ethanporcaro/eric-fulltext-meta huggingface dataset:
Virtual Classroom: A Boon to Learners
Author: Ananthasayanam, R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Virtual Classrooms,Distance Education,Conventional Instruction,Teaching Methods

Demands for a more personalized approach to education as well as flexibility have spurred learners to seek alternatives to the traditional approach. As a result of technological advantages in society, the options for learning in and outside the classroom have broadened tremendously. The great option is &quot;Virtual classroom&quot;. A virtual classroom is a system that creates an environment designed to facilitate teachers in the management of educational courses for their students, especially a system using computer hardware and software, which involves distance learning. Education in the virtual classrooms has been described as being &quot;just as vivid, meaningful and dynamic as face-to-face interactions in a traditional classroom or even more so&quot;. As the virtual classroom is one that aims to give the student an experience equal to or better than the sort they would find in a traditional classroom, there are obviously many advantages of the virtual classroom to the student, as well as the teacher and the associated educational institution. Virtual classrooms &quot;foster the dimensions of interest, involvement, imagination, and interactivity&quot;, which make the virtual classroom an &quot;immersive environment in which to learn&quot;, perhaps even more immersive than the traditional classroom because of what is offered by new technologies used in the virtual classroom. This paper discusses the virtual classroom as a new move in the non-formal distance education, which is an advanced technique of Education Technology. The Collaborative and Independent virtual learning types form the key features for Communication, Assessment and Support. Moreover, a comparison of this virtual classroom with the traditional classroom blooms out the merits of virtual classroom which is definitely &quot;A Boon to the Learners&quot;.
Lexico-Semantic Errors of the Learners of English: A Survey of Standard Seven Keiyo-Speaking Primary School Pupils in Keiyo District, Kenya
Author: Jeptarus, Kipsamo E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),English (Second Language),Second Language Learning,Semantics,Interlanguage,Linguistic Theory,Questionnaires,Story Telling,Elementary School Students,Foreign Countries,Grammar,Classification,Identification,Teacher Attitudes,Elementary School Teachers,Phonology,Code Switching (Language),Statistical Analysis,Language of Instruction

The purpose of this research was to study the Lexico-semantic errors of the Keiyo-speaking standard seven primary school learners of English as a Second Language (ESL) in Keiyo District, Kenya. This study was guided by two related theories: Error Analysis Theory/Approach by Corder (1971) which approaches L2 learning through a detailed analysis of the learners' own language and Interlanguage Theory by Selinker (1972) which looks at the language of L2 learners as an interim grammar advancing towards TL. The two theories complemented each other for the identifications, analysis and categorization of the learners' errors as found in the composition, story telling and teachers questionnaires. The data was classified, analyzed and interpreted through descriptive and inferential statistical technique to test the hypotheses. Data was presented in form of tables and figures. From the learners' compositions and story telling tape recorded, two types of broad error categories were established: Interlingual and Intralingual. Interlingual errors which comprised 35.74% of the total number of errors made, included phonologically induced, language switch, paraphrase, calques and epenthesis. The intralingual errors were the majority. They comprised 64.27%. These errors included: semantic contiguity, coinage, malapropisms, learning induced, collocation and ignorance errors. From the data, though L1 errors were few, it hampers both communication and affects the affective component of the learners. In the findings of this study the nature and causes of the errors found can be used to get solutions to learners' poor performance in English language.
Factors Affecting Performance of Undergraduate Students in Construction Related Disciplines
Author: Olatunji, Samuel Olusola
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Construction Industry,Academic Achievement,Statistical Analysis,Scores,Attention Control,Reading Habits,Class Size,Grade Point Average,Student Evaluation,Tests,Questionnaires,Stakeholders,Success

Academic performance of students in Nigerian institutions has been of much concern to all and sundry hence the need to assess the factors affecting performance of undergraduate students in construction related discipline in Nigeria. A survey design was employed with questionnaires administered on students in the department of Quantity Surveying, Estate Management, Architecture and Industrial Design in Federal University of Technology Akure, Nigeria, using a convenient sampling approach. Data were analyzed using percentage, frequency, mean item score and Kruskal-Wallis test. The study revealed that parents and lecturers have the highest influence on the success of undergraduate students in construction related disciplines in Nigerian while school board members have the lesser impact. Concentration, lack of reading habit and class size are the major identified factors affecting the performance of undergraduates while Cumulative Grade Point Average and Continuous Assessment and Examination are the best means of measuring student success. The study therefore recommend that parents and lecturers should be made aware of their roles in the success of their wards while necessary facilities in term of accommodation and serene environment on campus should be provided for students as this will enhance students' concentration, hence increasing the rate of students' success.
Computational Typologies of Multidimensional End-of-Primary-School Performance Profiles from an Educational Perspective of Large-Scale TIMSS and PIRLS Surveys
Author: Unlu, Ali
Date: 2015-00-00
Type: Journal Articles
Subjects: Achievement Tests,Elementary Secondary Education,Mathematics Tests,Foreign Countries,International Assessment,Mathematics Achievement,Science Achievement,Science Tests,Grade 4,Reading Achievement,Reading Tests,Profiles,Multivariate Analysis,Classification,Elementary School Students,Item Response Theory,Comparative Analysis,Usability,Benchmarking,Goodness of Fit

