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It is important to note that the development of pre-service teachers' noticing abilities does not happen spontaneously; hence, assistance programs are crucial. This qualitative study aimed to examine pre-service teachers' noticing of student thinking within the context of lesson study. Three pre-service teachers conducted three lesson study cycles. Lesson plans, voice and video recordings of lesson study meetings and implementations, observations, field notes, and reflective writings are used as data collection techniques. The findings indicated that the pre-service teachers' early levels of noticing were constrained. Their noticing levels increased as the lesson study progressed. Hence, the improvement of pre-service teachers' noticing abilities can be assisted by lesson study. Activities such as planning, reflection and implementation helped pre-service teachers develop their noticing levels. To enhance the development of noticing skills, it can be proposed that lesson study should be integrated into teacher training programs.

Solving real-life problems through mathematical modeling is one of the aims of modern mathematics curricula. For this reason, prospective mathematics teachers need to acquire modeling skills and use these skills in learning environments in terms of creating rich learning environments. With this study, it is aimed to examine the reflections of using a simulation on a problem involving uncertainty on the probabilistic thinking of prospective teachers. The activity includes an experimental review of the famous Hat problem. It was observed that the hat problem, which started as a puzzle, was linked to coding theory and reached the limit of mathematics, statistics, and computer science research. Research findings revealed that the simulation-supported learning environment not only contributes to prospective teachers' probabilistic thinking skills, but also offers the opportunity to experience different methods (such as working with real data, technology assisted learning, modeling) in teaching and learning mathematics. It has been concluded that simulations have a unique potential that other methods do not have in terms of gaining statistical thinking as well as problem solving and modeling skills.

The aim of the research is to develop an online environment where teachers can access test and item statistics and a comprehensible report regarding the tests they have used, to ensure the storage of their reports in their own online environment as well as to have an idea on the utility of the subject matter environment. The research is planned as a design and development research. Research data was collected in two stages. The data which was needed to compare were obtained simulatively through the TAP program. Also, dta was collected from a group of 15 teachers to collect evidence for the usability of the application. Test and item statistics were calculated for the collected data and compared with the results of the programs making similar calculations. Descriptive analysis was used in the interpretation of the usability questionnaire and of teacher opinions. As a result of the research, the item and test statistics calculated for all data sets created by sampling different situations were found to be similar to those of reliable equivalent package programs. With the opinions received from the teachers, it has been concluded that the environment is useful and practical. While one of the important differences of the online environment formed by this study is its keeping a record of the past; another is its accessibility through the internet without the need for an additional program and thirdly, its usability on a mobile platform.

Purpose of the study is to investigate the effectiveness of the use of Realistic Mathematics Education (RME) approach on sixth grade students' statistical thinking levels. Mooney's (2002) statistical thinking framework describing four thinking levels across four different statistical thinking processes was used. This study utilized a quasi-experimental pretest-posttest design. In the experimental group, the data handling unit was taught using RME approach whereas in the control group lessons were taught traditionally using a mathematics textbook and direct instruction. A statistical thinking test composed of seven open-ended questions was prepared and applied to both groups as pretest and posttest. The change of students' statistical thinking levels in pretest and posttest were analyzed and compared in both groups as well as between groups. The data analysis showed that the overall growth at Level 4 across statistical thinking processes was higher for the students who were taught using the RME approach than for those taught traditionally.

The aim of this study is to adapt the Statistics Anxiety Scale (SAS) developed by Vigil-Colet et al. (2008) to Turkish. This study is expected to fill an important gap in the literature since no valid and reliable specific statistics anxiety scale developed or adapted in Turkish for undergraduate students in the literature is available. The sample consists of a total of 439 university students, 258 women and 181 men, studying at Düzce University. The construct validity of the Turkish form of SAS was examined by EFA and DFA. Also, for the criterion validity, a different statistics anxiety scale whose validity and reliability tested was used. As a result of EFA, a three-dimensional structure was obtained as in the structure of the original scale. According to the CFA results, which is the second analysis for construct validity, all fit index results of the model were at an acceptable level. Thus, the CFA results supported the three-factor structure obtained from EFA findings. As a result of the reliability analysis, the Cronbach's Alpha internal coefficients of the SAS and its subscales and, the Guttman and Spearman-Brown internal consistency coefficients of Split-Half Reliability methods were quite high and above the limit of 0.70. For item discrimination, items have good discrimination by obtaining all values above 0.30 lower limit in the results. When the results of the study are evaluated as a whole, the SAS form adapted to Turkish can be used as a guiding scale to measure the statistics anxiety of undergraduate students.

The present study aims to examine the effect of teachers' attitudes towards statistics on their attitudes towards postgraduate education. Accordingly, the "Attitude Towards Statistics Scale" and the "Attitude Towards Postgraduate Education Scale" were applied to 511 teachers working in different fields of primary schools, middle schools, and high schools in the spring semester of the 2018-2019 academic year. The study was designed in the survey model and the convenience sampling method was used in sample selection. In the analysis of the sub-problems of the study, parametric analysis techniques were used by determining the kurtosis and skewness coefficients between -1.5 and +1.5. As a result of the study, it was determined that teachers possessed a positive attitude towards statistics ([X-bar] =3.66; Sd=0.705) and postgraduate education ([X-bar] =3.72; Sd=0.727) and additionally,there was a high correlation between attitudes towards statistics and postgraduate education (p<0.01; r=0.972**). Furthermore, it was concluded that there was not a statistically significant difference between variables such as gender, which is a demographic variable, participation in scientific research, and educational background and attitudes towards statistics and postgraduate education (p>0.05). [Paper presented at the International Congress on New Trends in Education (11th, Turkey, Apr 18, 2020).]

