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a
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Resea
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0
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211
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I
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212
J
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:
h
ttp
:
//
ijer
e.
ia
esco
r
e.
co
m
The multi
cultural
ex
p
eriences
,
a
t
tit
udes a
nd e
ff
ica
cy
percept
io
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a
mo
ng
pro
spectiv
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a
t
th
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d
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p
a
rtme
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t
o
f
Tu
rk
is
h
e
d
u
c
a
ti
o
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o
f
a
sta
te
u
n
i
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rsity
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h
e
st
u
d
y
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ti
l
ize
d
t
h
e
M
u
lt
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ra
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Eff
ica
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y
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c
a
le.
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e
d
a
ta
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a
n
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ly
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b
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ti
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g
sta
ti
st
ics
a
n
d
sta
ti
stica
l
tec
h
n
iq
u
e
s
su
c
h
a
s
p
e
rc
e
n
tag
e
s,
fre
q
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e
n
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ies
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a
rit
h
m
e
ti
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m
e
a
n
s,
sta
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d
e
v
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n
s,
t
-
tes
t
a
n
d
o
n
e
-
wa
y
a
n
a
ly
sis
o
f
v
a
rian
c
e
.
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h
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Cro
n
b
a
c
h
’s
Alp
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a
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a
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ficie
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a
t
wa
s
c
a
lcu
late
d
fo
r
t
h
is
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y
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s
.
8
6
8
.
Ba
se
d
o
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th
e
fin
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in
g
s
o
f
t
h
e
st
u
d
y
,
it
w
a
s
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e
term
in
e
d
t
h
a
t
th
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p
ro
s
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ti
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Tu
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a
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m
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t
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sa
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m
se
lv
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“
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se
lf
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ime
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th
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ir
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iffere
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we
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n
ifi
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n
t
d
iffere
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e
s
in
th
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ir
m
u
lt
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lt
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r
a
l
e
ffica
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lev
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ls b
a
se
d
o
n
t
h
e
v
a
riab
les
o
f
c
l
a
ss
a
n
d
p
lac
e
o
f
re
si
d
e
n
c
e
.
K
ey
w
o
r
d
s
:
Mu
lticu
ltu
r
alis
m
Mu
lticu
ltu
r
al
ed
u
ca
tio
n
T
ea
ch
er
ca
p
a
b
ilit
ies
Pro
s
p
ec
tiv
e
teac
h
er
s
T
h
is i
s
a
n
o
p
e
n
a
c
c
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ss
a
rticle
u
n
d
e
r th
e
CC B
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-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
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r
:
Sıd
d
ık
B
ak
ır
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
Atatü
r
k
Un
iv
er
s
ity
,
Atatü
r
k
Un
iv
er
s
ity
,
Facu
lty
o
f
E
d
u
ca
tio
n
,
T
u
r
k
is
h
E
d
u
ca
tio
n
,
2
5
1
0
0
,
E
r
zu
r
u
m
,
T
u
r
k
ey
.
E
m
ail:
s
id
d
ik
.
b
ak
ir
@
atau
n
i.e
d
u
.
tr
1.
I
NT
RO
D
UCT
I
O
N
T
h
e
p
r
ev
ale
n
ce
o
f
i
n
f
o
r
m
atio
n
an
d
co
m
m
u
n
icatio
n
tech
n
o
lo
g
ies
h
as
af
f
ec
ted
a
n
d
s
till
af
f
ec
tin
g
s
o
cial,
p
o
liti
ca
l,
ec
o
n
o
m
ic
an
d
cu
ltu
r
al
life
d
ee
p
ly
.
T
h
e
ch
a
n
g
es
an
d
d
ev
elo
p
m
en
ts
in
q
u
e
s
tio
n
h
av
e
af
f
ec
ted
ed
u
ca
tio
n
,
a
n
d
th
er
e
f
o
r
e,
c
u
r
r
icu
la.
I
n
ad
d
itio
n
to
th
e
f
u
n
ct
io
n
o
f
ed
u
ca
tio
n
to
tr
ai
n
g
o
o
d
citizen
s
an
d
lab
o
r
th
at
is
s
u
itab
le
f
o
r
t
h
e
s
o
cial
an
d
cu
ltu
r
al
s
tr
u
ctu
r
e,
im
p
r
o
v
em
en
t
o
f
in
d
iv
id
u
al
ch
a
r
ac
ter
is
tics
h
as
em
er
g
ed
to
d
ay
as
an
ad
d
itio
n
al
im
p
o
r
t
an
t
v
alu
e
[1
-
5
]
.
No
wad
a
y
s
,
wh
er
e
th
e
ef
f
ec
ts
o
f
g
lo
b
aliz
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ar
e
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ein
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f
elt
m
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with
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e
v
elo
p
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tech
n
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l
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g
y
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er
io
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s
d
if
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ce
s
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in
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al
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d
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o
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s
tr
u
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av
e
also
em
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d
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ter
ac
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h
as
in
cr
ea
s
ed
v
er
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f
ast
b
y
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o
m
m
u
n
icatio
n
b
ec
o
m
in
g
ea
s
y
an
d
ec
o
n
o
m
ical.
T
h
is
p
r
o
ce
s
s
th
at
is
ex
p
er
ien
ce
d
in
th
e
s
o
cio
cu
ltu
r
al
ar
ea
h
as
m
a
d
e
it
in
ev
it
ab
le
f
o
r
d
if
f
er
e
n
t
cu
ltu
r
es
to
l
iv
e
to
g
eth
e
r
,
a
n
d
th
er
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o
r
e,
b
r
o
u
g
h
t th
e
co
n
ce
p
t
o
f
m
u
lticu
ltu
r
alis
m
f
o
r
war
d
.
Mo
r
eo
v
er
,
estab
lis
h
m
en
t
o
f
co
m
m
u
n
icatio
n
o
r
g
ath
e
r
in
g
with
v
ar
io
u
s
cu
ltu
r
es
b
y
i
n
d
iv
id
u
als
g
r
o
win
g
u
p
in
th
e
in
f
o
r
m
atio
n
s
o
ciety
is
s
h
o
wn
as
a
p
r
e
-
co
n
d
itio
n
f
o
r
d
e
v
elo
p
m
en
t
an
d
a
c
ce
p
tan
ce
o
f
wh
at
is
d
if
f
er
en
t
with
o
u
t
r
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v
atio
n
s
.
T
h
is
s
itu
atio
n
t
h
at
is
s
h
o
w
n
as
a
p
r
e
-
co
n
d
itio
n
is
p
o
s
s
ib
le
b
y
r
esp
ec
tin
g
d
if
f
er
en
t
cu
ltu
r
e,
b
elief
s
,
eth
n
ic
o
r
ig
i
n
s
,
h
u
m
an
r
ig
h
ts
an
d
d
if
f
e
r
en
ce
s
an
d
d
ev
elo
p
i
n
g
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
all
th
ese
d
if
f
er
e
n
ce
s
.
T
h
e
m
o
s
t
im
p
o
r
tan
t
way
o
f
ac
h
iev
in
g
th
is
is
th
e
d
em
o
cr
a
tic
ap
p
r
o
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h
es
an
d
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
mu
lticu
ltu
r
a
l e
xp
erien
ce
s
,
a
ttit
u
d
es a
n
d
effica
cy
p
ercep
t
io
n
s
o
f
p
r
o
s
p
ec
tive
tea
ch
ers
…
(
S
ıd
d
ık
B
a
kır
)
213
p
r
ac
tices
in
th
e
ed
u
ca
tio
n
s
y
s
tem
an
d
in
s
titu
tio
n
s
.
Am
o
n
g
th
e
a
p
p
r
o
ac
h
es
an
d
p
r
ac
tices
to
war
d
s
m
ak
in
g
ed
u
ca
tio
n
in
s
titu
tio
n
s
an
d
cu
r
r
icu
la
m
o
r
e
d
em
o
cr
atic,
is
s
u
es
s
u
ch
as
h
u
m
an
r
ig
h
ts
,
d
if
f
er
en
ce
,
p
lu
r
alis
m
,
m
u
lticu
ltu
r
alis
m
,
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
a
n
d
g
lo
b
al
ed
u
ca
tio
n
h
o
ld
a
s
ig
n
if
ican
t p
lace
[
6
]
.
T
h
e
g
o
al
o
f
r
aisi
n
g
a
y
o
u
th
t
h
at
k
n
o
ws
its
r
esp
o
n
s
ib
ilit
ie
s
an
d
tak
es
th
em
o
n
,
in
ter
n
aliz
es
n
atio
n
al
an
d
g
l
o
b
al
v
al
u
es
an
d
is
c
ap
a
b
le
to
war
d
s
team
wo
r
k
is
co
n
s
id
er
ed
to
in
v
o
l
v
e
ca
p
ac
ities
th
at
ar
e
p
r
i
o
r
itized
in
th
e
ch
an
g
in
g
an
d
tr
a
n
s
f
o
r
m
in
g
f
u
n
ctio
n
o
f
ed
u
ca
tio
n
s
y
s
tem
s
as
a
r
eq
u
ir
em
en
t
o
f
th
e
ag
e.
I
n
th
is
s
en
s
e,
th
e
m
ain
o
b
jectiv
es
o
f
m
o
d
e
r
n
ed
u
ca
tio
n
s
y
s
tem
s
in
clu
d
e
tr
ain
in
g
s
t
u
d
en
ts
wh
o
a
r
e
o
p
en
to
th
e
wo
r
ld
,
k
n
o
w
t
h
em
s
elv
es
an
d
h
av
e
s
elf
-
esteem
,
d
ef
e
n
d
eq
u
ality
a
n
d
h
av
e
c
u
ltu
r
al
r
ich
n
ess
,
w
h
ile
in
d
iv
id
u
als
in
s
o
cieties
th
at
ac
h
iev
e
th
is
als
o
h
av
e
c
h
ar
ac
ter
is
tics
with
cu
ltu
r
al
s
en
s
itiv
ity
,
h
ig
h
m
o
ti
v
atio
n
,
s
elf
-
r
esp
ec
t,
s
elf
-
m
an
ag
em
en
t,
o
p
en
id
ea
s
an
d
ca
p
ac
ity
o
f
em
p
ath
y
[
7
-
12
]
.
T
h
e
m
u
ltid
ir
ec
tio
n
al
f
lo
w
o
f
p
eo
p
le
th
at
is
ex
p
er
ien
ce
d
b
y
th
e
r
ef
lectio
n
o
f
r
ap
id
d
e
v
elo
p
m
e
n
ts
in
th
e
f
ield
o
f
s
cien
ce
an
d
tech
n
o
lo
g
y
o
n
s
o
cial
life
h
as
m
ad
e
it
in
e
v
itab
le
f
o
r
in
d
iv
id
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als
f
r
o
m
d
if
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e
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t
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o
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o
n
o
m
ic
an
d
cu
lt
u
r
al
lev
els
to
liv
e
to
g
eth
er
[
1
3
]
a
n
d
lead
s
ch
o
o
ls
to
em
b
r
ac
e
a
s
tr
u
ctu
r
e
wh
er
e
s
tu
d
en
ts
with
d
if
f
er
en
t
lan
g
u
ag
es,
r
elig
io
n
s
,
r
ac
es
an
d
cu
ltu
r
es
g
ath
er
[
1
4
]
.
T
h
is
n
ew
p
r
o
f
ile
th
at
h
as
em
er
g
ed
at
s
ch
o
o
ls
h
as
also
b
r
o
u
g
h
t
ab
o
u
t
s
tu
d
i
es
to
war
d
s
teac
h
er
ca
p
ac
ities
th
at
will
p
r
o
v
id
e
a
n
ef
f
ec
tiv
e
in
s
tr
u
ctio
n
a
n
d
le
ar
n
in
g
e
n
v
ir
o
n
m
en
t
f
o
r
s
tu
d
e
n
ts
f
r
o
m
d
if
f
er
e
n
t
cu
ltu
r
es
[
1
5
]
.
Sev
er
al
f
ac
t
o
r
s
s
u
ch
as
th
e
p
ast
ex
p
e
r
ien
ce
s
,
wo
r
ld
v
iews
an
d
p
o
i
n
ts
o
f
v
ie
w
to
war
d
s
ch
a
n
g
e
o
f
te
ac
h
er
s
,
wh
o
p
lay
a
s
ig
n
if
ic
an
t
r
o
le
in
o
r
g
a
n
izatio
n
o
f
in
s
tr
u
ctio
n
en
v
ir
o
n
m
en
ts
b
ased
o
n
d
if
f
er
e
n
ce
s
,
ar
e
ef
f
ec
tiv
e
o
n
o
r
g
an
izatio
n
o
f
m
u
lticu
l
tu
r
al
ed
u
ca
tio
n
en
v
ir
o
n
m
en
ts
[
1
6
]
.
T
h
er
ef
o
r
e,
th
ese
ch
ar
ac
ter
is
tics
th
at
n
ee
d
to
b
e
p
r
esen
t
in
teac
h
e
r
s
th
at
ass
u
m
e
s
ig
n
if
ican
t
r
o
les
in
ter
m
s
o
f
b
ein
g
ab
le
t
o
estab
lis
h
s
u
itab
le
ed
u
ca
tio
n
en
v
ir
o
n
m
e
n
ts
f
o
r
in
d
iv
id
u
als
with
d
if
f
er
en
t
cu
lt
u
r
al
s
tr
u
ctu
r
es
in
th
e
class
r
o
o
m
en
v
ir
o
n
m
e
n
t
ar
e
im
p
o
r
tan
t
in
ter
m
s
o
f
th
e
ef
f
e
ctiv
en
ess
o
f
th
e
m
u
lticu
ltu
r
al
in
s
tr
u
ctio
n
en
v
ir
o
n
m
en
ts
to
b
e
estab
lis
h
ed
,
wh
ile
th
e
ex
p
e
r
ien
ce
s
,
attitu
d
es
an
d
ef
f
icac
y
p
e
r
ce
p
tio
n
s
o
f
teac
h
e
r
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
w
h
o
ar
e
th
e
teac
h
er
s
o
f
th
e
f
u
tu
r
e,
also
h
av
e
a
s
ig
n
if
ican
t
p
lace
.
