Person: ÖZDOĞAN, DİDEM
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Dr. Öğr. Üyesi
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ÖZDOĞAN
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DİDEM
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Publication Ortaokul Beşinci Sınıf Öğrencilerinin Seçmeli Dersleri Tercih Etme Nedenlerinin İkili Karşılaştırmalar Yöntemiyle İncelenmesi(2014) Gülen Ulusoy, Emine; Gelbal, Selahattin; ÖZDOĞAN, DİDEM; 149072; 50875; 6986Publication Eğitim Fakültesi Öğrencilerinin Eğitim Bilimine Giriş Dersindeki Temel Kavramlara Yönelik Yeterlikleri ve Kavram Yanılgıları(2012) Berkant, Hasan Güner; Eren, İsmail; ÖZDOĞAN, DİDEM; 55836; 149072Bu araştırmanın genel amacı, eğitim fakültesi öğrencilerinin eğitim bilimine giriş dersinde belirlenen 11 temel kavrama yönelik yeterliklerini ve yanılgılarını belirlemektir. Araştırma, tarama (survey) modelinde ve betimsel özelliktedir. Araştırmanın çalışma grubunu Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Fakültesi’nde öğrenim gören 61 öğrenci oluşturmaktadır. Araştırma verileri, eğitime giriş dersine yönelik belirlenen 11 kavramı öğrencilerin yazılı olarak tanımlamaları ile toplanmıştır. Toplanan veriler nitel araştırma yöntemlerinden doküman analizi ile incelenerek, öğrencilerin kavram yeterlikleri ve yanılgıları belirlenmiştir. Ayrıca, veriler üzerinde betimsel istatistikler ve Mann Whitney U-testi yoluyla nicel analizler yapılmıştır. Araştırma sonuçları öğrencilerin eğitim bilimine giriş dersindeki temel kavramların tamamına yönelik ortalama yeterlik düzeylerinin çoğunlukla yetersiz düzeyde olduğunu ve her bir temel kavrama yönelik yeterlik düzeyleri bakımından kavramların yarısından fazlasında yetersiz olduklarını göstermektedir. Genel olarak öğrencilerin çoğu eksik tanımlama yanılgısına sahip olmasına rağmen, ilköğretim matematik öğretmenliği bölümü öğrencilerinin bilgisayar ve öğretim teknolojileri eğitimi bölümü öğrencilerine kıyasla daha yeterli oldukları belirlenmiştir.Publication The Effect of the Correction of Self-Assessment-Based Chance Success on Psychometric Characteristics of The Test(2018-09) Doğan, Nuri; ÖZDOĞAN, DİDEM; 149072This study examines the effect of self-assessment-based chance success on psychometric characteristics of the test. First, the data was cleared of chance success by means of correction-for-guessing formula and self-assessment, and then statistical analyses were conducted. Item discriminations showed an increase when the correction-for-guessing formula was used; and when self-assessment was used, they showed variability. Test validity increased when correction formula was used; and when self-assessment was used, a slight decrease was observed. Besides, this study examined the effect of correction for chance success upon corrected self-assessment based on IRT guessing parameter. It was observed that the data that were not corrected in accordance with chance scores had higher guessing parameters than those corrected in accordance with self-assessment. In addition, it was evident that the difference between the guessing parameters of the uncorrected data and the data cleared of chance scores by means of self-assessment was significant. It was also revealed that the correction of self-assessment-based chance success have an advantage over classical correction for guessing formula on psychometric characteristics of the test.Publication Yordayıcı Değişkenlerin Belirlenmesinde Chaid Analizi ile Yol Analizi Karşılaştırılması(2016) Gülen Ulusoy, Emine; Reyhanlıoğlu Keçeoğlu, Çiğdem; ÖZDOĞAN, DİDEM; 50875; 149072Publication An analysis of educational faculty students’ research self-efficacy in terms of a number of variables(Elsevier, 2015) Saral, Duygu Gizem; ÖZDOĞAN, DİDEM; 104052; 149072Enabling students to acquire the research abilities is an educational issue. The target of education is to raise individuals with research-oriented attitudes and behaviours. Sustaining the research activities requires that, in addition to the compatibility of research environments, individuals and institutions to conduct the research have the competence facilitating them to do the research. Therefore, the need was felt to determine educational faculty students’ levels of research self-efficacy. This research examines whether or not educational faculty students’ research self-efficacy differs on the basis of gender, university, department, and taking or not taking the Scientific Research Methods course. The research sample was composed of 532 volunteering students attending the Psychological Counseling and Guidance, Elementary School Mathematics Teaching, Science Teaching, and Computer and Teaching Technologies departments of the educational faculties of Amasya and Eskişehir Osmangazi Universities. The research data were obtained through a 43-item, 5-pointed Likert scale of Research Competence (Büyüköztürk, 1997), with a reliability coefficient of α=0,89 . In the analysis of the data, the frequencies and the percentages for the variables were calculated, the one-way variance analysis (ANOVA) and the significance test for the difference between two averages (the t-test) were employed. When differences were found between the groups in consequence of the variance analysis, between which groups the differences were available was found via the Scheffe test. Consequently, it was found that educational faculty students’ research self-efficacy differed according to department, and to whether they took the Scientific Research Methods course; but that it did not differ according to gender or university.Publication Problem Solving Abilities of Pre-Service Teachers(2013) Berkant, Hasan Güner; Eren, İsmail; ÖZDOĞAN, DİDEM; 55836; 149072Publication An Analysis of Differential Bundle Functioning in Multidimensional Tests Using the SIBTEST Procedure(Jate-Int Journal Assessment Tools Education, 2022) ÖZDOĞAN, DİDEM; Kelecioğlu, HülyaThis study aims to analyze the differential bundle functioning in multi-dimensional tests with a specific purpose to detect this effect through differentiating the location of the item with dif in the test, the correlation between the dimensions, the sample size, and the ratio of reference to focal group size. The first 10 items of the test that is comprised of 30 items were acknowledged as the bundle. The data in line with the parameters were generated via sas program as two categories (1-0) and multidimensional through an extended 2pl model. Differential bundle functioning was detected via the sibtest procedure. The results of the study were interpreted according to the criteria of the power rate and the type I error. When the results were reviewed, the analysis of the bundle revealed that the more the correlation between the two dimensions increased, relatively the less the power rates became. It was observed that the power rates, which were obtained according to two different sample sizes in the study, increased as the sample size increased. Another result as to the sibtest's power for detecting dif was the highest when the ratio of reference to focal group size was equal. According to the results of the type I error rate, the error rate was observed to be relatively decreasing as the correlation between the dimensions increased and it was observed to be increasing as the sample size increased. Also, the highest error rate was obtained when the ratio of the samples was equal.Publication Kayıp Verilerin Varlığında DMF Analizlerinin Yürütülmesi(2016) Ertoprak, Duygu Gizem; ÖZDOĞAN, DİDEM; 104052; 149072Publication Eğitim Bilimleri Alanında Lisansüstü Eğitimi Almakta Olan Öğrencilerin Görüşlerinin ve Beklentilerinin Belirlenmesi(2011) Berkant, Hasan Güner; Eren, İsmail; ÖZDOĞAN, DİDEM; 149072; 55836