Recently, performance profiles in reading, mathematics and science were created using the data collectively available in the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) 2011. In addition, a classification of children to the end of their primary school years was conducted in accordance with these performance types. To create performance profiles and classifications, multidimensional item response theory and latent profile analysis were used. The focus in this study is on the comparison and usability of clustering methods in their application in large-scale assessments. In a first step, the cluster solutions of classic approaches such as k-means, fuzzy c-means and hierarchical procedures are compared to one another and assessed in terms of their proximity to the reference typology of latent profile analysis. In the second step, the results of the model-supported latent profile analysis are compared directly with the findings of the classic model-free cluster analyses by means of appropriate measured values. The result is a high consistency in the classification of invariant ranked profiles. In the last step, the calculated &quot;quantitative&quot; cluster solutions are compared to the &quot;qualitative&quot; typology of the pupils derived from the content-based benchmarking of the competency levels in mathematics using the TIMSS guidelines. It is evident that, as a cluster solution, the benchmarking breakdown of the sample in the five competency levels does not show a high goodness of fit with the available data.
Evaluating the Promise of Computer-Based Reading Interventions with Students with Reading Difficulties
Author: Pindiprolu, Sekhar S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Reading Instruction,Reading Programs,Reading Difficulties,Intervention,Parent Participation,Reading Skills,At Risk Students,Reading Failure,Pretests Posttests,Elementary School Students,Emergent Literacy,Reading Fluency,Reading Tests,Questionnaires,Instructional Effectiveness,Program Effectiveness,Effect Size,Statistical Significance,Phonemic Awareness,Quasiexperimental Design

The ability to read is essential to school-based learning and skilled responding in an information rich society. Unfortunately, many students in today's schools do not become skilled readers. Many reading researchers (Blachman 1996, 1997; Felton, 1993; Fletcher &amp; Lyon, 1998; Torgesen, 1997) agree that the vast majority of problems experienced by early readers can be prevented through appropriate, explicit, and comprehensive early instruction. Previous research also indicates that parents/families can have a positive influence on the children's reading abilities. However, parents may not have the skills to teach reading in an explicit and systematic manner. It is here that the computer-based reading programs, which are systematic and explicit in their instruction, hold great promise. This preliminary investigation examined the effects of two parent implemented computer-based reading programs (Funnix and Headsprout) on the reading skills of 25 students at-risk for reading failure. All students were pre and post-tested on the Dynamic Indicators of Basic Early Literacy Skills. All parents were provided one-on-one training by the researchers. Treatment fidelity data was collected. Further, a questionnaire was administered with parents and students to elicit their perceptions of the effectiveness and desirability of the programs. The results indicated that computer-based programs were effective in increasing certain basic early literacy skills of students at-risk for reading failure. A description of the computer programs, results (effect sizes and statistically significant results), implications, and limitations of the study will be discussed.
Parental Communication as a Tool Kit for Preventing Sexual Abuse among Adolescent Secondary School Students
Author: Tayo, Ajayi Beatrice
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sexual Abuse,Surveys,Secondary School Students,Questionnaires,Undergraduate Students,Statistical Analysis,Scores,Parent Responsibility,Knowledge Level,Parent Child Relationship,Interpersonal Communication,Gender Differences,Religion,Prevention,Family Characteristics,Parenting Styles,Geographic Location,Age Differences,Hypothesis Testing