Commonly described by psychologists; anxiety is a psychological construct, as a state of apprehension, a vague fear that is only indirectly associated with an object (Scovel, 1991). A small amount of anxiety is believed to be needed for learners since it improves performance which is known as facilitating anxiety. Statistics anxiety is a feeling of anxiety when taking a statistics course or doing statistical analysis (Cruise, Cash, & Bolton, 1985). In general, statistics anxiety is a debilitating anxiety which negatively affect students' performance. Statistics is one of the compulsory courses in most graduate programs. Students entering to these graduate programs especially in social sciences such as education, usually do not have any math and statistical background which creates a negative perception towards statistics related courses. These negative feelings and perceptions are thought to be affect their level of success. The aim of this study is, therefore, to determine the anxiety related views of graduate students towards statistics course. Qualitative content analysis with purposeful sampling is used in the study. To this end, the research data were obtained with the help of 26 graduate students studying in Department of Educational Sciences at Çanakkale Onsekiz Mart University in the academic years of 2017-2018. A semi-structured interview form was used for data collection which aims to determine the anxiety related views of graduate students. Analysis of the results revealed five themes of statistics anxiety; (1) importance of the course, (2) math skills, (3) computer skills, (4) exam stress, and (5) foreign language skills. It can be concluded that defining and understanding the source of anxiety related behaviors will help to conduct more effective and efficient statistics courses.

The purpose of this research is to examine the views of middle school mathematics teachers about the usability of VUstat and TinkerPlots software in data processing learning in the Curriculum of Mathematics Teaching in Middle School (5th, 6th, 7th and 8th grades). In the study, the phenomenology design from qualitative research patterns was employed. The study group was determined by maximum variation sampling method of purposeful sampling methods. The number of middle school mathematics teachers in the study group is 14. Pre-Interview Form, Activity Forms, Software Evaluation Forms and Focus Group Interview Form were used as the data collection tool in the research. The analysis and interpretation of the data was done by content analysis. The results of the research show that teachers have some problems regarding the use of technology in teaching mathematics and that VUstat and TinkerPlots software can be used in statistical teaching even though they have certain deficiencies. Some suggestions were made according to the results of the research.

This study examines factorial structure and the gender invariance of the Turkish version of the Survey of Attitudes toward Statistics (SATS-36). The SATS-36 has 36 items measuring six components: affect, cognitive competence, value, difficulty, effort, and interest. Data were collected from 347 university students. Results showed that the Turkish version of the SATS-36 had a six-factor structure and it was gender invariant. Internal consistency coefficients supported good score reliability for the subscales of the SATS-36.

The aim of this study was to investigate the relationship between preservice teachers' attitudes towards statistics and their research anxiety. The population of the study consisted of the students of a public university in Turkey who were studying at the Guidance and Psychological Counseling, and the Preschool Education programs. From this population, 257 participants were sampled for this research based on scale sampling method. In order to determine the attitudes and the anxiety of the participants towards statistics and research, two separate scales were to the participants. The scale of attitudes towards statistics consisted of 33 items, which assessed five subscales. The scale of research anxiety consisted of 12 items measuring a single factor. The data were analyzed through independent samples t-test and correlation analyses. The study results suggested that the female preservice teachers had more positive attitudes towards statistics than the male preservice teachers. On the other hand, the male preservice teachers' research anxiety levels were lower than the female preservice teachers. Moreover, the attitudes and the anxiety levels showed significant differences based on the departments of the preservice teachers in favor of the Guidance and Psychological Counseling department. Finally, a positive correlation found between the research anxiety and the attitudes towards statistics levels of the participants.

This case study demonstrates the use of interaction analysis techniques to explore students' knowledge building process evidenced in time-stamped logs of a CSCL environment that consists of chat, shared whiteboard, and wiki features. The study was performed in a graduate level course, which covers online assignments that expect students to collaboratively discuss questions regarding statistical methods in chat sessions and share their solutions by co-authored wiki documents. More specifically, by applying the Progressive Knowledge Building Inquiry cycle, we investigated how learning groups enhanced their understanding of variables concepts of statistics in their collaborative activities in one of the assignments. The results cover learners' progress in their chat discussions and wiki submissions.

Nowadays, the rapid spread of the interdisciplinary approach contributes to the development of disciplines and scientific developments in many ways. Therefore, how the interdisciplinary approach is addressed in the studies carried out is important in terms of guiding other studies. For this purpose, an attempt to determine how 155 doctorate theses which were written in science departments at a university located in Turkey's south between 2010-2016 addressed the study discipline, subject of study and interdisciplinary approach process was made in this study. Furthermore, the opinions of instructors working in these departments on the interdisciplinary approach were also examined. As a result of the study, it was seen that 140 theses were written with the disciplinary approach, 15 theses were written with the interdisciplinary approach, and they were also associated with economics, sociology, psychology and geography among social science disciplines. The facts that the concept of interdisciplinary is not exactly known and that the necessary conditions for studying have not been provided, the lack of time, the presence of gaps in disciplines and failure to ensure the adequate cooperation are important reasons for the limited number of studies carried out with the interdisciplinary approach. Therefore, it is important to promote interdisciplinary studies and to provide suitable conditions for studying.

The aim of the current study was to investigate the statistical literacy of seventh grade students regarding the concepts of average and variation on bar and line graphs presented in alternative real-life contexts. To this end, the statistical literacy levels of the seventh grade students were initially determined. Subsequently, definitions, interpretations and evaluations generated by the students at varying levels of statistical literacy were examined in further depth. More specifically, a qualitative survey study was conducted with 164 seventh graders from two public middle schools in Ankara, Turkey. The data, collected by means of a-five-item instrument, were analyzed by utilizing the modified version of the six-hierarchical-level framework developed by Watson and Callingham ("Statistics Education Research Journal," 2(2), 3-46, 2003). The findings revealed that most of the students' statistical literacy levels were identified as either Level 3 or Level 4 in the framework with respect to the concept of average, and either Level 1 or Level 2 with respect to the concept of variation. Hence, it can be inferred that while many of the students could interpret average in the given contexts, they had difficulty in interpreting variation. Although definitions and evaluations related to both concepts were found difficult by seventh graders, the graphs, particularly bar graphs, which students were provided with, were observed to be helpful for students in their evaluation of variation. Additionally, students benefitted from some of the contexts they were provided while evaluating variation. Finally, the analysis revealed some discrepancies among students' definitions and their interpretations or evaluations.

