Teachers' Development Approaches of High School Administrators

The purpose of this research is to determine the level of teacher development approaches of high school managers, according to their views and the opinions of teachers. The universe of the study constitutes of 2805 teachers in 47 high schools in Elazığ province in 2016-2017 academic year conducted in screening research type. The sample consists of eight schools determined by random sampling method and 356 teachers and 150 managers working in these schools. According to the results of the research, managers use the approaches which are in the sub-dimensions of teacher development activities and the continuous professional development, and the whole scale at the level of “sometimes”; and the approaches which are in sub-dimensionof the educative role of administrators of at the level of “always”. According to the views of high school teachers, school administrators use the approaches in the subdimensions of educative role of managers, teacher development activities and in the whole scale at the level of mostly.

Introduce the Problem
Some of the trends emerging in social and educational issues necessitate the change and renewal of schools. These trends also have some important consequences for school leaders. (Sergiovanni, 1996;Dawson, 1997). Principals have significant contributions to the development of educational services at the school (Leithwood, 2005). The fact that school development work is carried out by the stakeholders at school rather than by managers alone, can influence the quality of education positively (Grauwe, 2005). The speed of change and the need to respond and adapt to local conditions require managers to develop new skills and work styles. Managers should be able to lead teachers and students in schools and have the ability to interact with stakeholders inside and outside the education system. If schools are places where development occurs, principals have a key role in designing, monitoring, and evaluating these developments (Mestry and Grabler, 2004).
The role of school principals in the development of teachers; it is very important for managers to observe teachers in place of learning and teaching activities in the classroom, at the seizure places, at the activities they are performing, at club activities, projects and performance duties and to be present at the most basic and most strategic unit of the education system and at all places. Tasks such as giving importance to correction and development in the audit process, supporting teachers' work by making constructive criticisms, teaching them practically when necessary, evaluating the effectiveness of programs, encouraging student learning, monitoring success and raising the motivation levels of employees and keeping the school climate positive are among the educational roles of school principals.
In particular, school principals are one of the most important sources in terms of their integration with the education system of the newly appointed candidate teachers, their awareness of their educational functions, their adaptation to the school and the environment they are working with, and their development in education. Occupational development is a concept that is used in common with the concept of in-service training. This concept, which includes the development of the occupation both professionally and personally, requires the recognition of the occupation as an individual, the identification of needs and the fulfillment of those needs. Occupational development is any activity that directly affects the knowledge, skills and attitudes that will enable occupants to perform their current and future roles in the best possible way (Robbins & Alvy, 1995;Aydin, 2008).
Professional development is a sub-process involved in lifelong education. The concept of professional development has evolved through the evolution of concepts such as in-service training, personnel development, career development, and human resource development. Although conceptual linkage is not provided in the literature, in recent years the concept of in-service training has turned into the concept of vocational education. According to this, the traditional view towards professional development is "a training / course given in 3-4 days" from a new point of view, "staff-centered, long-term, job-embedded learning experiences. According to Guskey, who has been working on the professional development of teachers for many years, "It is the process and activities organized to improve the professional knowledge, skills and attitudes of the educators in order to improve their students (Guskey, 2000;Bumen, Ateş, Çakar, Ural and Acar, 2012). Professional development aims to improve individual performance, to improve inefficient practices, and to facilitate the exchange and change of the application of educational policies (Blandford, 2000).
Below are some teacher development approaches that school principals can use in practice and are used in this study (Aydın, 2008). 1. Warm-Up: Warm-up questions can help teachers express their emotions and thoughts without hesitation and worry about judgment, so that a warm, hearty and reassuring environment can be created to ensure teamwork and co-learning before any intensive group training begins. . For example, "Define a school you want to work for every day, and what kind of school should you want to send your child to? of educational purposes and the group members are asked to identify the main ideas and important messages. The group members discuss the books, articles and similar documents they have studied and present the summarized abstract and summary of the topic to the other groups by writing them on colored pens and with highly creative and remarkable content. Later, if there are questions, they are answered and the session ends.
6. Brain Storming: One of the important features of training is to develop thinking and problem-solving skills in the face of problems or situations that individuals often or rarely encounter. One of the most frequently used activities for this purpose is brain storms. No thought or suggestion in the brain storm work must not be judged and prevented from being judged is the most important principles. 7. Case Study-In Basket: Case study and paper basket techniques are used to develop the skills of teachers to solve the problems they may encounter in their professional lives.
8. Strength Bombardment: The main purpose of this activity is to uncover the strengths of one member of the group perceived by the other members. Such a study provides group members to show positive perceptions about each other's personalities, abilities and skills; the individual to love and develop these difficulties. 9. Peer Assistance Technique P.A.T.: The purpose of this group work is to increase the ability of individuals who are members of colleagues or groups working for specific purposes to help each other in solving a problem or problem and to develop solutions.
10. Host and Guest Groups: These sessions are organized in three phases, and both the host and guest groups have specific tasks.
a. Pre-planning phase: At this stage, the host group creates the working environment, selects the warm-up question and invites the guest group.
b. Planning and implementation phase: At this stage, the host group asks the warm-up questionnaire, the group members meet each other and a warm working environment is provided by taking the answers. Then the host and guest group will discuss the topic, discuss the article, research the book and so on. they give one copy of the writing material to each other. Discussions are held, summarized, workshops prepared by the groups are shared and these work takes about 1 hour. c. Feedback phase: At this stage the groups express their opinions and suggestions about their work and give feedback on the work. 11. Library Work in Scientific Research: One of the main aims of improvement is to improve teachers' scientific research competencies and the ability to use learning resources effectively.
Changes and anticipations in society make changes and development in schools compulsory. Otherwise, schools lose their effectiveness. In this context, school development is considered as an important concept. School development requires systematic, in-school and out-of-school variables to be looked at in an integrated manner (Everard, Morris and Wilson, 2004, Parlar, 2014, Jones, 2014. The main purpose of school development is to increase the problem-solving capacity of the school (Parlar, 2014). At the same time, it aims to develop appropriate methods and techniques for educating the students in different fields and to obtain applicable results (MEB, 2007).
The dimensions and variables that influence school development are school administrator, teacher, student, school program and education process, school culture and environment, school environment and parents (Şişman, 2011, Cansoy ve Parlar, 2017. It is becoming increasingly important for teachers to demonstrate their professional behavior in schools to achieve this development. The change, development and discussion of teachers' beliefs and practices are influential in school development (Carrington and Elkins, 2002). Teachers' continuous efforts to renew themselves from the professional side, and their activities to develop themselves both inside and outside the school are seen among the important features that provide school development (Şişman, 2011). While the improvement of schools happens in a systematic manner, this improvement is also analogous to individuals' self-improvement (Rolff, 2008). It can be said that the development of schools and the fact that they are effective schools are related to the quality of teachers. Because teachers of influential schools have been found to be more qualified (Mattar, 2012;Hildebrandt and Eom, 2011). Effective school leadership requires school principals to take on an effective leadership role (Mountain, 2009;Shannon and Blysma, 2007), establish academic standards, develop curriculum, ensure teachers' continuous improvement, encourage co-operation and create a safe school climate (Bergeson, Heuschel, Alice andMerle, 2001, Cansoy andParlar, 2017).