I
n
th
is
s
en
s
e,
in
v
esti
g
atin
g
th
e
ex
p
e
r
ien
ce
s
,
attitu
d
es
an
d
ef
f
icac
ies
o
f
teac
h
er
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
an
d
th
e
tr
an
s
f
o
r
m
atio
n
p
r
o
ce
s
s
es
o
f
th
ese
h
as
b
ee
n
a
to
p
ic
o
f
s
ev
er
al
s
tu
d
ies.
T
h
e
co
n
ce
p
t
o
f
m
u
lticu
ltu
r
alis
m
,
wh
ich
was
p
r
o
p
o
s
ed
f
o
r
th
e
f
ir
s
t
tim
e
b
y
Ho
r
ac
e
Kallen
i
n
th
e
2
0
th
ce
n
tu
r
y
in
t
h
e
ad
u
lt
ed
u
ca
tio
n
liter
atu
r
e
an
d
r
ap
id
ly
s
h
o
wed
d
ev
elo
p
m
en
t
in
tim
e
B
en
n
ett
[
1
7
]
,
cited
in
T
aştek
in
et
al.
[
6
]
,
m
ay
b
e
d
ef
in
ed
as,
“…th
e
p
r
o
ce
s
s
o
f
estab
lis
h
in
g
e
q
u
al
ed
u
c
atio
n
an
d
lear
n
in
g
o
p
p
o
r
tu
n
ities
to
ac
h
iev
e
cu
lt
u
r
al
p
lu
r
alis
m
in
th
e
co
n
te
x
t
o
f
d
em
o
c
r
atic
v
alu
es
b
y
d
e
n
y
in
g
r
ac
is
m
an
d
ass
im
ilatio
n
an
d
s
h
o
win
g
r
esp
ec
t
f
o
r
all
ty
p
es
o
f
d
if
f
er
e
n
c
es”
[
1
6
]
.
Acc
o
r
d
in
g
to
t
h
e
Am
e
r
ican
Ps
y
ch
o
lo
g
y
Ass
o
ciatio
n
[
1
8
]
,
it
is
d
ef
in
e
d
as
awa
r
en
ess
o
f
eth
n
ic
s
tr
u
ctu
r
e,
lan
g
u
ag
e,
s
ex
u
al
o
r
ien
t
atio
n
,
g
en
d
er
,
a
g
e
,
d
is
ab
ilit
y
s
tatu
s
,
s
o
cial
clas
s
,
ed
u
ca
tio
n
,
r
elig
io
u
s
o
r
ien
tatio
n
an
d
o
th
er
c
u
ltu
r
al
d
im
en
s
io
n
s
an
d
ex
p
er
ien
ci
n
g
o
f
th
ese
d
im
en
s
io
n
s
to
g
eth
er
.
W
h
ile
in
d
iv
id
u
als’
ex
p
er
ien
ci
n
g
o
f
s
o
cial
class
,
ag
e,
d
is
ab
ili
ty
s
tatu
s
,
lan
g
u
ag
e,
r
elig
io
u
s
o
r
ig
in
a
n
d
cu
ltu
r
al
d
if
f
er
en
ce
s
to
g
eth
e
r
is
ex
p
r
ess
ed
as
m
u
lticu
ltu
r
alis
m
,
th
e
p
r
o
ce
s
s
o
f
eq
u
aliza
tio
n
o
f
s
tu
d
en
ts
with
th
ese
d
if
f
er
en
ce
s
an
d
s
tr
u
ctu
r
in
g
a
s
ch
o
o
l
en
v
ir
o
n
m
en
t
s
u
itab
le
f
o
r
th
is
is
d
ef
in
e
as
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
[
1
9
]
.
Mu
lticu
ltu
r
al
ed
u
ca
tio
n
n
ec
ess
itate
s
o
r
g
an
izatio
n
o
f
ed
u
c
atio
n
en
v
ir
o
n
m
e
n
ts
in
a
way
th
at
is
s
u
itab
le
f
o
r
d
if
f
er
en
ce
s
wh
ich
will
allo
w
th
e
s
tu
d
en
t
to
s
tr
u
ctu
r
e
in
f
o
r
m
ati
o
n
d
if
f
e
r
en
tly
[
20
]
.
T
h
u
s
,
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
en
v
ir
o
n
m
en
ts
ar
e
en
v
ir
o
n
m
e
n
ts
wh
er
e
in
d
iv
id
u
al
d
i
f
f
er
en
ce
s
ar
e
r
esp
ec
ted
,
an
d
ef
f
o
r
ts
ar
e
ca
r
r
ied
o
u
t to
i
n
cr
e
ase
n
o
t o
n
ly
t
h
eir
awa
r
en
ess
lev
els b
u
t a
ls
o
cu
ltu
r
al
s
en
s
itiv
ities
[
21
]
.
Su
cc
ess
f
u
l
ap
p
licatio
n
o
f
th
e
s
e
co
n
ce
p
ts
,
wh
ich
ar
e
b
ein
g
en
co
u
n
ter
ed
at
all
s
tag
es
an
d
in
all
p
r
o
g
r
a
m
s
o
f
t
h
e
ed
u
ca
tio
n
a
n
d
in
s
tr
u
ctio
n
p
r
o
ce
s
s
r
ec
en
tly
,
is
d
ir
ec
tly
p
r
o
p
o
r
tio
n
al
to
teac
h
er
ca
p
ac
ities
an
d
awa
r
en
ess
.
I
t
is
al
s
o
clea
r
t
h
at
T
u
r
k
ey
,
wh
ich
is
a
s
ig
n
if
ican
t
p
o
wer
in
its
r
eg
io
n
a
n
d
a
ca
n
d
id
ate
f
o
r
m
em
b
er
s
h
ip
o
f
th
e
E
u
r
o
p
ea
n
Un
io
n
,
h
as
a
n
ee
d
f
o
r
ed
u
c
ato
r
s
with
th
e
k
n
o
wled
g
e
b
a
s
e
an
d
awa
r
en
ess
r
eq
u
ir
ed
an
d
wo
r
k
t
o
b
e
co
n
d
u
cted
o
n
th
ese
is
s
u
es
with
esp
ec
ially
th
e
r
ec
e
n
t
in
c
r
ea
s
e
in
th
e
n
u
m
b
er
o
f
r
ef
u
g
ee
s
,
asy
lu
m
s
ee
k
er
s
an
d
f
o
r
eig
n
s
tu
d
en
ts
.
Ho
wev
e
r
,
it
i
s
ex
p
r
ess
ed
th
at
wo
r
k
c
o
n
d
u
ct
ed
o
n
th
is
is
s
u
e
n
o
t
o
n
ly
in
T
u
r
k
e
y
b
u
t a
ls
o
in
t
h
e
wo
r
ld
is
s
till
in
ad
eq
u
ate
[
2
2
]
,
an
d
th
eo
r
etica
l a
p
p
r
o
ac
h
es to
t
h
e
to
p
ic
ar
e
k
n
o
wn
v
er
y
litt
le
[
2
3
]
.
I
n
r
ec
en
t
tim
e
s
,
with
th
e
p
r
o
p
o
s
al
o
f
th
e
co
n
ce
p
ts
o
f
m
u
lticu
ltu
r
alis
m
an
d
m
u
ltil
in
g
u
alis
m
in
E
u
r
o
p
e
,
f
o
r
eig
n
lan
g
u
a
g
e
tea
ch
in
g
c
o
n
n
ec
ted
th
e
f
o
r
eig
n
l
an
g
u
ag
e
p
o
licy
o
f
th
e
E
u
r
o
p
ea
n
C
o
u
n
cil
to
t
wo
h
ig
h
er
o
b
jectiv
es.
T
h
ese
wer
e
:
T
o
p
r
o
tect
an
d
im
p
r
o
v
e
d
i
v
e
r
s
ity
o
f
lan
g
u
a
g
e
an
d
c
u
ltu
r
e
as
a
m
u
tu
al
s
o
u
r
ce
o
f
r
ich
n
ess
,
an
d
to
m
a
k
e
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
,
in
te
r
n
a
tio
n
al
f
lo
w
an
d
ex
ch
a
n
g
e
o
f
th
o
u
g
h
ts
ea
s
ier
[
2
4
]
.
C
o
n
s
id
er
in
g
d
ef
i
n
itio
n
s
,
r
esea
r
ch
an
d
o
b
jectiv
es,
it
m
a
y
b
e
s
tated
th
at
m
u
lticu
ltu
r
al
e
d
u
ca
ti
o
n
co
v
er
s
im
p
r
o
v
in
g
p
r
in
cip
les
to
war
d
s
s
o
cial
in
teg
r
ity
s
u
c
h
as
r
es
p
ec
t
f
o
r
d
if
f
e
r
en
ce
s
,
eq
u
ality
,
ju
s
tice,
em
p
ath
y
,
ac
ce
p
tan
ce
an
d
c
o
m
p
ass
io
n
,
as
well
as
cr
it
ical
th
in
k
in
g
s
k
ills
in
ed
u
ca
tio
n
en
v
i
r
o
n
m
e
n
ts
,
an
d
in
cr
ea
s
in
g
s
tu
d
en
ts
’
ac
ad
em
ic
s
u
cc
ess
b
y
estab
lis
h
in
g
a
lin
k
b
etwe
en
lear
n
in
g
a
n
d
d
aily
life
ex
p
er
ie
n
ce
s
,
an
d
it
aim
s
to
p
r
ep
ar
e
s
tu
d
e
n
ts
in
a
m
o
r
e
eq
u
ip
p
ed
way
f
o
r
th
e
f
u
tu
r
e
[
6
]
.
I
t
is
clea
r
th
at,
in
T
u
r
k
ey
,
w
h
ich
h
as
th
e
r
o
le
o
f
a
n
im
p
o
r
t
an
t
b
r
id
g
e
b
etwe
en
th
e
W
ester
n
an
d
E
aster
n
cu
ltu
r
es
with
its
h
is
to
r
y
an
d
g
eo
p
o
liti
ca
l
p
o
s
itio
n
,
m
u
lticu
ltu
r
al
e
d
u
ca
tio
n
is
h
ig
h
ly
im
p
o
r
tan
t
[
2
5
]
,
an
d
th
u
s
,
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
n
ee
d
s
to
b
e
ad
o
p
ted
at
all
s
tag
es
o
f
th
e
ed
u
ca
tio
n
a
n
d
in
s
tr
u
ctio
n
p
r
o
ce
s
s
.
W
h
ile
ap
p
ly
in
g
well
-
co
n
ce
p
t
u
alize
d
m
u
lticu
ltu
r
al
cu
r
r
icu
la
t
h
at
f
o
llo
w
ea
ch
o
th
e
r
s
tar
tin
g
f
r
o
m
th
e
p
r
esch
o
o
l
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
2
1
2
-
2
2
0
214
p
er
io
d
is
co
n
s
id
er
e
d
as
a
n
ec
e
s
s
ity
[
2
6
]
,
in
th
e
p
r
ac
tical
s
en
s
e,
d
ev
elo
p
in
g
n
ew
p
o
licies
to
war
d
s
m
u
lticu
ltu
r
al
cu
r
r
icu
la
a
n
d
in
te
r
n
aliza
tio
n
o
f
t
h
ese
b
y
s
tu
d
e
n
ts
,
teac
h
er
s
an
d
a
d
m
in
is
tr
ato
r
s
ar
e
am
o
n
g
th
e
n
ee
d
s
th
at
a
r
e
ca
r
ef
u
lly
em
p
h
asized
in
T
u
r
k
ey
’
s
ed
u
ca
tio
n
s
y
s
tem
.
I
t
is
n
ee
d
ed
to
ca
r
ef
u
lly
f
o
c
u
s
o
n
th
e
ex
p
er
ien
ce
s
,
attitu
d
es
an
d
ef
f
icac
ies
o
f
te
ac
h
er
s
,
wh
o
p
la
y
a
k
ey
r
o
le
in
th
e
ed
u
ca
tio
n
o
f
an
in
d
iv
id
u
al,
r
eg
a
r
d
in
g
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
,
an
d
in
th
is
co
n
te
x
t,
to
allo
ca
te
m
o
r
e
r
eso
u
r
ce
s
f
o
r
th
e
o
r
etic
al
an
d
e
x
p
er
im
e
n
tal
s
tu
d
ies.
B
ased
o
n
th
is
,
th
e
p
u
r
p
o
s
e
o
f
t
h
is
s
tu
d
y
is
to
in
v
es
tig
ate
th
e
ex
p
er
ien
ce
s
,
attitu
d
es
an
d
ef
f
icac
ies
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
wh
o
ar
e
th
e
teac
h
er
s
,
ed
u
ca
tio
n
p
l
an
n
er
s
an
d
p
r
ac
titi
o
n
er
s
o
f
th
e
f
u
tu
r
e
,
to
war
d
s
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
b
ased
o
n
d
if
f
er
e
n
t
v
ar
iab
les.
