Examining the 4th Grade Students’ Ability to Say “No” in the Framework of Life Studies Curriculum with Many-Facet Rasch Model
This study aims to reveal whether or not the ability to say “no”, which is tried to be taught to students in the 2005 life studies curriculum, has been gained by children with regards to various situations. The survey model was utilized in the study. The study was conducted with 4th grade students w...
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| Veröffentlicht in: | International journal of assessment tools in education 2018-01, Vol.5 (3), p.443-460 |
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| container_title | International journal of assessment tools in education |
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| creator | YILMAZ, Ferat SÖZER, M. Akif |
| description | This study aims to reveal whether or not the ability to say “no”, which
is tried to be taught to students in the 2005 life studies curriculum, has been
gained by children with regards to various situations. The survey model was
utilized in the study. The study was conducted with 4th grade
students who took the class of life studies in primary school 1st, 2nd
and 3rd grades and therefore are expected to have gained the ability
to say “no”. In order to collect data, The Ability to Say “No”-Specific Cases
Inventory (NSCI) developed by the researchers was employed. In order to be able
to evaluate the responses given to the cases in the NSCI, the “NSCI Rubric” was
developed. The data obtained from NSCI were analyzed according to the
many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be
able to demonstrate the basic ability to say “no” expected of them in response
to specific cases; however they will not focus too much on the behavior of
making an explanation about the reason why they have said “no”, or, on
performing alternative behaviors after saying “no”.
This study aims to reveal whether or not the ability to say “no”, which is tried to be taught to students in the 2005 life studies curriculum, has been gained by children with regards to various situations. The survey model was utilized in the study. The study was conducted with 4th grade students who took the class of life studies in primary school 1st, 2nd and 3rd grades and therefore are expected to have gained the ability to say “no”. In order to collect data, The Ability to Say “No”-Specific Cases Inventory (NSCI) developed by the researchers was employed. In order to be able to evaluate the responses given to the cases in the NSCI, the “NSCI Rubric” was developed. The data obtained from NSCI were analyzed according to the many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be able to demonstrate the basic ability to say “no” expected of them in response to specific cases; however they will not focus too much on the behavior of making an explanation about the reason why they have said “no”, or, on performing alternative behaviors after saying “no”. |
| doi_str_mv | 10.21449/ijate.442399 |
| format | Article |
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is tried to be taught to students in the 2005 life studies curriculum, has been
gained by children with regards to various situations. The survey model was
utilized in the study. The study was conducted with 4th grade
students who took the class of life studies in primary school 1st, 2nd
and 3rd grades and therefore are expected to have gained the ability
to say “no”. In order to collect data, The Ability to Say “No”-Specific Cases
Inventory (NSCI) developed by the researchers was employed. In order to be able
to evaluate the responses given to the cases in the NSCI, the “NSCI Rubric” was
developed. The data obtained from NSCI were analyzed according to the
many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be
able to demonstrate the basic ability to say “no” expected of them in response
to specific cases; however they will not focus too much on the behavior of
making an explanation about the reason why they have said “no”, or, on
performing alternative behaviors after saying “no”.
This study aims to reveal whether or not the ability to say “no”, which is tried to be taught to students in the 2005 life studies curriculum, has been gained by children with regards to various situations. The survey model was utilized in the study. The study was conducted with 4th grade students who took the class of life studies in primary school 1st, 2nd and 3rd grades and therefore are expected to have gained the ability to say “no”. In order to collect data, The Ability to Say “No”-Specific Cases Inventory (NSCI) developed by the researchers was employed. In order to be able to evaluate the responses given to the cases in the NSCI, the “NSCI Rubric” was developed. The data obtained from NSCI were analyzed according to the many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be able to demonstrate the basic ability to say “no” expected of them in response to specific cases; however they will not focus too much on the behavior of making an explanation about the reason why they have said “no”, or, on performing alternative behaviors after saying “no”.