Problem Statement
tried to be defined as an event, an individual or an object, as it is in its own conditions and as it is (Karasar, 2009: 77).
In this context, the aim of this research is to determine the level of teacher development approaches, according to the views of the administrators working in the high schools and the opinions of the teachers. In the research, the following questions have been answered.

Sub-problems (Hypotheses)
1. What are the teachers' views on the approaches of teachers in the development of teachers in high school, in the subscales of the scale and in the scale? 2. Do the teachers' views on high school principals' approaches to the development of teachers differ meaningfully according to variables such as gender, age, occupational seniority, duration of the job at school, branch, level of education and type of high school they work for?
3. What are the views of managers in high school on their approach to developing teachers, in the subscales of the scale and in the whole scale? 4. Do the high school principals' own views on approaches to teacher development differ meaningfully according to gender, age, occupational seniority, length of time in administration, duration of the job at school, branch, level of education and type of high school they work?

Method
This section contains information on the design of the research, study group, data collection tools, collection and analysis of data.

Method of the Research
This research is in the screening model. Scanning models are intended to describe the past or present as it exists. It is tried to be defined as an event, an individual or an object, as it is in its own conditions and as it is (Karasar, 2009: 77).

Data Collection Tools
The measuring instrument used in the study was formed by the researcher (Gökyer, 2017) with a 25-point pool by conducting the literature search. Created materials presented by three experts in the field. Experts have not commented on the complete removal of any material, but they have recommended that some materials be changed in writing and marking. Data collection tools were graded as "Always (5)," Most often (4), "Occasional (3)," Less (4), "Very few (1). The range of data collection tools is 4/5 = .80. Explanatory factor analysis was performed to ensure the validity of the data collection tools. Factor analysis is a statistical technique that aims to explain the measurement by collecting variables that are the same or that measure the quality with few factors (Büyüköztürk, 2009: 123).

Reliability and Validity of Data
In the first part of the measurement tool there are 25 factual questions prepared for the teachers and in the second part, there are 25 items about the approaches on teachers' development of school principals. The suitability of the data for factor analysis was tested by Kaiser-Meyer-Olkin (KMO) and Barlett test. The Bartlett Test = 4322,757 and the validity coefficient KMO = .942, p = .000. In order to perform factor analysis on the data, the minimum KMO value is suggested as 0.60 (Pullant, 2001). Based on these results, it was determined that data are suitable for factor analysis. As a result of the first exploratory factor analysis for the principles' methods of developing teachers, two items which have factor load score less than 35, and which are present in more than one factor, and difference between the two factors is .10 and lower (Buyüköztürk, 2009: 125) (8./team building and 12. / reading-sharing sessions) were removed from the scale.
The scale of teachers' development approaches of high school administrators has two factors. The total variance explained by the two factors is % 66,657. The Cronbach's alpha value of the scale is ,96 in general. After factor rotation, the first factor of the scale consists of seven items (1, 2, 3, 4, 5, 6, 7) and the Cronbach Alpha reliability value of this dimension is .92. The load values of the items in this factor range from 0.667 to 0.867. The second factor consists of 16 items (9,10,11,13,14,15,16,17,18,19,20,21,22,23,24,25). The Cronbach Alpha reliability value of this dimension is .96. The load values of the substances in this factor range from 0.602 to 0.854. Factors have been tried to be named by considering the contents of the materials. The first factor is named as "educational role of managers" and the second factor is named as "teacher development activities of managers".
To test the 23 items obtained from AFA and whether the result of two factors were verified DFA was applied on a different sample group of 195 individuals and three items (1, 21 and 22) with high error variance were subtracted from the scale and the two-dimensional structure was verified with 20 items The model was tested at 0.05 significance level using Maximum Likelihood method. The fit indexes obtained in the first stage are examined. There are different goodness of fit indexes that can be used to assess the suitability of the model. These can be grouped in three: the Chi-square Goodness-of-Fit tests, the Descriptive Measures of Overall Model fit and Descriptive Measures based on Model Comparisons. Whether or not the model is accepted is decided by considering the limit values of these indexes (Schermelleh-Engel and Moosbrugger, 2003).
After selecting the second step, the appropriate estimation method, the results of the model should be analyzed through the fit indexes (Albright and Park 2009). According to the results of various fit indexes in DFA, it is decided whether or not the model is compatible with the theory. Even if the factor loadings of the items in the model are very good, the fit indices may not be able to capture normal values. These fit indixes are named like χ2, χ2 / sd, RMSEA, SRMR, GFI, NFI, NNFI, CFI. (Munro 2005;Simsek 2007). In the study, it is seen that some of the examined compliance values (NFI, NNFI, CFI) are within the good fit boundaries, while others (χ2 / df, SRMR and RMSEA) are within the acceptable fit boundaries. The fit indices and normal values are shown in Table 1.
The factor loads for the two-dimensional model obtained as the DFA result are shown in Figure 1.  848, p = .000. In the opinion of school principals, according to the results of the first exploratory factor analysis for the scale of teachers' developmental approach, four factors with a difference of 10 or less between the multiple factors (7. /I try to make teachers know each other, 9./ I do reflection sessions to make criticism and evaluation on the work done, 14/ I use the case study technique to improve the ability of teachers to solve the problems they may encounter in their professional life and 20. / partnership cooperative technique) removed from the scale. After the second factor analysis, two items which are present in more than one factor and the difference between them is less than .10 (5./ I create an environment in which has team work and co-operative learning to learn in a collaborative way 16. I learn about the solutions produced by teachers for all kinds of regulations that concern the operation and management of the school using case study technique) removed from the scale. The scale of 25 items fell to 19 items. The scale of teachers' approach to developing teachers according to principles' own opinions is three factors. The total variance explained by the three factors is % 66,359. Cronbach's Alpha score of the scale is 94 in general. After factoring, the first factor of the scale consists of six items (1, 2, 3, 4, 6, 8), and the Cronbach Alpha value is .84. The load values of the items in this factor range from 0.492 to 0.887. The second factor consists of eight items (10,11,12,13,15,17,18,19). The Cronbach Alpha value of this dimension is .92. The load values of the items in this factor range from 0.586 to 0.840. The third factor consists of five items (21,22,23,24,25), and the Cronbach Alpha value of this dimension is .88. The load values of the items in this factor range from 0.545 to 0.871. Factors have been tried to be named by considering the contents of the materials. The first factor is named as "educational role of the managers", the second factor is named as "teacher development activities of the managers" and the third factor is named as "continuous professional development". To test whether the 19 items and three factors obtained from the AFA were verified, DFA was applied on a different sample group of 222 persons and a three-dimensional structure was verified with 18 items by subtracting an item with a high error variance (item 19) from the scale. Factor load values ares greater than .40 and all t values are meaningful. The fit indices and normal values are shown in Table 2.

