Educational Research and Reviews Volume 11 Number 12 23 June, 2016 ISSN 1990-3839 ABOUT ERR Educational Research and Reviews (ISSN 1990-3839) is published bi-monthly (one volume per year) by Academic Journals. Educational Research and Reviews (ERR) is an open access journal that publishes high- quality solicited and unsolicited articles, in English, in all areas of education including education policies and management such as Educational experiences and mental health, the effect of land tenure system on resource management, Visualization skills and their incorporation into school curriculum, Gender, education and child labour etc. All articles published in ERR are peer-reviewed. Contact Us Editorial Office: [email protected] Help Desk: [email protected] Website: http://www.academicjournals.org/journal/ERR Submit manuscript online http://ms.academicjournals.me/. Editors Dr. Peter W. Wong Southern Cross University Assoc. Prof. Manjula Vithanapathirana Australia. Faculty of Education University of Colombo Colombo, Sri Lanka. Associate Editors Dr. Ahmet Basal Dr. Melissa Vick Yıldız Technical University School Of Education Education Faculty James Cook University Foreign Languages Education Department Townsville, İstanbul, Australia. Turkey. Dr. Maniam Kaliannan Prof. Lazarus Ndiku Makewa Faculty of Adminstrative Science & Policy Studies University of Eastern Africa Universiti Teknologi MARA (UiTM) Baraton, Selangor, Kenya. Malaysia. Prof. Ogunsakin R. Ebenezer Department of Statistics Dr. Tavis D. Jules Cultural and Educational Policy Studies Ekiti State University School of Education Ado Ekiti, Loyola University Chicago Nigeria. Chicago, USA. Dr. A. Kadir Maskan Dicle University Dr. Adams Onuka Ziya Gokalp Education Faculty Department of Physics Education Centre for Peace and conflict Studies (CEPACS) Diyarbakir, University of Ibadan Nigeria. Turkey. Dr. Yambo John M. 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Department of Psychology Rethimno, Dr. Evridiki Zachopoulou Greece. Department of Early Childhood Care and Education Thessaloniki, Prof. Andreas Veglis Greece. Department of Journalism and Mass Media Aristotle University of Thessaloniki Dr. Francesco Pastore Thessaloniki, Seconda Università di Napoli Greece. Italy, Prof. Mutendwahothe Walter Lumadi Dr. Syed Iftikhar Hussain Shah Curriculum & Instructional Studies Technical Education and Vocation College of Education TEVTA Secretariat UNISA, Lahore, South Africa. Pakistan. Dr. Miriam McMullan Dr. Ravi Kant Faculty of Health and Social Work College of Teacher Education University of Plymouth Maulana Azad National Urdu University Plymouth, Darbhanga, UK. India. Prof. Moshe Barak Dr. Dibakar Sarangi Graduate Program for Science and Technology Education Directorate of Teacher Education and State Council for Ben-Gurion University of the Negve, Educational Research and Training Beer Sheva, (DTE & SCERT) Israel. Odisha, India. Dr. Hiam Zein Psychology and Education Dr. Elisa Backer Lebanese American University Faculty of Business Chouran-Beirut, Federation University Australia Lebanon. Australia. Dr. Joel O. Eriba Dr. Ahmad Alkhawaldeh Faculty of Education Department of Curriculum and instruction Benue State University University of Jordan Makurdi, Jordan. Nigeria. Educational Research and Reviews Table of Contents: Volume 11 Number 12 23 June, 2016 ARTICLES ARTICLES ResearchDetermination Articles of perception of community of inquiry 1085 Yusuf Ziya Olpak, Mustafa Yağci and Uğur Başarmak PerceptionsStrengthening of preceptors’education faculty competency students in Thaion teaching clinical nursingmethods and materials 2653 1093 ElifRenu Esmer, Mingpun Gülçin, Boonchom Güven, Oktay Srisa -Aydın,ard, and Bülent Apinya Özden, Jumpamool Kadriye Efe and Nurcan Şener Metaphors of teacher candıdates’ regardıng the concept of “non-governmental organızatıons”The effect of playing (NGOs) different musical instruments on arm asymmetry 2661 1110 E. Erdem KAYA Tuğba SELANİK-AY OrganizationalUniversity students’ ımage metacognitive perceptions of failures higher ineducation mathematical students proving investigated 2667 Rüyambased on KÜÇÜKSÜLEYMANOĞLU the framework of assimilation and accommodation 1119 Nizlel Huda, Subanji, Toto Nusantara, Susiswo, Akbar Sutawidjaja and Swasono Rahardjo ThPrincipal’se curriculum perceived