In this study, the feasibility of using Excel software in teaching whole Basic Statistics Course and its influence on the attitudes of pre-service science teachers towards statistics were investigated. One hundred and two pre-service science teachers in their second year participated in the study. The data were collected from the prospective teachers before and after the compulsory Basic Statistics Course. This is a course offered in the third term aiming at introducing the most basic concepts and operations in descriptive and inferential statistics. In the context of this course, it could be argued that in most universities basically four concept groups are addressed: 1) Data and distributions, 2) How values cluster and/or disperse, 3) How variables move, classify or cluster jointly and 4) How the means between different groups differentiate. The statistics course with the content mentioned above is usually handled theoretically and nearly no statistical software is used considering the needs and expectations of pre-service science teachers. In case a software is used, it is generally SPSS in Turkey. SPSS is nearly the standard in the field here and dominates all other software such as SAS etc. On the other hand, Excel with much of its capabilities, accessibility and ease of use, is not considered by most of the academics as sufficient statistical software. In this paper the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated and its superiority to other softwares and traditional instruction were discussed. In addition, the positive effect of such an instruction on the attitudes of pre-service teachers towards statistics was shown.

This study investigates preservice middle school mathematics teachers' understanding of statistics and probability and provides a cognitive diagnostic assessment of their strengths and weaknesses on these subjects. A statistical reasoning test that included 15 multiple-choice and 5 open-ended items was developed from the perspective of the log-linear cognitive diagnosis model, which is a general form of the cognitive diagnosis models. The statistical reasoning test was applied to 456 preservice teachers from 4 universities in 3 different regions of Turkey. The collected data were analyzed using the Mplus 6.12 software, and diagnostic feedback on the preservice teachers' responses was provided based on the findings. The analysis suggested that although many preservice teachers were able to represent and interpret the given data, most experienced difficulty in drawing inferences about populations based on samples, selecting and using appropriate statistical methods, and understanding and applying the basic concepts of probability. In addition, preservice teachers had difficulty answering open-ended items. Implications for teaching are also discussed.

Generalizability theory (G theory) provides a broad conceptual framework for social sciences such as psychology and education, and a comprehensive construct for numerous measurement events by using analysis of variance, a strong statistical method. G theory, as an extension of both classical test theory and analysis of variance, is a model which can deal with multiple sources of error. In conducting the analysis of the G theory, there are several software programs that can be used such as GENOVA, SPSS, SAS, EduG, and G-String. In this study, the general perspectives of G theory are first explained broadly. Then, the SPSS and EduG software programs are used to conduct generalizability analyses on the data obtained from the answers of 30 students (p) to nine open-ended questions (i) as rated by three raters (r). There are three different designs in the study. Two of them are random effects designs, pxixr and pxi:r, and the last one is pxixr design using a fixed rater. According to the findings from the study, SPSS and EduG give the same results for variance component estimates as well as for G (Generalizability) and D (Decision) studies of all designs, as expected. Besides comparing the program outputs, their weaknesses and strengths were also discussed regarding different designs and data sets in this study.

This study investigated prospective elementary (PEMTs) and secondary (PSMTs) school mathematics teachers' statistical reasoning. The study began with the adaptation of the Statistical Reasoning Assessment (Garfield, 2003) test. Then, the test was administered to 82 PEMTs and 91 PSMTs in a metropolitan city of Turkey. Results showed that both groups were equally successful in understanding independence, and understanding importance of large samples. However, results from selecting appropriate measures of center together with the misconceptions assessing the same subscales showed that both groups selected mode rather than mean as an appropriate average. This suggested their lack of attention to the categorical and interval/ratio variables while examining data. Similarly, both groups were successful in interpreting and computing probability; however, they had equiprobability bias, law of small numbers and representativeness misconceptions. The results imply a change in some questions in the Statistical Reasoning Assessment test and that teacher training programs should include statistics courses focusing on studying characteristics of samples.

The effect of simulation-based probability teaching on the prospective teachers' inference skills has been examined with this research. In line with this purpose, it has been aimed to examine the design, implementation and efficiency of a learning environment for experimental probability. Activities were built on modeling, simulation and the expansion of the basic inference logic suggested by Cobb [4]. The quasi-experimental research method was used in the study. The study was conducted with 55 prospective teachers who attended the statistics classes in Bülent Ecevit University, Faculty of Education. A test with 5 open-end questions was developed with regard to the experimental probability in order to assess the efficiency of the designed learning environment in the study, and it was applied as pre- and posttests. The obtained data were supported by semi-structured interviews and observations. The efficiency of the simulation-based learning was determined through the comparison of the answers given by prospective teachers using papers and pencils and the answers given by means of simulations. The findings showed that simulation-based probability teaching increased the prediction and related inference skills of the prospective teachers and generally influenced the success of the students in a positive way.

Problem Statement: The most significant disadvantage of open-ended items that allow the valid measurement of upper level cognitive behaviours, such as synthesis and evaluation, is scoring. The difficulty associated with objectively scoring the answers to the items contributes to the reduction of the reliability of the scores. Moreover, other sources of error also affect reliability. When measurement involves more than one source of error, as in the case of scoring open-ended items, item response theory, which removes the restriction of the classical test theory, is preferred. Purpose of Study: The purpose of the study is to assess the infit-outfit statistics and reliability coefficients of the scores for a statistics exam composed of open-ended items using the many facet Rasch model (MFRM) analysis for each source of variability (i.e., students, items, and raters) and to interpret the reliability of the scores. Methods: In this study, MFRM was used to analyse the answers given to 10 open-ended items in a Statistics I course; the answers were provided by 55 third year graduate students of the Psychological Counselling and Guidance Department of the Faculty of Education in the fall semester of the 2010-2011 academic year. The scoring was performed by three raters who were experts in statistics and work as academic staff at the university. Thereby, this study contains the following three sources of variability (facets): students, items, and raters. Measurement reports, including infit and outfit statistics, separation indexes and reliability coefficients were calculated for each facet by FACET computer package programme. Findings and Results: According to the MFRM analysis, the reliability coefficients for the student and item facets were 0.79 and 0.90, respectively; moreover, the separation indexes of the student and item facets were 1.95 and 2.95, respectively. Additionally, complete consistency was found between the raters in this study. Conclusions and Recommendations: The MFRM makes important contributions to the analysis of measurement results, the development of measurement tools, the organization of appropriate measurement circumstances, and the provision of effective training for raters. Because it is believed to provide important information, the use of the MFRM might be recommended when analysing the results obtained from exams in which open-ended items are used and through which important decisions about the students' future are made.

