Secondary School Students' Habits of Using Note-Taking Strategies, 2022
Note-taking is summarizing what one has understood in one's own words to remember it later. Notet... more Note-taking is summarizing what one has understood in one's own words to remember it later. Notetaking is one of the most important writing activities in passing the information acquired through listening from temporary memory to permanent memory. In this study, 5 different strategy training were given to 7 th-grade students for 6 weeks. After the training on each strategy was given to the students, they were expected to apply the relevant note-taking strategies after the listening texts. Multiple cases and holistic multiple case design, which is one of the case study types, were used in the research. The note-taking papers of the students were evaluated according to the criteria of the strategies. Student opinions were coded by subjecting content analysis and the findings were interpreted. As a result of the study, it was determined based on the student interview forms that before the notetaking training was given, the students could not take notes because they had difficulty in distinguishing between necessary and unnecessary information and that in the Cornell strategy, students had difficulty in identifying key words while listening. It was seen that the students were most successful in a mind map and chart strategies out of the 5 strategies, and the students were limited in applying the outline strategies. In all of the strategies, it was seen that the students were able to apply the stages of identifying keywords and creating short sentences. As a result of the research, when note-taking strategies were taught, students were successful in identifying keywords, expressing them in short sentences, and connecting information; it has been concluded that when education is not given, they tend not to take notes or to take notes on a single sentence. Based on these results, it has been suggested in line with the data obtained from the findings that note-taking strategies training should be included in the textbooks, that each strategy should be applied after texts with appropriate content, and which strategies should be applied before, during and after listening/reading.
In this study, the educational habits of Turkish teachers were examined in traditional face-to-fa... more In this study, the educational habits of Turkish teachers were examined in traditional face-to-face education before the COVID-19 pandemic, distance education during the pandemic, and the process of the return to face-to-face education. Educational habits are delimited to variables such as basic Turkish language skills, course materials, methods and techniques, and feedback. Each variable is examined comparatively through the triple process (face to face education before the pandemic-distance education during the pandemic-back to face to face education). With the examination, it has been possible to see the preference rates of each variable in the face-to-face before the pandemic, distance education at the beginning of the pandemic, and the return to face-to-face education stages. The aim of the research is to reveal whether the pre-pandemic habits are returned to face-to-face education and how prepared we are for a new pandemic. For this purpose, single-case embedded design, one of the qualitative research approaches, was used in the research. Accordingly, a semi-structured interview form was prepared by the researchers in order to get the opinions of teachers about the teaching of Turkish lessons before distance education, during the distance education and process of return the face-to-face education, and the interviews were conducted through Google Forms. The study group of the research consisted of 35 Turkish teachers determined through "maximum variation sampling". The research data collected with the semi-structured interview form were subjected to content analysis and coded and the findings were interpreted. As a result of the study, returning from distance education to face-to-face education the highest returning rate was experienced in reapplying return to reading time, re-implementing the writing activities in the coursebook, and using the worksheets and study aids as course materials at the frequency before the pandemic. The habit that did not show any change in the process was experienced in not allocating a separate hour for speaking activities in speaking skills and not applying any activities for speaking skills. In addition to this, reading the reading text aloud and using the textbook as a course material has also come to the fore as constant habits. The least change in the return from distance education to face-to-face education was experienced in the use of EBA to give feedback and the use of an online dictionary. The increasing use of EBA and online dictionary in distance education continued in the return to face-to-face education.
In this study, the educational habits of Turkish teachers were examined in traditional face-to-fa... more In this study, the educational habits of Turkish teachers were examined in traditional face-to-face education before the COVID-19 pandemic, distance education during the pandemic, and the process of the return to face-to-face education. Educational habits are delimited to variables such as basic Turkish language skills, course materials, methods and techniques, and feedback. Each variable is examined comparatively through the triple process (face to face education before the pandemic-distance education during the pandemic-back to face to face education). With the examination, it has been possible to see the preference rates of each variable in the face-to-face before the pandemic, distance education at the beginning of the pandemic, and the return to face-to-face education stages. The aim of the research is to reveal whether the pre-pandemic habits are returned to face-to-face education and how prepared we are for a new pandemic. For this purpose, single-case embedded design, one of the qualitative research approaches, was used in the research. Accordingly, a semi-structured interview form was prepared by the researchers in order to get the opinions of teachers about the teaching of Turkish lessons before distance education, during the distance education and process of return the face-to-face education, and the interviews were conducted through Google Forms. The study group of the research consisted of 35 Turkish teachers determined through "maximum variation sampling". The research data collected with the semi-structured interview form were subjected to content analysis and coded and the findings were interpreted. As a result of the study, returning from distance education to face-to-face education the highest returning rate was experienced in reapplying return to reading time, re-implementing the writing activities in the coursebook, and using the worksheets and study aids as course materials at the frequency before the pandemic. The habit that did not show any change in the process was experienced in not allocating a separate hour for speaking activities in speaking skills and not applying any activities for speaking skills. In addition to this, reading the reading text aloud and using the textbook as a course material has also come to the fore as constant habits. The least change in the return from distance education to face-to-face education was experienced in the use of EBA to give feedback and the use of an online dictionary. The increasing use of EBA and online dictionary in distance education continued in the return to face-to-face education.
