ethanporcaro/eric-fulltext-meta huggingface dataset:
Case Study of the out of School Teenage Mothers&apos; Lived Experiences and Perceptions on Education in Rusororo Sector, Rwanda: A Back to School Framework
Author: Gatsinzi, Patrick
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Mothers,One Parent Family,Secondary School Students,Out of School Youth,Adolescent Attitudes,Mother Attitudes,Pregnancy,Educational Attitudes,Academic Aspiration,Vocational Education,Depression (Psychology),Psychological Patterns,Expulsion,Dropouts,Suicide,Prevention,Parent Child Relationship,Counseling Services,Punishment,Family Violence,Civil Rights

This study purposed to investigate the lived experiences of out of school teenage mothers during pregnancy, and post-delivery in Rusororo Sector, Gasabo district, Kigali City. It is a qualitative study that used case study design to investigate the school teenage mothers (participants) on their perceived school experience with fellow students, teachers and school leaders, study courses, and parents; the psychological and socio economic effects, and their future education perceptions. Purposive sampling was used to select the sample size participants and the area of study. Convenience sampling and snowball sampling were used to reach the available participants. Semi-structured interviews were used to collect data. Thus, using interviews, data was collected through note taking and voice/audio-recording. In data analysis, data was analyzed through manual comparative and thematic analyses. Results showed that teenage mothers view of further education is attainable through vocational training; pregnancy had psychological effects of depression, loneliness, self-denial on them; pregnancy had social effects of parental denial and expulsion and economic effects of hard living and doing manual work for survival; its educational effects include dropout and study retardation; teenage mothers lived a sorrowful experience of single living without support and most attempt suicide while pregnant. Solutions to curb pregnancy among teenage girls include forum discussions, sex temptation identification, parent-daughter discussion, counseling services and offender punishment. It was concluded that teenage mothers lived a sorrowful and unsupported life that make them academic dropouts. The study provided broad insights and a framework on the teenage mothers' lived experience and their education.
Motivation Profiles in the Selection of a Study Program: Why Do Physical Education Students Decide to Choose Teacher Education?
Author: Fischer, Britta
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Teacher Education Programs,Physical Education,Career Choice,Student Teachers,Student Motivation,Profiles,Competence,Teaching (Occupation)

Students' motivation to select a study program is an important factor that influences the professional development of student teachers. The exploratory study intended to clarify whether different study choice motivation profiles can be distinguished for PE students and how these profiles can be characterized. The analysis is based on 816 German PE students from 12 universities. The identification of different profiles was carried out by means of latent profile analysis. Among the PE students who were examined, four profiles can be identified concerning the motivation for the selection of a teacher education. The findings differ from most non subject-specific findings, mainly in the number of identified profiles. Further studies need to address whether this finding is subject-specific by comparing different subjects. Furthermore, it is necessary to examine the relevance of the identified profiles with respect to the development of competence of PE students.
A Framework to Implement Academic Digital Badges When Reskilling the IT Workforce
Author: Bell, Natalia
Date: 2022-02-00
Type: Journal Articles
Subjects: Information Technology,Job Skills,Recognition (Achievement),Evaluation Methods,Information Storage,Graduate Study,Credentials,Job Training,Masters Programs,Certification,Nontraditional Education

Information technology (IT) plays an increasingly significant role in today's world. The COVID-19 pandemic has increased that reliance. Employers in all industries are struggling with considerable shortages of skilled IT workers and are seeking innovative alternatives to meet these needs. Digital badging and micro-credentials have emerged as an alternative system to validate skills. The issuing of digital badges has spanned across a wide spectrum of settings and purposes. However, there is currently less application of digital badges in graduate-level programs to link to important academic or subject-matter related achievements and higher-level competencies. Reskilling and upskilling existing employees need a more practical and sustainable approach and often do not require completion of an entire IT master's degree. To align with such demand, this study aims to demonstrate how a digital badging system can be used to validate stackable certificates for micro-credentials in a graduate-level program. The paper starts with a background introduction of the current IT employment landscape. The next two sections provide an overview of micro-credentials in workforce development and higher education today. This is followed by a section on our conceptual framework used to determine the potential value of digital badging to our graduate programs. The next section focuses on the case study. The last sections conclude with the lessons learned and the future research directions.
Implementing Service-Learning in an IT Strategy Course
Author: Woods, David M.
Date: 2022-02-00
Type: Journal Articles
Subjects: Service Learning,Information Technology,Student Attitudes,Teacher Attitudes,Teaching Methods,Undergraduate Students,Nonprofit Organizations,School Community Relationship,School Community Programs,Learner Engagement,Technology Education

