Author Guidelines
Format Details
International Journal of Instruction is an open access journal. The term open access gives the right of readers to read, download, distribute, copy, print, search, or link to the full texts of the articles free of charge. International Journal of Instruction also has initiated to sign Budapest Open Access Initiative (BOAI) (http://www.budapestopenaccessinitiative.org/list_signatures). According to BOAI (Budapest Open Access Initiative); By “open access” to peer-reviewed research literature, its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The author(s) and copyright holder(s) grant(s) to all users a free access to articles.
Corresponding Author
The author who uploads the article to our system is accepted as the corresponding author. All the process is continued with this writer. It is the writer's responsibility to inform other writers of the article about the process.
Copyright Policy
The copyright of the received article once accepted for publication shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). International Journal of Instruction apply the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) to all manuscripts to be published. The corresponding author, by submitting the article to the journal, declares on behalf of all authors that "I confirm that I transfer all the copyrights to the International Journal of Instruction unconditionally and indefinitely to distribute the articles published by the International Journal of Instruction."
Policy of Screening for Plagiarism
Papers submitted to International Journal of Instruction will be screened for plagiarism using Turnitin/iThenticate plagiarism detection tools. Papers leading to plagiarism will be immediately rejected by International Journal of Instruction.
Article Processing Charges
The International Journal of Instruction is an academic journal run by a group of academics to provide unlimited access to scientific knowledge. There is no publication fee and the main fee policy of the journal is not to charge authors during the academic publication process. However, in various cases, fees may be charged to authors under the conditions required by the journal budget (working for the layout arrangement for the article, plagiarism scanning system, fees paid for editorial and technical work to ensure the sustainability of the journal). Detailed information about these fees is given to the author. Except for these cases, fast publication with a different fee is absolutely not possible.
About Styles
The following writing and referencing rules are to be taken into consideration.
Click here for Manustcript Template
The articles need to be not published elsewhere previously. If the article has been presented at any seminar or conference, the name of the conference, the institution where it has been presented and the date of the presentation needs to be mentioned. The Journal is written in English. Thus, the articles need to be written in this language.
The title of the article must be written in capital letters, using font size 11 and bold. One line space must be left after the title. The name and surname of the author(s), their title, and the institution they work for and its web site must be written.
The number of the pages of the article must not exceed 15, including abstract and reference list. The whole work must be written in Times New Roman, font size 10. Subheading must be in bold, and the first letter of each word must be capital letters.
All the text must be written using single line spacing, including the reference list. The article should normally consist of the following parts: introduction, context and review of literature, method, findings, discussion and conclusion
Abstract
The abstract must be brief, informative and self-explanatory and should be written in past tense. It must not exceed 150-200 words in length and should concisely summarize all important results of the paper without excessive methodical and experimental details. Standard nomenclature should be used and abbreviations should be avoided.
Key words
Below the abstract, about 5 to 7 key words characterizing the paper should be listed.
Introduction
The introduction should give a concise background and provide the rationale to the presented study. It should provide a clear statement of the problem and should be understandable to colleagues from a broad range of scientific disciplines.
Title Page
The title page should contain the title of paper, running title (optional), names (s) and address (es) of the author (s), the name of the corresponding author (marked with asterisk) along with phone, fax/E-mail information, an abstract, keywords.
Methods
This should give detailed and sufficient information of materials and procedures used to allow experiments to be reproduced. Previously published procedures and sources of laboratory procedures should be cited. Information on the equipment model, manufacturer’s name and address including the city, province/state and country should be provided. The procedures should be written in past tense and should consist of paragraphs with individual methods
Finding
This should describe the design of the experiment and the obtained results. All tables, figures, graphs, statistical analyses and sample calculations should be presented in this section.
Tables
In tables font size 9 must be used and vertical lines must be not be drawn. When the contents of the table cannot fit into the table, font size 9 might be used. Number of the table and the title must be written above the table.
| Total no of students | Those enrolled | Attendance percentage | |
| Primary School | 4.958 | 543 | 10.9 |
| Secondary School | 7.668 | 2.501 | 32.6 |
Discussion
The discussion should relate the presented results to those of previous own or other studies, interprets them and draw conclusions. It can outline working hypotheses, theories, and applications.
Conclusion
Writing a conclusion is the final part of the research paper, drawing everything together and tying it into initial research. Writing a conclusion involves summing up the paper and giving a very brief description of the results, although you should not go into too much detail about this.
References
The items on the reference list must be arranged according to APA Referencing. (Publication Manual of the American Psychological Association).
In-Text citations
Use the name of the author(s) followed by the year of publication when citing references within the text and page number. For example:
1 author (Callan, 1998)
2 authors (Eggen & Kauchak, 2001)
3 or more authors (Ivanitskaya at al., 2002)
How to create a Reference List
Single author:
Amer, A. (2006). Reflections on Bloom’s revised taxonumy. Electronic Journal of Research in Educational Psychology, 4/8, 213-230.
Bloom, B. S. (1956). Taxonomy of educational objectives, the classification of educational goals, handbook I: Cognitive Domain. New York, NY: David McKay Company.
Callan, R. J. (1998). Circadian rhythm and the business person. International Journal of Value Based Management 11: 9–17.
Forehand, M. (2005). Bloom’s taxonomy: Orginal and revised. In Emerging Persceptives on Learning, Teaching, and Technology. Retrieved 29 March, 2010 from http://eit.tamu.edu/JJ/DE/BloomsTaxonomy.pdf
2 authors:
Biggs, J. B. & Collis, K. (1982). Evaluating the quality of learning: the SOLO taxonomy. New York, NY: Academic Pres.
Eggen, P. & Kauchak, D. (2001). Educational psychology: Windows on classrooms. New Jersey, NJ: Merrill.
Erden, M., & Akman, Y. (1996). Egitim psikolojisi[Educational psychology]. Ankara, Turkey: Arkadas Yayınevi.
Minogue, J. & Jones, G. (2009). Measuring the impact of haptic feedback using the SOLO taxonomy.International Journal of Science Education, 31/10, 1359–1378.
O’Neill, G., & Murphy, F. (2010). Guide to taxonomies of learning. UCD Teaching and Learning/Resources, Retrieved 01 November, 2010 from http://www.ucd.ie/t4cms/ucdtla0034.pdf
3 or more authors:
Ivanitskaya, L.; Clark, D.; Montgomery, G. & Primeau, R. (2002). Interdisciplinary learning: Process and outcomes. Innovative Higher Education, 27/2, 95-111.
