ethanporcaro/eric-fulltext-meta huggingface dataset:
Student&apos;s Commitments and Preferences in Online Learning
Author: Muhfahroyin, Muhfahroyin
Date: 2023-05-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Academic Persistence,Preferences,Online Courses,Student Behavior,Student Participation,Barriers,Internet,Psychological Patterns,Attendance,Student Attitudes,Foreign Countries,College Students,Technological Literacy

During the COVID-19 pandemic, the learning was conducted by online system. The objective of the research was to understand the commitments and preferences of students in online learning. A total of 516 students participated in filling out an online questionnaire. The data were analysed descriptively referring to the critical success factors (CSFs). Based on the research result, there were three most dominant obstacles, they were: (i) Internet interference (42.71%); (ii) Limited quota (24.49%); and (iii) Other activities (22.92%). There were students who did not attend full-time (22.45%). The weak commitment was boredom (2.04%) and feeling that they understood the module (5.10%). There were students who do not study full-time, only filling out the attendance list (53.1%). A small number of students (2.04%) fill out the attendance list and upload assignments as a top priority. According to this research, 46.7% of students liked online learning and 39.7% did not like it. In addition, 42.83% of students were bored. It means that about 60% of saturation comes from like-dislike preferences. The remaining 40% are influenced by other factors. The students' commitments and preferences are influenced by many factors. Those who force themselves to learn ineffectively will be at risk of learning loss.
Assessment of the Reading Curriculum in Basic Education in the Philippines Context
Author: Abejuela, Hazel Jean M.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,Curriculum,Reading Skills,Curriculum Evaluation,Alignment (Education),COVID-19,Pandemics,Emergency Programs,Elementary Secondary Education,Educational Practices,General Education

This study aimed to assess the reading curriculum in Philippine basic education. It specifically focused on determining the reading competencies, the approaches in reading instruction and assessments before and during COVID-19, and the alignment of the written and intended to the implemented and assessed curriculum. This qualitative research employed the following data gathering techniques: document analysis, online focus group discussion, and constructive alignment checklist. Findings reveal that the basic education curriculum includes reading competencies categorized into text processing and task management competencies. In terms of the reading levels, it was found that there are more instructional readers than independent readers in basic education. Further, a number of students from different year levels, including in the secondary level, were also found to be non-readers. Regarding the approaches to reading instruction and assessment, the approaches were more extensive, varied, and teacher-directed before the COVID-19 pandemic involving class and group dynamics, while in the new normal, teachers employed self-paced/independent reading using printed modules and a few digital reading resources. Finally, the curriculum assessment reveals that there is generally a low alignment between the written, assessed, and delivered curriculum in reading. This implies that there are learning outcomes specified in the K-12 curriculum guide that have not been processed and assessed by teachers.
Detecting Mispronunciations of Non-Native (L2) Post-Graduate Students of English Language Education in Indonesia
Author: Purnama, Syahfitri
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pronunciation,Second Language Learning,Graduate Students,English (Second Language),Error Patterns,Language Teachers,Vowels,Phonemes

Speaker's good pronunciation makes his/her listener comfortable, and confident to participate in the conversation and his/her mispronunciations bring implications to the listener's awareness and involvement with the message spoken. The research was aimed at detecting the mispronunciations produced by 70 nonnative (L2) post-graduate students who were enrolled in the English department. They were given English texts to read, recorded, and a semi-structured interview was applied. Error analysis was employed to check mispronunciations. The results showed that 43 students (61%) made mispronunciations and 27 (39%) had good pronunciations. Mispronunciation was found on vowels by 4 students (5.71%), on consonants by 5 (7.14%), on diphthongs by 3 (4.28%), and on consonant clusters by 14 (20%). Most of the students did intralingual and global errors which can influence their pronunciation quality and their bad quality bring bad impacts to their school children.
A Content Analysis of the Language Quality of Thematic Textbooks for Elementary School Students
Author: Mardiyana, Tina
Date: 2023-05-00
Type: Journal Articles
Subjects: Elementary School Students,Textbooks,Grade 5,Textbook Content,Language Usage,Foreign Countries,Interpersonal Communication,Developmental Stages,Rhetoric,Readability,Accuracy,Sentences,Spelling,Science Education,Heat