Sampling Procedures
The study's universe constitutes a total of 2805 teachers working in 47 high schools in Elazığ province in the 2016-2017 academic year. Firstly, stratified (layered) sampling management is used to determine the subgroups in the environment and to represent them in the sample with proportions within the size of the universe (Büyüköztürk, 2016: 86). Later on, the measurement instrument was distributed to 356 teachers working in 8 schools determined by random sampling method from these layers. 223 of the collected scale were evaluated. The table calculated by Can (2014) was used to determine the size of the sample. The homogeneous sample size for the 95% confidence level in the table list of 5000 people is reported to be 234 persons (Can, 2014: 30). The measurement instrument for teachers' development approaches prepared for the school administrators was distributed to 150 managers working in these schools, but 95 of them were taken into consideration because of being on leave, duty, and reluctant to fill.

Analysis Techniques
The data were analyzed using the SPSS for Windows 21 program. Frequency and percentage values were used to determine the demographic characteristics of the teachers (gender, age, occupational seniority, duration, branch, level of education and type of high school they served). Arithmetic mean and standard deviation techniques were used to determine the levels of teacher opinions. Independent group t-Test was done to determine whether there was a meaningful difference between the opinions expressed in terms of gender, branch and level of education variables. Also, in order to determine whether there is a meaningful difference between their views in terms of age, seniority, duration of duty, and type of high school they worked for, one-way analysis of variance (ANOVA) was used to test whether there is a difference between the groups' averages. Significance level of the applied tests was taken as .05. The Kruskal-Wallis H Test was used when the normality hypothesis of a one-way ANOVA, a parametric test, was not met. The Mann Whitney U Test was also performed to test that the scores did not differ meaningfully from each other

Results
In this section, according to the opinions of the teachers, findings and comments about the approaches used by the managers in the high schools to improve the teachers are included.
What are the teachers' views on the approaches of teachers in the development of teachers in high school, what are the subscales of the scale and overall scale? The analysis results for the sub-purpose are given in Table 3. As seen in Table 3, according to the views of high school teachers, school administrators use approaches that fall within the dimensions of teacher development activities and across the scale often.
Do the teachers'views on high school teachers' approaches to teacher development differ according to gender, branch, and school of graduation? The results of the analysis for the sub-purpose are given in Table 4. As seen in Table 4, there was no meaningful difference between the views of the teachers in the scale and in all of the sub-dimensions according to gender, branch and school variables they graduated from.
Do the teachers' views on the approaches of high school administrators related to developing teachers show a meaningful difference according to age? The ANOVA results for the sub-objective are given in Table 5. Do the Teacher views on high school teachers' approaches to teacher development differ meaningfully according to the variables such as occupational seniority and the duration of the job at school? The Kruskal Wallis H test results for the sub-objective are given in Table 6. The Kruskal Wallis H test, which is used to test the meaningfulness of the difference between the scores of a group of a small number of subjects and a variable, is used for the comparison of teachers' views on managers' approaches to teacher development, according to the occupational seniority and duration of the job variables. The Mann Whitney U test, which is used in binary comparisons, is conducted as a result of the difference observed in the sub-dimension of the educational role of managers, according to the variables of occupational seniority and duration of the job. According to the results of this test, it was found that teachers with vocational seniority 1-10 years and 11-20 years had a lower average rank order in the sub-dimension of the educational role of managers than the teachers with vocational seniority of 31 years or more, and the difference is meaningful. It has been found that the teachers with 6-10 years of schooling in the school have lower average in the sub-dimension of educational roles of the managers than the average of teachers with 16 years or more of vocational seniority, and the differences are meaningful. When we consider the time factor of the teachers who have a short duration in the school, it can be said that the managers have not benefited enough from the approaches related to their educational roles. There is no meaningful difference according to the type of high school type that teachers worked. What is the level of their opinion of the high school administrators' approaches to teacher development in the sub-dimensions and in the whole scale?  As seen in Table 8, in none of the sub-dimensions and in the whole scale there is no a meaningful difference between the managers' own opinions according to the variables of gender, branch and education levels.
Do the high school administrators' own views on approaches to developing teachers differ meaningfully according to variables such as managerial duration and high school type they work? The Kruskal Wallis H test results for the sub-objective are given in Table 9.
The Kruskal Wallis H test, which is used to test the meaningfulness of the difference between the scores of a group of a small number of subjects and a variable, is used to compare the opinions of administrators about the development approaches of teachers with regarding to the duration of administration and the type of high school they work. Mann Whitney U test, which is used in binary comparisons, is conducted as a result of the difference observed in the subdimensions of managers' teacher development activities and continuous professional development according to the variable of managerial period and in the sub-dimension of continuous professional development according to the variable of the high school type in which they work.
According to the results of this test, it was found that managers whose managerial period is 1-4 years had a lower average rank order in the sub-dimensions of teacher development activities and the continuous professional development when compared to the managers whose managerial period is 15 years, and the difference is meaningful. It was found that the average of the administrators having managerial duration of 1-4 years and 5-9 years in the sub-dimension of teacher development activities is lower than the average of the administrators having managerial duration of 10-14 years and the differences are meaningful. According to the senior high school type variable of seniority year managers' approaches to develop teachers, it was found that the average of the rank order in the continuing professional development sub-dimension of managers working in vocational high school is lower than those who work in high schools and the differences are meaningful. According to this finding, managers working in Anatolian high schools may be more likely to use teachers' developmental approaches than managers who work in vocational high schools. There is no meaningful difference according to age, occupational seniority, and duration of duty in school.