development leadership for effectiveness science teachers’ and itstraining: relationship with academic Theachievement action lesson among focusing students on sciencein secondary process school: skills The Ethiopian experience 2674 1129 JesdaDessalegn Khayo Feyisa,tha, Somsong Bekalu Ferede Sitti and and Kanyarat Frew Amsale Sonsupap Psychologıcal skılls development and maıntenance ın professıonal soccer players: The proposed model of writing with accompaniment of music An experımental desıgn wıth follow up measures 1138 Bülenteducation Okan for Miçooğulları students and its prospect in application 2684 Izzet Yucetoker Analyzing parental involvement dimensions in early childhood education 1149 Zeynep Kurtulmus The validity and reliability study of the sports facility utilization Philosophyscale of university for children: students: Capacity The case evaluation of Karabük of humorous University stories in Masnavi based 2688 onSerdar “Lipman's CEYHUN views on philosophical thinking components” 1154 Fateme Azamat madar Fard, Hassan Ali Bakhtiyar Nasrabadi and Mohammad Hossein Heidari Analyzing state and private school students’ achievement goal Teachers’orientation loyalty levels to in theirterms supervisors of some variables and organizational commitment 2695 1161 NurhayatÜnal TÜRKÇAPAR ÇELEBİ and Mithat KORUMAZ Influence of cooperative integrated reading and composition technique on foreign students’Benefits of reading teaching and interdisciplinary writing skills in subjects Turkish collaboratively in 1168 BehiceJordanian Varışoğlu pre-vocational education 2702 Mon’im A. Al-Saaideh and Mohammad Sayel Nasr-allah Al-Zyoud Vol. 11(12), pp. 1085-1092, 23 June, 2016 DOI: 10.5897/ERR2016.2758 Article Number: 8AAF85459015 ISSN 1990-3839 Educational Research and Reviews Copyright © 2016 Author(s) retain the copyright of this article http://www.academicjournals.org/ERR Full Length Research Paper Determination of perception of community of inquiry Yusuf Ziya Olpak*, Mustafa Yağci and Uğur Başarmak Faculty of Education, Ahi Evran University, 40100 Kirşehir, Turkey. Received 3 January, 2016; Accepted 12 May, 2016 Community of inquiry (CoI) is the conceptual framework which describes critical prerequisite factors for deep and meaningful learning in online learning environments. Based on the literature concerning the CoI framework, it can be observed that studies in which three factors in the model (cognitive, social and teaching presence) were investigated have been increased as scales to determine perception towards CoI have been developed, which thus made it possible to work on relatively larger sampling groups effectively and to increase generalizability of findings. In this context, within the scope of the present research, by investigating different data collection tools developed by different researchers, studies aiming to determine CoI perception by means of a scale were investigated in detail. Research results reveals that CoI survey instrument developed by Arbaugh et al. (2008) has been widely accepted in the literature; and that the instrument has been adapted to number of languages such as Turkish, Korean and Arabic; and employed in diverse disciplines such as education, business and health care. Key words: Community of inquiry, cognitive presence, social presence, teaching presence. INTRODUCTION Community of inquiry (CoI) framework suggested by 2014; Yu and Richardson, 2015); and it is claimed that Garrison et al. (2000) in their study for deep and learning could be enhanced by developing interaction meaningful learning in online learning environments is a among these three basic elements of cognitive, social conceptual framework which describes critical and teaching presence (Garrison et al., 2000). prerequisite elements for successful education outcome According to the review of studies investigating the CoI in higher education. According to the review of the framework, number of studies examining all three relevant literature, it was observed that the precursor elements included in the model has been increased, study conducted by Garrison et al. (2000) has attracted while numbers of survey instruments allowing deter- the attention of number of scholars who especially work mination of CoI perception have been increased. Thus, it on distance education and this has been cited