E
s
p
ec
ially
in
r
elatio
n
to
in
v
esti
g
atin
g
th
e
m
an
ag
em
en
t,
attitu
d
es
an
d
ca
p
ac
ities
o
f
e
d
u
ca
to
r
s
a
n
d
p
r
o
s
p
ec
tiv
e
ed
u
ca
to
r
s
th
at
wo
r
k
i
n
teac
h
i
n
g
n
ativ
e
a
n
d
f
o
r
eig
n
lan
g
u
ag
es
to
war
d
s
m
u
lticu
ltu
r
alis
m
,
co
n
d
u
ctin
g
s
u
ch
s
tu
d
ie
s
an
d
s
h
ar
in
g
th
eir
r
esu
lts
h
av
e
a
s
ig
n
if
ican
t
r
o
le
in
s
tak
eh
o
ld
e
r
s
’
ac
q
u
is
itio
n
o
f
a
m
o
r
e
m
o
d
e
r
n
id
en
tity
a
n
d
d
esig
n
o
f
in
s
tr
u
ctio
n
en
v
ir
o
n
m
en
ts
i
n
s
u
itab
ilit
y
with
th
is
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
wa
s
a
s
cr
ee
n
in
g
s
tu
d
y
th
at
was
ca
r
r
ied
o
u
t
f
o
r
t
h
e
p
u
r
p
o
s
e
o
f
i
n
v
esti
g
atin
g
th
e
m
u
lticu
ltu
r
al
ex
p
er
ie
n
ce
s
,
attitu
d
es
an
d
ef
f
icac
y
p
e
r
ce
p
tio
n
s
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
f
T
u
r
k
is
h
.
A
s
cr
ee
n
in
g
m
o
d
el
allo
ws
th
e
r
esear
ch
er
to
q
u
an
titativ
ely
d
escr
ib
e
th
e
ten
d
en
cies,
attitu
d
es
o
r
v
iews
with
in
a
p
o
p
u
latio
n
th
r
o
u
g
h
s
tu
d
ies co
n
d
u
cte
d
o
n
a
s
am
p
le
s
elec
ted
f
r
o
m
t
h
e
p
o
p
u
la
tio
n
[
2
7
].
2
.
2
.
P
o
pu
la
t
io
n a
nd
s
a
m
ple
T
h
e
p
o
p
u
latio
n
o
f
th
e
s
tu
d
y
c
o
n
s
is
ted
o
f
p
r
o
s
p
ec
tiv
e
T
u
r
k
is
h
teac
h
er
s
wh
o
wer
e
r
ec
eiv
in
g
ed
u
ca
tio
n
in
th
e
f
all
s
em
ester
o
f
th
e
ac
ad
em
ic
y
ea
r
o
f
2
0
1
8
-
2
0
1
9
at
a
s
tate
u
n
iv
er
s
ity
lo
ca
ted
in
th
e
E
aster
n
An
ato
lia
R
eg
io
n
o
f
T
u
r
k
ey
.
T
h
e
s
am
p
l
e
co
n
s
is
ted
o
f
2
4
9
p
r
o
s
p
ec
tiv
e
T
u
r
k
is
h
teac
h
er
s
wh
o
wer
e
d
eter
m
in
ed
b
y
u
s
in
g
th
e
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
m
eth
o
d
.
I
n
f
o
r
m
atio
n
o
n
th
e
d
em
o
g
r
a
p
h
ic
ch
ar
ac
ter
is
tics
o
f
th
e
s
am
p
le
is
p
r
o
v
id
e
d
in
T
a
b
le
1
.
T
ab
le
1
.
I
n
f
o
r
m
atio
n
o
n
th
e
d
e
m
o
g
r
ap
h
ic
ch
ar
ac
ter
is
tics
o
f
t
h
e
s
am
p
le
V
a
r
i
a
b
l
e
s
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
f
%
G
e
n
d
e
r
F
e
mal
e
1
8
7
7
5
.
1
M
a
l
e
62
2
4
.
9
T
o
t
a
l
2
4
9
1
0
0
.
0
C
l
a
s
s
1
st
Y
e
a
r
56
2
2
.
5
2
n
d
Y
e
a
r
74
2
9
.
7
3
r
d
Y
e
a
r
71
2
8
.
5
4
t
h
Y
e
a
r
48
1
9
.
3
T
o
t
a
l
2
4
9
1
0
0
.
0
P
l
a
c
e
o
f
R
e
si
d
e
n
c
e
V
i
l
l
a
g
e
53
2
1
.
3
To
w
n
64
2
5
.
7
C
i
t
y
50
2
0
.
1
M
e
t
r
o
p
o
l
i
t
a
n
C
i
t
y
82
3
2
.
9
T
o
t
a
l
2
4
9
1
0
0
.
0
2
.
3
.
Da
t
a
co
llect
io
n ins
t
rum
ent
s
T
h
e
s
tu
d
y
u
tili
ze
d
th
e
“M
u
lticu
ltu
r
al
E
f
f
icac
y
Scale”
th
at
was
d
e
v
elo
p
ed
b
y
G
u
y
to
n
an
d
W
esch
e
[
2
8
]
an
d
ad
ap
ted
i
n
t
o
T
u
r
k
is
h
b
y
Ak
ca
o
ğ
lu
a
n
d
Ar
s
al
[
2
9
]
as
th
e
d
ata
c
o
llectio
n
to
o
l.
T
h
e
s
ca
le
co
n
s
is
ts
o
f
5
p
ar
ts
.
T
h
e
f
i
r
s
t
p
ar
t
was
cr
ea
ted
f
o
r
th
e
p
u
r
p
o
s
e
o
f
co
m
p
ar
in
g
t
h
e
m
u
lticu
ltu
r
al
ex
p
er
ien
ce
s
o
f
p
ar
ticip
an
ts
.
T
h
e
s
ec
o
n
d
p
ar
t
co
n
s
is
ts
o
f
item
s
r
elat
ed
to
t
h
e
attitu
d
es
o
f
p
ar
ticip
an
ts
,
an
d
t
h
e
ca
lcu
latio
n
h
er
e
is
m
ad
e
as
0
-
8
p
o
in
ts
f
o
r
l
o
w,
9
-
1
3
p
o
in
ts
f
o
r
m
o
d
er
ate
a
n
d
1
4
-
1
6
p
o
in
ts
f
o
r
h
ig
h
attitu
d
e
s
.
T
h
e
3
r
d
an
d
4
th
p
ar
ts
co
n
s
is
t
o
f
item
s
r
eg
ar
d
i
n
g
s
elf
-
ef
f
icac
y
p
er
ce
p
tio
n
s
.
T
h
e
ca
lcu
latio
n
f
o
r
th
ese
p
ar
ts
is
m
ad
e
as
0
-
43
p
o
in
ts
f
o
r
lo
w,
4
4
-
5
3
p
o
in
ts
f
o
r
m
o
d
er
ate
an
d
5
4
-
6
4
p
o
in
ts
f
o
r
h
ig
h
s
elf
-
e
f
f
icac
y
.
T
h
e
la
s
t
p
ar
t
co
n
s
is
ts
o
f
item
s
th
at
aim
to
d
eter
m
in
e
w
h
at
p
ar
ticip
an
ts
t
h
in
k
ab
o
u
t
th
e
p
u
r
p
o
s
e
o
f
m
u
lticu
ltu
r
al
in
s
tr
u
ctio
n
.
As
i
n
th
e
o
r
ig
in
al
s
ca
le
,
th
e
T
u
r
k
is
h
v
e
r
s
io
n
o
f
th
e
s
ca
le
h
as
3
d
im
e
n
s
io
n
s
.
T
h
ese
ar
e
th
e
ex
p
er
ie
n
ce
(
1
,
2
,
3
,
4
,
5
)
,
attitu
d
e
(
6
,
7
,
8
,
9
)
an
d
s
elf
-
ef
f
icac
y
(
1
0
,
1
1
,
1
2
,
1
3
,
1
4
,
1
5
,
1
6
,
1
7
,
1
8
,
1
9
,
2
0
,
2
1
,
2
2
,
2
3
,
2
4
,
2
5
)
d
im
e
n
s
io
n
s
.
T
h
e
item
th
at
is
th
e
last
item
o
f
th
e
o
r
ig
in
al
s
ca
le
an
d
m
ea
s
u
r
es
th
e
p
o
in
ts
o
f
v
iew
o
f
p
a
r
ticip
an
ts
r
eg
ar
d
in
g
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
was
k
ep
t
as
it
i
s
.
T
h
e
C
r
o
n
b
ac
h
’
s
Alp
h
a
in
ter
n
al
co
n
s
is
ten
cy
co
ef
f
icien
t
f
o
r
th
e
to
tal
“M
u
lticu
ltu
r
al
E
f
f
icac
y
Scale
”
was
ca
lcu
lated
as
.
8
7
,
wh
ich
is
ac
ce
p
ted
as
g
o
o
d
r
eliab
ili
ty
.
T
h
e
C
r
o
n
b
ac
h
’
s
Alp
h
a
co
ef
f
icien
t
f
o
r
t
h
is
s
tu
d
y
was f
o
u
n
d
as .
8
8
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
mu
lticu
ltu
r
a
l e
xp
erien
ce
s
,
a
ttit
u
d
es a
n
d
effica
cy
p
ercep
t
io
n
s
o
f
p
r
o
s
p
ec
tive
tea
ch
ers
…
(
S
ıd
d
ık
B
a
kır
)
215
2
.
4
.
Da
t
a
a
na
ly
s
is
I
n
d
ata
an
aly
s
is
,
in
ca
s
es
wh
er
e
co
m
p
ar
is
o
n
s
wer
e
n
o
t
p
o
s
s
ib
le,
d
escr
ip
tiv
e
s
tatis
tics
wer
e
u
tili
ze
d
.
B
ef
o
r
e
d
ata
an
aly
s
is
,
f
ir
s
tly
t
h
e
n
o
r
m
al
d
is
tr
ib
u
tio
n
o
f
th
e
d
ata
was
ch
ec
k
e
d
.
I
n
c
ases
wh
er
e
th
e
d
ata
wer
e
n
o
r
m
ally
d
is
tr
ib
u
ted
,
in
d
ep
en
d
en
t
-
s
am
p
les
t
-
test
was
u
s
ed
to
co
m
p
a
r
e
two
g
r
o
u
p
s
,
wh
ile
o
n
e
-
way
a
n
aly
s
is
o
f
v
ar
ian
ce
(
ANOV
A)
was u
s
ed
to
co
m
p
ar
e
m
o
r
e
th
an
two
g
r
o
u
p
s
.
3.
F
I
NDING
S
T
ab
le
2
s
h
o
w
s
th
e
d
escr
ip
tiv
e
s
tatis
tic
s
th
at
wer
e
ca
lcu
lated
b
ased
o
n
th
e
v
iews
o
f
th
e
p
a
r
ticip
an
ts
o
n
th
eir
m
u
lticu
ltu
r
al
ex
p
er
ien
ce
s
.
T
ab
le
2
.
Views o
f
p
r
o
s
p
ec
tiv
e
T
u
r
k
is
h
teac
h
er
s
o
n
th
eir
m
u
lt
icu
ltu
r
al
ex
p
er
ie
n
ce
s
I
t
e
ms
M
e
a
n
Sd
I
n
t
e
r
p
r
e
t
a
t
i
o
n
1)
W
h
e
n
I
w
a
s a
c
h
i
l
d
,
I
p
l
a
y
e
d
w
i
t
h
p
e
o
p
l
e
w
h
o
w
e
r
e
d
i
f
f
e
r
e
n
t
t
h
a
n
me.
2
.
8
8
.
9
5
S
o
me
t
i
m
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s
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I
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my
c
h
i
l
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s
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c
h
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y
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w
a
s
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h
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sam
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m
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4
R
a
r
e
l
y
As
s
ee
n
in
T
ab
le
2
,
b
ased
o
n
th
eir
m
ea
n
s
co
r
es,
th
e
p
ar
ticip
an
ts
an
s
wer
ed
as
“so
m
etim
es”
to
th
e
s
tatem
en
t
“Wh
en
I
was
a
ch
ild
,
I
p
lay
ed
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p
eo
p
le
w
h
o
wer
e
d
if
f
er
en
t
th
an
m
e”
,
wh
ile
th
ey
an
s
wer
ed
as
“r
ar
ely
”
to
th
e
s
tatem
en
ts
“I
n
m
y
ch
ild
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o
o
d
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n
d
y
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t
h
,
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wen
t
to
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s
ch
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l
wh
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e
th
er
e
wer
e
s
tu
d
en
ts
d
if
f
er
en
t
th
a
n
m
e”
,
“Peo
p
le
with
d
if
f
er
en
ce
s
liv
ed
in
th
e
n
eig
h
b
o
r
h
o
o
d
wh
e
r
e
I
g
r
ew
u
p
”,
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u
s
ed
t
o
p
r
e
f
er
watc
h
in
g
T
V
s
h
o
ws
an
d
f
il
m
s
ab
o
u
t
p
eo
p
le
with
d
if
f
er
en
ce
s
”
an
d
“Wh
en
I
was
a
ch
ild
/y
o
u
n
g
,
I
was
in
th
e
s
am
e
team
an
d
/o
r
cl
u
b
wit
h
s
tu
d
en
ts
wh
o
h
ad
d
if
f
er
e
n
ce
s
”.
T
ab
le
3
s
h
o
ws
th
e
d
esc
r
ip
tiv
e
s
tatis
tic
s
th
at
wer
e
ca
lcu
lated
b
ased
o
n
th
e
m
u
lticu
ltu
r
alis
m
attitu
d
e
an
d
s
elf
-
ef
f
icac
y
m
ea
n
s
co
r
es o
f
th
e
p
ar
ticip
an
ts
.
