ASES EDUSCI (INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES) ISSN: 2822-6844

Media Literacy Detectives

2025-10-18T09:54:50+03:00

Media can be defined as the totality of environments and tools that enable individuals or communities to communicate with each other. The purpose of this study is to determine the effects of Web 2.0, media literacy concepts, and media literacy-related practices on students who volunteered as part of the "Media Literacy Detectives" eTwinning project. A pretest-posttest, quasi-experimental design without a control group was employed in the study. Purposive sampling method was adopted, and the study sample consisted of students who volunteered for the "Media Literacy Detectives" eTwinning project and provided parental consent. Forty volunteer students from five different countries participated in the study. The "Media Literacy Detectives" eTwinning project inventory, used as the data collection tool in the study, was developed by the researchers. In addition to demographic characteristics, the form includes 24 5-point Likert-type questions, one checkbox question, and one open-ended question. The form was translated into English, the lingua franca, and transferred to a digital Google Form. The form link was shared with advisor teachers, and its suitability for their educational systems and student levels was verified. Following feedback from all stakeholders, the Google Form was shared with participating students. The data obtained from the study was analyzed using SPSS 22.0 software. Findings are presented in the tables as frequencies and percentages. Participants' post-test scores for the terms "Cyberbullying," "Agnotology," "Trolling," "Echo Chamber Effect," "Digital Footprint," "Information Literacy," "Search Engine," "Database," "Target Group," and "Child-Friendly Media" were determined to reflect the positive impact of the study. It is recommended that eTwinning projects be disseminated and implemented in a way that is suitable for all age levels.

Comic Book Reading Practices of Middle School Students- the Case of Silifke

2025-10-22T14:34:15+03:00

Reading skill is one of the four fundamental skills in Turkish language education. Turning this skill into a habit plays an important role both in developing children’s imagination and in increasing their academic success. One of the literary genres that help children gain reading habits is comic books. Children who read comics eventually realize that there are many valuable works in the world of books and gradually develop a stronger desire to read more. Comics, which are seen as a gateway to reading for children, raise a question about the extent to which middle school students prefer them today. The problem statement of this study is “Middle school students’ comic book reading habits.” The study employed the descriptive research model, which is one of the qualitative research methods. The population of the study consists of middle school students studying in Silifke, a district of Mersin. The sample includes 30 middle school students selected through simple random sampling. A structured form consisting of 8 questions was used as the data collection tool. Content analysis was applied in the analysis of the data. According to the findings obtained from the interview forms, the majority of the students participating in the study had read comics at some point in their lives, mostly in comic magazines. The number of students who regularly read a comic magazine is less than half of those who do not. Two-thirds of the students think that comics help to develop reading habits. Based on these findings, it can be concluded that in order to foster reading habits among students, they should be introduced to comics more frequently. It can also be suggested that families and teachers include comic magazines in their libraries.

Unraveling Consumer Buying Behaviour: A Study on Influencing Factors in Clothing and Accessories in Bhubaneswar City

2025-10-29T09:39:03+03:00

In an era where customer identity is inextricably tied to fashion choices, understanding the psychological and behaviour patterns of apparel and accessory purchases has become important for modern retail success. This research investigates consumer purchasing behaviour in the clothes and accessories industry, focusing on variables that impact purchase decisions, platform preferences, and consumption patterns among young people in the city of Bhubaneswar, Odisha State. Using a structured questionnaire distributed to 100 respondents from various demographics mostly students aged 20-25 the survey provides insights into purchase frequency, style choices, brand preferences, and the influence of external stimuli such as advertising and celebrity endorsements. The results show a strong preference for casual and Indo-Western clothing, with comfort, fit, and quality being the key buying motivators. Both online and offline retail forms were equally popular, however offline retail remains very relevant. Notably, celebrity and media effects were found to be modest, with most customers depending on their own judgement or family advice. The study also highlighted the rising importance of sustainability and aesthetic appeal in purchase decisions. This study has important implications for merchants and marketers looking to understand and respond to the changing tastes of modern consumers.