This study investigates the effect of the project based learning approach on 8th grade students' attitude towards statistics. With this aim, an attitude scale towards statistics was developed. Quasi-experimental research model was used in this study. Following this model in the control group the traditional method was applied to teach statistics where as in the intervention group project based learning approach was followed. The attitude scale towards statistics was applied as pre-test and post-tests to 70 students studying at two different 8th grade classes of a middle school in Trabzon during the 2011-2012 Academic Year. The results of the study revealed that the project based learning increased students' attitude towards statistics in the intervention group. Therefore, the use of project based learning approach during statistics course in mathematics classes is recommended.

The Fatih Project in Turkey has improved software in mathematics teaching such as data analysis software. As a result, the need to inquire into the efficiency of computer-supported learning environments has emerged. This study aims to examine the effect of dynamic data analysis software-supported learning environments on secondary school students' achievement and attitude. The research method employs a quasi-experimental design with a pre-test, post-test control group. Basic topics related to data analysis were introduced through dynamic statistics software in the experimental group while the students were taught with the help of smart boards, course books and exercises in the control group. Data were collected with an achievement test, attitude scale and semi-structured interviews. Also, interviews were conducted with four students from the experimental group in order to get more detailed information from students. The data gained in the study were analysed both quantitatively and qualitatively. The findings revealed that statistics teaching through statistics software is more efficient than the one with the traditional method on achievement and attitudes. In accordance with this result, it is suggested that computer-supported statistics software should be used in statistics teaching.

Introductory statistics courses, which are important in preparing students for their daily lives, generally derive inferential statistics from informal knowledge. In this transition process, sampling distributions have an important place, yet research has shown that students often have difficulties with this concept. In order to increase their understanding of sampling distributions, students should have a strong conceptual foundation that is balanced with procedural knowledge. To address this issue, this study was designed to examine the relationship between college students' procedural and conceptual knowledge of sampling distributions. With this aim in mind, an achievement test consisting of two sections -- procedural and conceptual knowledge -- was prepared. In answering the questions related to procedural knowledge, the participants were more successful in identifying the relationship between standard deviation of a population and sample means. However, they lacked theoretical knowledge about statements that they had heard or knew intuitively. Simulation activities provided in statistics courses may support students in developing their conceptual understanding in this regard.

This article reports an analysis of the relationship between women's increased participation in higher education and other recent social changes over the last four decades. To date, women's increased involvement in higher education has been studied as either a force for or a consequence of other sociocultural changes. Drawing on data from key international data sets and with a focus on a range of Organisation for Economic Co-Operation and Development (OECD) countries, this article details an exploratory factor analysis of women's higher education participation and a range of other variables identified as indicators of or mediators for social change. This analysis reveals the existence of four underlying factors showing the structural interrelationship between the variables.

In general, anxiety has been found to be associated with motivational beliefs and the current study investigated multivariate relationships between statistics anxiety and motivational beliefs among 305 college students (60.0% women). The Statistical Anxiety Rating Scale, the Motivated Strategies for Learning Questionnaire, and a set of demographic questions were used to collect the data. Results show that the first canonical correlation was 0.62 and accounted for approximately 39% overlapping variance and the second was 0.35 and accounted for more than 13% overlapping variance. Results indicate that students who had higher levels of task value, self-efficacy, and intrinsic goal orientation and lower levels of test anxiety displayed lower levels of statistics test anxiety, computational anxiety, fear of statistics instructor, fear of asking for help and interpretation anxiety and more positive attitudes towards statistics (i.e., lower scores indicating more positive attitudes). Results are discussed in relation to current literature.

The aim of the current study was to provide evidence that an abbreviated version of the Approaches and Study Skills Inventory for Students (ASSIST) was invariant across different languages and educational contexts in measuring university students' learning approaches to statistics. Data were collected on samples of university students attending undergraduate introductory statistics courses in five countries (Argentina, Italy, Australia, Turkey, and Vietnam). Using factor analysis, we confirmed the three-factor (Deep, Surface, and Strategic approach) model holds across the five samples, and we provided evidence of configural and measurement invariance. The current version of the ASSIST for statistics learners is a suitable scale for researchers and teachers working in the field of statistics education and represents promising tool for multinational studies on approaches to learning statistics.

In this study, the effect on the achievement and attitudes of prospective teachers is examined. With this aim ahead, achievement test, attitude scale for statistics and interviews were used as data collection tools. The achievement test comprises 8 problems based on statistical data, and the attitude scale comprises 13 Likert-type items. The study was carried out in 2014-2015 academic year fall semester at a university in Turkey. The study, which employed the pre-test--post-test control group design of quasi-experimental research method, was carried out on a group of 80 prospective teachers, 40 in the control group and 40 in the experimental group. Both groups had four-hour classes about descriptive statistics. The classes with the control group were carried out through traditional methods while dynamic statistics software was used in the experimental group. Five prospective teachers from the experimental group were interviewed clinically after the application for a deeper examination of their views about application. Qualitative data gained are presented under various themes. At the end of the study, it was found that there is a significant difference in favour of the experimental group in terms of achievement and attitudes, the prospective teachers have affirmative approach to the use of dynamic software and see it as an effective tool to enrich maths classes. In accordance with the findings of the study, it is suggested that dynamic software, which offers unique opportunities, be used in classes by teachers and students.

The point of this study is to define the effect of project-based learning approach on 8th Grade secondary-school students' statistical literacy levels for data representation. To achieve this goal, a test which consists of 12 open-ended questions in accordance with the views of experts was developed. Seventy 8th grade secondary-school students, 35 in the experimental group and 35 in the control group, took this test twice, one before the application and one after the application. All the raw scores were turned into linear points by using the Winsteps 3.72 modelling program that makes the Rasch analysis and t-tests, and an ANCOVA analysis was carried out with the linear points. Depending on the findings, it was concluded that the project-based learning approach increases students' level of statistical literacy for data representation. Students' levels of statistical literacy before and after the application were shown through the obtained person-item maps.

The purpose of this study is to define teacher views about the difficulties in learning and teaching middle school statistics subjects. To serve this aim, a number of interviews were conducted with 10 middle school maths teachers in 2011-2012 school year in the province of Trabzon. Of the qualitative descriptive research methods, the semi-structured interview technique was applied in the research. In accordance with the aim, teacher opinions about the statistics subjects were examined and analysed. Similar responses from the teachers were grouped and evaluated. The teachers stated that it was positive that middle school statistics subjects were taught gradually in every grade but some difficulties were experienced in the teaching of this subject. The findings are presented in eight themes which are context, sample, data representation, central tendency and dispersion measure, probability, variance, and other difficulties.

