International Journal of Education, Technology and Science <p>The <em>IJETS</em> is a quarterly peer-reviewed international journal aiming to set up a highly qualified international academic platform for both experienced and novice education professionals, researchers, librarians in academic, corporate, and government work settings; and those involved in education and teaching practices all over the world. The IJETS issues are released four times a year; in <strong>March, June, September</strong>, and <strong>December</strong>.</p> <p>The purpose of the <em>IJETS</em> is to foster critical debate about education and teaching globally. The <em>IJETS</em> seeks both to develop new theoretical insights into the education and teaching, and new understandings of the extent and nature of contemporary educational practices in diverse settings. It underlines the significance of discovering and reflecting the interplay of local, regional, national and global contexts and dynamics in shaping education technology and science internationally.</p> <p>The <em>IJETS </em>is concerned with education in its broadest sense, including formal, informal and non-formal modes, as well as cognitive and metacognitive skills development. <em>IJETS</em> is primarily interested in studies that look at the relationship between education and teaching in different contexts globally.</p> <p>The <em>IJETS </em>welcomes papers from all prospective authors and especially from scholars who study education and teaching both theoretically and in practice all over the world. </p> en-US (Ismail Hakki Mirici) (Özün Çağan Altun) Wed, 31 Mar 2021 17:49:52 +0000 OJS 60 A REVIEW OF GRADUATE THESES RELATED TO ART EDUCATION IN TURKEY: A CONTENT ANALYSIS STUDY <p>Abstract</p> <p>The main aim of this research is to reveal the trends in the graduate theses in the field of art education conducted in Turkey carried out between 2003 and 2020 in a holistic and comprehensive way. Content analysis as one of the qualitative research methods was used in this study. A comprehensive search on YOKTEZ which is national thesis center of Turkey were scanned using “art education” as keyword and 135 open-access graduate thesis on art education were obtained. The data were analyzed by descriptive statistical methods, and frequencies and percentages were given in tables and graphics. As a result of the analysis of the data, it was concluded that studies on art education were most studied in 2019, there were more professor titled advisors, more master theses were carried out and qualitative research methods and document analysis were frequently used in theses. It is thought that the results obtained from the research will shed light on future studies on art education.</p> <p><strong><em>&nbsp;</em></strong></p> <p><strong><em>Keywords:</em></strong> Education, art, art education, thesis, content analysis.</p> Yücehan Yücesoy, Burak Demir, Başak Bağlama Copyright (c) 2021 International Journal of Education, Technology and Science Wed, 31 Mar 2021 00:00:00 +0000 TEACHING COMPETENCE-BASED AGRICULTURE SUBJECT IN PRIMARY SCHOOLS IN KENYA; A REVIEW OF INSTITUTIONAL PREPAREDNESS <p>Lack of the critical competencies for employability and self-reliance have contributed to high levels of youth unemployment. Introduction of Competence Based Education (CBE) system is to ensure learners acquire communication, collaboration, critical thinking, problem solving, self-efficacy and digital literacy. <em>This article reviewed the literature related to institutional preparedness for instruction of agriculture. This study was grounded on desktop design that reviewed, relevant reports by several education commissions and peer reviewed journals with a focus on instructional, infrastructural resources, teacher training and sustainability plans for resources</em>. The result show that institutional preparedness is key in curricula changes. However, practical instruction to equip learners with competencies in vocational subjects has remained a challenge. This literature review findings indicated that for any curriculum implementation institutional preparedness is pertinent and failure to which schools end up producing learners who get it difficult to solve societal problems in agricultural education. This study is useful to stakeholders in education and practitioners to better understand research results in the field of agricultural education.&nbsp; Despite many articles having addressed need to promote practical teaching of vocational subjects in Kenya, less literature is available on institutional preparedness.</p> Alex Karani, Kyule Miriam, John Mironga Copyright (c) 2021 International Journal of Education, Technology and Science Wed, 31 Mar 2021 00:00:00 +0000 AN INVESTIGATION OF TURKISH EFL TEACHERS’ PERCEPTION OF CULTURAL DIVERSITY <p>The study aimed to investigate the EFL teachers’ perceptions of the cultural diversity in Turkey, and to put forward some practical suggestions in order to eradicate some possible problems related to developing intercultural competence, which is one of the target competences in language classes. In the study, survey method was used based on quantitative data. The data were collected via “The Questionnaire of Perception about Cultural Diversity”, adopted from Bandura and Sercu (2005), and administered as a Google document in distance. The participants were composed of randomly accessed 7 EFL teachers (2 males, and 5 females). In the data analysis of the data descriptive statistics was used. The results showed that the participant EFL teachers agreed on the importance of teaching cultural diversity in their classes.</p> Ilgın Mirici Copyright (c) 2021 International Journal of Education, Technology and Science Wed, 31 Mar 2021 00:00:00 +0000 TYPES OF QUESTIONS EMPLOYED IN EDUCATION: A CLOSER LOOK AT THE FOREIGN LANGUAGE TEACHING CLASSROOM DISCOURSE <p>Questions that take place in an instructional context may vary according to their topicality, agent, preponderance of answers, authenticity, source, and syntax. This study aims to investigate the distribution of different question types employed in a foreign language setting at tertiary level through a typology-based checklist prepared by the researcher. The findings, based upon the video recordings of 3 consecutive sessions, show that teacher-directed node questions play an important role in the construction of classroom discourse, as demonstrated by their quantitative predominance. Moreover, closed, referential, and factual questions seem to be preferred over open, display, and inferential or experience-based questions, respectively. It is indicated on account of these results that classroom discourse may be shaped by factors that are intrinsically different from that of daily communication. In addition to the prevalence of node questions, authenticity and dependence upon sources other than factual information are discussed as key points that could render a foreign language classroom more communicative.</p> Tunay Taş Copyright (c) 2021 International Journal of Education, Technology and Science Wed, 31 Mar 2021 00:00:00 +0000 THE EFFECT OF DIGITAL READING ON EFL LEARNERS' READING COMPREHENSION <p>The main objective of the current study is to investigate how digital reading can have an influence on the improvement of EFL learners’ reading comprehension. The sample of this study was comprised of 32 males studying at the Al Mafraq First Basic School for Boys in Jordon. The study participants were enrolled in the 1<sup>st</sup> semester of the educational session 2020/2021. All the participants were categorized into a couple of groups namely the experimental and control groups whereby the participants in the former group employed digital reading to facilitate their reading comprehension while those in the latter group employed conventional system for this purpose. The effectiveness of both the mentioned methods was assessed by conducting a test. The test outcomes revealed that the reading comprehension of the experimental group outshined that of the control group. A positive outlook of the participants in the experimental group with respect to the use of digital reading was also discovered. Overall, it was concluded that digital reading proved effective in enhancing reading comprehension skills in learners both inside and outside the class.</p> <p><strong>&nbsp;</strong></p> Saqr Al Khazaleh Copyright (c) 2021 International Journal of Education, Technology and Science Wed, 31 Mar 2021 00:00:00 +0000