</description><identifier>ISSN: 2148-7456</identifier><identifier>EISSN: 2148-7456</identifier><identifier>DOI: 10.21449/ijate.442399</identifier><language>eng</language><publisher>İzzet Kara</publisher><subject>Assertiveness ; Computer Mediated Communication ; Elementary School Students ; Felsefe & Psikoloji & Sosyoloji ; Foreign Countries ; Grade 4 ; Moral Issues ; Self Management ; Sexual Abuse ; Social Studies ; Student Attitudes ; Substance Abuse ; Time Management</subject><ispartof>International journal of assessment tools in education, 2018-01, Vol.5 (3), p.443-460</ispartof><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c260t-b041a10a8d9168772551bd919709bb23a9dd6ad762beb0e9145339fa2b45e7be3</citedby><cites>FETCH-LOGICAL-c260t-b041a10a8d9168772551bd919709bb23a9dd6ad762beb0e9145339fa2b45e7be3</cites><orcidid>0000-0002-4947-5416 ; 0000-0002-1291-4067</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,688,777,882</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1250189$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1250189$$DView record in ERIC$$Hfree_for_read</backlink></links><search><contributor>Kara,İzzet</contributor><creatorcontrib>YILMAZ, Ferat</creatorcontrib><creatorcontrib>SÖZER, M. Akif</creatorcontrib><title>Examining the 4th Grade Students’ Ability to Say “No” in the Framework of Life Studies Curriculum with Many-Facet Rasch Model</title><title>International journal of assessment tools in education</title><description>This study aims to reveal whether or not the ability to say “no”, which
is tried to be taught to students in the 2005 life studies curriculum, has been
gained by children with regards to various situations. The survey model was
utilized in the study. The study was conducted with 4th grade
students who took the class of life studies in primary school 1st, 2nd
and 3rd grades and therefore are expected to have gained the ability
to say “no”. In order to collect data, The Ability to Say “No”-Specific Cases
Inventory (NSCI) developed by the researchers was employed. In order to be able
to evaluate the responses given to the cases in the NSCI, the “NSCI Rubric” was
developed. The data obtained from NSCI were analyzed according to the
many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be
able to demonstrate the basic ability to say “no” expected of them in response
to specific cases; however they will not focus too much on the behavior of
making an explanation about the reason why they have said “no”, or, on
performing alternative behaviors after saying “no”.
This study aims to reveal whether or not the ability to say “no”, which is tried to be taught to students in the 2005 life studies curriculum, has been gained by children with regards to various situations. The survey model was utilized in the study. The study was conducted with 4th grade students who took the class of life studies in primary school 1st, 2nd and 3rd grades and therefore are expected to have gained the ability to say “no”. In order to collect data, The Ability to Say “No”-Specific Cases Inventory (NSCI) developed by the researchers was employed. In order to be able to evaluate the responses given to the cases in the NSCI, the “NSCI Rubric” was developed. The data obtained from NSCI were analyzed according to the many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be able to demonstrate the basic ability to say “no” expected of them in response to specific cases; however they will not focus too much on the behavior of making an explanation about the reason why they have said “no”, or, on performing alternative behaviors after saying “no”.</description><subject>Assertiveness</subject><subject>Computer Mediated Communication</subject><subject>Elementary School Students</subject><subject>Felsefe & Psikoloji & Sosyoloji</subject><subject>Foreign Countries</subject><subject>Grade 4</subject><subject>Moral Issues</subject><subject>Self Management</subject><subject>Sexual Abuse</subject><subject>Social Studies</subject><subject>Student Attitudes</subject><subject>Substance Abuse</subject><subject>Time Management</subject><issn>2148-7456</issn><issn>2148-7456</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNpNUctKw0AUDaJgqV26FGbnKnVmMnnMstS2VqKC1fUwk9zYqXnIZELNruBXCPpz_RJDI-LqHu55cOA4zjnBY0oY41d6Iy2MGaMe50fOoHtGbsj84PgfPnVGdb3BGJMwYB4nA-dj9i4LXeryBdk1IGbXaGFkCmhlmxRKW-93n2iidK5ti2yFVrJF-93XfbXffSNdHkxzIwvYVuYVVRmKddabNdRo2hijkyZvCrTVXfSdLFt3LhOw6FHWSfeoUsjPnJNM5jWMfu_QeZ7PnqY3bvywWE4nsZvQAFtXYUYkwTJKOQmiMKS-T1SHeYi5UtSTPE0DmYYBVaAwcMJ8z-OZpIr5ECrwhs5FnwtdKfFmdCFNK2a3hPqYRLzjL3tepyDzqsx1CWJTNabsWonl9WwSi4hGLOyUbq9MTFXXBrK_NILFYQ5xmEP0c3g_BxF_vg</recordid><startdate>20180101</startdate><enddate>20180101</enddate><creator>YILMAZ, Ferat</creator><creator>SÖZER, M. Akif</creator><general>İzzet Kara</general><general>International Journal of Assessment Tools in