This study investigates the effects of collaboration and competition on students' learning performance in a course of business statistics. The collaboration involved a simultaneously organised group competition project with analysis of real-life business problems among students. Students from the following schools participated: JAMK University of Applied Sciences in Finland, Universidad Complutense de Madrid in Spain, and Sabanci University in Turkey. The results support earlier literature on positive impacts of group collaboration on learning performance but deny any negative impacts of competition. It is also found out that learning performance may be influenced to a certain degree by cultural differences in perceptions towards collaboration and competition. Overall the international competition and the touch to real-life business problems stimulate students' engagement and result in enhanced learning towards becoming "intelligent consumers of business statistics".

This study examined the role of gender and grade level on middle school students' statistical literacy. The study was conducted in the spring semester of the 2012-2013 academic year with 598 middle-school students (grades 6-8) from three public schools in Turkey. The data were collected using the Statistical Literacy Test, developed based on Watson's (1997) statistical literacy framework. Two-way ANOVA results revealed no significant grade level differences although female students performed significantly better than male students. The spiral curriculum in middle school mathematics may explain the lack of differences between grades. The higher performance of female students may be related to the linguistic aspects of statistical literacy, in contrast to the situation in school mathematics.

This study examined the relationships among statistics achievement and four components of attitudes toward statistics (Cognitive Competence, Affect, Value, and Difficulty) as assessed by the SATS. Meta-analysis results revealed that the size of relationships differed by the geographical region in which the studies were conducted as well as by the component of statistics attitudes being examined. Medium effect sizes were found between statistics achievement and scores on the Affect and Cognitive Competence components for studies conducted in the United States whereas those conducted in other countries yielded small effect sizes. The Value and Difficulty components exhibited small effect sizes for both regions. In every case, the U.S. effect sizes were about double in size in comparison to those from non-U.S. countries. (Contains 2 tables.)

The purpose of this study was to investigate whether differences in social support, submissive behaviors, and loneliness existed among Turkish university students who had had premarital sexual intercourse and those who had not. Using self-reported questionnaires, students who had experienced sexual intercourse were contrasted with those who had not. Data were gathered on 420 university students in Ankara, Turkey. MANOVA statistics were used in the data analysis. Results indicated that more than 75% of the total respondents reported that they had never had sexual intercourse; the frequency of sexual intercourse was higher among males than females. It was found that students who had had sexual intercourse reported less perceived support from family. The two groups were not significantly different, however, in perceived support from friends, submissive behaviors and loneliness. Possible interpretations of these data and implications for future study are suggested.

This study researched in the level of career planning of Turkish athletes ranked in the Olympics during the time they were active in sports and after they retired. This study which aimed to determine the career planning efficiency of Turkish athletes ranked in the Olympics based on the viewpoints of the athletes holding Olympic degree is scanning model and presents a descriptive quality. In line with the aim which constitutes the subject of the study, survey form was prepared by the researcher. The prepared survey form was applied to 37 athletes who had degree in the Olympics, who are still alive and who are Turkish citizens. The data taken from the surveys was analyzed on computer and with SPSS 17.0 statistics program. Alpha coefficient was benefited for the determination of the credibility of the survey, frequency and percentage statistics were benefited for the determination of the demographic and sportive profiles of the athletes, average and standard deviation statistics were benefited in order for the determination of the career planning levels of the athletes during when they were making sports and after they were retired. In the research it was reached that the Turkish athletes ranked in the Olympics could not make an efficient career planning in sportive terms and that they headed towards the different professions out of sports or they were obliged to head. (Contains 10 tables.)

Dealing with students' attitudinal problems related to statistics is an important aspect of statistics instruction. Employing the appropriate learning strategies may have a relationship with anxiety during the process of statistics learning. Thus, the present study investigated multivariate relationships between self-regulated learning strategies and statistical anxiety using canonical correlation analysis (CCA). Three hundred twenty Turkish college students responded to the Motivated Strategies for Learning Questionnaire and the Statistical Anxiety Rating Scale. Of the group, 189 (59.1%) were women and 131 (40.9%) were men. Participants' ages ranged from 18 to 33 years with a mean of 21.28 years (SD = 1.53). Bivariate correlation coefficients showed significant relationships between the dimensions of learning strategies and statistical anxiety. CCA showed that students who used more rehearsal, elaboration, organization, critical thinking, metacognitive regulation, time and study environment management, and effort regulation strategies experienced lower computational anxiety and had more positive attitudes toward statistics. Additionally, a combination of effort regulation and help seeking strategies is associated with test/class anxiety. (Contains 2 tables.)

The present study investigated individual and cross-cultural differences in statistics anxiety among 223 Turkish and 237 American college students. A 2 x 2 between-subjects factorial multivariate analysis of covariance (MANCOVA) was performed on the six dependent variables which are the six subscales of the Statistical Anxiety Rating Scale. Independent variables were country and gender. Grade Point Average (GPA) and age were entered as covariates. Results showed that GPA and age had significant covariate effects on the combined dependent variables. There was no significant interaction effect of country by gender; however, after adjusting for the covariates, significant main effects for country and gender were found. The main effect of country was significant on worth of statistics, interpretation anxiety, fear of asking for help, and fear of statistics teachers on which American students scored higher than Turkish students. The main effect of gender was significant on interpretation anxiety and test/class anxiety where women scored higher than men. (Contains 3 tables.)

This paper reports on an investigation into the sophomore and senior preservice teachers' computer literacy in different teacher training programs and to determine relationship between grades and the teacher training programs in terms of their computer literacy. The study used case study research methodology, and the sample consisted of 276 preservice teachers. The "Computer Literacy Scale" comprising 24 likert-type questions was employed. The inferential statistical tests were used to analyze obtained data for comparing groups on the scores collected in multiple subtests. The results suggest that there was no difference between sophomore and senior preservice teachers' computer literacy. For computer literacy, the order of rank is basic skills, application software skills, computer awareness and programming skills, respectively. Undergraduate programs only have developed basic skills of preservice students and have not had the impact on other skills or sophisticated computer literacy. The MANOVA inferential statistics findings proved these results. It is suggested that content of the computer literacy skills and computer course(s) should be improved and re-designed by including computer literacy skills.