Adolescents' Personality Characteristics and Self-Perception Related to Substance Use: A Psychosocial Assessment

2025-10-30T15:50:06+03:00

The aim of this study is to conduct a holistic psychosocial assessment by bringing together qualitative studies examining personality traits and self-perceptions related to adolescent substance use. Adolescence is a developmental stage during which identity development and self-perception are shaped, emotional fluctuations intensify, and social relationships gain importance. Identity confusion, a search for belonging, peer pressure, and risk-taking behaviors experienced during this period increase the likelihood of adolescents turning to substance use. In this context, this study aimed to conduct an in-depth review of the existing literature by examining substance use within the context of personality traits, self-concept, and the interaction of the social environment, rather than individual tendencies.

The findings indicate that low self-esteem, identity confusion, impulsivity, emotional instability, the need for social acceptance, and lack of family support play decisive roles in adolescent substance use. Studies have shown that adolescents define substance use as a means of "feeling good," "socializing," "reducing stress," and "proving themselves." Additionally, poor family communication, parental indifference, and peer pressure are also important psychosocial triggers of substance use. The literature emphasizes that adolescents with a weak self-perception experience substance use as a means of escape or as a way to build self-worth.

In conclusion, research findings reveal that adolescents' substance use-related behaviors are multidimensional, and personality traits and self-perception play a central role in this process. Therefore, the development of psychosocial intervention programs that support self-development, strengthen emotional regulation skills, and enhance family-school collaboration is recommended in preventive mental health services.

Relationship Between Adolescent Aggression Levels and Substance Addiction and Psychosocial Variables

2025-10-30T18:20:35+03:00

Adolescence is a critical period during which individuals experience intense physical, cognitive, and emotional development, and their risk-taking tendencies increase. Aggressive behaviors are observed in some adolescents during this period, and this can have negative effects on social relationships, academic success, and psychological adjustment. Aggression can manifest in both physical and verbal forms and can affect an individual's interactions with their environment. Research shows a significant relationship between aggression and substance use in adolescents. Adolescents who use substances exhibit higher levels of aggression than their non-using peers. This suggests that substance use triggers aggressive behavior by weakening impulse control and increasing susceptibility to risky behavior.

Psychosocial factors also play a significant role in the development of aggression. Low self-image, negative peer influence, family conflict, and inadequate social support are the primary factors that increase the risk of aggression. Peer pressure and the need for social acceptance, especially during adolescence, can lead individuals to model aggressive behavior and develop similar responses. Inconsistent discipline, indifference, or violence experienced within the family negatively impacts an adolescent's anger management and adaptability, facilitating the emergence of aggressive behavior. At the individual level, lack of empathy, impulsivity, and negative cognitive schemas are other factors that increase the tendency toward aggression. Social learning processes also play a role in reinforcing these behaviors. While socioeconomic status has a limited direct impact on aggression, it appears to have indirect effects through interaction with family stress, education level, and environmental conditions.

In conclusion, aggressive behavior in adolescents has a multidimensional structure and is shaped by the interaction of individual, familial, social, and environmental factors. The risk of aggression increases significantly when substance use, negative peer relationships, and family problems come together. Therefore, strengthening emotional regulation and social support mechanisms through family, school, and community-based prevention programs is critical.

Psychological Resilience in Families with Children with Special Needs: A Systematic Review in the Context of Special Education

2025-11-02T18:30:06+03:00

This study aims to systematically examine research on psychological resilience among families raising children with special needs within the context of special education. The caregiving and educational responsibilities associated with children with special needs affect families’ psychological, social, and economic well-being in multiple ways. Therefore, psychological resilience defined as the capacity to cope effectively with adversity has become an increasingly significant concept in the field of special education. In this study, national and international articles published between 2010 and 2025 were reviewed based on predefined inclusion criteria. The literature search was conducted using the keywords “psychological resilience,” “resilience,” “special needs child,” “family,” and “special education.” The selected studies were analyzed in terms of sample characteristics, methodological approaches, relationships among variables, and main findings.

