ethanporcaro/eric-fulltext-meta huggingface dataset:
Empowering Physics Students&apos; Performance in a Group Discussion through Two Types of Peer Assessment
Author: Handayani, Rif'ati Dina
Date: 2019-01-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Peer Evaluation,Group Discussion,Teamwork,Interpersonal Competence,Problem Solving,Student Behavior,Student Participation,Feedback (Response),Foreign Countries,Undergraduate Students

Group discussions are often used to improve students' participation in the learning process. Unfortunately, the most frequent problem is teacher difficulty assessing the contribution of each group member. This research aimed to explore student performance in group discussion through two types of peer assessment. Data were collected through interviews, observation, and peer assessment. There were two types of peer assessment: internal and external. This research indicated that both types of peer assessment enhanced students' performance in group discussions and involved interpersonal skills, teamwork, and problem-solving. Both types of peer assessment in this research eliminated the students' laziness, reduced intimidation by the active students, gave all members equal responsibility, and provided feedback to help them develop their participation in group discussion. The students became more aware of the weaknesses and strengths of their performance. This study is expected to provide an additional method in the learning process for teachers to assess and enhance student performance.
English Language Teaching in Secondary Schools: An Analysis of the Implementation of Indonesian ELT 2013 Curriculum
Author: Sofiana, Nina
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Curriculum Implementation,English Curriculum,Secondary School Teachers,English Teachers,Educational Planning,Minimum Competencies,Academic Standards,Learning Activities,Learning Strategies,Educational Assessment

The study aims to determine the extent of the implementation of the English Language Teaching 2013 Curriculum in Indonesia on aspects of planning stage, teaching and learning processes, and teaching assessments. It is a cross-sectional survey which uses quantitative and qualitative approaches. The data are gathered from questionnaire, observation, interview, and documentation. Thirty-four teachers from 12 schools of 91 secondary schools in Jepara Regency, Central Java, Indonesia are selected as the sample in this study. The results showed that the planning stage conducted by teachers was in accordance with the principles of the 2013 curriculum by taking into account the core competencies, basic competencies, graduate competency standards, materials and learning activities, the selection of learning strategies and assessment. The teaching and learning process of the 2013 curriculum in English subject was well implemented. The process was also based on the principles of applicable curriculum by promoting a scientific approach. In addition, in the assessment aspect, the teachers conducted the assessment by referring to graduate competency standards by using authentic approach that assesses the readiness, the process, and the learning outcomes of the students. This indicates that the curriculum has been applied well in schools with different national examination indexes and employment status.
Enhancing Different Ethnicity Science Process Skills: Problem-Based Learning through Practicum and Authentic Assessment
Author: Duda, Hilarius Jago
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnicity,Science Process Skills,Problem Based Learning,Practicums,College Students,Animals,Physiology,Science Education,Ethnic Groups,Performance Based Assessment

Problem-Based Learning (PBL) is a constructivist learning with the potential to enhance students' science process skill. The implementation of PBL has revealed many advantages, however, a free exploration from a highly complex environment may result in a heavier workload of memory. Accordingly, practicum method can be used to overcome the shortcomings of PBL with the support of authentic assessment. This research aimed to investigate the effect of PBL through practicum supported by authentic assessment, PBL, and conventional learning on science process skills of Dayak and Malay students in Animal Physiology lectures. The research used a quasi-experimental research design with a pretest-posttest nonequivalent control group design with 3 x 2 factorial design. Data collection involved a science process skill test. The data were analyzed descriptively and inferentially with ANCOVA. Significant differences between groups were assessed with LSD test. The result showed that the learning model influenced students' science process skill. The PBL model implemented through a practicum and supported with authentic assessment was the most influential being significantly different to both PBM model and conventional learning. Ethnicity did not significantly affect the students' science process skill. There was no interaction between learning model and ethnicity toward students' science process skill.
Enhancing Pilot&apos;s Aviation English Learning, Attitude and Motivation through the Application of Content and Language Integrated Learning
Author: Karimi, Parvin
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Aviation Education,English for Special Purposes,Second Language Learning,Teaching Methods,Experimental Groups,Control Groups,Learning Motivation,Academic Achievement,Outcomes of Education,Vocational English (Second Language)

