Graduate School of Education

Permanent URI for this collectionhttps://hdl.handle.net/11693/115677

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Browsing Graduate School of Education by Subject "Academic achievement"

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    Identifying factors related to students' English proficiency levels through a segmentation method
    (2015) Bekdaş, Buket
    English is regarded as the common language all over the world. It is used as the language to communicate in politics, economy, tourism, and education in addition to many other fields. As the need to communicate in English increases, teaching English as a foreign language and testing of English become more significant in Turkey as well as worldwide, and methodologies for the development of proficiency in English has already become a predominant research area. This study aimed to explore via a segmentation method the relationship between reading and listening sub-dimensions of English language proficiency and selected background factors related to high school and university placement examination. The research was conducted at a foundation university, in Ankara, Turkey. The sample consisted of 645 students. The data were provided by university database. The results revealed different predictor variables for reading and listening proficiency.
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    Meta-analysis on the effect of enrichment programs on the academic achievement of gifted and talented students
    (2022-08) Tosun, Ayten Sengü
    Much research has been conducted about gifted education recently. One of the most applied interventions in gifted education is enrichment. Enrichment is the teaching and learning process that increases the depth and complexity of typical school subjects. In this thesis, the effects of enrichment on the academic achievement of gifted and talented students, was examined. The meta-analytic procedure was used to determine the overall effect size. The researcher used Education Resources Information Center database (ERIC), the most comprehensive database on education literature, Bilkent online library, and Google Scholar to detect relevant studies. The studies were filtered to the studies published between 2013 and 2021. After applying the inclusion and exclusion criteria, 22 studies were determined to be included in this meta-analysis. The pooled effect size was estimated under the random-effects model using the R statistical software. The effect size measure used was Hedges’ g. The findings showed that enrichment programs had a positive moderate effect (g= 0.68, 95% CI [0.31, 1.05]) on students’ academic achievement. To investigate the robustness of the findings, heterogeneity analyses were conducted and publication bias was investigated through the funnel plot. High heterogeneity (I2=84.6%) of the findings supports the use of a random-effects model. Also, the funnel plot showed an asymmetry which might be the reason for this heterogeneity and/or a possible publication bias found in the literature. In addition, subgroup analyses were performed to check for possible reasons for this high heterogeneity.