Findings indicate that the psychological resilience levels of parents raising children with special needs are closely related to variables such as social support, parenting attitudes, coping strategies, perceived stress levels, and the type of disability. It was found that psychological resilience increases significantly in families with strong intra-family communication, effective use of social support networks, and access to professional guidance services. Most of the reviewed studies employed descriptive or correlational designs, while qualitative and intervention-based studies were relatively limited.

In conclusion, this systematic review provides valuable insights into the integration of psychological resilience processes into special education practices. Future research should focus on culturally sensitive, longitudinal, and intervention-oriented designs to deepen understanding and enhance support for families of children with special needs.

How the Earthquake Affected Children with Autism Spectrum Disorder: A Qualitative Study According to Mothers' Views

2025-11-19T11:32:45+03:00

Earthquake, defined as a strong shaking of the earth due to tectonic forces or volcanic activities, is a natural disaster with the highest uncertainty rate among natural disasters (afad.gov.tr). Two major earthquakes of magnitude 7.7 and 7.6 occurred in Turkey on February 6, 2023 and numerous aftershocks in the following days.

Earthquake is a natural event that can negatively affect all living things. Considering that children are one of the most vulnerable groups in natural disasters, it is thought that the vulnerability of children with autism spectrum disorder may become worse due to their developmental limitations. In this study, the answer to how children with autism spectrum disorder (ASD) in early childhood were affected by the earthquake was sought. For this purpose, interviews were conducted with 10 mothers with children with ASD who experienced the February 6 earthquakes in Osmaniye Province. The research was designed as a qualitative case study. In the study, the “Mother Interview Form on the Effects of Earthquake on Children with ASD” and demographic information form were used as data collection tools. While creating the data collection tools, the relevant literature was reviewed. The prepared question items were presented to 4 experts and finalized. The research data were collected through face-to-face interviews of 25 minutes on average in the places where the participants resided in Osmaniye province. The interviews were audio recorded with the permission of the participants. The data obtained in the research were classified as codes and themes. The themes were finalized in accordance with the principle of consensus of the researchers.

Examining the results of the research, it is seen that the earthquake caused many negative conditions in children with ASD, such as fear, anxiety, sleep disturbances, feeding difficulties, obsessive/compulsive behaviors, introversion, and crying crises. Although some mothers reported that sibling relationships of children with ASD were negatively affected after the earthquake, two mothers reported that there was a positive development in sibling relationships after the earthquake. The mothers expressed their experiences and needs in the post-earthquake period. They explained various suggestions for major earthquakes that may occur in the future.

Analysis of BİLSEM Science Supplementary Course Material Gains According to the Revised Bloom Taxonomy Cognitive Domain Stages