This study illustrates how a diagnostic testing model can be used to make detailed comparisons between student populations participating in international assessments. The performance of Turkish students on the TIMSS-R mathematics test was reanalyzed with a diagnostic testing model called the Rule Space Model. First, mathematical and cognitive skills ("attributes") measured by the test were determined. One hundred sixty-two items were coded in terms of their attribute involvement, creating an incidence matrix--the Q-matrix. Using the Q-matrix and the student response data, each student's attribute mastery profile was determined. Mean attribute mastery levels of Turkish students were computed and compared to those of their American peers. It was shown that Turkish students were weak in algebra and probability/statistics. They also demonstrated poor profiles in skills such as applying rules in algebra, approximation/estimation, solving open-ended problems, recognizing patterns and relationships, and quantitative reading.

Context: Analyzing flick movement kinematics biomechanically is important to prevent sport-related injuries in underwater hockey players since the aquatic-based flick movement is completely different from land-based flick movements. The study aimed to describe the flick movement kinematic biomechanically in underwater hockey players. Moreover, this study further aimed to investigate the effect of the Thrower's Ten exercises on flick movement kinematics in underwater hockey players. Design: Descriptive laboratory study. Methods: Seventeen underwater hockey players (age: 26.2 [4.3] y; sports age: 6.2 [4.5] y) were included. First, 2 underwater cameras using motion capture video analysis MATLAB were used to biomechanically analyze the angular changes on the shoulder, elbow, wrist, and body while players were performing the flick movements. Players were then recruited to the Thrower's Ten exercise program for 6 weeks. Flick movement kinematics and flick-throwing distance were recorded at baseline and 6 weeks. Results: The flick movement kinematic patterns demonstrated increased shoulder flexion (from 102.5° to 144.9°), wrist extension (from 9.5° to 10.8°), and upper-extremity rotation (from 5.7° to 56.8°) while decreased elbow extension (from 107.7° to 159.2°) from the stick met the puck until the competition of the movement. The Thrower's Ten exercises improved the elbow extension (P =.04), wrist extension (P =.01), body rotation (P <.001), and flick-throwing distance (P <.001) from baseline to 6 weeks. Conclusion: This study describes the underwater flick kinematic technique biomechanically and interprets preliminary findings for the first time. Thus, 6 weeks of Thrower's Ten exercise program provides more body muscle movements than the smaller ones during the flick movements and higher flick-throwing distance in underwater hockey players. [ABSTRACT FROM AUTHOR]

Purpose: The aims were to translate the Evaluation of Daily Activity Questionnaire (EDAQ) into Turkish, then test validity and reliability in people with rheumatoid arthritis (RA) in Turkey. Material and Methods: Phase 1: The EDAQ was forward and backward translated, culturally adapted following cognitive debriefing interviews with participants with RA (n = 10) and finalized by an expert committee. Phase 2: Participants (n = 215) completed a questionnaire including the EDAQ, Health Assessment Questionnaire (HAQ), and Short-Form 36 v1 (SF-36v1). Two weeks later, the EDAQ was again completed for test–retest reliability (n = 82:38%). Internal construct validity was assessed using Rasch analysis. Internal consistency, concurrent validity, and test–retest reliability were assessed. Results: Following cultural adaptation, one item was removed, and examples increased or changed. Cronbach's α values were 0.71 − 0.93 for all EDAQ domains, that is, acceptable to good. The EDAQ met Rasch model requirements for fit (excellent construct validity: p > 0.05). Concurrent validity was moderate to strong for most EDAQ domains with HAQ (rs 0.49–0.81) and SF-36-v1 Physical Function (rs 0.42–0.70). There was excellent test–retest reliability for all domains (ICC (2,1): 0.95–1.00). Conclusion: The Turkish EDAQ is a valid, reliable measure of daily activity ability for use in practice and research with Turkish speakers with RA. IMPLICATIONS FOR REHABILITATION: The Evaluation of Daily Activity Questionnaire provides a comprehensive evaluation of daily activity ability for people with rheumatic and musculoskeletal diseases. The Turkish Evaluation of Daily Activity Questionnaire is a valid, reliable patient-reported outcome measure in patients with rheumatoid arthritis, who considered it easy to complete. The Turkish Evaluation of Daily Activity Questionnaire is suitable for use in clinical practice and research to evaluate daily activity ability in people with rheumatoid arthritis. [ABSTRACT FROM AUTHOR]

Background: The effect of an immune-boosting beverage (SAM) containing Sambucus Nigra, an energy beverage (ENE), an in-office bleaching (BLE) agent with 25% hydrogen peroxide superior, glazing (GLA) or polishing (POL) methods, and professional dental prophylaxis (PDP) on the color of CAD-CAM restorative materials is unknown. Methods: In total 210 specimens were prepared, consisting of CAD-CAM feldspathic (FC), zirconia-reinforced lithium disilicate ceramic (ZLS) and hybrid ceramic (HC). The ceramic specimens were divided according to the polishing methods of glazing (GLA) and mechanical polishing (POL). All materials were divided into two groups: with and without BLE. A 25% hydrogen peroxide superior (HPS) gel was used for BLE. After the baseline (BAS) measurement, the specimens were immersed in 3 different beverages (distilled water (DIS), SAM, ENE). After 28 days, a fine-grained (RDA 7) prophylaxis paste was applied. Statistical analysis of ∆E00 color difference values was performed by 3-way ANOVA and Bonferroni test (α = 0.05). Results: The effect of all other actions except material-BLE-beverage on color for BAS-Day 28 was statistically different (p < 0.05). The effect of material, material-BLE, beverage on color for Day 28-PDP was statistically different (p < 0.05). After 28 days, the lowest color change was found in FC-GLA and HC immersed in DIS (p = 0.0001) and the highest in FC-POL immersed in ENE (p = 0.0002). PDP was efficient in color recovery in HC immersed to DIS, ENE and SAM (p = 0.0010). For FC, HC and ZLS, BLE caused a higher color change (p < 0.0001). Regardless of the material, the highest color change for BLE-beverage was found in BLE-treated specimens immersed in ENE (p = 0.0496) and the lowest color change was found in non-BLE-treated specimens immersed in SAM (p = 0.0074). Conclusions: In materials pre-exposed to 25% HPS, the effect of PDP on color recovery was lower than in unexposed materials. After 28 days, mechanical polishing produced higher color change in FC than glazing, however, in ZLS effects of glazing and mechanical polishing on color were similar. For material/polishing method, HC was the most effective. ENE caused higher color change than DIS and SAM. PDP was more effective than ENE in restoring color to DIS- and SAM-immersed specimens. [ABSTRACT FROM AUTHOR]