This study employed the survey design to investigate the relevance of parent communication in preventing sexual abuse among secondary school students in Nigeria. The instrument for data collection tagged &quot;Parent Communication Strategy for Preventing Sexual Abuse questionnaire&quot; (PCOSPSAQ), was a researcher designed instrument. It was administered to 686 respondents (266 male and 420 female) 500 and 400 sandwich undergraduates of the University of Ado Ekiti, Ekiti State who were parents to adolescent secondary school students. Mean scores were used to answer the research question while t test and Analysis of Variance (ANNOVA) were used to test the six null hypotheses at 0.05 alpha level. Findings reveal parents' irresponsibility, ignorance of sexual abuse signs as well as inability to see and stop sexual abuse before it happens as part of the reasons for showing reluctance to communicate with their adolescents on sexual matters. Findings also reveal no significant difference in parents' pattern of communication on prevention of sexual abuse based on gender, religion and type of family, but significant difference was found on type of parenting and geo political zones. Recommendations include the need for government and nongovernmental organizations to provide adults and parents resources that could boost their awareness on the things they need do to prevent sexual abuse of their adolescent boys and girls. [Paper presented at the Annual National Conference of the Nigerian Society for Educational Psychologists (NISEP) (14th, Ondo, Nigeria, Oct 6-10, 2014).]
Some Factors Effected Student's Calculus Learning Outcome
Author: Rajagukguk, Wamington
Date: 2016-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Questionnaires,Multiple Regression Analysis,Correlation,Mathematics Skills,Student Attitudes,Student Evaluation of Teacher Performance,Foreign Countries,College Students,Mathematics Tests

The purpose of this study is to determine the factors effected calculus learning outcome of the student. This study was conducted with 176 respondents, which were selected randomly. The data were obtained by questionnaire, and then analyzed by using multiple regressions, and correlation, at level of a = 0.05. The findings showed there is the significantly correlation between the basic mathematics competence of the learners, learners' attitude towards calculus, students' assessment on lecturers' teaching competence with learners' achievement on calculus separately and simultaneously.
Developing Teaching Materials PISA-Based for Mathematics and Science of Junior High School
Author: Somakim
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Instructional Materials,Material Development,Mathematics Instruction,Science Instruction,Achievement Tests,International Assessment,Secondary School Students,Curriculum Development,Observation,Validity,Usability,Science Activities,Learning Activities,Science Process Skills,Active Learning

This research aims to develop valid and practical teaching materials for mathematics and science lesson PISA-based for junior high school students and to determine potential effects on students in scientific activity. Subjects of this study were students of Junior High School 9 Palembang (SMP Negeri 9 Palembang). The method used in this study is the Development Research consists of three stages: preliminary, prototyping, and assessment. Data collection techniques used in this study is walk through (expert review stage) to determine the validity of teaching materials in terms of content, construct, and language; interview (one-to-one and small group stage) to determine the practicality of teaching materials, and field tests stage to determine the potential effects of instructional materials. From the analysis of the research data, it can be concluded that: this study produced two instructional materials namely mathematics instructional materials with topic similarity and science instructional materials with topic temperature and its amendment. The teaching materials have the potential effects on the students in scientific activities.
Pre-School Education: Unpacking Dilemmas and Challenges Experienced by Caregivers--A Case of Private Sectors in Mutare Urban-Zimbabwe
Author: Chiparange, Getrude Vongai
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Early Childhood Education,Caregivers,Private Sector,Program Implementation,Public Policy,Educational Policy,Child Development,Qualitative Research,Case Studies,Semi Structured Interviews,Questionnaires,Observation,Content Analysis,Private Schools,Geographic Regions,Curriculum Implementation,Preschool Curriculum,Statistical Analysis,Grounded Theory,Constructivism (Learning),Training,Specialists,Expertise,Special Education,Educational Resources,Paraprofessional School Personnel,Barriers,Social Theories,Learning Theories,Socialization

Despite the remarkable awareness in Zimbabwe of the importance of Early Childhood Development and Education (ECD), there is insufficient motivation for communities, local authorities and central government to make strategic plans for universal position. The study was to unpack dilemmas and challenges related to the implementation of the ECD program and describe how they override them in support of the government policy of developing the whole child. The qualitative case study design was adopted and data was generated through interviews with semi structured questions, through open-ended questionnaire, direct observation, through institutional artefacts and document analysis, The study used a purposeful sample of 20 participants from private preschool sector who shared similar characteristics and the same geographical area (Mutare urban) when implementing the curriculum. Little is known about dilemmas and challenges affecting the pre-school private sectors to effectively implement the curriculum in-line with the national policy. The data were analysed descriptively using theme identification methods to solicit emerging issues from the data. The grounded theory, constructivism and Interpretivism theories guided the research .the specific challenges included: lack of trained ECD specialists with expertise in special education, shortage of equipment and material resources. The study recommended that there be a coordinated plan for the training of para-professionals and there should be cooperation of government and community in providing facilities.
The Effect of Using Relative and Absolute Criteria to Decide Students' Passing or Failing a Course
Author: Sayin, Ayfer
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Grading,Evaluation Criteria,Grades (Scholastic),Classification,Accuracy,Decision Making,Cutting Scores,Multivariate Analysis,Comparative Analysis,Discriminant Analysis,College Seniors,Achievement Tests,Multiple Choice Tests,Criterion Referenced Tests,Norm Referenced Tests,Reliability