2025-11-22T14:07:00+03:00

Training programs include achievements that need to be updated depending on technology and global developments. Each revision is prepared to meet educational needs and to ensure that individuals complete their development in a way that is open to innovations and produces solutions to daily life problems. The purpose of this study is to analyze the modules in the Ministry of National Education, General Directorate of Special Education and Guidance Services, Science and Art Centers, Science and Technology Field Supplementary Course Materials published in 2022 and the achievements related to these modules according to the Cognitive Domain Stages of the Revised Bloom Taxonomy. Document analysis (document scanning) method, one of the qualitative methods, was used in the research. The frequencies and percentages of the findings were calculated and presented in tables. In terms of the validity and reliability of the study, the researchers independently coded the outcomes and then calculations were made by reaching a consensus. In the BİLSEM Science Field Supplementary Course Material, there are 18 activities and 54 outcomes of these activities in the Support Education Program (DEP), 19 activities and 61 outcomes of these activities in the Individual Talents Awareness Program (BYFP), for a total of 115 outcomes. The reliability of the study was calculated with the formula of Miles and Huberman (1994), reliability was calculated as 91% in DEP achievements, 89% in BYFP, and 91% in the overall program. When we look at the distribution of DEP achievements according to the Cognitive Domain levels of the Revised Bloom Taxonomy, it is seen that the most concentration is on the comprehension level with a rate of 33.33%, and no achievements corresponding to the remembering level were found. When the distribution of BYFP achievements according to the Cognitive Domain levels of the Revised Bloom Taxonomy is examined, no achievements corresponding to the remembering and evaluation steps were found, while the highest value, 39.34%, was determined to be the achievements of the comprehension level. In general, the highest gain in the programs is in the comprehension level with a rate of 36.52%. Gifted individuals have high-level thinking skills, therefore, achievements should be oriented towards the needs, needs and expectations of individuals. When the activities in the course material were examined, it was determined that content enrichment studies were also carried out. Although 51.30% of the gains are related to lower-level thinking skills, the process has been enriched and adapted to the needs and expectations while the activities are being processed.

Ethnolinguistic Features of Social and Kinship Names Containing the “Ak” (White) Element (A Case Study from Western Kazakhstan)

2025-11-24T01:11:35+03:00

The term “Ak” (White) is a significant element in Turkic societies, particularly among Kazakh communities and across Turkic dialects. Numerous studies and sources address its usage, and the present study, titled Ethnolinguistic Features of Social and Kinship Names Containing the “Ak” (White) Element (A Case Study from Western Kazakhstan), represents one example among them. Kazakhstan spans a vast territory, renowned for its extensive steppes, stretching thousands of kilometers from east to west. Across this large geography, each region exhibits unique dialectal features and linguistic variations. Western Kazakhstan, in particular, stands out due to its rich and distinctive local speech characteristics. These features extend from the southwest to the west and even reach Russia’s Astrakhan region. The “Ak” element appears widely in words and morphemes across all Turkic languages; however, in the corridor from the Aral, Kazaly, and Atyrau regions to Oral, its usage displays notable regional variations. For instance, kinship terms such as “ak jenge” (aunt-in-law) and “ak jezde”(uncle-in-law) are used in the Aral and Kazaly regions, while the term “akuday” serves as a region-specific identity marker. In Oral city, the “Ak” element is often pronounced as “әқ,” reflecting local phonetic characteristics. This study aims to examine these differences and to analyze the ethnolinguistic features of “Ak” usages unique to Western Kazakhstan.

Interdisciplinary Perspective on Emotional Regulation in Gifted Individuals

2025-11-26T18:41:30+03:00

Gifted individuals often exhibit cognitive development that surpasses their emotional development, which may lead to a range of challenges. Recognizing the emotional needs of gifted individuals and understanding the potential consequences when these needs are unmet is crucial for developing effective support strategies. This study aims to explore the difficulties gifted individuals face in their emotional regulation processes and to highlight the necessity of interdisciplinary approaches in addressing these challenges. Utilizing a qualitative research design, the study sample consisted of 25 gifted students (13 female, 12 male) residing in Mersin, selected through criterion sampling. Data were collected using a semi-structured interview form, which included questions related to the definition of being gifted, the difficulties experienced in school and home environments, social interactions, and expectations from society. Findings revealed that gifted individuals face significant challenges in emotional regulation. These results emphasize the importance of supporting gifted individuals not only in cognitive domains but also in their emotional development. Consequently, supporting emotional development through holistic and interdisciplinary approaches may serve as a protective factor in helping gifted individuals cope with lifelong stressors. Ultimately, when the benefits of education provided by different disciplines are considered, investing in the emotional development of gifted individuals represents a valuable contribution to the future of society. By enhancing their emotional regulation skills, gifted individuals are more likely to make substantial contributions to the communities in which they live.

