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- Uzunboylu, H(20)
- Yalçın, Sema Altun(15)
- Kanbul, S(14)
- Ozdamli, F(12)
- Pala, Şenol Mail(12)
- Yalçın, Sinan(11)
- Dincer, Ali(10)
- Köroğlu, Mustafa(10)
- Bahar, Hüseyın Hüsnü(9)
- Baş, Fatih(9)
- Cakmak Gürel, Zeynep(9)
- Gonulal, Talip(9)
- Güler, Ebru(9)
- Karadağ, Bilal Ferhat(9)
- Akcamete, G(8)
- Aydoğdu, Fatih(8)
- Babadoan, C(8)
- Bekdemir, Mehmet(8)
- Karahoca, A(8)
- Meral, Meryem(8)
- Oulmu, S(8)
- Taşlıbeyaz, Elif(8)
- Yalçin, Sema Altun(8)
- İneç, Zekeriya Fatih(8)
- Aydogdu, Fatih(7)
- Gürses, Ahmet(7)
- Çıldır, Burcu(7)
- Aral, Neriman(6)
- Dogar, Cetin(6)
- Karakurt, Papatya(6)
- Kaşkaya, Alper(6)
- Kenan, Adem(6)
- Seçer, Emrah(6)
- Taşkesen, Selma(6)
- Özbaş, Mehmet(6)
- Akpinar, Erdal(5)
- Ağirkan, Murat(5)
- Ağırkan, Murat(5)
- Başıbüyük, Adem(5)
- Calp, Şükran(5)
Yayınlar
- ArticleAçık Erişim2018An investigation of the predictors of statistical literacy in second language acquisition
Gonulal, Talip
The use of statistics in second language acquisition (SLA) research has increased over the past 30-40 years and continues to increase in both complexity and sophistication (Gass, 2009; Loewen & Gass, 2009). The increased use of statistical procedures has drawn attention to the current state of statistical literacy among second language (L2) researchers. Statistical literacy is a critical skill to acquire on the parts of both the producers and consumers of L2 research. However, it is a relatively new research topic in the field. So, little is known regarding what factors play key roles in the development of statistical literacy. Therefore, this study attempted to investigate the predictors of statistical literacy in SLA. One hundred and twenty SLA doctoral students took a statistical background questionnaire and a discipline-specific statistics survey. A series of multiple regression analyses were conducted on the statistics survey data. The results indicated that number of statistics courses taken, quantitative research orientation, and self-training in statistics were the significant predictors of statistical literacy. In light of the findings of this study, several suggestions directed toward improving statistical literacy in the field of SLA were made.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2018An analysis of Turkish students’ perception of intelligence from primary school to university
Beyaztaş, Dilek İlhan; Hymer, Barry
The aim of this descriptive study was to determine the features of intelligence perceptions according to age, gender, class level, school success level and university departments. Two different scales by Dweck (2000) for both adults and children were translated into Turkish. These scales were then applied to 1350 Turkish students ranging from fourth-grade primary school to fourth-year university. Results showed that student scores relating to the perception that intelligence is an unchangeable feature in accordance with age, gender, class level, school success level and university departments were higher than the scores relating to the perception that intelligence is a malleable feature. In the terminology of mindset theory, these students were more likely to reveal evidence of fixed than growth mindsets.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2018Complementary Perspectives on Autonomy in Self-Determination Theory and Language Learner Autonomy
Lou, Nigel Mantou; Chaffee, Kathryn E.; Vargas Lascano, Dayuma I.; Dincer, Ali; Noels, Kimberly A.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Evaluation of attitudes and knowledge of teachers regarding the concept of radiation
Yalçın, Paşa; Karenoğulları, Tuğba; Yalçın, Sema Altun