The present study sought to investigate the effectiveness of Content and Language Integrated Learning (CLIL) in enhancing Iranian aviation students' attitude and motivation in dealing with the highly specialized features of aviation English. To this end, 40 pilots studying at Mahan air in Tehran were randomly placed in the experimental (n = 20) and control (n = 20) groups. The study followed a pretest-posttest experimental design. The experimental group received instruction through CLIL. The control group were taught by a traditional approach. The analysis revealed that the experimental group performed better than the control group on the posttest. Interestingly the experimental group were highly motivated and had a positive perception about the effectiveness of CLIL activities that led them to be experienced in higher achievement of the language learning outcomes. Notably, the findings of the study suggest some important implications for course designers, and teachers who work in the area of teaching English for Occupational Purposes (EOP).
Examination of Pre-Service Teachers&apos; Interpretation Case of Fossil Words in Turkish Reduplications/Idioms
Author: Direkci, Bekir
Date: 2019-01-00
Type: Journal Articles
Subjects: Turkish,Preservice Teachers,Language Teachers,Language Usage,Language Patterns,Vocabulary,Social Influences,Stereotypes,Second Language Instruction

Idioms and reduplications which have a significant place in the elements of vocabulary represent the characteristics of the society they come to light. Therefore, the words carried by these stereotyped phrases from past to the present, come out as the best way of expressing the feelings, senses, and existence of the society. This study aimed at ascertaining the pre-service Turkish language teachers' interpretation case of fossil words in Turkish reduplications and idioms. It adopts the concurrent triangulation design of mixed methods research. &quot;Vocabulary Knowledge Scale&quot; developed by Wesche and Paribakht (1996) was used in the research. The five-point rating figure and scoring scheme was taken by Ates and Sis (2016). As a result of the study, the effect of giving/not giving example stereotyped phases on interpreting fossil words was examined, and it was observed that the participants had higher levels of interpretation of fossil words when they were given the example stereotyped phrases. Unearthing the fossil words is significant since it is considered as a building stone which will contribute to the development of the language having term problems and lacking to find equivalents of foreign words.
Examination of the Reading Self-Efficacy of Learners of Turkish as a Foreign Language Regarding Some Variables
Author: Morali, Gürkan
Date: 2019-01-00
Type: Journal Articles
Subjects: Turkish,Second Language Instruction,Reading Skills,Self Efficacy,Gender Differences,Foreign Students,Language Skills,Books,Foreign Countries,High School Students,College Students

The aim of this research is to examine of Turkish foreign language learners' reading self-efficacy in terms of gender, educational level, Turkish language achievement level, and the number of Turkish books read. The study has the descriptive characteristic. It is designed according to the cross-sectional survey research. The participants of the research are composed of 273 international students. The data were obtained by the personal information form developed by the researcher and &quot;Reading Skill Self-Efficacy Scale for Students Learning Turkish as a Foreign Language&quot; developed by Kan &amp; Güngör (2015). Independent sample t-test, one-way analysis of variance (ANOVA), Kruskal-Wallis-H, Mann-Whitney-U and Scheffe tests were applied to analyze the data. As a result of the study, it was found out that there were significant differences in Turkish foreign language learners' reading self-efficacy in terms of educational level, Turkish language level, and the number of Turkish books read. But there was no significant difference in Turkish foreign language learners' reading self-efficacy in terms of gender.
Effect of Dance Aerobic Programs on Intrinsic Motivation and Perceived Task Climate in Secondary School Students
Author: Rokka, Stella
Date: 2019-01-00
Type: Journal Articles
Subjects: Dance Education,Intervention,Student Motivation,Grade 7,Middle School Students,Program Effectiveness,Foreign Countries,Correlation,Student Attitudes

The aim of the present study was to investigate the effect of a dance aerobic intervention program on intrinsic motivation and perceived motivation climate in 7th grade middle school students. The sample of the study consisted of 160 healthy students, of the first grade of middle school. Of these, 91 students was the experimental group and the remaining 69 was the control. The experimental group followed an aerobic dance intervention program for ten weeks, three times per week, with 45-minute sessions while the control group only followed the typical physical education program of the school. In order to conduct the study the following instruments were used: a) the Intrinsic Motivation Inventory (??? -- McAuley, Duncan &amp; Tammen, 1989) and the Perceived Oriented Climate (LAPOPECQ; Papaioannou, 1998).
Effectiveness of Using Football Basics in Physical Education and Organizing Arts and Cultural Events for Promoting Harmonious Development of Orphan Children
Author: Akhmetshin, Elvir Munirovich
Date: 2019-01-00
Type: Journal Articles
Subjects: Team Sports,Physical Education,Foreign Countries,Adolescents,Cultural Activities,Art Activities,Adolescent Development,Personality Traits,Program Effectiveness