Background: Missed nursing care poses a significant challenge for healthcare staff in terms of patient safety and care quality. Objective: To evaluate presenteeism and missed care attitudes of nurses and to determine the correlation between presenteeism and missed care. Methods: This descriptive, correlational, and observational study was conducted between February and August 2023. The Stanford Presenteeism Scale-Short Form and the MISSCARE Survey were used to collect the data among nurses at two public hospitals in a city in Turkey. The study was completed with 229 nurses representing 27.4% of the total number of nurses who met the inclusion criteria. The data was analyzed using a comprehensive analytical approach, including Cronbach's alpha analysis, frequency and percentage distribution, the Shapiro–Wilk test of normality, correlation coefficient analysis, Pearson correlation coefficient, and the Bonferroni test. Results: The participants' mean age was 30.22 ± 7.14 years, and 74.2% of them were female. 53.3% of the participants reported difficulty providing patient care due to material shortages, and 62.9% experienced challenges delivering care due to the intensity of paperwork in the clinic. Nurses who felt that paperwork intensity affected patient care and were not confident in their care provision had higher levels of presenteeism (p = 0.041) and a significantly higher frequency of missed care instances (p < 0.001). Conclusions: Material shortages and high paperwork intensity are contributing factors to the difficulties experienced by nurses in their practice. These difficulties may lead to an increase in presenteeism and instances of missed nursing care. It is important to address these challenges to ensure adequate care provision and reduce the likelihood of presenteeism among nurses. The correlation between presenteeism and instances of missed nursing care highlights the impact of presenteeism behaviors on the quality of patient care. [ABSTRACT FROM AUTHOR]

Background: The care of patient individuals in the good death process should be planned based on nursing values. The aim of the study is to determine nurses' perceptions of a good death and its relationship with nursing values. Methods: The study is descriptive and cross-sectional and was completed with 210 nurses. Data were collected using the Nurse Information Form, Good Death Scale, and Revised Nursing Professional Values Scale. In the study, an attempt was made to reach nurses across Türkiye over a three-month period using the snowball sampling method without calculating the sample size beforehand. Descriptive statistics, Kruskal Wallis and Mann Whitney U test, LSD test, Spearman correlation and linear regression analyzes were used in the study. Results: The nurses' Good Death Scale total mean score was 53.52 ± 7.11, and The Revised Nursing Professional Values Scale mean score was 97.77 ± 15.71. There was a moderate, positive, statistically significant relationship between the nurses' Good Death Scale total mean scores and the Revised Nursing Professional Values Scale total mean scores (r = 0.522; p < 0.001). Conclusions: Value-based educational activities may be effective in helping nurses have positive perceptions about a good death. [ABSTRACT FROM AUTHOR]

Background: The Turkish and Syrian earthquake on February 6th 2023, was one of the deadliest earthquakes in the last decade. It affected approximately 26 million people and left at least 50.000 dead. In this paper, we analyzed the psychological impact and the relationship between mental health factors, earthquake-related experiences and stressors, and resources related to the earthquake, 4 months after the event. Methods: We conducted an analytical cross-sectional study, applying a survey to 320 adults (18–93 years old) in Adiyaman, Turkey. Post-traumatic stress disorder (PTSD) symptoms were assessed using the PC-PTSD, general psychiatric morbidity using the GHQ-12, together with questions focusing on suicidality, drug abuse, as well as experiences, related stressors and received support related to the earthquake. Results: We found a high prevalence of general mental health symptoms, and of PTSD. Fear of aftershocks and the loss of close family members were found to be risk factors for such symptoms. We didn't find significant differences in the GHQ or the PC-PTSD scores when considering ethnicity, religion or financial income. Conclusions: High levels of general mental health symptoms and PTSD symptoms were found 4 months after the earthquake and need to be addressed in all groups, independently from potential religious, social or ethnic backgrounds. The results indicate a large psychiatric and material burden on the entire sample and some priority needs. [ABSTRACT FROM AUTHOR]

Objectives: Post-thrombotic syndrome (PTS) is a frequent and important consequence of deep vein thrombosis (DVT) for Behcet's disease (BD) patients. Although various clinical scales are used to diagnose PTS, Villalta scale was accepted as the standard tool to diagnose and grade the severity of PTS. Poor quality of life (Qol) in the general population was defined for patients with PTS, however, studies in BD patients with PTS is limited. Our aim was to compare the performance of different scales to assess venous disease in BD patients with a history of DVT and to assess the relationship with quality of life. Methods: Patients with BD (n = 194, M/F:157/37, age:39.1 ± 9.5 years) with a DVT history were investigated. Villalta, VCSS,CEAP scale and SF 36,Veines scales were used to assess venous disease and QoL respectively. Results: Among BD patients, 120 (61.9 %) patients were classified as having PTS by Villalta and of patients 18% had severe PTS. Half of patients with CEAP score <4 were classified as having PTS. Also, 42% of patients with CEAP>4 and almost two third of VCSS classified severe CVD patients was grouped in severe PTS by Villalta scale. VCSS and Villalta classified PTS patients had decreased disease specific and general Qol scores compared to the patients without PTS. Also, severe PTS group (by VCSS) had decreased veines QoL scores and PCS compared to mild/moderate group. Conclusion: BD patients with DVT have a high risk of PTS. Our results show that both Villalta scale and VCSS should be used to assess venous disease BD patients with DVT. However, VCSS classified severity of PTS can show better correlation with venous disease -specific QoL. [ABSTRACT FROM AUTHOR]