The purpose of this study is to try to determine the attitude and knowledge levels of teachers regarding radiation. The sample of the research consists of 274 teachers from various branches working in primary and secondary schools in a city with a population of 250 000. Personal data survey and the scale of attitude towards the radiation concept prepared by Torun, Yalçın, and Altun Yalçın (2011) were used in order to collect data. The data obtained were transferred to the SPSS 15 package program and analyzed. Evaluation was done with respect to gender of teachers in the sample, the faculty they graduated from, the institution they work at and the school level they work at and independent t-test was used to compare their opinions obtained. The One-way variance analysis (ANOVA) was used in order to determine whether there are any differences between group variables related to the education branches of teachers in the sample, and the Kruskal-Wallis test was used to determine if there are differences between group variables related to the region of the university of graduation and the educational status of teachers. According to the results of the study, no significant differences were found among teachers in terms of the variables of the level of education, the region of the university of graduation, the faculty of graduation, the institution of employment and the level of education, while significant differences were found in variables the gender of teachers and their education branch.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018The effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics; [Gerçek yasam içerikli ögretim uygulamalarinin ögretmen adaylarinin astronomi ve elektrik konularini günlük yasamla iliskilendirmelerine etkisi]
Yalçin, Pasa; Altun Yalçin, Sema; Akar, M. Said; Özturan Sagirli, Meryen
Students' associating their knowledge with daily life demonstrates great significance in terms of understanding the importance of topics they learn in school as well as knowing where and how they are used in their daily life. In this context, teachers who will reflect these relationships in learning environments must have sufficient knowledge and experience. In this research, it was aimed to investigate the effects of teaching applications with real life content on the levels of pre-service teachers' abilities to associate daily life with astronomy and electrical learning topics. The sample consisted of totally 30 fourth class students who were at the department of Science Teaching in the Faculty of Education. In the research, astronomy and electrical learning topics were chosen and activities based on real life problems in these were applied. The data gathered were based on the effects of these activities. The research was conducted following an experimental design and data were collected applying the pre-post test pattern. The data were collected through open-ended questionnaires related to the use of learning topics in daily life. As a result, it was found that the levels of associating the learning topics with daily life were nearly doubled in the field of electrical and astronomy learning topics.
RDL Kalıcı Kaydıİncele - Book ChapterYalnız künye2018An assessment system for monitoring the academic development of students
Gür, Recep
This study aims to develop an assessment system for monitoring the academic development of students. In accordance with this purpose, the study hereby includes the details about a team of specialists who are to develop the assessment system and their tasks in this regard, what kind of taxonomy to use, what should be observed in the item development process, the limitations and advantages of item types, measures to be taken for test security, issues to be considered during the process of receiving feedback with regard to the achievements and failures of students, and finally what kind of evidence to accumulate regarding the validity and reliability of the measurement results. In line with the aforementioned details, thanks to a qualified assessment system for monitoring the academic development of students by way of pursuing a holistic approach to cognitive, emotional, and behavioral skills of students and monitoring their academic and social development throughout their basic schooling years instead of high-stakes tests (university entrance exams, public personnel selection exams, etc.) in which critical decisions are taken within a few hours of time, usually in a single session, it will both ensure the effective use of human capital and make it possible for individuals to be referred to the fields of occupation in which they will be more successful and satisfied in their professional lives.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Investigating the potential of humour in EFL classrooms: An attitudinal study
Gonulal, Talip
Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners' perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well.