Discussion
In the survey, the level of managers' own opinions and teachers' opinions on the high school managers' teacher development approaches are determined. Also, it has been examined whether the opinions of teachers differ according to gender, age, seniority, duration of school duties, branches, education levels and high school type variables they work in. Findings related to the research have been discussed and supported by the literature.
According to the views of high school teachers, managers use the approaches in the sub-dimensions of the educational role of school managers and teacher development activities and across the scale in the level of often. According to a study by Cerit (2008), it has been determined that managers are perceived to be more likely to increase the quality of educational activities, to organize human and material resources in school, to assist teachers and students when they need it, and to guide them. According to the results of the research conducted by Helvacı and Aydoğan (2011), it has been found out that the main features of effective school principals under the leadership qualities are giving importance of equality and fairness, having good relationships with their staff, being consistent and stable, being a leader, being open to developments, producing suggestions and solutions, being sensitive to the problems, defending the rights of the personnel, being well-organized and well-educated, and knowing how to act towards students and teachers. According to the research conducted by Sahin (2013), principals should form a long-term development strategy to improve the school; strengthen the communication link between school and environment; ensure that all stakeholders in the school take part in the change process and assume responsibility; inform and lead the people and groups concerned. The school manager must be a leader who applies what he or she has learned, leads in learning, takes decisions in common, sees the need for innovation, reflects on it, offers a trustful and sincere working environment, pursues new vision for the school, tries to present all the technological innovations of the age and accepts as a school as a whole and attempts to realize change initiatives (Beycioğlu and Aslan, 2010). According to research findings made by Cansoy and Parlar (2018), the results of the research revealed that teachers' perception of school-improvement is not at satisfactory level.
In a study by Sheal (1992), a manager gave the following response to teachers' development activities: a good manager is measured not by what he does but by what teachers do. The productivity of the manager is the productivity of the teacher. There are only two ways to improve the performance of teachers. The first is to improve their capacity and the second is to awaken the desire to do better in teaching. When you develop the teacher by educating, you will not only be able to improve their talents but also maket hem be motivated at the same time. The attitudes and behaviors of the managers in the professional development of teachers are also important. In order for school-building efforts to be successful, both school and local managers must be involved in the training, and must be in the role of the guardian for the development of managers (Sparks and Loucks-Horsley, 2007). As Özer (2004) points out, school administrators' awareness and persuasion about the necessity and benefit of professional development activities are of great importance for the professional development of teachers (Bümen, Ates, Çakar, Ural and Acar, 2012).
Recommendations for the results of the research are as follows: 1. The levels of school managers' use of approaches differ according to the type of high school they work in, reasons for this should be searched and in-service training can be organized on topics that are included in sub-dimensions of monitoring and developing teachers' professional development activities. 2. Yöneticiler, öğretmen geliştirme etkinlikleri, sürekli mesleki gelişim alt boyutlarında ve ölçeğin tamamında yer alan yaklaşımları ara sıra düzeyinde kullandıklarını ifade etmişlerdir. Bunun nedenleri araştırılarak hizmet içi eğitimler düzenlenebilir. 2. Managers have stated that they use teacher development activities in the continuing professional development sub-dimensions and on the whole scale at the level of occasionally. In-service trainings can be organized by exploring the reasons for this.

Conclusion
As regards the approaches of high school administrators to developing teachers, it is clear that among teachers' opinions on the whole scale and in all sub-dimensions; there is no meaningful difference accoding to gender, age, branch, education level and the type of high school they work on. According to the variable of the high school type that they work, managers who work in both high school and vocational high schools use the approaches in the sub-dimension of teacher development activities less than administrators working in Anatolian high schools.
Meaningful differences were found among teachers' views on managers' managerial approaches to teacher development, according to their occupational seniority and the duration of duty at school. In the sub-dimension of managerial role of managers, the level of opinions of teachers with vocational seniority 1-10 years and 11-20 years is lower than those with vocational seniority 31 years and over. In the subscale of managers' educator role, the level of opinions of teachers with 6-10 years of vocational seniority at school is lower than those with 16 years or more. We can say that the teachers with low vocational seniority may say that managers do not make enough efforts and are not sensitive enough to candidate teachers' compliance with the school, in their awareness of their educational duties, teachers' awareness of the developments in the field of education, creating a sincere and reassuring environment that will enable them to learn in a team and collaborative way, teachers' being able to express their feelings and thoughts to the managers easily and recognize the teachers in relation to the approaches pointed out in the items to be investigated. Administrators use the approaches related to the teacher development activities and continuous professional development sub-dimensions and in the whole scale at the level of occasionally; and the approaches in the educator role of managers sub-dimension at the level of always. It has been concluded that, the managers having higher level of seniority at school have higher level of using teacher development approaches; and according to the type of high school they work, managers in the vocational high schools use the approaches of the continuous professional development sub-dimension at a lower level than those working in the Anatolian high schools. There is no meaningful difference according to age, occupational seniority, and duration of duty in school.


Why Do Students Kick the Volleyball Ball in Physical Education Courses?

The purpose of this study is to examine the reasons for the kicking of the volleyball ball by secondary school and high school students in the physical education courses. The study was carried out with a total of 1388 students in different 14 schools. The study was conducted with survey model. A semi-structured questionnaire developed by the researcher was used. In the form, there are questions about the demographic characteristics of the students as well as their views on the kicking of the volleyball ball. When the findings obtained from the students were examined, 38% of the students stated that they kicking of the volleyball ba ll. It was understood that the high school students had significantly more kicking of the volleyball ball than the secondary school students. And kicking off the volleyball ball significantly differed in terms of the gender of the students (in favor of the girls) and school success (in favor of good level). The students’ kicking off the volleyball ball was not significantly differentiated in terms of the educational status of the parents. “The reflex” (39.0 %) and “love soccer” (28.2 %) were the most important reasons for the students to kick off the volleyball ball.

Introduction
In terms of physical education and sports courses, the concept of classroom means indoor or outdoor areas in which these courses take place. Sports fields, sports halls, and school gardens are among these areas. Successful implementation of educational activities and positive behavior modification in physical education and sports courses are only possible in classrooms with minimum discipline problems (Ünlü and Aydos, 2008). If the students are disorganized and disrespectful and if no rules or regulations are helping to resolve this situation, the classroom environment would be chaotic. In such cases, both students and teachers are damaged. In such situations, teachers strive with more efforts to teach whereas most of the students learn lesser than what they should. Nevertheless, in the case of a good class management, students learn more than what they should normally. Teachers are required to display superior efforts to establish a good learning environment and to perform good class management (M arzano et al., 2003). According to Harrison and Blakemore (1992), teachers have key responsibilities in terms of establishing effective discipline in the classroom. These responsibilities consist of establishing productive class environment and teaching good behavior.
Various studies are conducted to determine negative behavior faced by teachers and which affect the classroom environment. In these studies, negative behavior of students and frequency of such behavior were analyzed. Among these studies, the study conducted by Fernandez-Balboa (1991) displays that the most important problem faced by physical education teachers are negative behavior of students (86%). In addition, this negative behavior is followed by quitting the activity (39%), not participating in the activity (23%) and aggression (23.7%).
The most prominent problem encountered by physical education teachers in classrooms is illdisciplined student behavior, in which crowded classrooms, poor environment, uninterested parents, poor economic conditions and spoiled children factors play a key role (Ünlü and Aydos, 2008). It was also reported that some of the students conduct negative behavior such as being uninterested, smoking, drinking alcohol, not participating in activities, chatting during class hours, coming to the classroom unprepared (Pulur and Tamer, 2001). Reviewing existing literature, imp roper use of classroom materials (Erdoğan, 2001) and harming inventory items of the school (Korkmaz et al., 2007) are also listed among negative behavior; however a specific behavior which has not been in the literature and is specific to physical education classes are students kicking volleyball balls during physical education courses. It is believed that analyzing the underlying reasons why students kick the volleyball ball during physical education hours should contribute to help us prevent such negative behavior from happening. Korkmaz et al. (2007) underlined that it is of great importance for the teacher to understand well the problem encountered by him and then to determine and interpret the student behavior accurately. M ain purpose of this study is to analyze the underlying reasons of why students in secondary school and high school kick volleyball balls. In addition to main goal of this study, effects of various independent variables on why students kick volleyball balls during physical education courses will be analyzed.