T
ab
le
3
.
Views o
f
p
r
o
s
p
ec
tiv
e
T
u
r
k
is
h
teac
h
er
s
o
n
th
eir
m
u
lt
icu
ltu
r
al
attitu
d
es a
n
d
s
elf
-
ef
f
icac
ies
D
i
me
n
si
o
n
s
M
e
a
n
Sd
I
n
t
e
r
p
r
e
t
a
t
i
o
n
A
t
t
i
t
u
d
e
1
3
.
5
9
2
.
3
1
M
o
d
e
r
a
t
e
-
H
i
g
h
S
e
l
f
-
Ef
f
i
c
a
c
y
4
9
.
7
7
7
.
2
9
M
o
d
e
r
a
t
e
As
s
ee
n
in
T
ab
le
3
,
th
e
m
ea
n
m
u
lticu
ltu
r
al
attitu
d
e
s
co
r
e
o
f
th
e
p
ar
ticip
an
ts
was
“m
o
d
er
ate
-
h
ig
h
”,
wh
ile
th
eir
m
ea
n
s
elf
-
ef
f
icac
y
s
co
r
e
was “
m
o
d
er
ate”
.
T
h
e
r
esu
lts
o
f
th
e
in
d
ep
en
d
e
n
t
-
s
am
p
les
t
-
test
th
at
was
ca
r
r
ied
o
u
t
to
d
eter
m
in
e
t
h
e
d
if
f
er
en
ce
s
in
th
e
m
u
lticu
ltu
r
al
attitu
d
e
an
d
s
elf
-
ef
f
icac
y
s
co
r
es
o
f
th
e
p
ar
ticip
an
ts
b
ased
o
n
th
e
v
ar
i
ab
le
o
f
g
en
d
er
a
r
e
s
h
o
wn
in
T
ab
le
4
.
T
ab
le
4
.
I
n
d
ep
e
n
d
en
t
-
s
am
p
les t
-
test
r
esu
lts
o
n
th
e
d
if
f
er
e
n
ce
s
in
th
e
m
u
lticu
ltu
r
al
attitu
d
e
a
n
d
s
elf
-
ef
f
icac
y
s
co
r
es b
ased
o
n
th
e
v
ar
iab
le
o
f
g
en
d
e
r
V
a
r
i
a
b
l
e
G
r
o
u
p
N
sd
df
t
p
A
t
t
i
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d
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F
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mal
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4
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3
4
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a
l
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9
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0
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9
As
s
ee
n
in
T
ab
le
4
,
ac
co
r
d
in
g
to
th
e
r
esu
lts
o
f
th
e
in
d
ep
en
d
e
n
t
-
s
am
p
les
t
-
test
,
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ter
m
s
o
f
th
e
m
u
lticu
ltu
r
al
attitu
d
e
an
d
s
elf
-
ef
f
icac
y
m
ea
n
s
co
r
es,
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
etwe
en
th
e
f
em
ale
s
tu
d
en
ts
(
attitu
de
=
1
3
.
7
5
;
self
-
efficacy
=
5
0
.
0
2
)
an
d
th
e
m
al
e
s
tu
d
en
ts
(
attitu
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=
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3
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0
9
;
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9
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0
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(
t
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de(247)
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9
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self
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.
T
h
e
r
esu
lts
o
f
o
n
e
-
way
A
NOVA
th
at
was
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r
r
ied
o
u
t
to
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eter
m
in
e
th
e
d
if
f
e
r
en
ce
s
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th
e
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n
d
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elf
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ef
f
icac
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s
co
r
es
o
f
th
e
p
a
r
ticip
an
ts
b
ased
o
n
th
e
v
ar
ia
b
le
o
f
class
ar
e
s
h
o
wn
in
T
ab
le
5
a
n
d
T
a
b
le
6.
X
X
X
X
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8
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216
T
ab
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5
.
Data
o
n
d
escr
ip
tiv
e
s
t
atis
tics
V
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t
h
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4
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4
T
ab
le
6
.
On
e
-
w
ay
ANOV
A
r
esu
lts
o
n
th
e
d
if
f
er
e
n
ce
s
in
th
e
m
u
lticu
ltu
r
al
attitu
d
e
an
d
s
elf
-
ef
f
icac
y
s
co
r
es
b
ased
o
n
th
e
v
ar
iab
le
o
f
class
M
u
l
t
i
c
u
l
t
u
r
a
l
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sm
S
u
m
o
f
S
q
u
a
r
e
s
df
M
e
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n
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r
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s
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p
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g
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t
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f
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A
t
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t
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p
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5
9
1
.
6
3
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1
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p
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4
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5
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2
8
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To
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l
1
3
2
0
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4
7
9
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8
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e
l
f
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W
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t
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n
G
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p
1
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9
2
4
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5
1
.
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8
7
To
t
a
l
1
3
1
9
5
.
0
0
2
2
4
8
A
o
n
e
-
way
ANOV
A
test
w
as
ca
r
r
ied
o
u
t
to
d
eter
m
in
e
wh
eth
er
o
r
n
o
t
th
e
r
e
was
a
d
if
f
er
en
ce
in
th
e
m
u
lticu
ltu
r
al
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d
e
a
n
d
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elf
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ef
f
icac
y
s
co
r
es
o
f
th
e
p
ar
ticip
an
ts
b
ased
o
n
th
eir
cla
s
s
,
an
d
wh
ile
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
am
o
n
g
th
e
g
r
o
u
p
s
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ased
o
n
th
eir
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d
e
m
ea
n
s
co
r
es
(
F
(3
-
24
5)
=
1
.
6
3
9
,
p
>
0
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0
5
)
,
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
b
ased
o
n
th
eir
s
elf
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ef
f
icac
y
m
ea
n
s
co
r
es
(
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(3
-
245)
=
3
.
7
5
9
,
p
<
0
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0
5
)
.
As
a
r
esu
lt
o
f
th
e
m
u
ltip
le
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m
p
ar
is
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n
s
test
th
at
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s
ca
r
r
ie
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o
u
t,
it
was
s
ee
n
th
at
th
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
m
u
lticu
ltu
r
al
s
elf
-
ef
f
icac
y
d
im
en
s
io
n
was
b
etwe
en
th
e
1
s
t
-
y
ea
r
p
r
o
s
p
ec
tiv
e
teac
h
er
s
(
X
=
5
1
.
8
4
)
an
d
th
e
3
r
d
-
y
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r
p
r
o
s
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ec
tiv
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h
er
s
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X
=
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.
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a
n
d
in
f
av
o
r
o
f
t
h
e
1
s
t
-
y
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r
p
ar
ticip
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ts
.
T
h
e
e
f
f
ec
t
s
ize
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alu
e
th
at
co
r
r
esp
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n
d
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atio
o
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ar
ian
ce
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e
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ep
e
n
d
en
t
v
a
r
iab
le
ex
p
lain
ed
b
y
th
e
in
d
ep
e
n
d
en
t
v
ar
iab
le
was
f
o
u
n
d
as η
2
=.
0
4
4
,
an
d
th
is
s
h
o
wed
th
at
th
e
v
ar
iab
le
o
f
class
h
ad
a
m
o
d
er
ate
-
lev
el
ef
f
ec
t o
n
th
e
m
ea
n
s
co
r
es o
f
m
u
lticu
ltu
r
al
s
elf
-
ef
f
icac
y
.
T
h
e
r
esu
lts
o
f
o
n
e
-
way
ANOV
A
th
at
was
ca
r
r
ied
o
u
t
to
d
eter
m
in
e
th
e
d
if
f
er
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ce
s
in
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e
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u
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elf
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r
es
o
f
th
e
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ar
ticip
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ts
b
ased
o
n
th
e
v
a
r
iab
le
o
f
p
lace
o
f
r
esid
en
ce
ar
e
s
h
o
wn
i
n
T
ab
les
7
an
d
8.
A
o
n
e
-
way
ANOV
A
test
w
as
ca
r
r
ied
o
u
t
to
d
eter
m
in
e
wh
eth
er
o
r
n
o
t
th
e
r
e
was
a
d
if
f
er
en
ce
in
th
e
m
u
lticu
ltu
r
al
attitu
d
e
a
n
d
s
elf
-
ef
f
icac
y
s
co
r
es
o
f
th
e
p
ar
ticip
an
ts
b
ased
o
n
th
eir
p
lac
e
o
f
r
esid
en
ce
,
a
n
d
wh
ile
th
er
e
was
n
o
s
ig
n
if
ica
n
t
d
if
f
er
en
ce
in
th
e
m
ea
n
s
co
r
es
o
f
th
e
g
r
o
u
p
s
f
o
r
th
e
attitu
d
e
d
im
en
s
io
n
(
F
(3
-
245)
=
1
.
2
8
6
,
p
>
0
.
0
5
)
,
th
er
e
was
a
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
i
n
th
e
s
elf
-
ef
f
icac
y
d
im
en
s
io
n
(
F
(3
-
245)
=
2
.
7
2
4
,
p
<
0
.
0
5
)
.
As
a
r
esu
lt
o
f
th
e
m
u
ltip
le
co
m
p
ar
is
o
n
s
test
th
at
wa
s
ca
r
r
ied
o
u
t,
it
was
s
ee
n
t
h
at
th
e
d
if
f
er
en
ce
in
th
e
s
elf
-
ef
f
icac
y
d
im
en
s
io
n
was
b
etwe
en
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
liv
in
g
in
m
etr
o
p
o
litan
cities
(
X
=
5
1
.
0
3
)
an
d
th
o
s
e
liv
in
g
in
v
illag
es
(
X
=
4
7
.
6
3
)
a
n
d
in
f
av
o
r
o
f
th
e
p
ar
ticip
an
t
s
liv
in
g
in
m
et
r
o
p
o
litan
cities
.
T
h
e
ef
f
ec
t
s
ize
v
alu
e
th
at
co
r
r
esp
o
n
d
s
to
th
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atio
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f
v
ar
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ce
in
th
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e
p
en
d
en
t
v
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ex
p
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b
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d
ep
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d
en
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was
f
o
u
n
d
as
η
2
=.
0
3
2
,
an
d
th
is
s
h
o
wed
th
at
t
h
e
v
a
r
iab
le
o
f
p
lace
o
f
r
esid
en
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h
a
d
a
m
o
d
e
r
ate
-
lev
el
ef
f
ec
t o
n
t
h
e
m
ea
n
s
co
r
es o
f
m
u
lticu
ltu
r
al
s
elf
-
ef
f
icac
y
.
T
ab
le
7
.
Data
o
n
d
escr
ip
tiv
e
s
t
atis
tics
M
u
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t
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1
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C
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M
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p
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t
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n
C
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t
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82
1
3
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5
9
2
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2
3
S
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l
f
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c
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4
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3
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6
9
To
w
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4
7
7
.
9
9
C
i
t
y
50
4
9
.
0
9
7
.
0
5
M
e
t
r
o
p
o
l
i
t
a
n
C
i
t
y
82
5
1
.
0
3
7
.
0
1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
mu
lticu
ltu
r
a
l e
xp
erien
ce
s
,
a
ttit
u
d
es a
n
d
effica
cy
p
ercep
t
io
n
s
o
f
p
r
o
s
p
ec
tive
tea
ch
ers
…
(
S
ıd
d
ık
B
a
kır
)
217
T
ab
le
8
.
On
e
-
w
ay
ANOV
A
r
esu
lts
o
n
th
e
d
if
f
er
e
n
ce
s
in
th
e
m
u
lticu
ltu
r
al
attitu
d
e
an
d
s
elf
-
ef
f
icac
y
s
co
r
es
b
ased
o
n
th
e
v
ar
iab
le
o
f
p
lace
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f
r
esid
en
ce
M
u
l
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u
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M
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p
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C
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>
V
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t
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1
1
9
To
t
a
l
1
3
1
9
5
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0
0
2
2
4
8
4.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
o
d
ay
,
wh
er
e
s
o
cieties
ar
e
e
x
p
er
ien
cin
g
a
v
er
y
f
ast
ch
an
g
e
an
d
tr
an
s
f
o
r
m
atio
n
in
th
e
s
o
cial
an
d
cu
ltu
r
al
s
en
s
e,
it
is
n
o
t
p
o
s
s
ib
le
to
co
n
s
id
er
e
d
u
ca
tio
n
s
ep
ar
ately
f
r
o
m
t
h
is
p
r
o
ce
s
s
.
I
n
t
o
d
ay
’
s
wo
r
ld
t
h
at
is
g
ettin
g
in
cr
ea
s
in
g
ly
s
m
aller
wh
er
e
b
o
r
d
e
r
s
ar
e
b
ein
g
elim
in
ated
an
d
tr
an
s
itiv
ity
in
cr
e
ases
,
wh
ile
p
eo
p
le’
s
in
ter
ests
in
an
d
ten
d
en
cies
to
war
d
s
ed
u
ca
tio
n
,
s
cien
ce
an
d
co
m
m
u
n
icatio
n
in
cr
ea
s
e,
th
e
ir
r
ates
o
f
k
n
o
win
g
d
if
f
er
en
t
cu
ltu
r
es,
liv
in
g
to
g
eth
er
with
th
em
an
d
in
ter
ac
tin
g
with
th
em
h
av
e
also
s
tar
ted
t
o
r
is
e
f
ast.