RDL Kalıcı Kaydıİncele - Book ChapterYalnız künye2018Chaotic method in the process of preparation to transition to higher education and undergraduate placement exams
Özbaş, Mehmet
In Turkey, high schools, as well as primary and secondary schools, were included within the scope of compulsory education as of 2012–2013 academic year. As the high school education was included into the scope of compulsory education, authority and responsibilities of secondary education managements incredibly increased in terms of providing 100% schooling of secondary education generation (Official Gazette. (2012). İlköğretim ve Eğitim Kanunu ile Bazı Kanunlarda Değişiklik Yapılmasına Dair Kanun. Kanun No.: 6287. Official Gazette dated 30/3/2012, number 28261). This led to provincial and district directorates of national education, including the Ministry of National Education as the leading institution, into a complex and chaotic process in terms of the administrative aspects they had to carry out. Moreover, secondary education school managements were obliged to actualize significant chaotic managerial implementations in terms of preparation to the exams of YGS (Transition to Higher Education Exam) and LYS (Undergraduate Placement Exam). In this research, the complexity and chaos experienced in secondary education schools regarding YGS and LYS exams were tried to be evaluated analyzing through chaotic management approach. The research was carried out with 71 high school final-grade students studying at Erzincan Anatolian High School in the province of Erzincan in 2015–2016 academic year. In the research, “Secondary Education Schools Student-Centered Individual Teaching and In-Class Social Academic Development Services Scale” developed by the researcher was used. According to the research findings, it was noticed that both individual academic development (X¯ = 3.52) and social academic development based upon in-class experiences (X¯ = 3.49) were tried to be fulfilled at “much level.” The research results revealed that YGS and LYS preparation implementations for Anatolian High School students required a chaotic, competitive, complex, and conflicting management in educational organizations.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Views of pre-service teachers related to the development of pedagogical formation training and design competences
Özbaş, Mehmet; Mukhatayeva, Dinara
The importance of pedagogical formation training is remarkable for developing the professional competences of pre-service teachers. One of the basic functions of pedagogical formation is getting pre-service teachers have competences on teaching design through cooperative learning experiences in a social learning environment. During higher education, in-class experiences generally include socio-pedagogical learning processes fulfilled under the guidance of lecturers. The purpose of this research was to determine the views of pre-service teachers related to the development of pedagogical formation training and design competences. The research was carried out with 428 pre-service teachers who had pedagogical formation training in Erzincan University in 2016-2017 academic year. “The Scale for Pedagogical Formation Training, and Developing Design Competences of Pre-Service Teachers” was developed by the researchers. During the process of scale development, pre-implementation was administered with the participation of 83 pre-service teachers, and the scale was determined to have 2 factors. Total variance explained by the factors was 61.695%; and alpha reliability coefficient for the first factor was .923, and it was found to be .863 for the second factor. According to research findings, it was noticed that the perceptions related to the factor of “the quality of pedagogical formation training” had “high” level, and the perceptions related to the factor of “development of teaching design competences” had “medium” level performance.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Motivational factors in multilingual students’ learning additional languages: The case of english and Turkish
Dincer, Ali
The current study examined the relationships among motivational factors (i.e., motivation types and motivational strength, and language anxiety) in the simultaneous learning process of additional languages. A mixed-methods design was conducted with 86 multilingual learners learning both English and Turkish. The data were collected using a survey and follow-up open-ended questions about the motivational factors. There were three major findings of the study. First, the motivational factors in one language were positively correlated with the same factors in another. Second, although the learners' motivation (i.e., intrinsic, extrinsic and integrative) and motivational strength to continue their education showed no differences in both languages, their L2 anxiety towards learning additional languages was statistically different, in that learners were less anxious when learning English language than learning Turkish language. Third, multilingual learners’ interest in learning other languages and willingness to integrate in the target language culture, the status quo of the target language in the global world and the level of unfamiliarity of the target language seem to play a role in the learners' beliefs of motivation, feeling in learning additional languages and intention to study languages. Overall, the study highlighted the role of multilingualism in learning English and Turkish. It also shed light on understanding L2 affective factors learning distinct L2s.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2017SOCIAL RESPONSIBILITY COGNITION IN HIGHER EDUCATION
Ilgin, Hicran Ozlem; Ertekin, Irfan; Yengin, Didem Ataman
Establishing sustainable social responsibility awareness by strengthening the social responsibility consciousness of the students who prefer Vocational School for vocational education is important for the development of social awareness. In this context, the aim of this study is to be able to demonstrate the social responsibility awareness gains in Vocational Schools. Namik Kemal University Marmara Ereglisi Vocational School Social Assistance and Solidarity Club initiated in 2016 and to determine and examine the social responsibility awareness development of the students participating in club activities based on the views of the students and the advisors of the study. The data were compiled with observations made during the one year period by the advisor teaching staff member and the advisor teaching staff. The sample group was composed of 9 students who were club members and a focus group study was conducted with the group. It can be said that the social responsibility project carried out by the students for a year at the end of the study was effective in improving the social responsibility awareness of the students and the social environment of the college students. It has been revealed that the students have the ability to work as a team, to acquire new friendships, to be able to cope with difficulties and to produce solutions.