Research Model
The study was conducted with survey model. The survey model is a research approach aiming to describe the case existing now or how it existed in the past. The individual or object that is subject to research as well as how they were attempted to be defined in their circumstances. No effort was shown to affect or change them in any way (Karasar, 2003). It describes the attitudes, opinions, behaviors, or characteristics of the population (Creswell, 2012).

The S tudy Group
The study was carried out with a total of 1388 students (713 girls, 675 boys) in different 14 secondary and high schools in Erzincan during the 2016-2017 education year. Required permissions were obtained from the M inistry of National Education.

Research Instrument
A semi-structured questionnaire developed by the researcher was used. In the form, there are questions about the demographic characteristics of the students as well as their views on the kicking of the volleyball ball.

Data Analysis
The responses the students obtained in the semi-structured questionnaire were reexamined in accordance with independent variables such as their class level, gender, and school success level and educational status of the parents (chi-square). Besides, frequency and percentage of the underlying reasons why students kick volleyball balls were tabulated. For data analysis, SPSS 22 was used. It was determined that 68.9 % of the students taking part in the study were secondary school (n=956), 31.1 % were high school (n=432); that 48,6 % of the students taking part in the study were male (n=675), 51.4 % were female (n=713) ( Table 1).

Graphic 1. Volleyball ball kick rates of students
Analyzing the data collected from students, it was revealed that 38.1% of students stated that they kick volleyball balls whereas % 61.9 did not (Graphic 1).   (2) = 11.526, p<0.01]. There were no significant differences in terms of the education level of the mothers of students who kick volleyball balls and who did not [X 2 (3) = 2.516, p > 0.05]. There were no significant differences in terms of the education level of the mothers of students who kick volleyball balls and who did not [X 2 (3) = 1.867, p > 0.05]. Unwilling kicks (as a reflex) (39%), because they like football (28.2%) and because volleyball ball swerves better (23.1%) were among the most important answers. Following those, because it is lighter than a football ball (20.5%), because I am too lazy to pick up the ball (19.7%) and because I want to kick the ball further away (16.1%) were among the second set of underlying reasons.

Discussion
Analyzing the acquired data, it was understood that more than one-third of students (38.1%) kick volleyball ball. It was also supported with data acquired by this study that kicking volleyball ball is a negative behavior is a widespread negative behavior observed in physical education courses. Considering the fact that such behavior is negative, it should not be difficult to estimate that such behavior reduces the economic life of volleyball balls.
Overcoming this problem would contribute to wellbeing of physical education teachers who are already encountering material shortage. In addition, injuries that might occur due to kicked volleyball balls hitting other students are among other problems that might be the result of such negative conduct. Demirhan (2006) stated that maintaining safety and security of the students during physical education courses is an important requirement that must be taken into consideration and also stated that any resulting injuries might contribute to further irregularities in the classroom and disrupt the discipline of students. For that reason, it was stated that precautions that should ensure the safety of physical education and sports teacher should be taken.
It was understood that the rate of high school students who kick volleyball ball (44.4%) is significantly higher when compared to secondary school students (35.3%). Aslan et al. (2011) also claimed that the rate of unwanted behavior increase with the age and grade of students. This claim displays an expected fact. Sivez (2009) also stated that adolescence is a period in which student tend to perform more unwanted behavior. Kuş and Karatekin (2009) approved the fact that more unwanted behavior is observed as age groups increase due to the fact that students tend to act more freely, especially after adolescence.
It was understood that the rate of male students who kick volleyball ball (43%) is significantly higher when compared to female students (33.5%). Gender of the majority of problem students being male is rather a common-general observation made by teachers in schools. However, the reason behind the fact that there are very few studies on this is due to it being significantly visible (Wheldall and M errett, 1988). Although various studies do not display determined results in terms of significant differences between genders, (Koç and Güllü, 2017) stated that male students are far more courageous in terms of displaying problematic behavior in school age. Various reasons are listed as underlying causes of this fact. Generally, sociocultural reasons are deemed more prominent. Another reason that negative behavior is observed much less in female students when compared to male students is due to the fact that female students are much timider by their nature and also due to social roles of genders. It is thought that female students are expected from their social environment to be much more harmonious and comprehensible (Koç, 2017). This is preventing the female students from displaying negative behavior. Balkaya and Ceyhan (2007) proposed that the reason female students display much less criminal behavior when compared to male students is due to the fact that social/family pressure on female students increase after adolescence whereas it is the exact contrary for male students.
It was understood that the rate of successful students who kick volleyball ball (34%) is significantly lower when compared to unsuccessful student (43.0% and 42.9%). Yiğit (2004) includes academic failure as a non-class fact that contributes to negative behavior of students.
It was also understood in other studies that students with lower academic performance displayed more aggressive behavior (Koç and Güllü (2017). Aggressive students are believed to encourage more negative behavior in the classroom.
There were no significant differences in terms of the education level of the mothers or fathers of students who kick volleyball balls and who did not. Results of another study displayed that the education level of mothers and fathers did not create significant difference in terms of behavior of kindergarten students (Alisinanoğlu and Kesicioğlu, 2010). In another study conducted on high school students, Another study conducted on high school students displayed significant correlation between the education level of parents and criminal behavior. Contrary to expected results of the study, it was understood that criminal behavior tendency of high school students increased as did the level of education of their parents (Balkaya and Ceyhan, 2007). Contrary to the results of this study, there are various findings of studies which suggest that criminal behavior tendency to increase as education level of parents decrease. (Basut, 2004;Ozen et al., 2005;Şenses, 1990;Yılmaz, 2000). M ore studies should be conducted in order to obtain more precise results on this fact.
Unwilling kicks (as a reflex) (39%), because they like football (28.2%) and because volleyball ball swerves better (23.1%) were among the most important reasons for students kicking the volleyball ball. Analyzing the underlying reasons why students kick volleyball balls, it was understood that they perceive it as a regular ball rather than a tool to play volleyball ball and they had a desire to use the volleyball ball for this purpose. At this point, due to the fact that their hunger to play football is not satisfied, they have an inclination to satisfy this hunger with other tools (e.g. volleyball ball). Lack of football equipment and lack of available football fields can be considered among such reasons. In a study conducted by Korkmaz et al. (2007), these two facts were listed by physical education teachers as the two most important reasons that disrupt the learning environment.
In the light of findings of this study, physical education teachers will better understand the underlying reasons and resolve these issues that cause students to display the negative behavior of kicking the volleyball ball. In this context, understanding and resolving such problem would also increase the economic life of volleyball balls.