Orphans and children left without parental care remain a pressing challenge for many countries. This paper deals with the topical subject which needs thorough consideration: peculiarities of psychological development of orphans and children left without parental care and training orphanage inmates for social interaction. The 7-months study was conducted on 15-16-year-old orphans at Elabuga, the Republic of Tatarstan, and Russian Federation. Data were collected with a designed questionnaire based on the Temperament and Character Inventory for personality traits devised by Robert Cloninger. 20 apparently healthy orphans and children left without parental care were selected using simple random sampling technique and allocated into two groups. Within the experiment the two groups of orphan children had separate Physical education classes in subgroups.
Effects of Collaborative Tasks on EFL Learners&apos; Written Production
Author: Jelodar, Zahra Yahyazadeh
Date: 2019-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Grammar,Teaching Methods,Language Fluency,Written Language,Writing (Composition),Prewriting,Instructional Effectiveness,Grade 10,Females,Secondary School Students

The importance of meaning-based teaching of the writing skill as an end in itself has mostly overlooked due to the common traditional grammar-based approaches used in writing instructions within the English as a foreign language (EFL) context. Therefore, this study aimed to examine the effects of collaborative meaning-focused and grammar-focused pre-writing task on complexity, accuracy, and fluency in EFL learners' written products. To this end, 113 Iranian EFL learners were selected. The learners were randomly assigned to two different experimental groups, namely grammar-focused group and meaning-focused group, and one control group. After doing a writing task as the pretest, the participants in the two experimental groups received task manipulations during a fifteen-minute prewriting phase for seven sessions. Afterwards, all the participants attended a final posttest of writing. The findings revealed significant effects of the meaning-focused pre-writing tasks on the participants' writing fluency, and the significant effects of the grammar-focused pre-writing tasks on the participants' writing accuracy. The results also showed that the experimental groups outperformed the control group in terms of complexity. However, there were no significant differences between the two experimental groups. The implications of the findings are also discussed.
Impacts of Teacher-Written Corrective Feedback with Teacher-Student Conference on Students&apos; Revision
Author: Isnawati, Ida
Date: 2019-01-00
Type: Journal Articles
Subjects: Written Language,Feedback (Response),Revision (Written Composition),Writing Evaluation,Teacher Student Relationship,Conferences (Gatherings),College Students,College Faculty,Foreign Countries,Error Correction

Although providing students with teacher written corrective feedback for their writing is considered critical, research has not come to conclusive findings on which form of written corrective feedback can best promote students' learning. Students still face a lot of problems in making sense of written corrective feedback from their teachers. Hence, interaction between teacher and student is necessary to solve such problem of feedback communication. Responding to this issue, the present study was intended to examine the effects of teacher written corrective feedback combined with teacher-student conference on students' revision in writing a cause-effect essay. Two intact classes of 73 students taking an academic writing course at Institut Agama Islam Negeri--IAIN--Tulungagung were involved in this study. A cause-effect writing prompt and a revision scoring rubric were developed for use as the instruments to collect data on students' making revisions. The findings show that there is no statistical significant difference in the mean scores of the revisions of the students given teacher written corrective feedback combined with teacher student conference and those of students provided with teacher written corrective feedback only.
Impact of Parental Separation on the Self-Esteem of In-School Adolescents in Nigeria
Author: Mustapha, Mulikat Ladi AbdulQadir
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Family Environment,Adolescent Development,Marital Status,Parent Influence,Self Esteem,Secondary School Students,Age Differences,Institutional Characteristics,Gender Differences

Nigerian adolescents are facing increasing rate of parental separation, which is affecting their overall development, including good mental health. Various studies have examined the impact of parental separation on the self-esteem of adolescents. Outcomes of such studies are elaborate, complex and intricate; hence the need for this inquiry. The present inquiry re-examined how parental separation influence in-school adolescents self-esteem in Ilorin, Nigeria. The model adopted for this research is descriptive survey, using stratified random selection procedure across six schools in Ilorin metropolis, with the purpose of re-considering how gender, age and school type moderate the impact that parental separation has on the self-esteem of the in-school adolescents. Copies of the adapted form of Rosenberg Self-Esteem scale were administered to 300 students from separated parents. The t-test and Analysis of Variance were used to analyse the hypotheses. It was discovered that about three-quarter (216 of 300) of the participants scored below 50 (have low self-esteem), thus parental detachment has effect on the self-esteem of both male and female in-school adolescents negatively. However, the influence that parental detachment has on in-school adolescents' self-esteem varies on the basis of age and school type.
Implementation of ICT Policy (Blended Learning Approach): Investigating Factors of Behavioural Intention and Use Behaviour
Author: Yeop, Mohd Azli
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Intention,Teacher Behavior,Faculty Workload,Expectation,Social Influences,Teacher Effectiveness,Teaching Experience,Blended Learning,Foreign Countries,Elementary Secondary Education

