ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Techno-Ecopreneurship Worksheet to Train Scientific Literacy Ability among Students in Thermochemistry Topic
Author: Hidayah, Rusly
Date: 2021-04-00
Type: Journal Articles
Subjects: Worksheets,Entrepreneurship,Scientific Literacy,Chemistry,Science Instruction,Secondary School Science,High School Students,Foreign Countries,Outcomes of Education,Student Attitudes,Inquiry,Active Learning,Learning Activities,Instructional Effectiveness

The purpose of this research was to describe the learning implementation, students activities, the student's science literacy ability, learning outcame, and response of students to the implementation of techno-ecopreneurship-based student worksheets on thermochemical topic. This research used pre-experimental design with one group pretest-posttest design. The targets of this study were 34 students in XI grade science in Senior High School 3 Sidoarjo. Data collection methods were observation, test, and questionnaire. The research showed the following results: (1) the syntax implementation of guided inquiry learning model is 86.5% and 88.5% with a very good category; (2) The activities of students during the learning process were said to be implemented well because the percentage of relevant student activities time is greater compared to the student activities which were not relevant, in which relevant student activity in first meeting was 83.5% and in second meeting was 90.5%; (3) Student learning outcomes at the pretest 0% was complete, and 100% was incomplete but at the posttest 78.78% is complete and 21.22% is incomplete; (4) The results of students scientific literacy ability have increased from pretest to posttest that is 18 to 74 with an N-gain value of 0.55; (5) Students gave positive responses to the implementation of techno-ecopreneurship-based student worksheet on thermochemical topic to train scientific literacy ability.
Effect of Mind Mapping Instructional Strategy on Students&apos; Retention in Physics in Senior Secondary Schools
Author: Akanbi, Abdulrasaq Oladimeji
Date: 2021-04-00
Type: Journal Articles
Subjects: Concept Mapping,Teaching Methods,Instructional Effectiveness,Science Instruction,Concept Teaching,Concept Formation,Scientific Concepts,Science Achievement,Retention (Psychology),Physics,High School Students,Performance Factors,Foreign Countries

This study examined the effect of mind mapping instructional strategy on students' retention in physics in senior secondary schools. The research is a quasi-experimental design of the pre-test, post-test, non-equivalent and non-randomized 2 X 2 X 3 factorial design. 64 students were sampled for this study out of which 28 formed the experimental group (mind mapping instructional strategy) while 36 of the respondents constituted the control group (conventional method). The pre-test and post-test contained 20 multiple-choice questions with four options one of which was the key factor while others were distractors. Multiple-choice questions were validated by three university professors. A retention test was also conducted after 2 weeks of the whole exercise. Data collected were analysed using the mean and standard deviation to answer the research question while hypotheses were tested using Analysis of Covariance (ANCOVA) and independent t-test at 0.05 significant level. Findings revealed among others that there was a significant effect of the mind mapping instructional strategy in physics in senior secondary schools It was therefore, recommended among others that mind mapping instructional strategy should be used to teach physics concept at the senior secondary school level of education for a better performance because it improves students' performances in physics.
RANDAI Learning Model to Enhance Pre-Service Biology Teachers&apos; Critical Thinking Skills
Author: Arsih, Fitri
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Biology,Critical Thinking,Models,Problem Based Learning,Social Values,Scores

The current study aimed to investigate the effectiveness of RANDAI learning model that was produced from the integration of Minangkabau culture and Problem Based Learning (PBL), in enhancing pre-service biology teachers' critical thinking skills. This experimental study used a nonequivalent pretest-posttest control group design and involved 107 pre-service biology teachers from Universitas Negeri Padang (State University of Padang), Indonesia. The data were gathered using the critical thinking essay tests. A critical thinking rubric was used to assess the participants' answers, and the results were analyzed using ANCOVA at a significance level of 0.05. The statistical results showed that RANDAI learning model affected pre-service biology teachers' critical thinking skills. The LSD test result confirmed that there was a significant difference in terms of critical thinking performance between the participants in RANDAI, Problem Based Learning, and conventional classes. Therefore, RANDAI learning model can be used to enhance the pre-service biology teachers' critical thinking skills.
Application of Fuzzy Delphi Technique to Identify the Elements for Designing and Developing the e-PBM PI-Poli Module
Author: Mohamed Yusoff, Ahmad Fkrudin
Date: 2021-01-00
Type: Journal Articles
Subjects: Problem Based Learning,Electronic Learning,College Instruction,Delphi Technique,Instructional Design,Islam,Religion Studies,Educational Technology,Foreign Countries