The costs and calorie content of à la carte food items purchased by students during school lunch

School environments influence student food choices. À la carte foods and beverages are often low nutrient and energy dense. This study assessed how much money students spent for these foods, and the total kilocalories purchased per student during the 2012–2013 school year. Six elementary and four intermediate schools in the Houston area provided daily food purchase transaction data, and the cost and the calories for each item. Chi-square analysis assessed differences in the number of students purchasing à la carte items by grade level and school free/reduced-price meal (FRP) eligibility. Analysis of covariance assessed grade level differences in cost and calories of weekly purchases, controlling for FRP eligibility. Intermediate grade students spent significantly more on à la carte food purchases and purchased more calories (both p < 0.001) than elementary school students. Lower socioeconomic status (SES) elementary and intermediate school students purchased fewer à la carte foods compared to those in higher SES schools (p < 0.001). Intermediate school students purchased more à la carte foods and calories from à la carte foods than elementary students. Whether the new competitive food rules in schools improve student food selection and purchase, and dietary intake habits across all grade levels remains unknown.

Introduction
The school food environment influences the dietary habits of children and adolescents. The National School Lunch Program (NSLP) foods account for only a portion of the foods available to students at school. À la carte foods and beverages are sold in snack bars or vending machines and compete with the NSLP meal. They are often called competitive foods.
Previous studies have found that students with access to à la carte foods consumed more low nutrient, energy dense foods like sugar sweetened beverages, French fries, and fewer fruits and vegetables (Cullen et al., 2000). Students with access to à la carte foods also consumed fewer healthy foods compared to the previous year when the same students did not have access to à la carte foods (Cullen and Zakeri, 2004). On an average school day in [2004][2005], approximately 40% of school aged children purchased and consumed at least one à la carte food (Fox et al., 2009). Among students who consumed à la carte foods, those in elementary school consumed 216 cal; middle and high school students consumed 273 and 336 cal, respectively (Fox et al., 2009). Sixth grade students in Kentucky consumed 234 cal from à la carte 2011). Although schools receive federal reimbursement for meals served in the schools that meet guidelines, food service directors have reported using à la carte food revenue to cover the operational costs of their meal programs, such as utilities, cleaning supplies, and waste disposal (Nollen et al., 2011). In 2002-03, school districts reported obtaining about 12% of revenue from competitive foods (Guthrie et al., 2013). Using national data from 2005, the average annual revenue from competitive foods was estimated at $16 per elementary school student, $82 per middle school student, and $64 per high school student (Guthrie et al., 2013). School level revenues may also vary by the percentages of students eligible for FRP meals (Guthrie et al., 2013).
The objectives of this paper are to identify the types of à la carte foods purchased by elementary and intermediate school students, the average amount of money spent by students to purchase these foods, and the calories provided by these foods prior to the implementation of the new Smart Snacks rules in 2014. School level eligibility for FRP meals was used as a covariate.

Setting
One school district in the Houston area provided à la carte sales data for 10 schools for the 2012-2013 school year. All lunch transactions for each student in the cafeteria were entered into Point-of-Service (POS) software by the cashiers. The Child Nutrition Director selected the schools based on eligibility for FRP, which ranged from 10 to 79% in the district. Details on school selection have been previously published (Cullen et al., 2015). Three elementary schools with 49-79% of students eligible for FRP and two intermediate schools with about 34% of students eligible for FRP were considered to be lower socioeconomic status. There was an average of 734 kindergarten through grade 5 students enrolled in the six elementary schools: 6.6% African American, 37.6% Hispanic/Latino, 49.3% White, and 6.6% other. The four intermediate schools enrolled an average of 912 students in grades 6-8: 10.9% African American, 28.8% Hispanic/Latino, 45.8% White, and 14.5% other. The study was approved by the Institutional Review Board at Baylor College of Medicine (H-28086). Because the data did not include student identifying information, consent forms were not required.

Data
The district POS software provides the following daily information: transaction date and identification (ID) number, whether it was a reimbursable lunch meal, the name of each of the individual components selected (fruit #1, fruit #2, entrée, milk, vegetable), and purchased à la carte items (chips, cookies). The school district data manager retrieved the daily transaction data for each school for the 2012-2013 school year, saved each as a text file, and prepared it for the researchers. A separate excel file was created with the calories and cost for every à la carte item available in the schools. This information was obtained from the district's Child Nutrition Department. The school text files were merged with the calorie and cost information of each food item.
A separate spreadsheet was created with the calories and cost for every à la carte item available in the schools from information provided by the district. The school text files were merged with the calorie and cost information of each food item.

Statistical analyses
The resulting data file was aggregated by transaction ID, school, and date; the calorie and cost for each transaction was summed. The aggregated data file had one transaction per transaction ID and included the amount of money spent for à la carte items, the calories provided by those items, grade level (elementary, intermediate), and whether it was low income school, based on percent of students eligible for FRP meals.
The frequency of à la carte food items purchased was calculated. Differences in the number of students purchasing à la carte items by grade level and school FRP by grade level were assessed with chi-square analysis. Analysis of covariance (ANCOVA) assessed differences in the average weekly cost and calories of à la carte foods purchased by grade level (elementary or intermediate), with FRP status as a covariate. One ANCOVA included all transaction data and one only included the transactions for those students who purchased an à la carte food. The level of significance was set as p < 0.05. All the analyses were performed using SAS (version 9.3, 2011, SAS Institute Inc.).