In this study, the educational habits of Turkish teachers were examined in traditional face-to-fa... more In this study, the educational habits of Turkish teachers were examined in traditional face-to-face education before the COVID-19 pandemic, distance education during the pandemic, and the process of the return to face-to-face education. Educational habits are delimited to variables such as basic Turkish language skills, course materials, methods and techniques, and feedback. Each variable is examined comparatively through the triple process (face to face education before the pandemic-distance education during the pandemic-back to face to face education). With the examination, it has been possible to see the preference rates of each variable in the face-to-face before the pandemic, distance education at the beginning of the pandemic, and the return to face-to-face education stages. The aim of the research is to reveal whether the pre-pandemic habits are returned to face-to-face education and how prepared we are for a new pandemic. For this purpose, single-case embedded design, one of the qualitative research approaches, was used in the research. Accordingly, a semi-structured interview form was prepared by the researchers in order to get the opinions of teachers about the teaching of Turkish lessons before distance education, during the distance education and process of return the face-to-face education, and the interviews were conducted through Google Forms. The study group of the research consisted of 35 Turkish teachers determined through "maximum variation sampling". The research data collected with the semi-structured interview form were subjected to content analysis and coded and the findings were interpreted. As a result of the study, returning from distance education to face-to-face education the highest returning rate was experienced in reapplying return to reading time, re-implementing the writing activities in the coursebook, and using the worksheets and study aids as course materials at the frequency before the pandemic. The habit that did not show any change in the process was experienced in not allocating a separate hour for speaking activities in speaking skills and not applying any activities for speaking skills. In addition to this, reading the reading text aloud and using the textbook as a course material has also come to the fore as constant habits. The least change in the return from distance education to face-to-face education was experienced in the use of EBA to give feedback and the use of an online dictionary. The increasing use of EBA and online dictionary in distance education continued in the return to face-to-face education.
Secondary School Students' Habits of Using Note-Taking Strategies, 2022
Note-taking is summarizing what one has understood in one's own words to remember it later. Notet... more Note-taking is summarizing what one has understood in one's own words to remember it later. Notetaking is one of the most important writing activities in passing the information acquired through listening from temporary memory to permanent memory. In this study, 5 different strategy training were given to 7 th-grade students for 6 weeks. After the training on each strategy was given to the students, they were expected to apply the relevant note-taking strategies after the listening texts. Multiple cases and holistic multiple case design, which is one of the case study types, were used in the research. The note-taking papers of the students were evaluated according to the criteria of the strategies. Student opinions were coded by subjecting content analysis and the findings were interpreted. As a result of the study, it was determined based on the student interview forms that before the notetaking training was given, the students could not take notes because they had difficulty in distinguishing between necessary and unnecessary information and that in the Cornell strategy, students had difficulty in identifying key words while listening. It was seen that the students were most successful in a mind map and chart strategies out of the 5 strategies, and the students were limited in applying the outline strategies. In all of the strategies, it was seen that the students were able to apply the stages of identifying keywords and creating short sentences. As a result of the research, when note-taking strategies were taught, students were successful in identifying keywords, expressing them in short sentences, and connecting information; it has been concluded that when education is not given, they tend not to take notes or to take notes on a single sentence. Based on these results, it has been suggested in line with the data obtained from the findings that note-taking strategies training should be included in the textbooks, that each strategy should be applied after texts with appropriate content, and which strategies should be applied before, during and after listening/reading.