Evaluating the Effectiveness of Laboratory Attitudes of Science Teacher Candidates on their Argument Create Skills

2025-11-27T23:11:43+03:00

The aim of this study is to investigate the relationship between science teacher candidates' ability to construct an argument and their science laboratory attitudes. For this purpose, an argumentation based science laboratory has been applied to first year science teachers. An argument-based science learning report which was developed by using rubrics was used to determine pre-service teachers' argument create skills. The arguments they made were evaluated by 8 teaching staff and PhD students as the quality of the arguments and descriptions they used in the reports and the total writing scores. The ‘Science Laboratory Attitude Scale’ was applied in order to determine the relationship between pre-service teachers' argumentation skills and science laboratory attitudes. The analyses of the data were made by using the SPSS 21.0 Statistical Program. The findings shows that there is a significant relationship between their argument create skills and laboratory attitudes.

At the Intersection of Emotion, Embodiment, and Memory: A Cognitive–Affective Model for EFL Vocabulary Learning (CAVLM)

2025-12-10T22:23:42+03:00

Vocabulary learning in the context of English as a Foreign Language (EFL) is a fundamental and determining skill that directly impacts all components of linguistic proficiency. However, traditional classroom practices are often limited to rote memorization and translation-based activities. This approach, characterized by shallow, repetition-based learning, demonstrates significant inadequacies concerning long-term lexical retention and active, productive use.

Recent research conducted in cognitive psychology, neuro-linguistics, and educational sciences reveals that the consolidation of linguistic memory is formed not only through cognitive processes but also through experiential processes. Durable lexical memory is strengthened through the synergistic interaction of retrieval practice (active recall), embodied cognition (motor and sensory cues), and affective engagement (creating a positive context).

This study proposes the Cognitive-Affective Vocabulary Learning Model (CAVLM) as a theoretical framework by integrating these three powerful domains. The model operates through two main mechanisms: Multimodal encoding, which ensures the representation of the word across auditory, visual, motor, and affective channels, leaving a deep trace in memory; and affective anchoring, which is defined as associating the learning moment with a brief yet meaningful emotional experience.

CAVLM specifically aims to overcome the difficulties encountered in learning abstract and functional vocabulary, such as justice, although, and theory. By linking these abstract concepts with metaphorical gestures and affective contexts, the model claims to establish a durable, retrieval-ready memory trace conducive to productive use. The study illustrates how this theoretical model can be applied within a structured educational setting using the five-minute micro-learning cycle, thus providing a strong conceptual foundation for future empirical research.

Comparing International and National Language Assessments: Cambridge, Oxford, ÖSYM, and MEB within the CEFR Framework

2025-11-30T23:23:00+03:00

This study offers a comparative analysis of the internationally recognized Cambridge Assessment English and Oxford University Press assessment systems with all foreign language exams administered by the Assessment, Selection and Placement Center (ÖSYM) and the Ministry of National Education (MEB) in Türkiye. Within this scope, the Foreign Language Proficiency Exam (YDS), the Higher Education Institutions Foreign Language Exam (YÖKDİL), the Foreign Language Test (YDT), the English section of the High School Entrance System (LGS), and various school-based exams conducted by MEB at different levels have been examined. The aim of the study is to compare these exams in terms of exam format, skill-based orientation, validity and reliability principles, alignment with the Common European Framework of Reference for Languages (CEFR), and assessment approaches. Designed as a qualitative study, the research employs document analysis as its methodology. The findings reveal that the Cambridge and Oxford systems are grounded in productive skills, performance-based tasks, and criterion-referenced assessment, whereas the ÖSYM and MEB systems predominantly rely on multiple-choice, centralized, and norm-referenced testing. This comparison provides significant insights for policymakers and practitioners regarding the assessment dimension of foreign language education.