Results
The elementary school students purchased a total of 221,343 à la carte food and beverage items over the school year. Nine items were available and included baked chips, crackers, pretzels, yogurt, rice crispy treats, fresh fruit, and pickles as well as bottled water, and plain or flavored milk. The most popular à la carte foods purchased were baked chips at 34.5% of all purchases, followed by rice crispy treats (15.7%), bottled water (7.3%), Goldfish Crackers (6.5%), yogurt cup (4%), and pretzels (3.5%).
Significantly more intermediate school students purchased à la carte foods and beverages than elementary school students (p < 0.001) ( Table 1). Significant differences were also found in à la carte purchases by school FRP status within grade level (p < 0.001). Fewer elementary and intermediate students in schools with high FRP eligibility (more low income students) purchased à la carte foods compared with elementary and intermediate school students in low FRP eligibility schools (higher income schools) (p < 0.001) ( Table 1).
Elementary school students spent significantly less money each week on à la carte food items compared with intermediate school students (p < 0.001) ( Table 2). The à la carte food items purchased by intermediate school students provided significantly more calories on a weekly basis than those purchased by elementary school students (p < 0.001).
When only including those transactions for students who purchased an à la carte food item, similar results were found, but the amounts of money spent and calories purchased were higher (

Discussion
In this study almost 72% of students in four intermediate school purchased at least one à la carte food in a cafeteria transaction during the 2012-2013 school year, compared with 28% of students in elementary schools. Intermediate school students purchased significantly more à la carte items, spent significantly more money and purchased significantly more calories on a weekly basis compared to the elementary students. The intermediate schools in the study offered > 40 competitive food items; only nine were available in the elementary schools. The higher availability of items might have resulted in a food environment more enticing for intermediate school students to purchase more à la carte foods.
Previous research has documented that school food environments become less healthy as students move to higher grade levels, and that the food environment influences student choices and consumption (Finkelstein et al., 2008). During the 2004-2005 school year, more secondary school students (53%) consumed à la carte foods on the day of a dietary recall compared to elementary school students (33%) (Guthrie et al., 2013). The older students also consumed twice as many à la carte food items than the elementary school students (Guthrie et al., 2013). Compared to when they were in the fourth grade and did not have access to a snack bar, fifth grade students in middle schools with access to à la carte foods in snack bars consumed less milk, fruit, and non-fried vegetables, and more sugar-sweetened beverages (Cullen and Zakeri, 2004). The third School Nutrition Dietary Assessment Study in 2005 reported a similar trend with consumption of à la carte foods increasing after transition from elementary to middle school (Gordon et al., 2007). Texas students in the 8th grade reported consuming more chips, cookies, brownies, pies, or cakes; and any soda or soft drink compared with 4th grade students (Perez et al., 2007).
The intermediate school students might have had more disposable income to purchase à la carte foods. Peer group influence also increases during this time period (Blum et al., 2014), and could result in more frequent purchases of à la carte foods by intermediate school students.
There were also differences in à la carte food purchases by FRP eligibility of the schools in this study. Only about one-third of students in high FRP eligible elementary and intermediate schools (those with more low income students) purchased an à la carte food, compared with about two-thirds of students in low FRP eligible schools (those with higher income students). National data show that schools in higher income areas report higher revenue from à la carte food sales compared with those in higher poverty areas; 16.9% vs. 12.3% of total district revenues, respectively (Guthrie et al., 2013).
In a study that examined the impact of the Texas Public School Nutrition Policy on middle school student intake, low income students consumed significantly more vegetables and less candy and sugarsweetened beverages than middle-income school students both pre and post policy (Cullen et al., 2009). The middle income students also reported significantly greater reductions in the percentages of nutrients from the snack bar post-policy than students in the low SES schools (Cullen et al., 2009). These results suggest that the low income students selected the healthy school meal and did not purchase as many snack bar foods prior to the Texas policy implementation, supporting the results in the current study.
New "Smart Snack" guidelines developed by the USDA do not include many of the à la carte food items sold in these participating schools, such as chocolate chip cookies, the granola bar, cheese or pepperoni pizza, crispitos, and chicken tenders. A recent study documented that approximately 63% of à la carte food items sold in schools prior to the "Smart Snack" regulations did not meet the new standards (Mann et al., 2015). The new Smart Snacks foods are lower in energy and higher in nutrients, such as fruit, vegetables, whole-grain rich foods and low fat dairy (Food and Nutrition Service -U.S. Department of Agriculture, 2017). So with fewer selections, the amount of calories purchased should decline and help to improve student energy balance. This has been documented in several previous studies (Snelling and Yezek, 2012;Cullen and Thompson, 2005). After implementation of nutrient-based standards on competitive foods sold in one middle and 2 high schools, students purchased fewer calories, fat, and saturated fat (Snelling and Yezek, 2012). Using snack bar sales from 23 middle schools, a potential savings of 47 kcal per day per student was found when the calories for the reduced portion sizes of the foods in the Texas Public School Nutrition Policy were substituted (Cullen and Thompson, 2005). Whether this reduction in calories purchased by students improves energy balance over the day is an important question for future research.
A reduction in à la carte food sales could impact meal program finances (Peterson, 2011). The sale of à la carte foods and other nonreimbursable food items may account for up to 16% of total food service revenue (Peterson, 2011). Using national data from the 2004-2005 school year, revenues averaged $16, $82 and $64 per student per year for elementary, middle, and high school students (Guthrie et al., 2013). During the 2009-2010 school year, average weekly à la carte sales per 1000 students from schools offering à la carte sales from the fourth School Nutrition Dietary Assessment Study were calculated (Fox et al., 2012). The weekly sales from middle school students ($1713) were higher than for elementary school students ($605). Elementary and middle schools with higher child poverty levels reported lower weekly sales ($385, $1289, respectively) than low child poverty elementary and middle schools ($699, $1929, respectively) (Fox et al., 2012).
There have been a few studies examining school food revenues after B. Ramirez et al. Preventive Medicine Reports 10 (2018) 162-166 new competitive food guidelines were implemented. After implementation of new nutritional standards in California, school food service revenues increased due to greater participation in the reimbursable meal program and the reimbursements from the USDA for those meals (Woodward-Lopez et al., 2010). Similar results were found in a Connecticut study (Long et al., 2013). A recent study examined revenue and participation rates in 11 school districts between 2011 and 2014, assessing the impact of a Massachusetts version of the USDA Smart Snack standards implemented in the fall of 2012 (Cohen et al., 2016). There were initial losses of revenue because of lower à la carte food sales. However, total revenues were similar by the second year of implementation because school meal reimbursement revenues increased due to increased NSLP meal participation rates by students eligible for reduced price meals. The impact of the new Smart Snack standards on school food service revenues should be assessed over longer time periods with diverse school districts in future studies. Strengths of this research study include data collected throughout an entire school year. Additionally, the data collected were objective and not subject to researcher bias. Limitations of this study include human error in data entry into the Point-of-Service system, which would affect the accuracy of the actual items keyed in per transaction, the reported cost and calories provided by à la carte food items. Students might also have purchased items for other students. In addition, whether students consumed the purchased à la carte items was not assessed and the amount of calories consumed from these food items is unknown. Finally, this study was conducted in 10 schools in one school district in southeast Texas. Therefore, these results might not be applicable to students in other areas of the country.