Objective: Recent studies on neurodegenerative diseases have indicated that Orexin A plays a role in cognitive impairment. Furthermore, animal studies have demonstrated that Orexin A enhances synaptic plasticity in the hippocampus. The present study aimed to investigate the potential effect of orexin A on cognitive decline in patients with epilepsy. Methods: This study included patients with epilepsy (patient group), including those with idiopathic generalized epilepsy (IGE subgroup) (n=24) and mesial temporal lobe epilepsy (mTLE subgroup) (n=17), and healthy controls (control group) (n=27), all aged 18-65 years. The Wechsler Memory Scale (WMS) visual memory subtest and Oktem Verbal Memory Processes Test (OVMPT) (15-word Turkish verbal learning memory test) were administered to all participants. Serum Orexin A levels were measured using enzyme-linked immunosorbent assay. Results: The mean Orexin A level in the control group was 25.84±14.65 pg mL-1, versus 24.57±12.50 pg mL-1 in the IGE group and 23.01±12.86 pg mL-1 in the mTLE group. There were no significant differences in the Orexin A level between any of the groups/subgroups. Moreover, no significant correlation was observed between the Orexin A level, WMS visual memory subtest, and OVMPT scores. Conclusion: Our findings showed no association between the Orexin A level and cognitive impairment in patients with epilepsy. Further studies are needed to clarify the complex role of Orexin A in cognitive function. [ABSTRACT FROM AUTHOR]

Background: Social participation levels of individuals with Multiple Sclerosis (iwMS) are lower than those of healthy individuals. Objective: This study aimed to evaluate to which extent the walking capacity, balance, and fear of falling (FoF) affect the community integration levels of iwMS. Methods: Thirty-nine iwMS were evaluated for their participation levels [The Community Integration Questionnaire (CIQ)], walking capacity [The Six-Minute Walk Test (6MWT)], balance [Kinesthetic Ability Trainer (SportKAT®)], and FoF [The Modified Falls Efficacy Scale (MFES)]. Correlation and regression analyses were performed to detect the effects of SportKAT®, 6MWT, and MFES on CIQ. Results: CIQ scores were significantly correlated with 6MWT (p =.043) and MFES (p =.005) scores, while CIQ was not related with static (for two feet test p =.356, for right single-leg stance test p =.412, for left single-leg stance test p =.730) and dynamic balance (for clockwise test p =.097, for counterclockwise test p =.540) measured with the SportKAT®. It was found that CIQ could be predicted by 6MWT and MFES at the level of 16% and 25%, respectively. Conclusion: FoF and walking capacity are associated with community integration in iwMS. Therefore, physiotherapy and rehabilitation programs of iwMS should be combined with treatment goals to increase community integration, balance, and gait and decrease the disability and FoF from an early stage. Comprehensive studies examining other factors that may impact participation in iwMS with different levels of disability are needed. [ABSTRACT FROM AUTHOR]

Introduction: Hamstring strain injuries (HSI) are one of the most common injuries for soccer players and there is a need for new clinical-based studies on the rehabilitation of these injuries. Objective: This study aimed to create a consensus on physiotherapy and rehabilitation approaches used in HSI by physiotherapists with super league experience in Turkey. Methods: Twenty-six male physiotherapists (duration of experience in professional life, on athlete health, and in the super league: 12.84 ± 6.04 years, 12.19 ± 5.96 years, 8.71 ± 5.31 years, respectively) from different institutions participated in the study. The research was carried out in three rounds using the Delphi method. Results: Data collected using LimeSurvey and Google Forms were analyzed using the Microsoft Excel and SPSS 22 software. The response rates over the three rounds were 100%, 96%, and 96%, respectively. The 10 main items that were agreed upon in Round 1 were divided into 93 sub-items. Their numbers in the second and third Rounds were 60 and 53, respectively. At the end of Round 3, the highest consensus was on eccentric exercise, dynamic stretching, interval running, and movement-enhancing field training. All sub-items at this round were classified as SUPER (S: Soft tissue restoration techniques; U: Using supportive approaches; P: Physical fitness exercises; E: Electro-hydro-thermal methods; and R: Return to sport activities). Conclusion: SUPER rehabilitation provides a new conceptual framework in terms of approaches used by clinicians in rehabilitation for athletes with HSI. Recognizing the lack of evidence for the various approaches involved, clinicians can modify their practice and researchers can explore whether these approaches are scientifically correct. [ABSTRACT FROM AUTHOR]

Objective This study was designed to compare thiol/disulfide and ischemia-modified albumin (IMA) levels between psoriatic arthritis (PsA) and healthy controls and evaluate the correlation between these molecules and the disease activity scores used in PsA. Methods A total of 63 PsA patients and 49 healthy volunteers were included in the study. Bath Ankylosing Spondylitis Disease Activity Index (BASDAI), modified disease activity score 28 (DAS28), and Bath Ankylosing Spondylitis Functional Index (BASFI) scores were used as disease activity indices for PsA patients. Calculations of native thiol (-SH), disulfide (-SS), and total thiol (-SH+-SS) molecules were made by the automatic spectrophotometric method, and the albumin cobalt binding test was used to measure IMA levels. Results In the PsA group, -SS/-SH and -SS/(-SH+-SS) levels were higher and -SH/(-SH+-SS) levels were lower than in controls. In the linear regression analysis, a significant correlation relationship was detected between DAS28-erythrocyte sedimentation rate (ESR) and -SS/(-SH+-SS) (β = 0.795, CI 95%, 0.196-1.395; P =.010), -SH/(-SH+-SS) (β = -0.475, CI 95%, 0.114-0.836; P =.010) and IMA (β = 3.932, CI 95%, 0.859-7.005; P =.013). Additionally, a significant correlation was detected between IMA and BASDAI and BASFI. Conclusion In PsA, thiol/disulfide homeostasis has shifted in favor of disulfide as an oxidative indicator. Serum thiol/disulfide levels are correlated with PsA disease activity indices. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study is to investigate the age-related changes of the Contralateral Acoustic Reflex Suppression (CARS) test in individuals with normal hearing and to provide age-related normal values. Method: The study included 66 individuals aged 18-65 years. The participants were divided into three age groups, respectively, 18-30 years, 31-45 years, and 46--65 years. Acoustic reflex threshold and acoustic reflex amplitude measurements were performed at frequencies of 500, 1000, and 2000 Hz in the presence and absence of suppressive noise from the contralateral ear. Results: In the comparison of suppression amounts according to age groups, the highest suppression amount at all frequencies was observed in the 18-30 years age group. Conclusions: It is known that changes in the function of the efferent hearing system occur due to aging. In the CARS test, a decrease in the amount of suppression produced by the efferent system has been observed due to aging. [ABSTRACT FROM AUTHOR]