Affective domain applications in the junior high schools in Turkey

Persistent Link:
http://hdl.handle.net/10150/280254
Title:
Affective domain applications in the junior high schools in Turkey
Author:
Bicak, Bayram
Issue Date:
2003
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Teachers' affective domain applications in the junior high schools in Turkey were explored in this dissertation. Teachers' attitudes toward, awareness levels of, importance placed on, and planning and classroom applications of affective objectives were investigated. One hundred thirty-one junior high school teachers participated in the study. They were selected randomly from 13 schools in central Ankara. They answered a 57-item questionnaire. Ten of the teachers were interviewed based on the questionnaire items used for the study. Differences among teachers were studied according to subjects taught, amount of training received, gender, and years of teaching experience. Group differences were evaluated by performing t tests and analyses of variance statistical methods. Results showed that teachers' awareness, attitudes, applications, and planning levels were at moderate levels. Physical education and art teachers had the lowest mean scores for planning processes. The implications of the findings are discussed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Tests and Measurements.; Education, Educational Psychology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Nitko, Anthony J.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleAffective domain applications in the junior high schools in Turkeyen_US
dc.creatorBicak, Bayramen_US
dc.contributor.authorBicak, Bayramen_US
dc.date.issued2003en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractTeachers' affective domain applications in the junior high schools in Turkey were explored in this dissertation. Teachers' attitudes toward, awareness levels of, importance placed on, and planning and classroom applications of affective objectives were investigated. One hundred thirty-one junior high school teachers participated in the study. They were selected randomly from 13 schools in central Ankara. They answered a 57-item questionnaire. Ten of the teachers were interviewed based on the questionnaire items used for the study. Differences among teachers were studied according to subjects taught, amount of training received, gender, and years of teaching experience. Group differences were evaluated by performing t tests and analyses of variance statistical methods. Results showed that teachers' awareness, attitudes, applications, and planning levels were at moderate levels. Physical education and art teachers had the lowest mean scores for planning processes. The implications of the findings are discussed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Tests and Measurements.en_US
dc.subjectEducation, Educational Psychology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorNitko, Anthony J.en_US
dc.identifier.proquest3089905en_US
dc.identifier.bibrecord.b44417676en_US
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