International Journal of Progression and Development in Education (ijpade)

The Relationship between Teacher Immediacy and Middle School Students’ Academic Achievement: Social Studies, Mathematics, Science and English Courses

2025-10-22T10:46:46+03:00

The current research aims to determine the relationship between the secondary school students, their teachers and academic success (Social Studies, Mathematics, Science and English) and to examine teacher immediacy according to various variables (gender, grade level, parents’ education level). The research was conducted according to the survey design, one of the quantitative research methods. The sample group of the study consists 395 students, studying at a public secondary school in Kocaeli Province in 2023-2024 academic year. The data of the research was collected using “the Personal Information Form” and “the Primary School Teacher Affiliation Behavior Scale. According to the research results it was determined that while the secondary school students’ feeling of closeness to their teachers for all course levels was at a moderate level students’ success averages are listed as Science, English, Mathematics and Social Studies respectively. In this study, the low level positive significant relationship was found between the academic successes in Mathematics and Social Studies and teacher immediacy behaviors for these courses. A moderate positive significant relationship was found between the academic success in English and teacher immediacy behavior for English class. However, no statistically significant relationship was found between the academic success and teacher immediacy behavior in Science course. Moreover, it was determined that the significance of students’ teacher closeness behaviors for Social Studies, Mathematics, Science and English according to gender, grade and parents’ education level made a significant difference only in grade level. Gender, parents’ education level didn’t make any significance on teacher immediacy.

“I’ll Handle It… Later”: A Quantitative Study on Preservice Teachers’ Academic Procrastination

2025-12-11T11:18:08+03:00

The aim of this study is to determine the academic procrastination levels of pre-service teachers studying at a faculty of education and to examine whether these levels differ according to gender, grade level, and academic department. The study was conducted using a quantitative research approach and designed within the general survey model. The sample consisted of 140 pre-service teachers enrolled in a state university located in the Southeastern Anatolia Region of Türkiye, all of whom participated voluntarily. Data were collected through a demographic information form and the Academic Procrastination Behavior Scale developed by Ocak and Bulut (2015). Data were analyzed using SPSS, employing descriptive statistics, independent samples t-tests, and one-way analysis of variance (ANOVA). The findings revealed that pre-service teachers demonstrated a moderate level of academic procrastination. Moreover, academic procrastination levels did not significantly differ according to gender, grade level, or academic department. These results suggest that academic procrastination among pre-service teachers may be more closely associated with individual study habits, task perceptions, and self-regulation processes rather than demographic characteristics.

The Integration of Folk Songs from Different Regions of Turkey into the Social Studies Course

2025-11-20T16:27:32+03:00

The purpose of this study is to examine the relationship between folk songs selected from Turkey’s seven geographical regions and the values, skills, and learning areas included in the Social Studies curriculum, and to present instructional practice examples. The study was designed as qualitative research and conducted using the document analysis method. The data source of the study consists of 84 folk songs selected from the first and second volumes of the TRT Turkish Folk Music Anthology of Verbal Works. Content analysis was employed to analyze the data. The findings revealed that the most frequently emphasized values in the folk songs were love, sensitivity, responsibility, and patience. This result indicates that folk songs contain rich content capable of supporting individuals’ affective development. In terms of domain-specific skills, the most prominent skills identified in the folk songs were perceiving time and chronological thinking, spatial thinking, and historical empathy. The findings demonstrate that folk songs not only serve as carriers of cultural heritage but also function as effective instructional materials that contribute to students’ affective development. In this context, folk music can be utilized as a functional and original instructional resource in Social Studies education for both values education and the development of domain-specific skills. In addition, the study presents practical examples regarding the integration of folk songs into the instructional process.

The Role of School Attachment, Cognitive Flexibility, and Perfectionism in Predicting School Burnout

2025-10-22T11:08:20+03:00

This study aims to determine whether secondary school students’ levels of school attachment (attachment to school, attachment to teacher, attachment to friends), cognitive flexibility, and perfectionism (positive perfectionism, negative perfectionism) predict their school burnout levels (burnout due to school activities, burnout due to family, inadequacy at school, loss of interest in school). For this purpose, data were collected from 422 secondary school students in the first semester of the 2020-2021 academic year using convenience sampling. The results of the study revealed that the sub-dimensions of school attachment, friend attachment, and teacher attachment were significant predictors of the total school burnout score and all sub-dimensions (burnout from school activities, burnout from family, inadequacy at school, and loss of interest in school) in secondary school students. In addition, it was determined that negative perfectionism in secondary school students was a significant predictor of total school burnout score and school burnout sub-dimensions, including burnout caused by school activities and loss of interest in school. On the other hand, positive perfectionism was a significant predictor of school inadequacy, one of the sub-dimensions of school burnout. Lastly, it was revealed that cognitive flexibility in secondary school students significantly predicted school burnout sub-dimensions, school inadequacy, and loss of interest in school. The research results were discussed in the light of the literature, and suggestions were presented. It is expected that prioritizing activities and practices that increase the level of attachment among middle school students to their friends and teachers, and making the necessary arrangements in this direction, will contribute to reducing student school burnout.

Social Studies Teachers’ View of Kilis as an Out-of-School Learning Place

2025-12-12T14:37:25+03:00

This research aims to reveal how social studies teachers working in Kilis evaluate the city's resources as an out-of-school learning environment. Using a case study, a qualitative research design, the study group consisted of 21 social studies teachers working in state schools in Kilis. Participants were selected using criterion sampling. A semi-structured interview form was used as the data collection tool, and the obtained data were analyzed using content analysis. According to the analysis results, social studies teachers working in Kilis evaluate the main advantages of the out-of-school learning process as: enabling learning by doing and experiencing, ensuring more permanent learning, and offering students opportunities to gain experience and make observations. On the other hand, teachers see permission procedures, security, and discipline issues as the main disadvantages. When evaluating Kilis in the context of out-of-school learning, social studies teachers highlighted the museums, Oylum Höyük, Ravanda Castle, historical Kilis houses, historical mosques, and Kilis bazaar as the most useful learning environments. However, it has been observed that teachers in Kilis have been unable to incorporate these resources into the teaching process due to various reasons, primarily security concerns, overcrowded classrooms, and insufficient parental support. These findings reveal that despite the educational potential of Kilis' rich historical and cultural sites, they are not being fully utilized due to practical obstacles. Based on the opinions of social studies teachers, the extracurricular learning environments needed in Kilis include museums, science centers, zoos and botanical gardens, historical sites, cultural parks, and traditional craft workshops. Accordingly, diversifying and developing extracurricular learning spaces in the city will contribute to students' more effective engagement with local history, culture, and nature.