Education</general><scope>AAYXX</scope><scope>CITATION</scope><scope>IEBAR</scope><scope>ERI</scope><scope>GA5</scope><orcidid>https://orcid.org/0000-0002-4947-5416</orcidid><orcidid>https://orcid.org/0000-0002-1291-4067</orcidid></search><sort><creationdate>20180101</creationdate><title>Examining the 4th Grade Students’ Ability to Say “No” in the Framework of Life Studies Curriculum with Many-Facet Rasch Model</title><author>YILMAZ, Ferat ; SÖZER, M. Akif</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c260t-b041a10a8d9168772551bd919709bb23a9dd6ad762beb0e9145339fa2b45e7be3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Assertiveness</topic><topic>Computer Mediated Communication</topic><topic>Elementary School Students</topic><topic>Felsefe & Psikoloji & Sosyoloji</topic><topic>Foreign Countries</topic><topic>Grade 4</topic><topic>Moral Issues</topic><topic>Self Management</topic><topic>Sexual Abuse</topic><topic>Social Studies</topic><topic>Student Attitudes</topic><topic>Substance Abuse</topic><topic>Time Management</topic><toplevel>online_resources</toplevel><creatorcontrib>YILMAZ, Ferat</creatorcontrib><creatorcontrib>SÖZER, M. Akif</creatorcontrib><collection>CrossRef</collection><collection>Idealonline online kütüphane - Journals</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><jtitle>International journal of assessment tools in education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>YILMAZ, Ferat</au><au>SÖZER, M. Akif</au><au>Kara,İzzet</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1250189</ericid><atitle>Examining the 4th Grade Students’ Ability to Say “No” in the Framework of Life Studies Curriculum with Many-Facet Rasch Model</atitle><jtitle>International journal of assessment tools in education</jtitle><date>2018-01-01</date><risdate>2018</risdate><volume>5</volume><issue>3</issue><spage>443</spage><epage>460</epage><pages>443-460</pages><issn>2148-7456</issn><eissn>2148-7456</eissn><abstract>This study aims to reveal whether or not the ability to say “no”, which
is tried to be taught to students in the 2005 life studies curriculum, has been
gained by children with regards to various situations. The survey model was
utilized in the study. The study was conducted with 4th grade
students who took the class of life studies in primary school 1st, 2nd
and 3rd grades and therefore are expected to have gained the ability
to say “no”. In order to collect data, The Ability to Say “No”-Specific Cases
Inventory (NSCI) developed by the researchers was employed. In order to be able
to evaluate the responses given to the cases in the NSCI, the “NSCI Rubric” was
developed. The data obtained from NSCI were analyzed according to the
many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be
able to demonstrate the basic ability to say “no” expected of them in response
to specific cases; however they will not focus too much on the behavior of
making an explanation about the reason why they have said “no”, or, on
performing alternative behaviors after saying “no”.
This study aims to reveal whether or not the ability to say “no”, which is tried to be taught to students in the 2005 life studies curriculum, has been gained by children with regards to various situations. The survey model was utilized in the study. The study was conducted with 4th grade students who took the class of life studies in primary school 1st, 2nd and 3rd grades and therefore are expected to have gained the ability to say “no”. In order to collect data, The Ability to Say “No”-Specific Cases Inventory (NSCI) developed by the researchers was employed. In order to be able to evaluate the responses given to the cases in the NSCI, the “NSCI Rubric” was developed. The data obtained from NSCI were analyzed according to the many-facet Rasch analysis using the FACETS packet program. The findings suggest that students may be able to demonstrate the basic ability to say “no” expected of them in response to specific cases; however they will not focus too much on the behavior of making an explanation about the reason why they have said “no”, or, on performing alternative behaviors after saying “no”.</abstract><pub>İzzet Kara</pub><doi>10.21449/ijate.442399</doi><tpages>18</tpages><orcidid>https://orcid.org/0000-0002-4947-5416</orcidid><orcidid>https://orcid.org/0000-0002-1291-4067</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | International journal of assessment tools in education, 2018-01, Vol.5 (3), p.443-460 |
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| language | eng |
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| source | ERIC - Full Text Only (Discovery) |
| subjects | Assertiveness Computer Mediated Communication Elementary School Students Felsefe & Psikoloji & Sosyoloji Foreign Countries Grade 4 Moral Issues Self Management Sexual Abuse Social Studies Student Attitudes Substance Abuse Time Management |
| title | Examining the 4th Grade Students’ Ability to Say “No” in the Framework of Life Studies Curriculum with Many-Facet Rasch Model |
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