Students studying technical fields like IS/IT (Information Systems/Information Technology) face the challenge of showing potential employers that they have done work for real clients, not just course projects that are never used. At the same time, instructors face the challenge of actively engaging students in learning course content and understanding how to apply course content in different situations. Previous work shows that service-learning can be a valuable tool to improve student engagement while offering an opportunity for a real-world learning experience. However, the existing literature provides examples of using service-learning in various IS/IT courses but with little discussion of service-learning in IS/IT strategy courses. This work discusses implementing a service-learning project with a local non-profit organization in an IS/IT strategy class. Details of the design and implementation of the service-learning project and assessment from the student, instructor, and client perspectives are provided.
IS Model Curriculum: Adoption Rate of IS 2010 Model Curriculum in AACSB Schools and Impacts of the Proposed 2020 Model Curriculum
Author: Janicki, Thomas
Date: 2022-02-00
Type: Journal Articles
Subjects: Information Science Education,Information Systems,Computer Software,Undergraduate Students,Professional Associations,Program Effectiveness,Program Evaluation,Benchmarking,College Faculty,Curriculum,Models,School Surveys,Information Security,Education Work Relationship,Competence,Educational Change,Information Management,Audits (Verification),Risk Management,Elective Courses,Capstone Experiences,Innovation,Management Development

As the skills and competencies needed by Information Systems (IS) undergraduates continues to grow, various IS professional societies have developed recommendations which are updated on a periodic basis. These recommendations known as 'model curricula' are a guide for faculty and institutions to consider when developing or evaluating the effectiveness of their program. This research is based on the IS2010 Model Curriculum to determine their adoption rates by schools that currently offer a major or concentration in IS. Based on the evaluation of over 300 schools and using the IS2010 model as a benchmark, the key findings include that of the six recommended upper-level core courses, four had above a 50% adoption rate, while the remaining two were adopted by less than 30% of the schools surveyed. It is interesting to note that the IS2020 Model (in draft at the time of this research) reflects the rapid change to the needs of employers and includes concepts from the software development, security, and analytics courses as core competencies. These were missing from the IS2010 Model core competencies. Our findings suggest that, in a technology field like Information Systems, a 10 year refresh rate to model curriculum is too long a period to wait as employer demands change more frequently.
Reflections on the Creation of a Business Analytics Minor
Author: Burns, Timothy
Date: 2022-02-00
Type: Journal Articles
Subjects: Curriculum Development,Business Administration Education,Data Analysis,Course Descriptions,Enrollment

This article presents the details of a business analytics minor that we created at our institution in the fall of 2019. In the two years since, our program has successfully met our enrollment goals. Out of over 50 minors offered at our institution, our business analytics minor is currently ranked fourth in enrollment. In this article we will present the process that we followed to create our minor, cover our curriculum (including course descriptions), the staffing of the courses, program enrollment, enrollment by course/semester, and enrollment by major/semester. Finally, we will conclude with some reflections on our experience. The hope is that this paper can help others who are contemplating, or in the process of, introducing a business analytics minor.
Using Machine Learning Sentiment Analysis to Evaluate Learning Impact
Author: Lazrig, Ibrahim
Date: 2022-02-00
Type: Journal Articles
Subjects: College Students,Learning Analytics,Educational Research,Learning Experience,Mathematics,Man Machine Systems,Classification,Accuracy,Bayesian Statistics,Student Attitudes,Technology Uses in Education,Information Systems

Can sentiment analysis be used in an educational context to help teachers and researchers evaluate students' learning experiences? Are sentiment analyzing algorithms accurate enough to replace multiple human raters in educational research? A dataset of 333 students evaluating a learning experience was acquired with positive, negative, and neutral sentiments. Nine machine learning algorithms were used in five experimental configurations. Two non-learning algorithms were used in two experimental configurations. Each experiment compared the results of the algorithm's classification of sentiment (positive, neutral, or negative) with the judgment of sentiment by three human raters. When excluding neutral sentiment, 98% accuracy was achieved using naive Bayes. We demonstrate that current algorithms do not yet accurately classify neutral sentiments in an educational context. An algorithm using a word-sentiment association strategy was able to achieve 87% accuracy and did not require pretraining the model, which increases generalizability and applicability of the model. More educational datasets with sentiment are needed to improve sentiment analysis algorithms.
Creating a Psychological Paradigm Shift in Students&apos; Choice for Tertiary Education in Sri Lanka: The Influence of Socioeconomic Factors
Author: Edirisinghe, Lalith
Date: 2022-00-00
Type: Journal Articles
Subjects: College Choice,Social Influences,Socioeconomic Status,Foreign Countries,Cognitive Processes,Decision Making,Parent Background,Educational Attainment,Socioeconomic Influences,College Students

