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The purpose of this study is based on various variables (gender and state of taking private tutoring) to determine differentiation in private tutoring tendencies of 12th grade students and their opinions about private tutoring. Mixed method sequential explanatory design was used in this study. The quantitative study group consists of 717 students in 12th grade secondary school studying in different schools types in Istanbul. Quantitative data were collected through stratified sampling method. The qualitative study group consists of 11 students selected according to quantitative data. The maximum variation sampling method was preferred for collecting qualitative data. The "Private Tutoring Tendency Scale" was used for collecting quantitative data; the semi-structured interview form developed by the researchers was used for collecting qualitative data. According to the study results, it was observed that there is significant difference in private tutoring tendency levels of the participants with respect to the gender and private tutoring experience variables. When qualitative findings are considered, it is evident that opinions of the participants are mainly gathered under the themes. These themes are reason for private tutoring tendency, general opinions on private tutoring and methodological opinions on private tutoring. Depending on the findings obtained within the scope of the research, suggestions were made for the legal regulation and the examination of private tutoring from different perspectives.

This inventory was developed to determine the areas and situations of technology use of primary school students. Within the scope of the validity and reliability study of the scale, 310 parents of students from different socio-economic levels studying in a primary school in Istanbul province were included as the study group. In the analysis of the data, in addition to descriptive statistics, comparisons between groups were made and independent t-test and one-way analysis of variance statistical techniques were used according to the number of groups. In terms of the validity of the study, firstly, content validity was tried to be determined. Necessary adjustments were made by examining the KMO, KMÖ and KGI values of each item in the inventory. The content validity index for the inventory was found to be 0.91. Face validity was also conducted together with content validity based on expert opinions. As a result of the feedback obtained, the scale was finalized. Simple regression analysis technique was used for predictive validity. It was observed that the inventory formed a significant and high correlation (0.83) with the skills of using web2.0 design tools and technology in the courses, and that it explained and predicted 69% of these skills. The results of the KMO Bartlett's test (0.94), which was conducted in the context of construct validity, showed that the study could be generalized to the population, while the results of the factor analysis revealed that the scale consisted of a single factor. The ratio of the single factor explaining the total variance was calculated as 48%. Internal consistency coefficients were examined to determine the reliability level of the scale; Cronbach Alpha coefficient was calculated as .92 and Split-Half Coefficient coefficient was calculated as. 88. [ABSTRACT FROM AUTHOR]

This study was made based on some discussions attempting to improve the quality of education by creating appropriate learning areas, differentiating education according to each student's interests, learning styles, and multiple intelligences. The aim of the study is the implementation and analysis of social studies lesson plans prepared in accordance with "UbD" and "IB Planner" for 3rd grade students. The study was conducted using a nested-mixed design within the framework of mixed method research. In the quantitative dimension of the study, pretest-posttest control group experimental model data were used. In the qualitative dimension, the data based on the feedbacks of teachers who are the implementers of the lesson plans were used. The study group of the quantitative dimension consisted of 320 students in the 3rd grade of a public primary school who voluntarily participated in the study. The study group of the qualitative dimension consists of 36 primary school teachers who are the implementers of the prepared lesson plan. The findings of the study show that the social studies lesson plans prepared based on the IB Planner and the UbD model made a significant difference in favor of the experimental group on both student accomplishment (posttest) and student achievement(pretest-posttest). The qualitative findings obtained from the teachers' feedback on the prepared and implemented plans indicated that the plans included enriched activities and were comprehensively prepared to appeal to all students, including students with special needs and gifted students in the same class. In addition, it was observed that the differentiated content in IB and UbD lesson plans was not limited to methods and techniques, but also included assessment and evaluation techniques. Both quantitative and qualitative findings revealed that the plans were designed in such a way that students could effectively acquire the prescribed behavior. Moreover, the implementation of the plans improved students' social skills, self-management skills, communication skills, research and thinking skills, increased their self-confidence and raised their achievement. [ABSTRACT FROM AUTHOR]

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