Primary school students rely heavily on textbooks for instruction. Using the variety of textbooks, a description of the theme textbooks' linguistic quality is conspicuously absent, particularly for students in the fifth grade. Language fit for students' growth, communicative language, and coherence and cohesiveness were all included in this study's analysis of textbooks' language quality. Qualitative content analysis was used in this study's methodology. All texts from the heat and transfer-themed of fifth-grade textbooks published by the Indonesian Ministry of Education and Culture, Yudhistira, and Erlangga publishers were included in the study. Documentation was utilized to collect the data. Sample, record, reduce, infer, and narrate were all data analysis approaches used. The findings of this research indicated that the three publishers' textbooks had excellent language quality in terms of language compatibility for students' growth and the communicative language issued by the Indonesian Ministry of Education and Culture and Erlangga was wonderful, but Yudhistira was awful. There were a lot of solid points made in the Ministry of Education and Culture's publications. Both Yudhistira and Erlangga performed admirably. The quality of textbook language was found to be satisfactory in this study.
The Deficient Factual Basis of the Main Explanatory Models of Dropout in Higher Education
Author: Acevedo, Fernando
Date: 2023-05-00
Type: Journal Articles
Subjects: Higher Education,Dropouts,Dropout Rate,Foreign Countries,Research Methodology,Dropout Research,Models,National Surveys,Student Surveys,Learner Engagement,Educational Research,College Freshmen,Statistical Analysis

In the last 40 years in much of the western world dropout rates in higher education have remained almost unchanged. Although student retention seems to be the most studied and discussed aspect, nearly every empirical study on the causes of dropout in higher education and even more the impact of retention actions carried out by universities, in most cases have achieved modest results. This paper argues that this fact finds its explanation, to a certain extent, in the nature of the methodological approaches and factual supports of the empirical studies that most of those actions were based on. In this regard, there are strong arguments and empirical evidence that reveal the deficient nature of the factual basis of the most accepted models, theorizations and measurements on dropout in higher education. Among them are those that underlie the models proposed in 2012 by Vincent Tinto and Adam Seidman, the two main current references on the subject. The most significant questions point to the low reliability of the inferences produced from the application of surveys, especially the national survey of student engagement, very recurrently applied throughout the western world in empirical studies on dropout in higher education.
Campus Sexual Violence: A Comparison of International and Domestic Students
Author: Fethi, Ihssane
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Experience,Foreign Students,Violence,Sexual Abuse,At Risk Persons,Victims of Crime,Posttraumatic Stress Disorder,College Students,College Environment,Student Characteristics,Sexual Harassment,Foreign Countries,Rape,Student Diversity

The current study used an intersectional framework to investigate international students' experiences of sexual violence and examine differences in contexts, consequences, and disclosure between international and domestic students. Secondary analyses (chi-squares, multivariate logistic regressions) were conducted on previously collected data. The sample consisted of 6,554 students, including 764 international students. Compared with their domestic peers, international students of all ages, genders, sexual orientations, minority status, grade levels, and time spent at university faced an increased likelihood of being the target of sexual violence. Contexts and disclosure of victimization did not vary by student status. International students reported more PTSD symptoms after campus sexual violence. Future studies are needed to determine why perpetrators target international students. Prevention and intervention efforts need to acknowledge diversity among international students and potential victims who could be men, women, LGBTQ+ students, undergraduate and graduate students.
The Social Class Worldviews of Chinese International Students in the United States
Author: Garrison, Yunkyoung L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Social Class,World Views,Beliefs,Student Attitudes,Values,Psychological Patterns,Socialization,Resources,Barriers,Social Mobility

In this qualitative study, we investigated the social class worldviews of Chinese International Students (CIS) in the United States. Social class worldviews are a constellation of beliefs, attitudes, and values that individuals use to maintain a sense of psychological equilibrium within their perceived social class groups and culture. Having interviewed eleven CIS in a midwestern city in the United States, the researchers found that their experiences reflected five themes: (1) social class consciousness; (2) social class socialization; (3) social class resources; (4) social class values; and (5) social class challenges. Suggestions for research and implications for higher education are discussed
Examining Resiliency in Children with Learning Disabilities and Co-Occurring ADHD Symptoms: The Protective Role of a Close Teacher-Student Relationship
Author: Iznardo, Michelle
Date: 2023-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Preadolescents,Attention Deficit Hyperactivity Disorder,Teacher Student Relationship,Learning Disabilities,Comorbidity,Students with Disabilities,Interpersonal Competence,Emotional Development,Measures (Individuals),Children,Academic Ability,Symptoms (Individual Disorders)