RDL Kalıcı Kaydıİncele - Conference ObjectAçık Erişim2017Studying hand grip strength development among students who have taken tennis and massage courses
Erzeybek, Mustafa Said; Kaya, Fatih; Yüksel, Oguzhan; Karaveliogu, M. Baris; Harmanci, Halit; Ersoy, Adnan; Masal, E; Onder, I; Besoluk, S; Caliskan, H
In this study, the finger and hand force developments of the students who have taken selective/applied Tennis and Massage courses at the University have been examined. From the students of the Department of Physical Education and Sport, 19 healthy females and 73 healthy males (age = 21.25 +/- 1.55 years (average +/- SD) who have taken selective Tennis courses;51 healthy males (age = 22.00 +/- 1.04 years (average +/- SD) who have taken Massage courses; and as the control group,16 healthy womenand50 healthy males(age = 21.72 +/- 1.47 years (average +/- SD) have been participated to the study. The age, length, body weight, grip strength of both hands as well as the finger grip strength of the subjects have been recorded. The course schedule has been set as once a week four hours practice for both tennis and massage. Two weeks of the education and training program that takes twelve weeks in total were assigned for theoretical classes. The remaining period of ten weeks was for practice classes and the measurements were performed before and after this ten weeks period. The hand grip strength measurement has been carried out with a Takkei branded hand dynamometer whereas for the measurement of the finger grip strength, a Baseline branded pinch meter has been used. For both the pre-test and final test of the finger grip and hand grip strength measurements, the paired sample t test has been used in terms of in-group comparisons, whereas for the inter-group comparisons, one-way ANOVA has been used. For the significant F values, post hoc Tukey test has been used. The right hand and the left hand grip values of both test groups as well as the values of the control group have been significantly increased between the pre-test and final test. Particularly, preferring the exercises that improve the hand and finger grip strengths would enable a better racket handle grip as well as an improved shot efficiency for tennis. This would also enable masseurs/masseuses to apply an efficient massage therapy with higher pressure.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2017The Effect of Peer Education upon Breast Self-Examination Behaviors and Self-Esteem among University Students
Ayran, Gulsun; Firat, Meryem; Küçükakça, Gulden; Cüneydioglu, Beyazit; Tahta, Kubra; Avci, Esra
Objective: The current study was semi-experimentally designed in order to identify the effect of peer education upon breast self-examination (BSE) behaviors and self-esteem among university students. Materials and methods: The study was undertaken with 100 female students who studied at Erzincan University. Peer educators were recruited from the 4th year students. The data were collected with a questionnaire form, BSE skill form and Rosenberg Self-esteem Scale in two phases one month before and after the BSE peer education. For the data assessment; percentage distributions, frequency, mean, standard deviation and Simple T test were employed. Results: The mean age of the participant students was 20.45 +/- 1.67 year and all of them were single. It was found that during the first data collection phase, only 16 % of the students performed BSE while during the final data collection phase, the rate of the students performing BSE rose to 77 %. During the first data collection phase, students received a mean score of 2.36 +/- 4.13 from BSE skill form while during the last data collection phase they had a mean score of 10.70 +/- 3.40 from BSE skill form. When the scores obtained from Rosenberg Self-esteem Scale by the students were examined, it was seen that they received a mean score of 1.20 +/- 1.34 during the first data collection phase while they had a mean score of 0.84 +/- 1.07 during the final data collection phase. Conclusion: Although short-term feedback was obtained, it was noted that students' BSE knowledge and skills increased considerably.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2017Learner centered classroom in science instruction: Providing feedback with technology integration
Yilmaz, Ozkan