Artificial Intelligence in Mathematics Education

2025-12-05T14:51:54+03:00

This article comprehensively examines the current development, theoretical foundations, pedagogical implications, and applications of artificial intelligence (AI) methods in mathematics education. In recent years, advances in deep learning, natural language processing, generative models, and student modeling techniques have led to transformative innovations in mathematics education, such as adaptive learning, automated problem solving, personalized feedback, and pedagogical agents. This study discusses the epistemological impacts of AI on mathematical thinking processes and assesses critical limitations such as algorithmic biases, data privacy, verifiability, pedagogical fit, and cognitive dependency. The findings suggest that AI offers significant opportunities in mathematics education but requires careful pedagogical, ethical, and methodological considerations.

Emotional Dependency

2025-12-15T14:59:46+03:00

Addiction is defined as a chronic and relapsing disorder characterized by an individual’s gradual loss of control over the use of a substance or the engagement in a behavior, and the continuation of this behavior despite the resulting physical, psychological, social, or economic harm. Addiction can generally be classified into three main categories: substance addiction, behavioral addiction, and emotional addiction. Emotional addiction is an unhealthy relational pattern that emerges when an individual becomes excessively dependent on another person to meet emotional needs and largely defines self-worth through the relationship. Characterized by symptoms such as an intense fear of abandonment, constant need for approval, jealousy, and difficulties in setting boundaries, emotional addiction is associated with early childhood experiences, insecure attachment styles, low self-esteem, and psychological vulnerabilities. The aim of this article is to address the phenomenon of addiction from a multidimensional perspective, with a particular focus on examining the definition, causes, symptoms, and psychosocial effects of emotional addiction on the individual. Additionally, by evaluating the relationship between emotional addiction and other types of addiction, the study seeks to present a comprehensive theoretical framework that contributes to the existing literature. In order to examine the phenomenon of emotional addiction in depth, a qualitative research method was adopted. The data collection process was based entirely on a review of the existing literature. The literature review was conducted using studies obtained from journals, books, and databases, and the selected research was systematically evaluated. Thematic analysis was employed in the analysis of the data. Accordingly, the conceptual structures identified in the reviewed studies were systematically classified and interpreted.

Alcohol Use and the Risk of Addiction After Obesity Surgery

2025-12-15T15:22:59+03:00

Obesity is recognized as a major public health problem due to its increasing global prevalence and its association with serious health consequences. In cases where dietary interventions, lifestyle modifications, and pharmacological treatments fail to produce adequate outcomes, bariatric surgery has emerged as an effective and sustainable treatment option. However, the effects of bariatric surgery are not limited to weight loss and metabolic improvement; they also involve significant physiological, neurohormonal, and psychosocial changes. In recent years, a growing body of research has indicated an increased risk of alcohol use disorder (AUD) following bariatric surgery. Changes in alcohol metabolism related to surgical techniques, postoperative psychosocial stressors, and alterations in eating behaviors are among the primary factors contributing to this elevated risk. The literature suggests that the risk of AUD most commonly becomes apparent within the first 1–2 years after surgery. Identifying the risks associated with alcohol use following bariatric surgery is of critical importance for both clinical practice and long-term follow-up processes. The aim of this review is to examine the risks of alcohol use after bariatric surgery, to explore the timing and prevalence of these risks, to evaluate their associations with individual and surgical factors, and to assess preventive and interventional strategies reported to be effective in the current literature. Accordingly, this review adopts a comprehensive approach to bariatric surgery–related alcohol use risks by considering surgical, demographic, and psychosocial dimensions.