In this study, the educational habits of Turkish teachers were examined in traditional face-to-fa... more In this study, the educational habits of Turkish teachers were examined in traditional face-to-face education before the COVID-19 pandemic, distance education during the pandemic, and the process of the return to face-to-face education. Educational habits are delimited to variables such as basic Turkish language skills, course materials, methods and techniques, and feedback. Each variable is examined comparatively through the triple process (face to face education before the pandemic-distance education during the pandemic-back to face to face education). With the examination, it has been possible to see the preference rates of each variable in the face-to-face before the pandemic, distance education at the beginning of the pandemic, and the return to face-to-face education stages. The aim of the research is to reveal whether the pre-pandemic habits are returned to face-to-face education and how prepared we are for a new pandemic. For this purpose, single-case embedded design, one of the qualitative research approaches, was used in the research. Accordingly, a semi-structured interview form was prepared by the researchers in order to get the opinions of teachers about the teaching of Turkish lessons before distance education, during the distance education and process of return the face-to-face education, and the interviews were conducted through Google Forms. The study group of the research consisted of 35 Turkish teachers determined through "maximum variation sampling". The research data collected with the semi-structured interview form were subjected to content analysis and coded and the findings were interpreted. As a result of the study, returning from distance education to face-to-face education the highest returning rate was experienced in reapplying return to reading time, re-implementing the writing activities in the coursebook, and using the worksheets and study aids as course materials at the frequency before the pandemic. The habit that did not show any change in the process was experienced in not allocating a separate hour for speaking activities in speaking skills and not applying any activities for speaking skills. In addition to this, reading the reading text aloud and using the textbook as a course material has also come to the fore as constant habits. The least change in the return from distance education to face-to-face education was experienced in the use of EBA to give feedback and the use of an online dictionary. The increasing use of EBA and online dictionary in distance education continued in the return to face-to-face education.
In this study, the educational habits of Turkish teachers were examined in traditional face-to-fa... more In this study, the educational habits of Turkish teachers were examined in traditional face-to-face education before the COVID-19 pandemic, distance education during the pandemic, and the process of the return to face-to-face education. Educational habits are delimited to variables such as basic Turkish language skills, course materials, methods and techniques, and feedback. Each variable is examined comparatively through the triple process (face to face education before the pandemic-distance education during the pandemic-back to face to face education). With the examination, it has been possible to see the preference rates of each variable in the face-to-face before the pandemic, distance education at the beginning of the pandemic, and the return to face-to-face education stages. The aim of the research is to reveal whether the pre-pandemic habits are returned to face-to-face education and how prepared we are for a new pandemic. For this purpose, single-case embedded design, one of the qualitative research approaches, was used in the research. Accordingly, a semi-structured interview form was prepared by the researchers in order to get the opinions of teachers about the teaching of Turkish lessons before distance education, during the distance education and process of return the face-to-face education, and the interviews were conducted through Google Forms. The study group of the research consisted of 35 Turkish teachers determined through "maximum variation sampling". The research data collected with the semi-structured interview form were subjected to content analysis and coded and the findings were interpreted. As a result of the study, returning from distance education to face-to-face education the highest returning rate was experienced in reapplying return to reading time, re-implementing the writing activities in the coursebook, and using the worksheets and study aids as course materials at the frequency before the pandemic. The habit that did not show any change in the process was experienced in not allocating a separate hour for speaking activities in speaking skills and not applying any activities for speaking skills. In addition to this, reading the reading text aloud and using the textbook as a course material has also come to the fore as constant habits. The least change in the return from distance education to face-to-face education was experienced in the use of EBA to give feedback and the use of an online dictionary. The increasing use of EBA and online dictionary in distance education continued in the return to face-to-face education.
In this study, the educational habits of Turkish teachers were examined in traditional face-to-fa... more In this study, the educational habits of Turkish teachers were examined in traditional face-to-face education before the COVID-19 pandemic, distance education during the pandemic, and the process of the return to face-to-face education. Educational habits are delimited to variables such as basic Turkish language skills, course materials, methods and techniques, and feedback. Each variable is examined comparatively through the triple process (face to face education before the pandemic-distance education during the pandemic-back to face to face education). With the examination, it has been possible to see the preference rates of each variable in the face-to-face before the pandemic, distance education at the beginning of the pandemic, and the return to face-to-face education stages. The aim of the research is to reveal whether the pre-pandemic habits are returned to face-to-face education and how prepared we are for a new pandemic. For this purpose, single-case embedded design, one of the qualitative research approaches, was used in the research. Accordingly, a semi-structured interview form was prepared by the researchers in order to get the opinions of teachers about the teaching of Turkish lessons before distance education, during the distance education and process of return the face-to-face education, and the interviews were conducted through Google Forms. The study group of the research consisted of 35 Turkish teachers determined through "maximum variation sampling". The research data collected with the semi-structured interview form were subjected to content analysis and coded and the findings were interpreted. As a result of the study, returning from distance education to face-to-face education the highest returning rate was experienced in reapplying return to reading time, re-implementing the writing activities in the coursebook, and using the worksheets and study aids as course materials at the frequency before the pandemic. The habit that did not show any change in the process was experienced in not allocating a separate hour for speaking activities in speaking skills and not applying any activities for speaking skills. In addition to this, reading the reading text aloud and using the textbook as a course material has also come to the fore as constant habits. The least change in the return from distance education to face-to-face education was experienced in the use of EBA to give feedback and the use of an online dictionary. The increasing use of EBA and online dictionary in distance education continued in the return to face-to-face education.
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