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The aim of this study is to develop a measurement tool to measure secondary school students' English language skills self-efficacy. In the research, firstly a literature review an item pool was created with the data obtained from the teachers through focus group interview. The sample of the study consists of 307 volunteer secondary school students determined by the easily accessible sampling technique. The method of the research was determined as mixed method and design as exploratory sequential design. In the analysis of the data, content analysis for qualitative data and exploratory and confirmatory factor analysis techniques were used for quantitative data. As a result of (EFA), a measurement tool consisting of 20 items and four sub-dimensions was obtained. Cronbach's alpha coefficient of the scale was calculated .898. As a result of CFA, x2/df value of the measurement tool was calculated as 2.38 and RMSEA value was .067. [ABSTRACT FROM AUTHOR]

The aim of this study is to explore 5th, 6th and 7th grade secondary school students' views toward constructivist learning-teaching process in Social Studies course in Elazığ city center. We aimed to see whether there were any differences among secondary school students' views toward teaching material, student-centered learning, transfer of knowledge and classroom climate related to gender, grade level and socio-economic status of the school variables. The sample consisted of 789 students selected randomly from nine secondary schools divided into three different socio-economic status. Four-point Likert style "Constructivist Social Studies Learning Teaching Process Scale" developed by Sağlam and Güngör (2012) was used as the data collection tool. Frequency, percentage, independent samples t test, one way ANOVA, LSD, MWU and KWH tests were used to analyze the data. Study results reveled that while students' views differed significantly in teaching material subscale related to grade level and socio-economic status of the school, their views differed in student-centered subscale related to gender and socio-economic status of the school. Statistically significant differences were also observed in secondary school students' views in transfer of knowledge based on gender and socio-economic status variables and in classroom climate subscale in terms of gender, grade level and socio-economic level variables. [ABSTRACT FROM AUTHOR]