“Learner centered” term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered classrooms, teachers assess different student for feedback and revision. The two major, summative and formative, assessment reveal individual students‟ progress continually. Teachers, in many classrooms, provide feedbacks to students are relatively rare. Feedback is most effective in learning when students have the opportunity to use it to readjust their thinking. Technology integration, a part of learner centered classroom, is support to providing feedback in effective way. This paper explores the design of learner centered classroom in relation to the interactive technology integration which is based on using mobile technology to provide effective feedback in learning environment. Higher education students used mobile interactive technology with teacher, one term, in misconception in science course. Qualitative research design was used in this research. Focus group interview method was used to get data collecting. The study findings show that mobile technology supports feedback effectively and promote student engagement in the classroom.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2017Development of the academic performance perception scale; [Akademik performans algı ölçeği geliştirme çalışması]
Gur, Recep
Purpose: While numerous studies about academic performance that focused on only one factor, studies aiming to measure academicians’ perceptions across many factors have not been observed in the literature. The current study aims to fill this gap and become a resource for upcoming studies. The aim of this study is to develop a valid and reliable scale that measures academicians’ performance perception. Research Methods: The first research group of the study consists of 125 academicians who have been working in or studying for post-graduate degrees at Ankara University Faculty of Educational Sciences, while the second group of researchers, who have undergone confirmatory factor analysis, consists of 147 academicians either working as professionals or acquiring post-graduate education at Erzincan University (except for one multivariate extreme value). The pre-testing form of the scale composed of 29 positive and 11 negative factors, for a total of 40 items. The expert opinions obtained about the items is evidence for content validity. Findings: Results indicated that the final form of the scale which was composed of 19 positive and 7 negative factors, 26 items in total, is a reliable and valid data collection tool to be used in the field of education. Implications for Research and Practice: Researchers may be able to use this newly developed tool to investigate the presence of a meaningful relationship between academic encouragement scores and the academic performance perceptions of academicians.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2017Evaluation of a university website’s usability for visually impaired students
Menzi-Çetin, Nihal; Alemdağ, Ecenaz; Tüzün, Hakan; Yıldız, Merve
Today websites are the tools most commonly used to access information. People with disabilities face difficulties accessing or using information, and the importance of website usability in their lives needs to be recognized. Visually impaired students need to be able to use university websites that inform them about the opportunities and events taking place on campus. This study aims to evaluate the usability of a university website by visually impaired students. In this research, six visually impaired students were interviewed. The assistive technologies they use, as well as the various web pages they wished to use unaided were identified. Following data collection, usability tests were conducted and satisfaction surveys were completed. The usability test was done with five visually impaired students. They were asked to think aloud while performing 11 tasks involving their university’s web pages, including the main page and the pages of student affairs, library and departments and then to accomplish these tasks. In this test, five tasks were not successfully completed by all students. According to the test results, finding final exam dates on the academic calendar posed major difficulties, and accessing the course schedule web page was the task that required the most time. The test results indicated the need for a search engine on each page, a text version for all pages, rearrangement of the web link sequences with tabs and more information about visuals. Suggestions related to the visually impaired students’ needs were offered.