Along with the wave of the Industrial Revolution 4.0 era, shifts in the aspects of approach in teaching and the integration of learning technology should always be given careful research and planning. Therefore, this study aims to see the elements needed to integrate technology and delivery strategies to design and develop an online problem-based learning module for the Islamic Studies course (e-PBM PI-Poli) in a polytechnic. The design of this study is a quantitative study using the Fuzzy Delphi technique. A questionnaire instrument was used to collect research data. Seventeen experts in educational technology, problem-based learning, Islamic studies, and curriculum participated in the study. Data analysis results showed that the experts accepted all these elements through the expert consensus value above 75%, the threshold value (d) [less than or equal to] 0.2, and the fuzzy score (A) [greater than or equal to] [alpha] - cut value = 0.5. Therefore, it shows that these elements have gained expert consensus and are needed to design and develop the e-PBM PI-Poli module in Polytechnic. This research provides tremendous implications to the lecturers and students, and references Malaysia's education system to transform education through technology-based active learning.
Can Teacher Collaboration Improve Students&apos; Academic Achievement in Junior Secondary Mathematics?
Author: Saka, Adewale Owodunni
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Collaboration,Secondary School Mathematics,Foreign Countries,Mathematics Achievement,Junior High School Students,Instructional Effectiveness

The unsatisfactory academic performance of students in Nigerian secondary schools has been blamed on the quality of teachers, and professional development has been identified as a remedy. Hence, this study examined the effects of teacher collaboration as a form of professional development on students' academic achievement in mathematics. The research adopted a pretest-posttest-control group quasi-experimental design involving a 2x2 factorial matrix. The population comprised all the mathematics teachers and students of junior secondary school 1 (JSS 1) in the nineteen (19) public junior secondary schools in Ijebu-North Local Government Area of Ogun State. The sample consisted of one hundred and thirty-five (135) students and five mathematics teachers from the two junior secondary schools purposively selected for the study. Mathematics Achievement Test (MAT), a researcher-developed instrument with a reliability coefficient of 0.86 was used to collect data. The collected data were analyzed using both descriptive and inferential statistics. The results indicated students taught by the teacher that collaborated performed significantly better than those taught by the isolated teacher. Also, the findings indicated no significant effect of age on students' academic achievement in Mathematics. Additionally, the outcomes revealed no significant interaction effect of teacher's group and students' age on academic achievement in Mathematics. The results of this research imply that collaboration among teachers can account for an improvement in students learning. Therefore, school authorities should restructure the school hours to cater for teacher collaboration activities. Also, workshops should be organised for teachers on the importance of teacher collaboration as a means of professional development.
Get Your Mind IN the Gutter: Inferencing with Graphic Novels
Author: Pilgrim, Jodi
Date: 2019-00-00
Type: Journal Articles
Subjects: Cartoons,Novels,Layout (Publications),Direct Instruction,Reading Instruction

In this article, the authors encourage readers to get their minds IN the gutters--the literal gutters of graphic novels, that is. Gutters, one of many graphic novel text features, provide visual and metacognitive insight readers must use to make meaning as they read. Teachers must provide explicit instruction regarding these features and other characteristics of graphic novels to ensure student success with this popular literature format.
Modeling Professional Use of Literacy-Focused Social Media for Preservice and Inservice Teachers: Growing, Connecting, and Learning Together, Online
Author: Semingson, Peggy
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Teacher Education Programs,Teacher Educators,Educational Technology,Technology Uses in Education,Computer Mediated Communication,Teaching Methods,Preservice Teacher Education,Technological Literacy,Knowledge Level,Teacher Competencies,Faculty Development,Video Technology,Critical Literacy,Media Literacy,Online Courses

This summary paper shares key ideas from a 2019 TALE Conference panel session that focused on how the authors infused social media into literacy and technology teacher education courses at two public universities. Four teacher-educators share ways of leveraging various platforms such as Pinterest, Twitter, and YouTube to use as educational resources in higher education to, for example, save, search, and curate teacher resources, engage with educators around the world via educational chats, and provide instances of just-in-time learning for today's busy students. Judiciously assigned, well-structured opportunities to use social media as a learning tool can augment teacher education which has traditionally been confined to university classrooms and field placement sites. Here, we offer ways in which preservice and in-service teachers can engage intentionally and with specific outcomes with a wide range of like-minded professionals.
Experiential Learning and Its Impact on College Students
Author: Gavillet, Rebecca
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Program Effectiveness,College Students,Adults,Transformative Learning,Cultural Awareness,Competence,Educational Research,Social Responsibility,Extracurricular Activities,Study Abroad,Internship Programs,Simulation