This paper investigates the potential influence of socioeconomic factors in the students' choice for tertiary education. The approach of this study combines an opinion survey, desk research and a case study. Shifting of a psychological paradigm is easier said than done. It may need social awareness about the existing problems, gaps, significance and negative/positive impact of different scenarios, and availability of potential solution. The data analysis and discussions have been done under identified key socioeconomic factors relevant to education. Parental levels of education, income, and financial status have been given priority in the discussion. Parents' involvements in education and material support have been recognized as influential factors in students' choice in university education. The language of instruction and peer group in school environment was considered finally. However, none of these factors are within the control of a person or an institute. The objective of the study is to explore factors required to establish favourable socioeconomic conditions providing students with right direction while implementing necessary policy changes to create suitable pathways in the tertiary education. The paper recommends vertical integration of teaching majors from school, to the university, to the industry which would provide many benefits.
E-Library and Quality Assurance in Federal Government Colleges in Rivers and Bayelsa States, Nigeria
Author: Archibong, F. I.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Libraries,Quality Assurance,Federal Government,Colleges,Academic Libraries,Inspection,Educational Quality,Computer Literacy,Capacity Building,Preferences,Library Materials,Printed Materials,Nonprint Media

This study was to determine the relationship between e-library and quality assurance in the Federal Government Colleges (unity schools) in Rivers and Bayelsa states, Nigeria. The population comprised of the teachers and students (SS3 and JS3) of the six unity schools in Rivers and Bayelsa States Nigeria numbering 3186 (teachers 1019, students 2167). A research sample of 637 was used through proportional stratified random sampling technique using 20%. A self-designed questionnaire known as E-library and Quality Assurance Questionnaire (ELQAQ) was used to elicit information from the respondents. Three research questions and one null hypothesis were formulated. Mean, rank order, standard deviation and z-test were used to find solution to the research questions and the hypothesis. The major findings of the study include that Federal Ministry of Education (F.M.E.) is a pacesetter of quality education, the library (print or non-print/digital) is the heart beat of the school system as it increases ones reading habit, e-library has the capacity of storing large content of information which can be accessed from anywhere, not all unity school (under study) have functional e-library, the print library is still useful, unity school teachers and students prefer a blend of the print and e-library as both have their advantages. Based on these findings, it was recommended that the print library should not be relegated but upgraded periodically to complement the digital library for quality service delivery, the Federal Ministry of Education Nigeria should endeavor to complete and equip the e-libraries as planned, the Inspectorate division of the F.M.E. should always inspect schools facilities for quality assurance, more qualified ICT teachers should be recruited in the unity schools (as model schools) to promote computer literacy and the F.M.E. should implement effective and regular capacity building in the unity schools of Nigeria to maintain qualitative education as quality teachers produce quality students.
Lecturers&apos; Perception of Contributory Pension Scheme Implementation and Job Commitment in South-South Nigerian Universities
Author: Onukwu, James Nwabianke
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Work Attitudes,Retirement Benefits,College Faculty,Correlation,State Universities,Reliability,Questionnaires,Job Satisfaction,Foreign Countries,Meetings,Attendance,Grading,Academic Advising,Teacher Student Relationship,Faculty Workload,Course Descriptions