Difficulties of inattention, hyperactivity and impulsivity frequently cooccur with learning disabilities (LD) in childhood (Riccio et al., 1994; Silver, 2004), and are associated with increased risk for maladaptive academic and social-emotional outcomes (Morrison &amp; Cosden, 1997; Bender, 2008). The present study endeavored to further our understanding of protective factors for children with LD who have co-occurring ADHD symptoms by examining the moderating role of the student-teacher relationship. Data was collected from teachers of students with LD who presented with ADHD symptoms in nine public schools. The sample included 81 students: 54 boys and 27 girls (Age: M[subscript boys] = 12.0 (1.14) M[subscript girls] = 11.7 (1.20), M[subscript total] = 11.9(1.16); Grade: M[subscript boys] = 6.7 (1.12), M[subscript girls] = 6.5(1.19), M[subscript total] = 6.7(1.15)) and 79.5% were native English speakers. Step-wise regression analyses were performed to assess the moderating role of student-teacher closeness in the relationship between symptoms of ADHD and both academic and socioemotional resilience factors. Results supported that a close student-teacher relationship diminishes the negative associations between symptoms of ADHD and various academic and socioemotional markers, suggesting that students with LD are more resilient when they have a close relationship with their teachers. These findings are discussed in relation to existing literature and demonstrate the importance of promoting positive student-teacher relationships for students with LD.
Impact of a Mnemonic Strategy on Learning Science Concepts for Middle School Students with Specific Learning Disabilities
Author: Araci, Nefize
Date: 2023-00-00
Type: Journal Articles
Subjects: Middle School Students,Learning Disabilities,Scientific Concepts,Learning Activities,Educational Strategies,Mnemonics,Instructional Effectiveness,Special Education,Science Achievement,Scores,Positive Attitudes,Student Attitudes,Opinions,Foreign Countries,Control Groups

The purpose of this experimental study was to examine the effectiveness of the keyword strategy, one of the mnemonic strategies, in learning science concepts for middle school students with specific learning disabilities (SLD) in Türkiye. The participants were 27 middle school students between the 5th and 8th grades receiving supplemental instruction in special education and rehabilitation centers. In addition to the existing supplemental instruction in the centers, the students in the experimental group received science concept instruction based on the keyword strategy. This implementation was carried out once a week for three weeks for each student. The students in the control group followed the regular supplemental instruction in their centers. Data was collected using the science concept measurement tool and the social validity form prepared by the researchers. The data was analyzed via the analysis of variance (ANOVA) test. The results indicated a significant improvement in science concept scores for students in the experimental group from pretest to posttest, and this improvement was retained in the scores of the follow-up test conducted six weeks after the implementation. The social validity findings showed that these students generally expressed positive opinions about the science concept instruction based on the keyword strategy. For future research, studies should compare the performance of typically developing students and students with SLD who receive instruction based on the mnemonic strategies.
The Effect of Ex-Add Learning Techniques on Critical Thinking Skills and Pedagogic Competence of Islamic Education Students
Author: Mahfudz, Mahfudz
Date: 2023-05-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Teaching Methods,Learning Processes,Islam,Religious Colleges,Comparative Analysis,Undergraduate Students,Measurement,Foreign Countries

This study aimed to determine the effect of explain-analysis-doing discussion or known as ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic religious education students at State Islamic University (UIN) Sulthan Thaha Saifuddin Jambi and at UIN Raden Fatah Palembang, Indonesia. The approach used quantitative with quasiexperimental techniques. The number seen in this study was 31 students from UIN Sulthan Thaha Saifuddin Jambi. The data were obtained using tests, namely pretest, and posttest. The test instrument was in the form of multiple-choice questions, each consisting of 40 questions. Data analysis was carried out using percentage techniques, N-gain analysis, and a T-test. Based on the data and discussion that has been done, it can be concluded that the ex-add technique in 'learning methods and strategies' can increase critical thinking skill (CTS) and pedagogic competence (PC) respectively by 78 0.23% in the 'high' category and 59.81% in the 'medium' category. This is reinforced by the results of the T-test that both variables obtain a value (2- tailed) of 0.000&lt;0.05. This means that there is an average difference between the pretest and posttest scores for each variable. In other words, it can be said that the increase in student CTS and PC after participating in learning with the ex-add technique is significant.
The Influence of Professional Attitude, Welfare, Self-Sustaining Development, and Job Satisfaction on Teacher Performance
Author: Murwaningsih, Tri
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational High Schools,Vocational Education Teachers,Teacher Attitudes,Well Being,Professionalism,Job Satisfaction,Sustainability,Teacher Welfare,Teacher Effectiveness,Individual Development,Job Performance,High School Teachers

This study aims to identify: (1) The effect of teacher welfare, self-sustaining development, job satisfaction, and teacher performance on the teaching professional attitude; (2) The effect of teacher welfare on self-development, job satisfaction, and teacher performance; (3) The effect of self-sustaining development on the professional attitude, welfare, job satisfaction, and teacher performance of teachers; and (4) The effect of teacher job satisfaction on teaching performance. This study was quantitative research with a correlational type. The sample was 155 vocational high school teachers in Central Java, Indonesia. Data was collected through a questionnaire technique. The data analysis technique used structural equation modeling with the linear structural relationship type. The study revealed that the teacher's professional attitude has an effect on teacher welfare but not on self-development, job satisfaction, or teacher performance. Teacher welfare has an effect on independent development but has no effect on teacher performance. Hence, independent development does not affect job satisfaction but affects teacher performance. Furthermore, job satisfaction has no effect on teacher performance. These findings can be used as study material for future researchers to analyze the research variables or other variables, such as leadership style, work motivation, work discipline, and others.
Design and Development of Virtual Teaching Practicum Models: Embracing Change during COVID-19
Author: Hunter-Johnson, Yvonne
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Design,Electronic Learning,Models,Practicums,COVID-19,Pandemics,Foreign Countries,Preservice Teacher Education,Educational Development,Distance Education,Preservice Teachers