Conclusion
This study documented that intermediate school students spent more money to purchase à la carte foods and purchased more calories than elementary school students prior to the new Smart Snacks guidelines for school à la carte foods and beverages. As part of local school wellness policies, school districts should monitor student à la carte purchases to assess whether the revised à la carte food policies resulted in more healthful food choices at school for all students, regardless of grade level. Maintaining student participation in the school meal programs and assessing the impact of these new standards on school revenues is also important, as budget issues are a concern (Peterson, 2011). Marketing and media campaigns, positive encouragement about the foods during meal service, improved cafeteria design and food presentation and taste testings are all strategies that could be used to improve student food choices (Fulkerson et al., 2004;Hanks et al., 2013;Schwartz, 2007;Wansink et al., 2013;Wansink et al., 2012;Wechsler et al., 1998).

Conflicts of interest
The authors declare there are no conflicts of interest.

Sources of funding
This study was supported by funding from NIH to Dr. Cullen: R01HD068349. This project has also been funded in part by federal funds from the USDA/ARS under Cooperative Agreement 58-3092-5-001. The contents of this publication do not necessarily reflect the views or policies of the USDA, nor does mention of trade names, commercial products, or organizations imply endorsement from the U.S. Government.


extfieldsofstudy: Psychology Physics

text:
Go-Study Electronic Learning Service Application

The objective of this research is to maximize the use of electronic learning and the use of teacher and advancing the education system in Indonesia. The method used in this research is a descriptive analysis. The result of this research indicated that the Go-study is maximizing teaching opportunities for anyone, especially prospective teachers, multiplying teachers in Indonesia, and becoming one of the promising evolution of the existing teaching system in Indonesia. The research is expected to inspiring a large number of graduates to perform learning process easier.

Introduction
E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequences, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning seems to be as effective as traditional instructor-led methods such as lectures. [1] e-learning technologies allow educators to revise their content simply and quickly. Learners have control over the content, learning sequences, pace of learning, time, and, often, media, which allows them to tailor their experience to meet personal learning objectives. [2] Ease of distribution, standardization of content, and accountability. [3] Accessibility refers to the user's ability to find what is needed, when it is needed. Improved access to educational materials is crucial, as learning is often an unplanned experience. [4][5] Learning enhancement permits greater learner interactivity and promotes learners' efficiency, motivation, cognitive effectiveness, and flexibility of learning style. Learning is a deeply personal experience: we learn because we want to learn. By enabling learners to be more active participants, [6] An additional strength of e-learning is that it standardizes course content and delivery; unlike, for instance, a lecture given to the separate sections of the same course. Automated tracking and reporting of learners' activities lessen faculty administrative burden. Moreover, e-learning can be designed to include outcomes assessment to have occurred occurred. [7] Welsh E T, Wanberg C R, at all reviews practitioner and research literature on e-learning, incorporating unpublished information from interviews with managers and consultants. Specific attention is given to why organizations use e-learning, what the potential drawbacks to e-learning are elearning and what the future of e-learning may hold. [8] In this paper, McLoughlin C and Oliver R trace the designs involved in the development of an online learning environment for indigenous Australian learners that impacts on the creation of learning tasks and styles of communication. [ 9].
Liaw S S investigates learners' satisfaction, behavioral intentions, and the effectiveness of the Blackboard e-learning system. A total of 424 university students were surveyed using a standard questionnaire. The results show that perceived self-efficacy is a critical factor that influences learners' satisfaction with the Blackboard e-learning system. Perceived usefulness and perceived satisfaction both contribute to the learners' behavioral intention to use the e-learning system. Furthermore, e-learning effectiveness can be influenced by multimedia instruction, interactive learning activities, and e-learning system quality. This research proposes a conceptual model for understanding learners' satisfaction, behavioral intention, and effectiveness of the e-learning system. [10]

Method
This study uses descriptive analysis method by conducting case studies to schools to find out the problems experienced by students to be distributed in this application. Problems that exist in students include less understanding what has been conveyed but limited time to better understand the material and the limited media for consultation in understanding the material. Therefore, Go Study becomes Solution as a learning media of students.

About GO-STUDY
GO-STUDY is a mobile and web-based application built as teaching service-learning container utilizing technology, maximizing teaching opportunities for anyone especially prospective teachers, multiplying teachers in Indonesia, and becoming one of the evolutions of teaching system in Indonesia.
This application will provide opportunities to young graduates and students who need a part-time job because the system works flexibly and we can manage it yourself so it will not interfere with lecture activities for students. In this application will be displayed a list of teachers and their expertise so that each student who will use the services of these tutors online tutors can fill out a description of what areas to order.
With the help of GPS, the nearest teaching staff will be detected so that time will not be spent only by the teacher's trip to the student's place. GO-STUDY payment system uses 2 systems namely cash and via the account. The tariff is calculated per hour so that the customer can adjust the length of time study and budget owned. In addition, customers can assess the services of the teachers after the teaching and learning process is complete, the resulting rating can add added value to the teachers to be more educational and GO-STUDY spirit will give an appreciation in the form of bonus allowance.

The Goals of GO-STUDY
The purpose of the GO-STUDY app as follows: 1. Providing teaching and learning services by utilizing technology to the community. 2. Open the learning process to the community. 3. Maximize teaching opportunities for anyone, especially prospective teachers. 4. Realizing learning as the bastion of nation's morality. 5. Multiply existing teachers in Indonesia. 6. Advancing the education system in Indonesia.

Business Potential of Go-Study Application
The GO-STUDY application has a promising business opportunity. Because the education system and teaching and learning services in Indonesia have not fully utilized the technology. Therefore with the GO-STUDY people who want to learn or teach no longer need to come to school enough to find the desired teacher. In addition to the results of existing data that there are still many people who do not have a formal education so that the GO-STUDY provides solutions such problems are providing learning process services for people who have not attended school in a formal education or people who want to develop their skills. So the potential of GO-STUDY business is quite promising.

GO-STUDY App Appearance
Some appearances of the GO-STUDY app as follows: a. The appearance of Android Login page. This view works when you want to find a teacher. You are required to login first, after login or new register you can find the teacher according to what you are interested. In this login form, you can register through facebook account, email, or twitter account (Figure 1). b. Web Appearance of seeking the teacher. This view is the process of finding the teacher as you are interested. Once completed, the GO-STUDY app will display a list of teachers that you should select later.You immediately select the teacher, then click the submit button then after that you will wait for confirmation from the teacher you choose after that the learning process will begin ( Figure 2).  e. Web page appearance of Select Package. GO-STUDY app always gives a promotional offer for anyone, the promo can be up to 20% discount. You just need to enter the discount code in the specified column ( Figure 5).

Conclusion
The results of this study is an e-learning application that helps students to learn more material that has been obtained in school. With this application, students are not only given material but can consult with teachers and can choose their own desired pursuers. Teachers also in addition to providing understanding but provide motivation to provide self-confidence to students.