This article provides a review of relevant literature and theoretical frameworks that support the inclusion of experiential learning in higher education programs. A brief discussion of experiential learning types is included. Experiential learning or experiential education refers to learning through experience, whether integrated in curricula or occurring through extracurricular program sponsored activities. Adult students, in particular, benefit from engaging in active learning experiences where they can put theory into practice. Transformative learning theory and cultural competence theories are frameworks helpful in program design. In addition, this article provides background for the two contributing pieces in this critical forum on experiential learning.
Special Education Services Available in Trinidad and Tobago
Author: Charran, Chelseaia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Public Education,Access to Education,Private Education,Students with Disabilities,Parents

This study was conducted to determine the extent to which publicly-funded special education services are available and accessible to students with disabilities in Trinidad and Tobago. Seventy participants completed a survey pertaining to the type and intensity of special education services available to their children, the extent to which they privately funded special education services, and the nature of services they desired that their children receive. This included their children having access to related services, such as physical, speech, and occupational therapy, more trained special education teachers, and increased access to special education services across the country. Results indicated that comprehensive publicly-funded special education has not been achieved in Trinidad and Tobago and that access to education is limited for children with disabilities. Recommendations for policy changes and future research are made.
Innovative Practices in Turkish Education System According to Teacher Perceptions
Author: Güçlü Yilmaz, Ferah
Date: 2021-04-00
Type: Journal Articles
Subjects: Educational Innovation,Teacher Attitudes,Educational Policy,Educational Administration,Educational Cooperation,Teacher Education,Professional Development,Teacher Characteristics,Preschool Teachers,Vocational Education Teachers,Foreign Countries

The living conditions of the 21st century have created a new paradigm in education systems. An approach that focuses on producing new and different, effective and beneficial products and services is emerging. Education systems must keep up with this change and support policies and practices that encourage innovation. Teachers bring innovative approaches to the education system to the classroom. Therefore, they play a key role in raising innovative and creative generations. This research evaluates how innovation is defined in the Turkish Education System, innovative management in education, policy, program and teacher training and development practices based on teacher perceptions. The research method is based on literature review and the &quot;semi-structured interview&quot; technique. The purposeful sampling method and maximum diversity principle were used in the research. Attention was paid to criteria such as participating in the &quot;Innovation Awards Evaluator Training&quot; of the Ministry of National Education, receiving various awards for their innovative work, and working in different cities and regions. According to the results of the study, a significant portion of the participants defines innovative approaches in education by associating them with systemic integrity. It was emphasized that stable policies are needed to develop innovative approaches in the education system. At the same time, it was stated that the legal basis of the management processes should be arranged in a way that allows innovative approaches. It was emphasized that administrators and teachers should be allowed to take initiative in developing teaching activities based on innovative approaches in the implementation of the curriculum.
Investigation of Democracy Education in Turkish Primary Schools
Author: Ari, Asim
Date: 2021-04-00
Type: Journal Articles
Subjects: Citizenship Education,Foreign Countries,Elementary School Teachers,Teacher Attitudes,Teacher Education,Learning Activities

The purpose of this study is to identify teacher opinions about democracy education at primary schools in Turkey. The research is designed as a single case study. The study group was selected with an purposive cum convenience sampling method and consists of 15 teachers working at a primary school in Ankara, Turkey. The data were gathered with a semi-structured interview form that is developed by researchers. The data were coded by different coders and analyzed with the descriptive analysis method. Findings show that teachers don't get any formation on teaching democracy both during their university years and through in-service training during their professional life. The teachers also share the opinion that the activities in the curricula and books are not enough. Democracy education should be given with concrete activities that are also suitable for the students' level. The teachers state that they do democracy education activities in their lessons. It is concluded from the research that democracy education activities should have more place in the curricula and thereupon course books, teacher candidates and the teachers should get more and applied courses and training, also teachers should give more place to structured and expedient democracy education activities in their lessons.
Conversational Mental Verbs in English Song Lyrics: A Corpus-Driven Analysis
Author: Goyak, Flora
Date: 2021-01-00
Type: Journal Articles
Subjects: Singing,Verbs,Computational Linguistics,North American English,Form Classes (Languages),Semantics,Word Frequency,Diachronic Linguistics,Language Usage,Speech Communication,Phrase Structure,Validity,Reliability,Morphemes,Psycholinguistics