RDL Kalıcı Kaydıİncele - Book ChapterAçık Erişim2017Multi-dimensional classroom engagement in EFL contexts
Dinçer, Ali; Yeşilyurt, Savaş; Demiröz, Hakan
This study seeks to extend our present knowledge of language learners' classroom engagement by exploring the relationship between the multi-dimensional classroom engagement and the group variables: course achievement, course absence and motivational orientation to learn English. A survey research design was adopted, and 122 EFL learners provided insights into the factors related to their multi-dimensional classroom engagement. ANOVA analyses were conducted to display group differences. The results indicated that EFL learners had an average level of classroom engagement in terms of four dimensions of the engagement and their engagement dimensions had distinct characteristics with respect to the group variables. The results showed that the students having a higher course achievement, higher attendance, and intrinsic motivation to learn English had a significantly higher classroom engagement than the learners with lower means on these variables. The study with its insights about the influential factors related to classroom engagement is important for the language teachers aiming to contribute to EFL achievement in their teaching contexts.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2017The development of statistical literacy in applied linguistics graduate students
Gonulal, Talip; Loewen, Shawn; Plonsky, Luke
Statistics play an important role in analyzing data in applied linguistics research. Given the increase over time in the field’s reliance on quantitative analysis (Brown, 2004; Gass, 2009), statistical literacy is critical for both producers and consumers of L2 research. Although there has been some investigation into statistical literacy among applied linguists, no research to date has examined how such literacy is obtained by masters and doctoral students in the field. The present study investigated the development of statistical literacy in a sample of such students taking semester-long discipline-specific quantitative research methods courses. Participants completed a pre-course and post-course survey. The results indicate that participants increased their knowledge of basic descriptive statistics and common inferential statistics to a great extent. Furthermore, participants reported that they felt more confident interpreting and using statistics. Based on these findings, recommendations for improving methodological practices and graduate training in our field are provided.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2017Development of pedagogical content knowledge of classroom teachers on the numbers in terms of two components
Ozdemir, Burcin Gokkurt; Sahin, Omer; Basibuyuk, Kani; Erdem, Emrullah; Soylu, Yasin
The aim of the study is to examine whether classroom teachers‟ Pedagogical Content Knowledge (PCK) on numbers develops in the period from their university education to their active teaching profession. Cross-sectional comparative study method was used in this research in order to examine what kind of development classroom teachers‟ pedagogical content knowledge exhibited from their university education to the period in which they actively operate within teaching profession. The sample of the study is composed of 164 pre-service teachers and 53 in-service teachers working in different primary schools in the province. The Mathematics Pedagogical Content Knowledge Test (MPCKT) developed by Kwong, et al. (2007) was used as a data collection tool. According to the results of the study, it was observed that knowledge levels of the prospective teachers in terms of PCK sub-components has not developed as directly proportional depending on the class level and teaching profession.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2017Mathematics teachers' following educational researches and attitudes towards educational research: An example from Turkey
Baş, Fatih
Raising the quality of education is one of the former aims in our country as in the whole world and with this purpose, several researches are carried out even in a single discipline. Yet, how these researches are applied by the schools is still a controversial topic. And this research was carried out to analyse the role of educational researches (e.g. theses, journal articles) in the professional development process of mathematics teachers, to determine their attitudes towards educational researches and the variables which may be effective in these attitude-construction processes. The study, which a survey used in, was carried out with 315 mathematics teachers who voluntarily participated in. Data were collected with a data collection tool called Education Researches Form from the Perspectives of Mathematics Teachers. This form, which included three parts, was designed to determine the demographic information of the participants with the first part, the sources, which the mathematics teachers used for their professional developments with the second part and the attitudes of mathematics teachers for the educational resources with the third part. During the data analysis process, the descriptive statistics, chi-squared analysis, independent-samples t-tests and one-way ANOVA were applied. In the lights of obtained results, it was concluded that only a small number of mathematics teachers had followed the educational researches and that the internet was the resource commonly used by them for their professional development. It was encountered that a significant relationship between that the teachers' education levels as undergraduate or graduate and their following the educational researches. Furthermore, it was determined that most of the participants' attitudes towards the educational researches were high. It was also found out that the variables of their experience and teachertraining department, where they graduated were effective on their attitudes. It was determined that the participants with high experience levels of 6-10 or 11-15 years have more positive attitudes compared with those with less experience (1-5 years) and the participants who graduated from secondary school mathematics teacher training departments have more positive attitudes than those who graduated from high school mathematics teacher training departments.
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