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Article A Study on the Employment of Metacognitive Reading Strategies Among University-Level Preparatory Class Students(int Soc Technology Education & Science-istes, 2023) Tokcalar, Ferda; Gurlen, EdaThe purpose of this study is to find out how much the students are aware of the metacognitive reading strategies that can be applied while reading and whether there are any differences in the usage of these strategies in terms of gender, level at the university, and department in the high school. In this case, the research was descriptive in nature and used the general survey model. The study group of the research was made up of 474 students from the preparatory classes at a foundation university for the academic year of 2021-2022. - 2022. This study sought to ascertain the degree to which students, who are students at the Department of Foreign Languages at a foundation university in Ankara, read academic literature using metacognitive reading strategies. To measure the degree of the usage of metacognitive reading strategies and determine if there were any connections between students' reading comprehension and the strategies, Metacognitive Reading Strategies Questionnaire (MRSQ), developed by Taraban, Rynearson, and Kerr (2004), was chosen as a tool to determine which metacognitive reading strategies students employ while they are reading. The MRSQ questionnaire was deemed to be appropriate for usage because it was translated into Turkish by & Ccedil;& ouml;& gbreve;men and Saracalo & gbreve;lu (2010) and after conducting validity and reliability tests it was proved to be appropriate to be used in the research. According to the data obtained from the questionnaire, a statistically significant difference was found in the students' scores in terms of their genders and the high school departments they attended, but there was not a statistically significant difference in terms of their university grade levels. The research's findings may shed light on the reading strategies that students at the Department of Foreign Languages make use of when reading texts in English, academic papers, and school-related resources.Article Citation - Scopus: 5Context-based lessons with 5E model to promote conceptual understanding of chemical reactions and energy concepts(Scientific Methodical Center, 2015) Cigdemoglu,C.; Geban,O.This study explores whether the context-based approach with 5E model (CBA-5E) can lead to better understanding of chemical reactions and energy concepts when compared to conventional instruction (CI). Additionally, the study delves into the effect of treatment with regards to gender. Eleventh grade science-major classes with 175 students from two public high schools were enrolled. The experimental groups were treated with CBA-5E, the control groups as CI, the treatments were randomly assigned to the groups. The chemical reactions and energy concepts test, including the common alternative conceptions, was administered as pre- and post-test. The chemical reactions and energy achievement test, including conceptual and algorithmic problems, was administered as a post-test to the groups. Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of the data, and the results revealed that CBA-5E was superior to CI on the students’ conceptual understanding regarding these concepts regardless of gender difference. © 2015, Scientific Methodical Center. All right resurved.Article Citation - WoS: 1Perceived Health Outcomes of Recreation Scale: Measurement Invariance Over Gender(Iranian Scientific Society Medical Entomology, 2022) Kose, Elif; Yerlisu-Lapa, Tennur; Uzun, Nezaket Bilge; Kaas, Evren Tercan; Serdar, Emrah; Aras, GoksenBackground: Research handling structural differences among groups presume that the measurement tool works similarly among the groups and the results of measurements provide similar psychometric properties. Therefore, the aim of the study is to provide evidence for measurement invariance of the construct validity Perceived Health Outcomes of Recreation Scale (PHORS).Methods: The research sample consisted of a total of 1984 adults who exercise, including 864 women and 1120 men during 2021-2022 in Antalya City, Turkey. The MI of the PHORS was tested by multigroup con-firmatory factor analyses, which test the invariance of the covariance structures within the scope of structural equation modelling. Invariance tests were gradually conducted for the implicit variables in the model, CFI (comparative fit index criteria) and AIC (Akaike information criterion) were inquired between structural invari-ance, where no restriction was applied on the analyses and the other invariance tests (metric invariance, scalar invariance and string invariance respectively) where more restraints are applied.Results: The study yielded evidence showing that the measurement model defined for the factor structure of the scale provided measurement invariance by gender. increment CFI values were <= 0.010 in all subscales for metric and scalar invariance.Conclusion: The items of PHORS represented the same psychological structure, different groups responded to the items in the same way, the constant values in regression equations generated for the items in regression equations were equal/invariable between the groups.