T
h
is
s
itu
atio
n
h
as
n
atu
r
ally
m
ad
e
it
in
ev
itab
le
f
o
r
ed
u
ca
t
o
r
s
to
r
eo
r
g
an
ize
in
th
is
d
ir
e
ctio
n
an
d
f
o
r
m
an
d
im
p
lem
en
t n
ew
ed
u
ca
tio
n
e
n
v
ir
o
n
m
en
ts
an
d
p
r
o
g
r
am
s
s
u
ita
b
le
f
o
r
it.
W
ith
th
e
d
if
f
er
en
ce
s
d
iv
er
s
if
y
in
g
in
in
cr
ea
s
in
g
ly
g
r
o
win
g
c
o
u
n
tr
ies
,
th
e
wo
r
ld
is
g
ettin
g
s
m
aller
,
b
u
t
d
if
f
er
en
t
cu
ltu
r
es
an
d
id
en
titi
es
g
ath
er
at
th
e
p
o
in
t
o
f
m
u
lticu
ltu
r
alis
m
f
o
r
liv
in
g
to
g
et
h
er
.
At
th
is
p
o
in
t,
m
u
lticu
ltu
r
alis
m
is
co
n
s
id
er
e
d
as
an
alter
n
ativ
e
way
to
p
r
ev
en
t
c
o
n
f
licts
b
etwe
en
d
if
f
er
en
ce
s
[
3
0
]
.
I
t
is
an
in
d
is
p
u
tab
le
f
ac
t
th
at
th
is
alter
n
ativ
e
way
n
atu
r
ally
af
f
ec
ts
th
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u
ca
tio
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ap
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es
an
d
p
o
licies
o
f
co
u
n
tr
ies,
an
d
th
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e
is
a
h
ig
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d
to
r
elate
n
ew
co
n
ce
p
ts
s
u
ch
as
m
u
ltil
in
g
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alis
m
,
m
u
lticu
ltu
r
alis
m
an
d
d
ig
ital
n
ativ
is
m
to
th
e
f
ield
o
f
ed
u
ca
tio
n
a
n
d
co
n
d
u
ct
s
tu
d
i
es
in
th
is
d
ir
ec
tio
n
.
C
o
n
s
id
er
in
g
th
e
n
ea
r
f
u
tu
r
e
wh
er
e
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
wh
o
will
wo
r
k
in
th
e
f
ield
o
f
ed
u
ca
tio
n
in
th
e
f
u
tu
r
e
will
in
ter
ac
t
m
o
r
e
with
s
tu
d
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ts
f
r
o
m
s
ev
er
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eth
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g
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p
s
with
d
if
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er
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u
m
b
er
s
an
d
q
u
alities
,
it
is
b
elie
v
ed
th
at
s
tu
d
ies
o
n
attitu
d
es,
p
er
ce
p
tio
n
s
an
d
ca
p
a
cities o
n
th
is
is
s
u
e
h
av
e
g
r
ea
t i
m
p
o
r
tan
ce
i
n
th
is
co
n
tex
t.
Acc
o
r
d
in
g
to
th
e
r
esu
lts
o
n
th
is
s
tu
d
y
wh
ich
was
ca
r
r
ied
o
u
t
o
n
th
e
m
u
lticu
ltu
r
al
attitu
d
es
an
d
s
elf
-
ef
f
icac
y
p
er
ce
p
tio
n
s
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
f
T
u
r
k
is
h
,
t
h
e
p
ar
ticip
an
ts
g
en
e
r
ally
h
ad
h
ig
h
an
d
p
o
s
itiv
e
m
u
lticu
ltu
r
al
ex
p
er
ie
n
ce
,
attitu
d
e
an
d
ef
f
icac
y
p
er
ce
p
ti
o
n
s
.
C
o
n
s
id
er
in
g
th
e
liter
atu
r
e,
th
is
r
esu
lt
wa
s
s
u
p
p
o
r
tiv
e
o
f
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
ies
[
31
-
35
]
.
B
ased
o
n
th
e
s
tu
d
ies
o
f
th
e
r
esear
ch
er
s
co
n
d
u
cted
with
s
tu
d
en
ts
,
teac
h
er
s
,
a
d
m
in
is
tr
ato
r
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
,
it
is
p
o
s
s
ib
le
to
r
ea
ch
t
h
e
co
n
clu
s
io
n
t
h
at
th
e
p
ar
ticip
an
ts
v
alu
e
d
m
u
ltic
u
ltu
r
alis
m
,
an
d
th
e
y
h
a
d
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
m
u
lticu
lt
u
r
al
ed
u
ca
tio
n
.
I
n
th
is
s
tu
d
y
w
h
er
e
th
e
m
u
lti
cu
ltu
r
al
attitu
d
es
an
d
ef
f
icac
i
es
o
f
p
r
o
s
p
ec
tiv
e
T
u
r
k
is
h
tea
ch
er
s
wer
e
ex
am
in
ed
,
it
was
d
eter
m
in
ed
t
h
at
th
er
e
was
n
o
s
ig
n
if
ican
t
d
i
f
f
er
en
ce
in
th
e
p
ar
ticip
an
ts
’
m
u
lticu
ltu
r
al
attitu
d
e
an
d
s
elf
-
ef
f
icac
y
m
ea
n
s
co
r
e
s
b
ased
o
n
t
h
eir
g
e
n
d
er
.
T
h
is
r
esu
lt
was
in
ag
r
ee
m
en
t
with
th
e
r
esu
lts
o
f
th
e
s
tu
d
y
b
y
Yaz
ıcı
et
al.
[
34
]
co
n
d
u
cte
d
with
4
1
5
teac
h
er
s
o
f
d
if
f
e
r
en
t
b
r
an
ch
es
em
p
lo
y
ed
at
th
e
p
r
o
v
in
ce
o
f
T
o
k
at
an
d
its
d
is
tr
icts
,
th
e
s
tu
d
y
b
y
Po
lat
[
32
]
c
o
n
d
u
cted
w
ith
2
0
3
s
ch
o
o
l
p
r
in
cip
als
ap
p
o
in
ted
f
o
r
th
e
f
ir
s
t
t
im
e
to
p
u
b
lic
s
ch
o
o
ls
in
th
e
p
r
o
v
in
ce
o
f
Ko
ca
eli
a
n
d
th
e
s
tu
d
y
b
y
Öz
d
em
ir
an
d
Dil
[
33
]
c
o
n
d
u
cte
d
with
2
0
4
teac
h
er
s
wo
r
k
in
g
in
th
e
p
r
o
v
in
ce
o
f
Ç
an
k
ır
ı.
Ho
wev
e
r
,
in
th
e
liter
atu
r
e,
th
er
e
ar
e
a
ls
o
s
tu
d
ies
wh
ich
d
eter
m
in
ed
th
at
th
e
v
ar
iab
le
o
f
g
en
d
er
cr
ea
ted
a
s
ig
n
if
ican
t d
if
f
er
en
ce
o
n
th
e
m
ea
n
s
co
r
es
o
f
m
u
lticu
ltu
r
alis
m
an
d
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
,
as
o
p
p
o
s
ed
to
th
e
r
esu
lt
m
en
tio
n
ed
ab
o
v
e.
I
n
th
e
s
tu
d
y
co
n
d
u
cted
b
y
C
o
ş
k
u
n
[
36
]
to
d
eter
m
i
n
e
an
d
co
m
p
ar
e
th
e
attitu
d
es
o
f
s
tu
d
en
ts
o
f
th
e
d
ep
a
r
tm
en
t
o
f
R
elig
io
u
s
C
u
ltu
r
e
an
d
Mo
r
al
Kn
o
wled
g
e
(
DKAB)
at
th
e
Facu
lty
o
f
T
h
eo
lo
g
y
an
d
Facu
lty
o
f
E
d
u
ca
tio
n
to
war
d
s
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
,
f
em
ale
s
tu
d
en
ts
wer
e
f
o
u
n
d
to
h
av
e
h
ig
h
e
r
s
co
r
es,
wh
ile
in
th
e
s
tu
d
y
b
y
Dem
ir
an
d
B
aşar
ır
[
37
]
,
in
th
e
s
tu
d
y
b
y
Dem
ir
cio
ğ
lu
an
d
Özd
em
ir
[
38
]
o
n
1
5
6
s
tu
d
en
ts
r
ec
eiv
in
g
p
ed
ag
o
g
ic
f
o
r
m
atio
n
tr
ain
in
g
at
Ç
an
k
ır
ı
Kar
atek
in
Un
i
v
er
s
ity
an
d
th
e
s
tu
d
ies
o
f
T
o
r
t
o
p
[
39
]
,
E
n
g
in
a
n
d
Gen
ç
[
40
]
,
Şah
i
n
an
d
Kılın
ç
[
41
]
,
Ar
s
lan
an
d
Ç
alm
aşu
r
[
42
]
an
d
Gü
n
g
ö
r
et
al.
[
35
]
,
it wa
s
s
ee
n
th
at
th
er
e
was a
d
if
f
er
en
ce
b
ased
o
n
th
e
v
ar
iab
l
e
o
f
g
en
d
er
in
f
av
o
r
o
f
wo
m
en
,
an
d
th
e
attitu
d
es
o
f
w
o
m
en
to
war
d
s
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
wer
e
s
ig
n
if
ican
tly
h
ig
h
er
th
a
n
th
o
s
e
o
f
m
en
.
L
o
o
k
in
g
at
th
e
v
ar
iab
le
o
f
class
b
ased
o
n
th
e
f
in
d
in
g
s
o
f
th
e
s
tu
d
y
,
it
is
s
ee
n
th
at
t
h
er
e
was
a
s
i
g
n
if
ican
t
d
if
f
er
en
ce
in
th
e
m
u
lticu
ltu
r
al
s
elf
-
ef
f
icac
y
m
ea
n
s
co
r
es
b
ased
o
n
th
e
v
ar
ia
b
le
o
f
class
in
f
av
o
r
o
f
th
e
p
ar
ticip
an
ts
atten
d
in
g
th
eir
1
s
t
y
ea
r
.
I
n
th
e
s
tu
d
y
b
y
C
o
ş
k
u
n
[
36
]
,
wh
ich
in
clu
d
ed
o
n
ly
4
t
h
-
y
ea
r
s
tu
d
en
ts
with
th
e
ass
u
m
p
tio
n
th
at
tar
g
eted
o
u
tco
m
es
to
b
e
o
b
tain
ed
in
th
e
co
n
tex
t
o
f
m
u
lticu
ltu
r
alis
m
wo
u
ld
r
ea
ch
th
e
m
ax
im
u
m
lev
el
o
n
t
h
e
lev
el
o
f
th
e
4
th
y
ea
r
,
it
was
s
ee
n
th
at
th
e
attitu
d
es o
f
th
e
p
ar
ticip
an
ts
to
war
d
s
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
wer
e
p
o
s
itiv
e,
wh
ile
th
e
lev
els
o
f
attitu
d
es
d
id
n
o
t
s
i
g
n
if
ican
tly
v
ar
y
b
ased
o
n
th
e
v
ar
iab
les
o
f
g
en
d
er
,
ec
o
n
o
m
ic
lev
el,
m
o
th
er
’
s
/f
ath
er
’
s
ed
u
ca
tio
n
lev
els,
ÖSS
-
AG
NO
s
co
r
es,
ty
p
e
o
f
th
e
ed
u
ca
tio
n
al
in
s
titu
tio
n
a
n
d
p
lace
o
f
r
esid
en
ce
.
Acc
o
r
d
i
n
g
to
th
e
d
ata
o
b
tain
ed
as
a
r
esu
lt
o
f
th
e
s
tu
d
y
b
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
2
1
2
-
2
2
0
218
Yılm
az
an
d
Gö
k
ç
e
n
[
43
]
with
4
0
4
p
r
o
s
p
ec
tiv
e
f
o
r
m
teac
h
er
s
o
n
in
ter
c
u
ltu
r
al
s
en
s
itiv
ity
,
wh
ile
th
e
v
ar
iab
le
o
f
g
en
d
er
d
id
n
o
t le
ad
to
a
d
if
f
er
en
ce
in
attitu
d
es,
th
e
s
en
s
it
iv
it
y
lev
els o
f
3
r
d
-
an
d
4
t
h
-
y
ea
r
s
tu
d
en
ts
wer
e
h
ig
h
er
th
an
th
o
s
e
o
f
1
s
t
-
an
d
2
n
d
-
y
ea
r
s
tu
d
en
ts
.
I
n
t
h
e
s
tu
d
y
b
y
Şah
in
an
d
Kılın
ç
[
41
]
th
at
was
co
n
d
u
cted
to
d
eter
m
in
e
th
e
v
iews
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
n
th
eir
m
u
lticu
ltu
r
al
p
er
s
o
n
ality
lev
els,
th
er
e
wer
e
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
in
th
e
c
u
ltu
r
al
em
p
ath
y
s
u
b
-
d
im
en
s
io
n
b
ased
o
n
th
e
v
ar
iab
le
o
f
class
in
f
av
o
r
o
f
1
s
t
-
y
ea
r
s
tu
d
e
n
ts
as
in
th
e
ca
s
e
o
f
th
is
s
tu
d
y
.
W
h
ile
Gü
n
g
ö
r
et
al.
[
35
]
d
ete
r
m
in
ed
th
at
p
r
o
s
p
ec
tiv
e
teac
h
er
s
h
av
e
h
ig
h
lev
els
o
f
p
o
s
itiv
e
attitu
d
es
to
war
d
s
m
u
lticu
ltu
r
alis
m
,
th
eir
m
u
lticu
ltu
r
alis
m
attitu
d
es
d
id
n
o
t
v
ar
y
s
ig
n
if
ican
tly
b
ased
o
n
th
ei
r
a
g
e
s
o
r
y
ea
r
s
o
f
s
tu
d
y
,
b
u
t
th
er
e
wer
e
s
ig
n
i
f
ican
t
d
if
f
er
e
n
ce
s
in
th
eir
attitu
d
e
s
b
ased
o
n
g
en
d
e
r
,
r
eg
io
n
o
f
o
r
ig
in
,
p
r
o
g
r
am
an
d
n
ativ
e
lan
g
u
a
g
es.
