Opinions of Stakeholders about Evaluation of Middle-School Turkish and English Curriculum Dimensions

The purpose of the research is to describe the problems in the program evaluation field according to curriculum'sfour different dimensions, to search if the problems differ significantly according to students’ class level andteachers’, administrators’/inspectors’ seniority. The research used one of the quantitative research methods, the fieldsurvey model, which is descriptive research. The population of the research is Samsun city, and the target populationof the research is middle-school students, teachers of Turkish and English branches, inspectors and administratorsworking at secondary schools in Samsun city’s districts Atakum, Bafra, Canik and İlkadım. The research sampleconsists of middle-school students, teachers of Turkish and English branches, inspectors and administrators workingat middle-schools in these districts, chosen with stratified sampling, a random sampling method. In the research,“Survey of Defining Problems about Curriculum Dimensions” is completed by the students, teachers andinspectors/administrators. When the participants’ problems about the curriculum dimensions are examined, it isrevealed that the most common problems they face is the lack of adequacy of functionality, flexibility, practicality,scientificness and actuality of the dimensions of curriculum. It is concluded that students’ issues with programevaluation differ according to their class levels whereas the inspectors’/administrators’ problems with programevaluation do not differ significantly according to their seniority.

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Effects of Graded Reading on Middle School Students’ Reading Comprehension

English Language and Literature Studies ◽

10.5539/ells.v9n3p39 ◽

2019 ◽

Vol 9 (3) ◽

pp. 39

Author(s):

Yiyang Zou ◽

Shaoyun Long

Keyword(s):

Middle School ◽

Reading Comprehension ◽

Middle School Students ◽

Reading Ability ◽

Quantitative Research ◽

Reading Level ◽

Reading Attitude ◽

School Students ◽

Quantitative Research Methods ◽

Reading Materials

Reading is a key and focus in the process of students’ English learning (Chen & Jiang, 2010). Research shows that graded reading materials based on students’ reading ability will help students to improve their reading level step by step (Stern & Dich, 2017). The paper here explores the effects on middle school students’ reading comprehension so as to find whether graded reading can cultivate students’ positive reading attitude and improve their reading level or not, using qualitative and quantitative research methods. Results reveal that because of the rich content and active class atmosphere, graded reading is conductive to arouse students’ reading interest and cultivate their positive reading attitude, and the graded reading materials adapted to students’ current reading ability can reduce students’ anxiety, improve their reading level effectively as well. In conclusion, graded reading has certain guiding significance for middle school English reading teaching.

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Students’ Levels of Recognition of Parallelogram and of Establishment of Connections

Journal of Curriculum and Teaching ◽

10.5430/jct.v8n3p1 ◽

2019 ◽

Vol 8 (3) ◽

pp. 1

Author(s):

Abdullah Çağrı Biber ◽

Abdulkadir Tuna ◽

İbrahim Kepceoğlu ◽

İbrahim Kepceoğlu

Keyword(s):

Middle School ◽

Middle School Students ◽

Descriptive Analysis ◽

School Students ◽

Class Level

In this research, it is aimed to explore how students are able to define parallelogram and to establish relations withother quadrilaterals at each class level comparatively. Case study is chosen as the methodology of this study and theparticipants of the study are 120 middle school students from a state middle school in Turkey. Two open-endedquestions are used to gather data and the descriptive analysis is used. The results of the study show that the studentsdetermine parallelogram based on its typical image. Furthermore, students have not fully grasp the hierarchicalrelation between these special quadrilaterals in their minds.

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Reading Preferences of Middle School Students

World Journal of Education ◽

10.5430/wje.v8n2p127 ◽

2018 ◽

Vol 8 (2) ◽

pp. 127 ◽

Cited By ~ 1

Author(s):

Gülnur Aydın ◽

Bilge Bağcı Ayrancı

Keyword(s):

Middle School ◽

Middle School Students ◽

Reading Skills ◽

Writing Skills ◽

School Students ◽

Class Level ◽

8Th Grade ◽

Unknown Words ◽

Teachers And Parents

Four fundamental language skills interact with each other. Developing reading skills will also develop listening,speaking, and writing skills. Reading comprehension, using what is understood on new subjects and learning newwords during reading can influence listening comprehension as well as oral and written self-expression. Generalcomplaints of teachers and parents regarding middle school students are that the students do not read enough.Increasing love for reading in middle school students can only be possible by determining the interests and needs ofthose students and guiding the students towards those needs and interests. When the literature was reviewed, therewere no functional researches regarding the reading preferences of middle school students. In this regard, this studywas necessary to contribute to the literature.The purpose of this study was to determine the reading preferences of middle school students. The pattern of thisresearch was created based on qualitative case study and under the scope of this study, 25 participants were selectedfor each class level including 5th, 6th, 7th, and 8th grade students. Data was collected with the semi-structuredinterview technique. Data was themed by two experts using content analysis. Similar answers were converted intonumerical data and presented in the form of tables. Examples from student statements were given to support thetables. The results of the research indicated that a majority of students preferred reading on printed resources,selected novels as genre, read texts with 300 or more pages, and preferred adventure as subject. Additionally,students expressed that unknown words in reading texts should be low, they voluntarily spend 1-2 hours per dayreading, and preferred silent reading.

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Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM)

Journal of Human Sciences ◽

10.14687/jhs.v13i3.4104 ◽

2016 ◽

Vol 13 (3) ◽

pp. 4188 ◽

Cited By ~ 6

Author(s):

Ferhat Karakaya ◽

Sakine Serap Avgın

Keyword(s):

Applied Sciences ◽

Middle School ◽

Middle School Students ◽

Grade Level ◽

Education Level ◽

Point Of View ◽

Variance Analysis ◽

School Students ◽

Spring Period ◽

Class Level

In this research, which is done in order to determine the demographical features on middle school students’ 6th, 7th and 8th grades towards FeTeMM (STEM), scanning design is used. It is performed with 581 middle school students, and data are collected through Middle School Students’ point of view to Stem (S-Stem) scale. The research is implemented during 2015-2016 spring period. For statistical evaluation of gathered data, independent t-test and one direction variance analysis (anova), one direction variance analysis Kruskal-Wallis are used. Also, data are evaluated on 0.05 level relevance and its percentage, frequency, average and standard deviation levels are calculated. According to findings gathered from the study, it is seen that opinion of students to FeTeMM (STEM), the mother education level and father education level have a great effect but gender and class level haven’t. On the other hand, applied sciences, like maths, engineering and 21st century skills, the effects of students’ gender, mom and father education level and grade level are expressed.

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