This study investigated lecturers' perception of contributory pension scheme implementation and job commitment in South-South Nigerian universities. To guide the study, two research questions and one hypothesis were raised. A descriptive survey research that adopted correlational design. The population of the study was all the lecturers in the six federal universities in South-South Nigeria. The sample consisted of 579 lecturers in four selected universities established before the introduction of Contributory Pension Scheme. A multistage stratified random sampling was used in selecting the sample size of the study. Two research questionnaires were used for data collection, &quot;Contributory pension scheme implementation Questionnaire (CPSIQ)'' and &quot;University Lecturers' Job Commitment Questionnaire (ULJCQ)&quot;. The reliability of the questionnaires were determined using Cronbach alpha statistics with values of 0.96 for CPSIQ and 0.83 for ULJCQ respectively. The data collected were collated and analyzed with Mean (x) and standard deviation to answer the research questions while the Pearson Product Moment Correlation Statistic was used to test the hypothesis at 0.05 level of significance. The study revealed that the level of contributory pension scheme implementation as perceived by lecturers in South-South Nigerian Universities was low. It also revealed that the level of Job Commitment of University Lecturers in South-South Nigerian Universities was low; and that there was a significant relationship between Contributory Pension Implementation and Lecturers' Job Commitment in South-South Nigerian Universities. The study therefore, recommended among others that government and university management should address the concerns of lecturers about the implementation of Contributory Pension Scheme in Nigerian Universities by ensuring prompt and regular remittance of deductions to lecturers' Retirement Savings Accounts (RSA) so as to create confidence.
Developing and Validating a Self-Efficacy Questionnaire for CEFR A2 Level EFL Learners
Author: Nguyen, Son Van
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Questionnaires,Second Language Learning,English (Second Language),Nonmajors,Factor Analysis,Test Reliability,Construct Validity,Undergraduate Students,Psychometrics

This study provides evidence of the validity and reliability of a self-efficacy questionnaire in English as a Foreign Language (EFL) in a Vietnamese sample of university students. A total of 656 non-English-major students completed the questionnaire in an online format. SPSS version 24, SPSS AMOS, and SmartPLS 3 were employed to analyze the data. A confirmatory factor analysis was carried out to assess the hypothesized structure model and several analyses such as composite reliability, Cronbach's alpha [alpha], and rho_A were conducted to evaluate reliability. The results showed that the questionnaire had a high reliability and adequate validity. All the values were satisfactory, and the model was confirmed. Therefore, the adapted questionnaire in this study can be applied to measure self-efficacy in EFL contexts as it gives valuable feedback to teachers and students to improve the quality of language teaching and learning.
Exploring Differences in Novice and Experienced Teachers&apos; Self-Efficacy: A Mixed Methods Study
Author: Torabzadeh, Shima
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Effectiveness,Teacher Attitudes,Beginning Teachers,Experienced Teachers,Language Teachers,English (Second Language),Teacher Competencies,Learner Engagement,Classroom Techniques,Teaching Methods

Self-efficacy refers to teachers' beliefs in their own abilities. Although there are many studies on teacher self-efficacy, there is a need for more research on teachers' self-efficacy in light of their experience. This study explored differences between novice and experienced teachers' self-efficacy. Data were collected qualitatively and quantitatively through interviews and questionnaires. Content analysis was used to analyze qualitative data, and the quantitative data were analyzed via Wilcoxon test. The findings indicated that the experienced teachers held more efficacious beliefs as compared to the novice teachers. While the novice teachers were more concerned about syllabus-related issues than about shaping their efficacy, the experienced teachers held more general views about considering students' needs as a factor in shaping their efficacy beliefs. The study concludes with implications for more attention to self-efficacy in preservice and in-service teacher education settings.
High and Low Achievers&apos; Strategy Use Profile in IELTS Speaking Section: Evidence from Iran
Author: Sajedifard, Mohammad
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Strategies,Speech Communication,Task Analysis,Foreign Countries,Language Tests,Second Language Learning,English (Second Language),High Achievement,Low Achievement,Recall (Psychology),Familiarity,Taxonomy,Comparative Analysis,Metacognition,Profiles,Scores

High and low achievers' strategy use profiles in the speaking skill appear to be rare, with the few studies examining their strategy use profiles only in skills such as reading and writing. Another gap can be observed in the scrutiny of effective and ineffective strategy use in speaking tests. The study was carried out with thirty male and female high and low achieving test takers who engaged in the speaking section of IELTS and reported their strategy use through stimulated recalls in the Iranian context. Data collection involved two key phases: The test takers first went through a familiarization phase where they learned how to carry out stimulated recalls. This phase was followed by the main phase of the study where the test takers took the IELTS speaking exam, verbalizing their strategies after each of its three speaking tasks. The researchers used Huang's (2013) taxonomy of speaking strategies to analyze the garnered data. Results indicated high achievers' heavier reliance on strategic behaviors compared with low achievers. The findings also revealed high achievers' greater use of effective strategies than low achievers, and low achievers' more frequent use of a noticeably higher number of ineffective strategies compared to high achievers. More specific outcomes revealed that the variations between the two groups were mainly in the frequency of meta-cognitive, communication, approach, and social strategy categories. The results primarily confirm high and low achievers' varied strategic behavior profiles in test situations and the significance of effective strategy employment for higher test scores.