L
o
o
k
in
g
at
th
e
last
v
ar
iab
le
o
f
th
e
s
tu
d
y
,
p
lace
o
f
r
esid
en
ce
,
b
ased
o
n
th
e
f
in
d
in
g
s
,
wh
ile
th
er
e
was
n
o
s
ig
n
if
i
ca
n
t
d
if
f
er
e
n
ce
in
th
e
m
ea
n
attitu
d
e
s
co
r
es
b
ased
o
n
th
e
v
ar
iab
le,
th
e
r
e
was
a
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
th
e
m
ea
n
s
elf
-
ef
f
icac
y
s
co
r
e
s
,
an
d
th
e
s
ig
n
if
ican
t
d
if
f
er
en
c
e
was b
etwe
en
th
o
s
e
liv
in
g
in
m
etr
o
p
o
litan
cities
an
d
th
o
s
e
liv
in
g
in
v
illag
es
in
f
av
o
r
o
f
th
e
f
o
r
m
er
.
W
h
ile
th
i
s
r
esu
lt
s
u
p
p
o
r
ted
t
h
e
s
tu
d
ies o
f
Yaz
ıcı
et
al.
[
34
]
,
B
u
lu
t a
n
d
B
aşb
ay
[
44
]
,
Ko
ça
k
an
d
Özd
em
ir
[
15
]
an
d
Ar
s
lan
an
d
Ç
alm
aşu
r
[
42
]
with
teac
h
er
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
n
m
u
lticu
ltu
r
al
e
d
u
ca
tio
n
an
d
d
e
m
o
cr
atic
attitu
d
es,
it
co
n
tr
ad
icte
d
th
e
f
in
d
in
g
o
f
C
o
ş
k
u
n
[
36
]
in
th
eir
s
tu
d
y
with
u
n
iv
er
s
ity
s
tu
d
en
ts
th
at
r
esu
lts
o
f
th
e
s
tu
d
en
ts
d
id
n
o
t
s
ig
n
if
ica
n
tly
d
if
f
er
b
ased
o
n
th
e
q
u
alities
o
f
th
e
p
lace
o
f
t
h
eir
ex
p
er
ien
ce
s
.
B
ased
o
n
th
e
r
esu
lts
,
th
e
f
o
llo
win
g
r
ec
o
m
m
en
d
atio
n
s
m
ay
b
e
o
f
f
er
ed
f
o
r
f
u
tu
r
e
s
tu
d
ies:
T
h
is
s
tu
d
y
is
lim
ited
with
th
e
v
iews
o
f
a
c
er
tain
g
r
o
u
p
o
f
s
tu
d
en
ts
f
r
o
m
Atatü
r
k
U
n
iv
er
s
ity
.
T
h
is
is
wh
y
th
e
f
in
d
i
n
g
s
o
f
th
e
s
tu
d
y
ar
e
lim
ited
.
C
o
n
d
u
c
tin
g
th
e
s
tu
d
y
wit
h
m
o
r
e
u
n
iv
er
s
ity
s
tu
d
en
ts
,
teac
h
er
s
an
d
also
in
s
tr
u
cto
r
s
wil
l
en
r
ich
th
e
liter
atu
r
e
as
it
will
p
r
o
v
id
e
m
o
r
e
g
e
n
er
aliza
b
le
f
in
d
in
g
s
.
I
t
will
also
p
r
o
v
i
d
e
th
e
o
p
p
o
r
tu
n
ity
o
f
co
m
p
ar
in
g
u
n
i
v
er
s
ities
,
f
ac
u
lties
an
d
d
ep
a
r
tm
en
ts
in
ter
m
s
o
f
th
eir
m
u
lticu
ltu
r
al
e
d
u
ca
tio
n
p
r
o
g
r
a
m
s
,
if
an
y
.
I
n
ad
d
itio
n
to
ex
p
e
r
im
en
tal
an
d
q
u
alitativ
e
s
tu
d
ies
o
n
ex
p
er
i
en
ce
s
,
attitu
d
es
an
d
ef
f
icac
y
p
er
ce
p
tio
n
s
to
war
d
s
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
,
u
s
ag
e
o
f
d
if
f
er
en
t
d
ata
co
llectio
n
in
s
tr
u
m
en
ts
an
d
d
if
f
er
en
t
v
ar
iab
les
will
co
n
tr
ib
u
te
g
r
ea
t
ly
to
th
e
liter
atu
r
e.
As
in
th
e
ca
s
e
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
th
e
s
am
e
s
ca
le
m
ay
b
e
ap
p
lied
with
teac
h
er
s
an
d
in
s
tr
u
cto
r
s
o
f
T
u
r
k
is
h
wh
o
wo
r
k
at
p
r
o
v
in
ce
s
wh
er
e
s
tu
d
en
ts
o
f
f
o
r
eig
n
n
atio
n
ality
ar
e
f
o
u
n
d
p
r
ev
alen
tly
,
a
n
d
a
co
m
p
ar
ativ
e
s
tu
d
y
m
ay
b
e
ca
r
r
ied
o
u
t
in
ter
m
s
o
f
th
eir
ex
p
er
ien
ce
s
,
attitu
d
es
an
d
ef
f
icac
y
p
er
ce
p
tio
n
s
an
d
t
h
o
s
e
o
f
th
eir
co
lleag
u
es wo
r
k
in
g
i
n
d
if
f
e
r
en
t p
r
o
v
in
ce
s
.
Dif
f
er
e
n
t scale
s
o
n
th
is
to
p
ic
m
ay
b
e
ap
p
lied
o
n
th
e
s
am
e
p
o
p
u
lat
io
n
an
d
/o
r
s
am
p
le
with
d
if
f
e
r
en
t
r
esear
ch
d
esig
n
s
,
an
d
t
h
e
r
esu
lts
m
ay
b
e
co
m
p
ar
ed
.
Fu
r
th
e
r
m
o
r
e
,
wh
et
h
er
o
r
n
o
t
th
er
e
is
a
r
elatio
n
s
h
ip
b
etwe
en
th
e
awa
r
e
n
ess
lev
els
o
f
teac
h
e
r
s
an
d
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
f
T
u
r
k
is
h
an
d
t
h
eir
ex
p
e
r
ien
ce
s
,
attitu
d
es a
n
d
ef
f
icac
ies m
ay
b
e
m
ea
s
u
r
ed
.
Mo
r
eo
v
er
,
b
ased
o
n
th
e
n
e
ce
s
s
ity
to
p
r
o
v
i
d
e
m
u
lticu
lt
u
r
al
awa
r
en
ess
k
n
o
wled
g
e
an
d
s
k
ills
,
in
v
esti
g
atin
g
th
e
r
ea
s
o
n
s
f
o
r
n
o
t
h
av
in
g
p
r
o
v
id
ed
th
ese,
p
r
o
v
is
io
n
o
f
in
-
s
er
v
ice
o
r
p
r
e
-
s
er
v
ice
tr
ain
in
g
s
f
o
r
teac
h
er
s
an
d
p
lan
n
in
g
p
r
o
jects,
wo
r
k
s
h
o
p
s
an
d
o
th
e
r
p
r
ac
tices
f
o
r
p
r
o
s
p
ec
tiv
e
teac
h
er
s
t
h
at
w
o
u
ld
in
cr
ea
s
e
th
eir
k
n
o
wled
g
e
,
s
k
ill
an
d
awa
r
en
ess
lev
els
in
th
e
in
s
tr
u
ctio
n
p
r
o
ce
s
s
will
b
e
u
s
ef
u
l.
I
n
to
d
ay
’
s
wo
r
ld
wh
er
e
m
u
lticu
ltu
r
al
ed
u
ca
tio
n
an
d
a
war
en
ess
o
n
it
ar
e
a
f
ac
to
r
th
at
n
ee
d
s
to
b
e
co
n
s
id
er
ed
s
ta
r
tin
g
f
r
o
m
p
r
im
a
r
y
ed
u
ca
tio
n
th
r
o
u
g
h
p
e
o
p
le’
s
p
r
o
f
ess
io
n
al
liv
es,
it
is
a
n
in
d
is
p
en
s
ab
le
r
ea
lity
t
h
at
m
o
r
e
i
n
-
d
e
p
th
s
tu
d
ies
n
ee
d
t
o
b
e
co
n
d
u
cted
o
n
th
is
is
s
u
e.
I
n
th
is
s
en
s
e,
co
n
s
id
er
in
g
th
at
ex
p
er
ien
ce
s
,
attitu
d
es
an
d
e
f
f
icac
y
p
er
ce
p
tio
n
s
to
war
d
s
m
u
lticu
ltu
r
alis
m
ar
e
af
f
ec
ted
b
y
d
if
f
e
r
en
t
v
ar
iab
l
es
,
it
is
s
ee
n
to
b
e
im
p
o
r
tan
t
to
r
ep
licate
s
u
ch
a
s
tu
d
y
with
v
ar
iab
les
s
u
ch
as
s
tatu
s
o
f
h
av
in
g
s
tu
d
ied
o
r
liv
ed
a
b
r
o
a
d
,
k
n
o
win
g
a
f
o
r
eig
n
lan
g
u
ag
e
an
d
h
av
in
g
r
ec
eiv
ed
e
d
u
ca
tio
n
o
n
d
if
f
er
en
t c
u
ltu
r
es,
as it w
ill co
n
tr
ib
u
te
to
th
e
f
ield
.
5.
CO
NCLU
SI
O
N
B
ased
o
n
th
e
f
in
d
in
g
s
o
n
t
h
e
m
u
lticu
ltu
r
al
ex
p
er
ie
n
ce
s
o
f
th
e
p
r
o
s
p
ec
tiv
e
T
u
r
k
is
h
teac
h
e
r
s
,
it
was
s
ee
n
th
at
th
ey
d
id
n
o
t
h
av
e
m
u
ch
e
x
p
er
ien
ce
.
T
h
e
p
ar
tici
p
an
ts
an
s
wer
ed
as
“so
m
etim
e
s
”
to
th
e
s
tatem
en
t
“Wh
en
I
was
a
ch
ild
,
I
p
la
y
ed
with
p
e
o
p
le
w
h
o
wer
e
d
if
f
er
en
t
th
an
m
e”
,
wh
ile
th
e
y
a
n
s
wer
ed
as
“r
a
r
ely
”
t
o
th
e
s
tatem
en
ts
“I
n
m
y
ch
ild
h
o
o
d
an
d
y
o
u
th
,
I
wen
t
t
o
a
s
ch
o
o
l
wh
er
e
th
er
e
wer
e
s
tu
d
en
ts
d
if
f
er
e
n
t
th
an
m
e”
,
“Peo
p
le
with
d
if
f
er
e
n
ce
s
liv
e
d
in
th
e
n
eig
h
b
o
r
h
o
o
d
wh
er
e
I
g
r
ew
u
p
”,
“I
u
s
ed
to
p
r
ef
e
r
watc
h
in
g
T
V
s
h
o
ws
an
d
f
ilm
s
ab
o
u
t
p
eo
p
le
with
d
if
f
er
en
ce
s
”
a
n
d
“Wh
en
I
was
a
ch
ild
/y
o
u
n
g
,
I
was
in
th
e
s
a
m
e
team
an
d
/o
r
clu
b
with
s
tu
d
en
ts
wh
o
h
ad
d
if
f
er
e
n
ce
s
.
”
Acc
o
r
d
in
g
to
th
e
r
esu
lts
o
n
th
is
s
tu
d
y
wh
ich
was
ca
r
r
ied
o
u
t
o
n
th
e
m
u
lticu
ltu
r
al
attitu
d
es
an
d
s
elf
-
ef
f
icac
y
p
er
ce
p
tio
n
s
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
o
f
T
u
r
k
is
h
,
t
h
e
p
ar
ticip
an
ts
g
en
e
r
ally
h
ad
h
ig
h
an
d
p
o
s
itiv
e
m
u
lticu
ltu
r
al
ex
p
e
r
ien
ce
,
attit
u
d
e
an
d
ef
f
icac
y
p
er
ce
p
ti
o
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
.
I
SS
N:
2252
-
8
8
2
2
Th
e
mu
lticu
ltu
r
a
l e
xp
erien
ce
s
,
a
ttit
u
d
es a
n
d
effica
cy
p
ercep
t
io
n
s
o
f
p
r
o
s
p
ec
tive
tea
ch
ers
…
(
S
ıd
d
ık
B
a
kır
)
219
RE
F
E
R
E
NC
E
S
[1
]
G
ü
ro
l,
M
.
“
Eğ
it
im
tek
n
o
l
o
ji
si
n
d
e
y
e
n
i
p
a
ra
d
ig
m
a
:
o
lu
şt
u
rm
a
c
ıl
ık
,
”
Fı
ra
t
Ün
ive
rs
it
e
si
S
o
sy
a
l
Bi
li
mle
r
De
rg
isi,
v
o
l
.
12
,
n
o
.
1
,
p
p
.
1
5
9
-
1
8
3
,
2
0
0
2
.
[2
]
Öz
d
e
n
,
Y.
,
&
Ş
imş
e
k
,
H.