The purpose of this study was to evaluate the implementation of ICT policies in investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by employing experience and workload of teachers as moderator. The identified factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions (FC) and Teacher Efficacy (TE). Experience and workload are defined as moderator variables, and integrated into the study model. The data were collected through a questionnaire among 720 teachers in Malaysia. The findings showed UE, SI, FC, and TE were significant factors affecting BI and UB. The findings of empirical analysis also revealed that experience factors moderate the relationship between FC and UB. Meanwhile, workload factors moderate (1) UE and BI relationships, and (2) TE and BI relationships. This study also provided positive implications for efforts to promote learning practices using a blended learning approach through constructive guidance to policymakers and planning for professional development of teaching.
Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-Service Teachers
Author: Kusaeri
Date: 2019-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Preservice Teachers,Beliefs,Student Attitudes,Value Judgment,Teacher Competencies,Constructivism (Learning),Teacher Education Programs,Mathematics Teachers,Teaching Methods,Foreign Countries

This study aims to (1) measure pre-service teachers' pedagogical belief in the value of teaching Critical Thinking (CT), their preparedness to teach CT, and their preference toward constructivist teaching approaches to develop students' CT skills; and (2) explore the potential links between these pedagogical beliefs and aspects of teacher education experience. Participants were 223 mathematics preservice teachers from 3 teacher education institutions in East Java, Indonesia. Beliefs about the value of teaching CT and perceived readiness to teach CT were measured using Likert-type scales, while preference towards constructivist instruction was assessed using vignettes depicting teaching dilemmas. Participants believed that some CT skills (thinking independently and logical communication) were important, but CT dispositions were not. About 60% believed they are prepared to teach CT and generally preferred constructivist over traditional instruction. Most aspects of the pre-service education were not associated with pedagogical beliefs about CT disposition, perceived preparedness, or preference for constructivist instruction, while some were only weakly associated with belief about teaching CT skills. These highlight the need for mathematics teacher educators to give more emphasis on the importance of CT, especially its dispositional dimensions, and the role of constructivist instruction in developing CT.
An Evaluation of the Effectiveness of a Medical School Musculoskeletal Curriculum at an Academic Medical Center
Author: Lalka, Andy
Date: 2018-12-00
Type: Journal Articles
Subjects: Medical Schools,Medical Education,College Curriculum,Human Body,Medical Students,Curriculum Evaluation,Achievement Tests,Instructional Effectiveness,Student Attitudes

Background: Musculoskeletal disorders are commonly encountered by physicians and affected an estimated 126.6 million Americans in 2012. Nonetheless, musculoskeletal education has been inadequate in United States medical schools. Objective: To determine the musculoskeletal competency of third-year medical students. Method: A nationally validated cross-sectional, 25-question musculoskeletal competency exam was given to third-year medical students. A survey was given to second- and third-year medical students to assess students' level of interest in musculoskeletal medicine and obtain their feedback regarding the curriculum. Results: The mean score of the competency exam was 69.0%. Forty-eight out of 107 students (44.9%) reached the minimum passing score of 70%. Free-response feedback from both classes featured themes of more hands-on learning, a longer clinical block, and more small-group learning sessions. Conclusions: Third-year medical students scored relatively well on the exam. Student feedback suggests the 2-week musculoskeletal block is useful and relevant to their future careers.
Pedagogical Utility of Pre-Listening Activities for Improving Iranian Elementary EFL Learners&apos; Listening Comprehension
Author: Karimi, Fatemeh
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Listening Comprehension,Vocabulary,Teaching Methods,Second Language Instruction,Late Adolescents,Instructional Effectiveness

This study examined the effects of two types of pre-listening activities: bottom-up and top-down on Iranian elementary EFL learners' listening comprehension performance. By TOFEL (PBT) test, 90 learners were selected as elementary ones for this study. They were randomly assigned to two experimental and one control groups each consisting of 30 learners. After giving the pretest, vocabulary preparation and content related support were given as the treatment to two experimental groups. The learners in control group received filler activities. At the end of the experiment, the posttest was performed to all learners to measure the possible effects of the treatment. The results revealed the significant differences between the learners' pre-test and post test scores. The analyses of the data confirmed the great impact of pre-listening support on listening comprehension performance of Iranian elementary EFL learners.