In the formation education that is carried out within the scope of undergraduate and non-thesis graduate programs within the same university, different criteria are used to evaluate students' success. In this study, classification accuracy of letter grades that are generated to evaluate students' success using relative and absolute criteria and decisions for students' passing or failing a course were examined. Within the scope of this study, it was also intended to determine the cut-off point required for students to pass a course. In this regard, midterm and final grades of a total of 141 students. First, correct classification percentages of the letter grades that the students scored with absolute and relative evaluations were calculated. Then, classification percentages for decisions regarding passing or failing a course were examined. Then, a cut-off point that decisions for students' passing or failing a course will be based on was determined using cluster analysis. At the end of the study, it was determined that the relative criterion provided a more accurate classification than the absolute criterion in determining letter grades, whereas the absolute criterion provided a more accurate classification in decisions for students' passing or failing courses. The relative criterion was found to have provided more benefits to students than the absolute criterion both in terms of letter grading and decision making process for students' passing a course. It was determined that the cut-off points required to decide students' passing a course is more parallel to the absolute criterion.
Path Analysis of Work Family Conflict, Job Salary and Promotion Satisfaction, Work Engagement to Subjective Well-Being of the Primary and Middle School Principals
Author: Hu, Chun-mei
Date: 2016-09-00
Type: Journal Articles
Subjects: Path Analysis,Family Work Relationship,Well Being,Salaries,Job Satisfaction,Faculty Promotion,Elementary Schools,Middle Schools,Principals,Income,Faculty Development,Educational Opportunities,Foreign Countries,Administrator Attitudes,Measures (Individuals),Regression (Statistics),Questionnaires

Objective: To investigate the path analysis of work family conflict, job salary and promotion satisfaction, work engagement to subjective well-being of the primary and middle school principals, and provide advice for enhancing their well-being. Methods: Using convenient sampling, totally 300 primary and middle school principals completed the WFC, JSPSS, UWES and GWB. Results: There were four significant paths influencing the well-being: (1) work family conflict could influence subjective well-being directly, the direct effect was -0.275(P&lt;0.001); but the indirect effect through work engagement wasn't significant. (2) work engagement could influence subjective well-being directly, the direct effect was 0.388(P&lt;0.001); (3) job salary and promotion satisfaction could influence subjective well-being directly, the direct effect was 0.137(P&lt;0.05); (4) job salary and promotion satisfaction could influence subjective well-being through work engagement, the indirect effect was 0.096, the total effect was 0.233; work engagement partially mediated the relation between them. Conclusion: We can enhance the subjective well-being of the primary and middle school principals through balancing work family conflict, improving work engagement, raising incomes and providing development opportunities.
Research Trends on Socioscientific Issues: A Content Analysis of Publications in Selected Science Education Journals
Author: Tekin, Nurcan
Date: 2016-09-00
Type: Journal Articles
Subjects: Content Analysis,Periodicals,Science Education,Statistical Analysis,Qualitative Research,Trend Analysis,Scientific Literacy,Journal Articles,Decision Making,Persuasive Discourse,Thinking Skills,High School Students,Validity,Reliability

Socioscientific issues (SSIs) have gained recently more importance in science education. SSIs are an important component of scientific literacy. SSIs are social dilemmas including conceptual or technological links to science. The present study aims to determine SSIs related research trends via content analyses of the articles published from 2004 to 2015 in five selected science education journals (SE, JRST, S&amp;E, IJSE and RSE). Therefore, first, five journals with the highest impact factor were selected. Then, SSIs related papers were determined using electronic database search and thus 122 SSIs related articles were analyzed to determine trends in timeline, research types, related research topics, and research sample groups. The results show that SSIs related articles increased steadily leading to a peak in 2012 with the highest publishing rate in IJSE. Most of the SSIs related research employed qualitative methods. The highest rate of SSIs related qualitative studies was determined in IJSE (50.00%), and the lowest in S&amp;E (3.57%). However quantitative methods were employed the least. In the relevant SSIs related research published about argumentation, decision-making, and informal reasoning were the most frequent SSIs related topics. The most studied research sample groups consisted of junior and senior high school students. Preschoolers were not among the sample groups. These findings indicate SSIs progressed throughout the years for paving the way for further SSIs related research studies.