The Effect of Digital Stories on Reading Speed and Reading Comprehension in Multi-Grade Classrooms

2025-12-16T20:51:37+03:00

Reading is not merely the vocalization of words; rather, it is a process of mentally restructuring and interpreting perceived symbols. Reading comprehension, the foundation of academic achievement, is formed by the integration of fundamental components such as accurate word recognition (correct reading) and appropriate reading speed (automatization). Deficiencies in word recognition and reading speed directly and adversely affect the reading comprehension process. Although printed materials are widely used in traditional educational settings, digital stories and digital reading tools are gaining increasing importance with the integration of technology into education today. Research indicates that digital stories and reading applications supported by visual and auditory elements reduce reading errors, increase reading speed, and contribute positively to comprehension by enhancing reading motivation. Particularly in multi-grade classrooms where students of different ages and levels are educated together, the use of technological materials addressing individual learning paces plays a critical role in terms of equal opportunity and efficiency in education. In this context, the primary aim of this research is to examine the effect of using digital stories on students' reading speed and reading comprehension levels in schools implementing multi-grade classrooms. The research was conducted in two village schools (Büyüktepe Primary School and Esenli Primary School) implementing multi-grade classrooms in the Kızıltepe district of Mardin province. The study group consists of a total of 30 students, including 17 students from Büyüktepe Primary School (9 in 3rd grade, 8 in 4th grade) and 13 students from Esenli Primary School (7 in 3rd grade, 6 in 4th grade). A quasi-experimental design was used in the study; based on the pre-test results between the schools, Büyüktepe Primary School, which had a lower average achievement, was determined as the experimental group, while the other school was designated as the control group. During the 4-week implementation period, a technology-supported process was followed in the experimental group, where students listened to digital stories via headphones and watched video stories presented on a smartboard. In the control group (Esenli Primary School), the same content was processed using traditional methods through photocopied materials on paper. The post-test data applied at the end of the study reveal that the teaching process enriched with technological materials significantly increased students' achievement scores compared to traditional methods and contributed positively to their reading skills.

The Impact of Technology-Supported Grammar Instruction on the Academic Achievement of Primary and Secondary School Students

2025-12-16T20:57:27+03:00

This study comprehensively examines the impact of technology use on students’ academic achievement in grammar instruction at the elementary and middle school levels within the framework of current literature. Today, the increasing role of digital technologies in educational processes is transforming instructional practices, particularly in fundamental areas such as grammar, and exerting significant effects on learning outcomes; in this context, considering the growing function of digital tools in education, it has become increasingly important to reveal the role of technology in grammar instruction and its reflections on learning outcomes. The research evaluates the contributions of digital applications to grammar teaching, how they transform the learning process, and the potential limitations encountered, using literature review and descriptive analysis methods. Findings indicate that the integration of technology significantly enhances students’ academic achievement while improving motivation, attention, interaction, and opportunities for individualized learning. Digital games, Web 2.0 tools, and interactive instructional software facilitate learning by concretizing abstract grammar concepts and providing immediate feedback, repetition opportunities, and self-paced learning options. Furthermore, technology-supported learning environments consistently address different learning styles, positively influence student attitudes, and promote long-term retention. This study highlights the pedagogical opportunities offered by technology-assisted grammar instruction and provides a valuable framework for future research in the field.

Impact of Technological Materials on Impact Process Success

2025-12-18T23:17:53+03:00

This study examined the effect of technological materials used in teaching multiplication in fourth-grade elementary mathematics classes on students’ academic achievement. A quasi-experimental design with a pretest–posttest control group was employed. The study group consisted of 42 fourth-grade students attending a primary school in the Hasköy district of Muş province. Convenience sampling was used to facilitate the implementation process. Two groups were formed: a control group in which instruction was conducted using conventional teaching methods aligned with the national curriculum, and an experimental group in which instruction was supported by smart learning technologies. Data were collected using a Mathematics Achievement Test consisting of six items, whose validity and reliability had been established in accordance with the Ministry of National Education curriculum. Independent samples t-tests were conducted to analyze the data. The findings revealed a statistically significant increase in achievement scores in favor of the experimental group. These results indicate that the use of technological materials in teaching multiplication contributes positively to students’ academic performance.