“
Da
v
ra
n
ışç
ıl
ık
ta
n
o
lu
şt
u
rm
a
c
ıl
ığ
a
:
Ö
ğ
re
n
m
e
p
a
ra
d
i
g
m
a
sın
ın
d
ö
n
ü
şü
m
ü
v
e
Tü
r
k
e
ğ
it
imi,”
Bi
lg
i
v
e
T
o
p
lu
m De
rg
isi,
v
o
l.
1
,
p
p
.
7
1
-
8
2
,
1
9
9
8
.
[3
]
Tez
c
i,
E.
“
Tü
r
k
iy
e
’d
e
il
k
ö
ğ
re
ti
m
p
o
li
t
ik
a
ları,
”
(E
d
.
G
ü
m
ü
ş,
A.
),
T
ü
rk
iye
’d
e
E
ğ
it
im
P
o
li
ti
k
a
la
rı
.
An
k
a
ra
:
N
o
b
e
l
Ak
a
d
e
m
i,
2
0
1
5
.
[4
]
Uy
sa
l,
A.,
&
Tez
c
i,
E.
“
Kü
re
se
ll
e
şe
n
d
ü
n
y
a
d
a
e
ğ
it
imi
n
y
e
n
i
ö
n
c
e
li
ğ
i:
Dü
şü
n
m
e
y
i
ö
ğ
re
n
m
e
,
”
Do
ğ
u
An
a
d
o
l
u
Bö
lg
e
si
Ara
ştırma
la
rı
De
rg
isi,
v
o
l
.
2
,
n
o
.
3
,
p
p
.
1
6
7
-
1
7
3
,
2
0
0
4
.
[5
]
Yıld
ırı
m
,
S
.
“
Ko
s
o
v
a
’d
a
k
i
ö
ğ
re
t
m
e
n
lerin
ç
o
k
k
ü
lt
ü
rl
ü
e
ğ
i
ti
m
e
y
ö
n
e
li
k
b
il
g
i,
in
a
n
ç
,
t
u
tu
m
v
e
ö
z
y
e
terlik
lerin
i
n
sı
n
ı
f
içi
u
y
g
u
lam
a
larıy
la i
l
işk
isi
n
in
in
c
e
len
m
e
si,” (Ya
y
ımla
n
m
a
m
ış d
o
k
t
o
ra
tez
i),
Ba
lı
k
e
sir Ün
ive
rs
it
e
si,
Ba
lı
k
e
sir,
2
0
1
6
.
[6
]
Taş
tek
in
,
E.
,
Bo
z
k
u
rt
Yü
k
ç
ü
,
Ş
.
,
İz
o
ğ
lu
,
A
.
,
G
ü
n
g
ö
r,
İ.
,
Işı
k
Us
lu
,
A.,
&
De
m
ircio
ğ
lu
,
H
.
“
Ok
u
l
ö
n
c
e
si
ö
ğ
re
tme
n
lerin
i
n
ç
o
k
k
ü
lt
ü
rl
ü
e
ğ
it
ime
y
ö
n
e
li
k
tu
t
u
m
ların
ı
n
v
e
a
lg
ıl
a
rın
ın
in
c
e
len
m
e
si,”
H
a
c
e
tt
e
p
e
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
-
2
0
,
2
0
1
6
.
[7
]
Ba
lay
,
R
.
“
Kü
re
se
ll
e
şm
e
,
b
il
g
i
to
p
l
u
m
u
v
e
e
ğ
i
ti
m
,
”
An
k
a
ra
Ü
n
ive
rs
it
e
si
Eğ
it
im
Bi
li
mle
ri
Fa
k
ü
lt
e
si
De
rg
isi
,
v
o
l.
3
7
,
n
o
.
2
,
p
p
.
6
1
-
8
2
,
2
0
0
4
.
[8
]
Ch
e
n
,
G
.
,
&
S
taro
sta
,
W.
J.
“
Th
e
d
e
v
e
lo
p
m
e
n
t
a
n
d
v
a
li
d
a
ti
o
n
o
f
t
h
e
in
terc
u
l
tu
ra
l
se
n
siti
v
it
y
sc
a
le,”
Pa
p
e
r p
re
se
n
ted
a
t
t
h
e
An
n
u
a
l
M
e
e
ti
n
g
o
f
th
e
N
a
ti
o
n
a
l
Co
mm
u
n
ica
ti
o
n
Asso
c
i
a
ti
o
n
.
S
e
a
tt
le,
WA.
2
0
0
0
.
[9
]
On
u
r
S
e
z
e
r,
G
.
,
&
Ba
ğ
ç
e
li
Ka
h
ra
m
a
n
,
P
.
“
Öğ
re
tme
n
a
d
a
y
ları
n
ın
ç
o
k
k
ü
lt
ü
rl
ü
e
ğ
it
ime
y
ö
n
e
li
k
tu
t
u
m
ları
il
e
k
ü
lt
ü
rlera
ra
sı d
u
y
a
rlı
lı
k
ları,
”
M
e
rs
in
Ün
ive
rs
it
e
si
Eğ
i
ti
m F
a
k
ü
lt
e
si
De
rg
isi,
v
o
l.
1
3
,
n
o
.
2
,
p
p
.
5
5
0
-
5
6
0
,
2
0
1
7
.
[1
0
]
Üs
tü
n
,
E.
“
Öğ
re
tme
n
a
d
a
y
ları
n
ı
n
k
ü
lt
ü
rlera
ra
sı
d
u
y
a
rlı
l
ık
v
e
e
t
n
ik
m
e
rk
e
z
c
il
ik
d
ü
z
e
y
leri
n
e
t
k
il
e
y
e
n
e
tme
n
ler,”
(Ya
y
ımla
n
m
a
m
ış y
ü
k
se
k
l
isa
n
s te
z
i),
Y
ıl
d
ız T
e
k
n
ik Ün
ive
rs
it
e
si,
İsta
n
b
u
l
,
2
0
1
1
.
[1
1
]
P
o
lat,
İ.
&
Kılı
ç
,
E.
“
T
ü
rk
iy
e
’d
e
ç
o
k
k
ü
lt
ü
rlü
e
ğ
it
im
v
e
ç
o
k
k
ü
l
t
ü
r
lü
e
ğ
it
imd
e
ö
ğ
re
tme
n
y
e
terlil
i
k
ler
i,
”
Y
Y
Ü
E
ğ
it
im
Fa
k
ü
lt
e
si De
rg
isi,
v
o
l.
1
0
,
n
o
.
1
.
p
p
.
3
5
2
-
3
7
2
,
2
0
1
3
.
[1
2
]
Ya
şa
r
Ek
ici,
F
.
“
Ok
u
l
ö
n
c
e
si
ö
ğ
re
tme
n
a
d
a
y
ları
n
ın
k
ü
l
tü
re
l
z
e
k
â
d
ü
z
e
y
leri
v
e
ç
o
k
k
ü
lt
ü
rlü
e
ğ
it
ime
y
ö
n
e
li
k
tu
tu
m
ları,
”
K
a
sta
m
o
n
u
Eğ
it
im
De
rg
isi,
v
o
l.
2
5
,
n
o
.
5
,
p
p
.
1
9
4
1
-
1
9
5
6
,
2
0
1
7
.
[1
3
]
İlb
u
ğ
a
,
E
.
U.
“
Ço
k
k
ü
lt
ü
rl
ü
lü
k
,
u
lu
s
ö
tes
il
i
k
v
e
k
ü
lt
ü
rlera
ra
sı
il
e
t
işim
y
e
terlil
i
ğ
i,
”
Ç
a
n
k
a
y
a
U
n
ive
rs
it
y
J
o
u
rn
a
l
o
f
Hu
ma
n
it
ies
a
n
d
S
o
c
i
a
l
S
c
ien
c
e
s
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
1
6
3
-
1
8
0
,
2
0
1
0
.
[1
4
]
Am
b
e
,
E.
B.
“
F
o
ste
rin
g
m
u
l
ti
c
u
lt
u
ra
l
a
p
p
re
c
iatio
n
in
p
re
-
se
r
v
ice
tea
c
h
e
rs
th
ro
u
g
h
m
u
lt
icu
lt
u
ra
l
c
u
rricu
lar
tran
sfo
rm
a
ti
o
n
,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
,
v
o
l.
2
2
,
p
p
.
6
9
0
-
6
9
9
,
2
0
0
6
.
[1
5
]
Ko
ç
a
k
,
S
.
,
&
Öz
d
e
m
ir,
M
.
“
Ö
ğ
re
tme
n
a
d
a
y
ların
ı
n
ç
o
k
k
ü
lt
ü
rlü
e
ğ
it
ime
y
ö
n
e
li
k
t
u
tu
m
ları
n
d
a
k
ü
lt
ü
re
l
z
e
k
â
n
ın
r
o
lü
,
”
İl
k
ö
ğ
re
ti
m On
li
n
e
,
v
o
l
.
1
4
,
n
o
.
4
,
p
p
.
1
3
5
2
-
1
3
6
9
,
2
0
1
5
.
[1
6
]
Ka
y
a
,
İ.
,
&
Ay
d
ın
,
H.
“
Ço
ğ
u
lcu
lu
k
Ço
k
k
ü
lt
ü
rlü
v
e
Ç
o
k
d
il
l
i
Eğ
it
i
m
,
”
An
k
a
ra
:
An
ı
Ya
y
ı
n
c
ıl
ı
k
.
2
0
1
4
.
[1
7
]
Be
n
n
e
tt
,
C
.
“
G
e
n
re
s
o
f
re
se
a
rc
h
in
m
u
lt
icu
lt
u
ra
l
e
d
u
c
a
ti
o
n
,
”
Rev
iew
o
f
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
7
1
,
n
o
.
2
,
p
p
.
1
7
1
-
2
1
7
,
2
0
0
1
.
[1
8
]
Am
e
rica
n
P
sy
c
h
o
l
o
g
ica
l
As
so
c
iat
io
n
(APA).
“
M
u
lt
icu
lt
u
ra
l
g
u
id
e
li
n
e
s:
a
n
e
c
o
l
o
g
ica
l
a
p
p
r
o
a
c
h
t
o
c
o
n
tex
t,
id
e
n
ti
t
y
,
a
n
d
i
n
ters
e
c
ti
o
n
a
li
t
y
,
”
h
tt
p
:
//
ww
w.ap
a
.
o
rg
/ab
o
u
t/
p
o
li
c
y
/mu
lt
ic
u
lt
u
r
a
l
-
g
u
i
d
e
li
n
e
s.p
d
f
2
0
1
7
.
[1
9
]
Cırı
k
,
İ
.
“
Ço
k
k
ü
lt
ü
rlü
e
ğ
it
im
v
e
y
a
n
sım
a
ları,
”
Ha
c
e
tt
e
p
e
Eğ
i
ti
m F
a
k
ü
lt
e
si De
rg
isi,
v
o
l.
3
4
,
p
p
.
2
7
-
4
0
.
2
0
0
8
.
[2
0
]
Tü
rk
a
n
,
A.
,
A
y
d
ı
n
,
H.,
&
Ün
e
r,
S
.
S
.
“
Öğ
re
tme
n
a
d
a
y
ların
ı
n
ç
o
k
k
ü
lt
ü
rl
ü
e
ğ
it
ime
y
ö
n
e
li
k
tu
t
u
m
ları
i
le
e
p
istem
o
lo
ji
k
i
n
a
n
ç
ları
a
ra
sın
d
a
k
i
il
işk
i
n
in
in
c
e
len
m
e
si,”
İlkö
ğ
re
ti
m On
li
n
e
,
v
o
l.
1
5
,
n
o
.
1
,
p
p
.
4
8
-
1
5
9
,
2
0
1
6
.
[2
1
]
M
a
h
iro
ğ
u
l
ları,
A.
“
Kü
re
se
ll
e
şm
e
n
in
k
ü
lt
ü
re
l
d
e
ğ
e
rler
ü
z
e
rin
e
e
t
k
is
i,
”
S
o
sy
a
l
S
iy
a
se
t
Ko
n
fer
a
n
sla
rı
De
rg
isi,
v
o
l.
5
0
,
p
p
.
1
2
7
5
-
1
2
8
8
,
2
0
0
5
.
[2
2
]
Ba
şb
a
y
,
A.
&
Ka
ğ
n
ıcı,
D.
Y.
“
Ço
k
k
ü
lt
ü
rlü
y
e
terli
k
a
l
g
ıl
a
rı
ö
lçe
ğ
i:
Bir
ö
lçe
k
g
e
li
ştirme
ç
a
lı
şm
a
sı,”
Eğ
it
im
v
e
Bi
li
m
,
v
o
l.
3
6
,
n
o
.
1
6
1
,
p
p
.
1
9
9
-
2
1
2
,
2
0
1
1
.
[2
3
]
Aç
ık
a
lı
n
,
M
.
“
S
o
sy
a
l
b
i
lg
il
e
r
e
ğ
it
imin
d
e
y
e
n
i
y
a
k
laş
ımla
r:
Ço
k
k
ü
lt
ü
rlü
v
e
k
ü
re
se
l
e
ğ
it
im,”
İ
lkö
ğ
re
ti
m
On
li
n
e
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
1
2
2
6
-
1
2
3
7
,
2
0
1
0
.
[2
4
]
P
o
l
a
t,
T.
“
Av
ru
p
a
lı
lı
k
Ba
ğ
lam
ın
d
a
K
ü
lt
ü
r
B
o
y
u
tu
y
la
Ya
b
a
n
c
ı
Dil,
”
Al
m
a
n
Dili
v
e
Ed
e
b
iya
tı
De
rg
isi
,
p
p
.
2
9
-
3
9
,
2
0
0
1
.
[2
5
]
Ay
d
ın
,
H.
