaminin uygun olup olmamasina göre farklilasip farklilasmadigini belirlemek için t-testi; cinsiyete, evde internet baglantisi olma durumuna göre farklilasip farklilasmadigini belirlemek için ise Mann Whitney U testi; sinif düzeyine göre farklilasip farklilasmadigini belirlemek için ise tek yönlü varyans analizi kullanimistir. Bu arastirmanin sonuçlarina genel olarak bakildiginda okul öncesi ögretmen adaylarinin uzaktan egitime yönelik tutumlarinin orta düzeyde oldugu tespit edilmistir. Ögretmen adaylarinin uzaktan egitime yönelik tutumlarini cinsiyete göre anlamli bir farklilik göstermemistir. Arastirmanin sonucunda online dersleri takip ettikleri aracin ve ders takip ortaminin uygunlugunun ögretmen adaylarinin uzaktan egitime yönelik toplam tutum puanlari üzerinde anlamli bir farklilik gösterdigi bulunurken; egitim-ögretim gördükleri üniversitenin, cinsiyetin, sinif düzeyinin ve evde internet baglantisi olma durumunun anlamli bir farklilik göstermedigi bulunmustur.
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    Öğe
    The Evaluation of the Pre-K Mathematics Program Based on Teacher and Parent Views: A Qualitative Study
    (Dergipark Akad, 2022) Karakus, Hilal; Akman, Berrin
    This study aimed to examine the opinions of teachers and parents about the Pre-K Mathematics Program. The case study design was used in this qualitative study. The research sample consisted of 18 parents who volunteered to participate in the study among the parents of children who attended a kindergarten affiliated to the Ministry of National Education in the Etimesgut district of Ankara in the 2019-2020 academic year and who continued their education in the classes where the Pre-K Mathematics Program was applied. The research sample also included three pre-school teachers who applied to the program. The sample was selected using the criterion sampling method, a purposive sampling method. The data were obtained through semi-structured interview forms for teachers and parents developed by the researchers. The data was subject to content analysis. According to both teachers and parents, our study revealed that the program increased children's mathematical concepts and skills. The participants emphasized both the positive and negative aspects of the program, and they were found to be generally satisfied with the program. The participants also drew attention to the materials in the program. The teachers found the program effective in improving educators' communication and orientation skills. They also found the program's content effective as it improved the mathematical concepts and skills, is suitable for development and is easy to apply. The teachers further commented that the materials in the program were of high quality and suitable for development. They also stated that the training method was suitable for the show and make them do it method. Parents' views on the most effective aspects of the program can be grouped under the themes of application and content. Based on the views of the parents, it was revealed that the children's social skills in the program increased. Based on the teachers' statements, it can be stated that the developmental difference between the children in the study and their peers was balanced with the program.