The unprecedented introduction of COVID-19 in Spring 2020 has created an academic earthquake in higher education. There was an instant halt to academic programs, student support, the learning environment, instructional methods, and delivery at all levels. Teacher educational programs were no exception. These programs consist of both coursework and a culminating practicum. There was an instant need to conceptualize a model that would assist with transitioning pre-service teachers from a traditional teaching practicum to a virtual teaching practicum. This model would ensure the demand was met from the Ministry of Education for qualified teachers despite the global pandemic. Hence, a team of researchers at the University of The Bahamas designed and developed two virtual teaching practicum models. They were the foundational platform for transitioning pre-service teachers from traditional to virtual teaching practicums. Implications for theory and practice are also discussed. [The page range cited on the .pdf (pp. 1-29) is incorrect. The correct page range is pp. 1-28.]
Learning Failure and the Importance of Subject Matter Experts
Author: Cooper, Shannon L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Instructional Design,Expertise,Intellectual Disciplines,Medical Students,Medical Education,Barriers,Educational Technology,Computer Simulation,Online Courses,Interviews,Skill Development,Patients,Student Attitudes,Program Effectiveness

For many instructional designers (ID), subject matter experts (SMEs) are viewed as a necessary evil. Depending upon their day job, SMEs can be challenging to work with due to their schedules and responsibilities outside the ID's project. They can be unaware of the eLearning process, learning models and theories, and expensive -- a SME can easily add thousands of dollars to an already stretched budget. However, if the ID does not have the &quot;expert&quot; knowledge of the content for students to achieve the learning outcomes successfully, it is improbable that the learning event will be meaningful. This paper explores students' learning outcomes in a case-based simulated learning event before and after the inclusion of a SME on an instructional design team.
An Auto Ethnographic Study on Communicative Approach in Teaching English Syntax in a University Context
Author: Abdullah, Abdullah
Date: 2023-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Teaching Methods,English (Second Language),Syntax,Departments,College Second Language Programs,Ethnography,Communicative Competence (Languages),Foreign Countries,Student Attitudes,College Faculty,Instructional Effectiveness,Undergraduate Students

This research employed an auto ethnographic study. It is a method used to describe the journey of the researcher in teaching English Syntax for two years in academic years 2016 to 2017. The problem in this research is how the lecturer implemented the communicative approach in teaching English Syntax in a Higher Education Context. The Method used in this research is qualitative method. The subject of this research was the students and the lecturer of English department, Faculty of Language and Literature, Makassar State University. The instrument of the research was interview and auto ethnography reflection (lecturer personal reflection). Technique of the data collection used individual in-depth interview. The result of the data analysis indicated that the implementation of the communicative approach in teaching English Syntax run well because the students felt satisfy to join the class, from the class start until the end. The implementation was divided into three steps. The first is preparation; the lecturer has already prepared the teaching material well, the learning objective, and teaching method and strategy. The second is implementation the communicative approach in teaching English Syntax, and the third is evaluation. The all of the steps are run well in teaching English Syntax. It can be concluded that teaching English Syntax through communicative approach was very good and successful, and get a good impact for the students in improving their language knowledge and skills.
EFL Teachers&apos; Practices and Perspectives on Learner Autonomy in Virtual Language Learning Environments in Jordan
Author: Al-Husban, Naima
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Language Teachers,Teaching Methods,Teacher Attitudes,Personal Autonomy,Electronic Learning,Foreign Countries,Computer Assisted Instruction,Public School Teachers,Computer Mediated Communication

The current study investigated EFL teachers' perspectives and practices regarding learner autonomy in virtual language learning environment in Jordan. An interview and observation checklist have been used to collect data. Ten EFL teachers have been interviewed and one recording of their classes has been observed. Results revealed that teachers were aware of the psychological and they employed some strategies reflecting their views. Unlike the psychological perspective, the political perspective was not seen in EFL teachers' practices. However, EFL teachers did believe in their importance. Based on the result, enhancing the pedagogy of autonomy should be a priority of policy makers while strategizing future plans. Besides, national curriculum should provide teachers with a freedom to enhance learner autonomy. Further research should be conducted using wider sample, and including further variables.