Does Project Children's University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design

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dc.authoridtoytok, esef hakan/0000-0003-3638-1901
dc.authoridGUREL, SUNGUR/0000-0003-3425-858X
dc.contributor.authorToytok, Esef Hakan
dc.contributor.authorGurel, Sungur
dc.date.accessioned2024-12-24T19:33:44Z
dc.date.available2024-12-24T19:33:44Z
dc.date.issued2019
dc.departmentSiirt Üniversitesi
dc.description.abstractThe purpose of this study is to determine whether students' academic self-efficacy levels increase through a 20 week of education that is based on the problem-based learning theory and transmitted in an inter-disciplinary manner in Project Children's University. The project aimed to teach students to learn how to learn. Eventually, students will be life-long learners and gain sustainable learning skills. In order to observe the effect of Project Children's University, academic self-efficacy levels are measured in terms of self-efficacy in ability, context, and education quality domains. Changes in treatment group students' academic self-efficacy levels are modeled in growth curve modeling framework throughout three waves. Then, they are compared with those of control group students using Welch's t test. Results have shown that the levels of academic self-efficacy throughout the research have fallen significantly for the treatment group students. In addition, the levels of self-efficacy in ability of the treatment group students were significantly higher than the levels of the control group students. On the other hand, the levels of context of the treatment group students were significantly lower than the levels of the control group students. In conclusion, Project Children's University has failed to increase students' academic self-efficacy levels, but entitled them to understand what academic self-efficacy really means, to socialize, to be self-confident students, and to criticize themselves more rationally.
dc.description.sponsorshipRepublic of Turkey, Ministry of Development [SODES 2017-56/172]
dc.description.sponsorshipProject Children's University is funded by Republic of Turkey, Ministry of Development with project number SODES 2017-56/172.
dc.identifier.doi10.3390/su11030778
dc.identifier.issn2071-1050
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85061088990
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.3390/su11030778
dc.identifier.urihttps://hdl.handle.net/20.500.12604/8267
dc.identifier.volume11
dc.identifier.wosWOS:000458929500223
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherMdpi
dc.relation.ispartofSustainability
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectacademic self-efficacy 1
dc.subjectsustainable learning 2
dc.subjectproblem based learning theory 3
dc.subjectchildren's university 4
dc.titleDoes Project Children's University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design
dc.typeArticle

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