“
Dü
n
y
a
d
a
v
e
Tü
r
k
iy
e
’d
e
ç
o
k
k
ü
l
tü
rl
ü
e
ğ
it
im
t
a
rtı
şm
a
ları
v
e
u
y
g
u
lam
a
ları,
”
An
k
a
ra
:
No
b
e
l
Ya
y
ın
ları.
2
0
1
3
.
[2
6
]
Ba
n
k
s,
J.
A.
“
M
u
lt
icu
lt
u
ra
l
e
d
u
c
a
ti
o
n
:
Histo
rica
l
d
e
v
e
l
o
p
m
e
n
t,
d
i
m
e
n
sio
n
s,
a
n
d
p
ra
c
ti
c
e
,
”
Rev
iew
o
f
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
,
p
p
.
3
-
4
9
,
1
9
9
3
.
[2
7
]
Cre
sw
e
ll
,
J.
W.
“
Res
e
a
rc
h
d
e
sig
n
:
q
u
a
li
ta
ti
v
e
,
q
u
a
n
ti
t
a
ti
v
e
a
n
d
mix
e
d
me
th
o
d
s
a
p
p
r
o
a
c
h
e
s
,
”
(
4
t
h
e
d
t
.
).
Lo
n
d
o
n
:
S
AG
E
P
u
b
li
c
a
ti
o
n
s.
2
0
1
3
.
[2
8
]
G
u
y
to
n
,
E.
M
.
,
&
Wes
c
h
e
,
M
.
V
.
“
Th
e
m
u
lt
ic
u
lt
u
ra
l
e
ffica
c
y
sc
a
le:
De
v
e
lo
p
m
e
n
t,
it
e
m
se
lec
ti
o
n
,
a
n
d
re
li
a
b
i
li
ty
,
”
M
u
lt
ic
u
lt
u
ra
l
Per
sp
e
c
ti
v
e
s,
v
o
l.
7
,
n
o
.
4
,
p
p
.
2
1
-
2
9
,
2
0
0
5
.
[2
9
]
Ak
c
a
o
ğ
lu
,
M
.
Ö.,
&
Ars
a
l,
Z.
“
Ço
k
k
ü
lt
ü
rl
ü
Ye
terlik
Ölç
e
ğ
i
n
i
n
Tü
rk
ç
e
’y
e
Uy
a
rlan
m
a
sı:
G
e
ç
e
rl
i
k
v
e
G
ü
v
e
n
irl
i
k
Ça
lı
şm
a
sı,”
Ka
sta
mo
n
u
Ün
ive
rs
it
e
si Ka
sta
mo
n
u
Eğ
it
im
De
rg
isi,
v
o
l.
2
6
,
n
o
.
1
,
p
p
.
2
6
1
-
2
7
0
,
2
0
1
8
.
[3
0
]
Ya
k
ışır,
A.
N.
“
M
o
d
e
rn
b
ir
o
lg
u
o
lara
k
ç
o
k
k
ü
lt
ü
rlü
l
ü
k
,
”
(Ya
y
ımla
n
m
a
m
ış
y
ü
k
se
k
li
sa
n
s
tez
i),
S
e
lçu
k
Ün
ive
rs
it
e
si,
Ko
n
y
a
,
2
0
0
9
.
[3
1
]
Re
n
k
o
,
Y.
K.,
&
Yo
d
e
r,
J.
H.
“
Ed
u
c
a
ti
o
n
fo
r
i
n
tern
a
ti
o
n
a
l
u
n
d
e
rsta
n
d
in
g
:
A
c
o
m
p
a
riso
n
fo
r
a
tt
i
tu
d
e
s
a
n
d
se
lf
-
p
e
rc
e
iv
e
d
sk
il
ls
o
f
tea
c
h
e
r
e
d
u
c
a
t
io
n
st
u
d
e
n
ts
in
F
i
n
lan
d
a
n
d
Ca
li
f
o
rn
ia,”
Pre
se
n
ted
in
a
n
n
u
a
l
c
o
n
f
e
re
n
c
e
o
f
th
e
-
c
o
mp
a
ra
ti
v
e
e
d
u
c
a
t
io
n
so
c
iety
o
f
Eu
ro
p
e
.
2
8
Ju
n
e
,
Co
p
e
n
h
a
g
e
n
,
1
9
9
4
.
[3
2
]
P
o
lat,
S
.
“
Ok
u
l
m
ü
d
ü
rleri
n
in
ç
o
k
k
ü
l
tü
rl
ü
lü
ğ
e
il
iş
k
in
tu
t
u
m
ları,
”
Ha
c
e
tt
e
p
e
Ün
ive
rs
it
e
si
Eğ
it
im
F
a
k
ü
lt
e
si
De
rg
isi
,
v
o
l.
4
4
,
p
p
.
3
3
4
-
3
4
3
,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2252
-
8
8
2
2
I
n
t.
J
.
E
v
al
.
&
R
es
.
E
d
u
c
.
Vo
l.
9
,
No
.
1
,
Ma
r
ch
2
0
2
0
:
2
1
2
-
2
2
0
220
[3
3
]
Öz
d
e
m
ir,
M
.
,
&
Dil,
K.
“
Öğ
re
tme
n
lerin
ç
o
k
k
ü
l
tü
rl
ü
e
ğ
it
ime
y
ö
n
e
l
ik
tu
t
u
m
ları:
Ça
n
k
ırı
il
i
ö
r
n
e
ğ
i,
”
An
k
a
r
a
Ün
ive
rs
it
e
si E
ğ
it
im
Bi
li
mle
ri F
a
k
ü
lt
e
si De
rg
isi,
v
o
l
.
4
6
,
n
o
.
2
,
p
p
.
2
1
5
-
2
3
2
,
2
0
1
3
.
[3
4
]
Ya
z
ıcı,
S
.
,
Ba
şo
l,
G
.
,
&
To
p
ra
k
,
G
.
“
Öğ
re
tme
n
lerin
ç
o
k
k
ü
l
tü
rlü
e
ğ
i
ti
m
tu
tu
m
ları:
b
ir
g
ü
v
e
n
i
rli
k
v
e
g
e
ç
e
rli
k
ç
a
lı
şm
a
sı,”
Ha
c
e
tt
e
p
e
Ün
ive
rs
it
e
s
i
Eğ
it
im
Fa
k
ü
lt
e
si De
rg
isi,
v
o
l
.
3
7
,
p
p
.
2
2
9
-
2
4
2
,
2
0
0
9
.
[3
5
]
G
ü
n
g
ö
r,
S
.
,
Bu
y
ru
k
,
H.
,
&
Öz
d
e
m
ir,
Y.
“
Öğ
re
tme
n
a
d
a
y
ları
n
ın
ç
o
k
k
ü
lt
ü
rl
ü
l
ü
ğ
e
i
li
şk
i
n
t
u
tu
m
l
a
rı,
”
El
e
k
tro
n
i
k
S
o
sy
a
l
Bi
li
mle
r De
rg
isi,
v
o
l
.
1
7
,
n
o
.
6
6
,
p
p
.
8
1
6
-
8
3
7
,
2
0
1
8
.
[3
6
]
Co
şk
u
n
,
M
.
K.
“
Din
k
ü
l
tü
r
ü
v
e
a
h
lak
b
il
g
isi
ö
ğ
re
tme
n
a
d
a
y
ların
ı
n
ç
o
k
k
ü
lt
ü
rl
ü
e
ğ
it
ime
y
ö
n
e
li
k
t
u
tu
m
ları
(İlah
iy
a
t
-
Eğ
it
im
DK
AB
k
a
rşılaş
tı
rm
a
sı),
”
At
a
t
ü
rk
Ün
ive
rs
it
e
si
S
o
sy
a
l
Bi
li
mle
r
E
n
stit
ü
sü
De
rg
isi,
v
o
l.
1
7
,
n
o
.
1
,
p
p
.
3
3
-
4
4
,
2
0
1
2
.
[3
7
]
De
m
ir,
S
.
,
&
Ba
şa
rır,
F
.
“
Ev
a
l
u
a
t
io
n
o
f
p
re
se
rv
ice
tea
c
h
e
rs’
o
p
in
io
n
s
o
f
m
u
lt
icu
lt
u
ra
l
e
d
u
c
a
ti
o
n
,
”
II
B
In
ter
n
a
ti
o
n
a
l
Refe
re
e
d
Aca
d
e
mic
S
o
c
i
a
l
S
c
ien
c
e
s J
o
u
rn
a
l
,
v
o
l.
4
,
n
o
.
9
,
p
p
.
1
-
3
0
,
2
0
1
3
.
[3
8
]
De
m
ircio
ğ
lu
,
E
.
,
&
Öz
d
e
m
ir,
M
.
“
P
e
d
a
g
o
ji
k
fo
rm
a
sy
o
n
ö
ğ
re
n
c
il
e
rin
in
ç
o
k
k
ü
lt
ü
rlü
e
ğ
it
ime
y
ö
n
e
li
k
tu
t
u
m
ların
ı
n
b
a
z
ı
d
e
ğ
işk
e
n
lere
g
ö
re
in
c
e
len
m
e
si,”
Eg
e
Eğ
it
im
De
rg
isi,
v
o
l.
1
5
,
n
o
.
1
,
p
p
.
2
1
1
-
2
3
2
,
2
0
1
4
.
[3
9
]
To
rto
p
,
H.
S
.
“
Öğ
re
tme
n
a
d
a
y
lar
ın
ın
ü
st
ü
n
y
e
ten
e
k
li
v
e
ç
o
k
k
ü
lt
ü
rlü
e
ğ
it
ime
il
işk
i
n
t
u
t
u
m
ları,
”
Üs
t
ü
n
Y
e
ten
e
k
li
ler
Eğ
it
imi
v
e
Ar
a
ştırma
la
rı
De
rg
isi
(UYA
D),
v
o
l.
2
,
n
o
.
2
,
p
p
.
1
6
-
2
6
,
2
0
1
4
.
[4
0
]
En
g
i
n
,
G
.
,
&
G
e
n
ç
,
S
.
Z.
“
Atti
tu
d
e
s
tea
c
h
e
r
c
a
n
d
i
d
a
tes
to
wa
rd
s
m
u
lt
icu
lt
u
ra
l
e
d
u
c
a
ti
o
n
(Ça
n
a
k
k
a
le
On
se
k
iz
M
a
r
t
Un
iv
e
rsity
Ex
a
m
p
le),”
R
o
u
te E
d
u
c
a
ti
o
n
a
l
a
n
d
S
o
c
i
a
l
S
c
ie
n
c
e
J
o
u
r
n
a
l,
v
o
l.
2
,
n
o
.
2
,
p
p
.
3
0
-
3
9
,
2
0
1
5
.
[4
1
]
Ş
a
h
in
,
M
.
H.,
&
Kılı
n
ç
,
E.
“
E
ğ
it
i
m
F
a
k
ü
lt
e
si
ö
ğ
re
n
c
il
e
rin
i
n
ç
o
k
k
ü
lt
ü
rl
ü
k
işi
li
k
d
ü
z
e
y
leri
n
in
b
e
li
rl
e
n
m
e
si,”
Eğ
it
im
v
e
Öğ
re
ti
m A
ra
ştırma
la
rı
De
rg
isi
(J
RE
T
),
v
o
l
.
5
,
n
o
.
1
,
p
p
.
1
2
6
-
1
3
6
,
2
0
1
6
.
[4
2
]
Ars
lan
,
A.,
&
Ça
lma
şu
r,
H.
“
İlk
o
k
u
l
v
e
o
rtao
k
u
l
ö
ğ
re
tme
n
leri
n
in
ç
o
k
k
ü
lt
ü
rl
ü
e
ğ
it
im
tu
t
u
m
ları
v
e
d
e
m
o
k
ra
ti
k
tu
tu
m
ları
n
ın
ç
e
şitl
i
d
e
ğ
işk
e
n
ler
a
ç
ısın
d
a
n
i
n
c
e
len
m
e
si,”
At
a
tü
rk
Ün
ive
rs
it
e
si
Ka
zım
Ka
ra
b
e
k
ir
E
ğ
it
im
F
a
k
ü
lt
e
si
De
rg
isi,
v
o
l.
3
4
,
p
p
.
9
0
-
1
0
9
,
2
0
1
7
.
[4
3
]
Yılma
z
,
F
.
,
&
G
ö
ç
e
n
,
S
.
“
S
ın
ı
f
ö
ğ
re
tme
n
i
a
d
a
y
ları
n
ı
n
k
ü
lt
ü
rle
ra
ra
sı
d
u
y
a
rlı
lı
k
h
a
k
k
ı
n
d
a
k
i
g
ö
r
ü
şle
rin
i
n
fa
rk
l
ı
d
e
ğ
işk
e
n
lere
g
ö
re
in
c
e
len
m
e
si,”
Ad
ıya
ma
n
Ün
ive
rs
it
e
si
S
o
sy
a
l
Bi
li
mle
r
En
stit
ü
s
ü
De
rg
isi,
v
o
l
.
1
5
,
p
p
.
3
7
3
-
3
9
2
,
2
0
1
3
.
[4
4
]
Bu
lu
t
,
C.
,
&
Ba
şb
a
y
,
A.
“
Öğ
re
t
m
e
n
lerin
ç
o
k
k
ü
lt
ü
rlü
y
e
terlik
a
l
g
ıl
a
rın
ı
n
in
c
e
len
m
e
si,”
K.
Ü.
Ka
sta
mo
n
u
Eğ
it
im
De
rg
isi,
v
o
l.
23
,
n
o
.
3
,
p
p
.
9
5
7
-
9
7
8
,
2
0
1
4
.
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