This corpus-driven study explores the linguistics phenomenon of mental verbs in English song lyrics from 1960s until 2000s. This study aims to identify the frequency distributions of lexical verbs, mental verbs, and to analyze the language uses of mental verbs in the Diachronic Corpus of English Song Lyrics (DCOESL). Quantitative and qualitative methods of analysis were applied. First, quantitative data covering frequency distributions of general verbs was produced via LancsBox. Top three mental verbs in song lyrics were selected for analysis and discussion. The frequency distributions of mental verbs and collocations were produced via LancsBox. Collocational patterns were illustrated through collocational graphs constructed via LancsBox. Frequency distributions of mental verbs were compared to reference corpus Contemporary Corpus of American English (COCA) for the purpose of generalizing the findings from this study as representative of English language. The statistical data were submitted for four statistical tests of significance namely Chi-square, Mutual Information, Loglikelihood, and t-score. Second, qualitative data was composed of corpus annotations. Corpus annotations were conducted via CLAWS for assigning part-of-speech C7 tagset to identify verbs. Semantic categories of mental verbs were identified via UCREL Semantic Analysis System (USAS). Findings uncovered significantly high frequencies of mental verbs &quot;know,&quot; &quot;want,&quot; and &quot;love&quot; in English song lyrics through 1960s until 1990s. These three mental verbs possess high inclination to occur alongside personal pronouns &quot;I&quot; and &quot;you,&quot; depict social actions, high predilection for simple present tense, and simple sentence structure. These attributes illuminate that song lyrics emulate spoken English, predominantly the informal conversation register.
Cyber Aggression-Victimization among Malaysians Youth
Author: Yusuf, Sarina
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Aggression,Computer Mediated Communication,Victims,Adolescents,Urban Areas,Peer Relationship,Parent Child Relationship,Internet,Computer Use,Bullying,Predictor Variables,Incidence,Individual Characteristics,Time,Ownership,Motivation,Social Media,Verbal Communication,Written Language,Social Isolation

Cyber aggression has become a growing problem in today's society. It offers convenient opportunities to humiliate, bully, or harass others online. Global studies on cyber aggression found that youths who were aggressed online reported feeling depressed, anxious and afraid. They showed poor academic performance, and experienced eating disorders, alcohol, drugs and substance abuse. Therefore the study aimed to investigate the interrelationships between predictive factors namely peer attachment, parental attachment, exposure to the Internet and cyber aggression-victimization among youths. The renowned general aggression model (GAM) was applied to understand the phenomenon. A sample of 430 urban youths aged between 13 and 18 years living within Klang Valley area were randomly selected to participate in the study. Data were gathered through self-report questionnaires and later analyzed using SPSS and AMOS. The results revealed several noteworthy findings; most of respondents made use of the Internet for approximately 7 to 21 hours per day during weekends mainly for surfing social media, followed by entertainment and online games. A relatively significant number of youths were engaged with cyber victimization through written-verbal and online exclusion. Finally, the structural path analysis indicates that Internet exposure is the strongest predictor associated with cyber aggression-victimization. Based on these findings, the implications and recommendations for future investigations with reference to the current theoretical framework and empirical findings on cyber aggression-victimization are thoroughly discussed.
An Investigation of the Corporate TQM Practices and Corresponding Results in Pakistani Perspective: Implications for Business Education
Author: Raza, Shaukat Ali
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Total Quality Management,Corporations,Business Administration Education,Business Schools,Satisfaction,Improvement,Leadership,Personnel Management,Training,Work Environment,Human Resources,Performance Based Assessment,Feedback (Response)

The purpose of the study was to investigate the corporate total quality management practices and corresponding results achieved by corporate sector firms of Lahore, Pakistan with implications for the business schools offering TQM courses. The variables studied include leadership, resource management, performance measurement and feedback, continuous improvement, supplier quality management, education and training, work environment and culture, and customer satisfaction as sub-scales and corresponding results achieved by these firms as a consequence of such practices. The data were collected from corporate managers through an adapted instrument and descriptive and inferential statistics were employed. The findings reflected a high to very high level of TQM practices carried out by the companies participating in the study and their corresponding TQM results whereas the sub-scales are rated by corporate managers as customer satisfaction, continuous improvement, leadership, resources management, supplier quality management, education and training, work environment and culture, performance measurement and feedback, in their order of preference. The results indicated that the corporate sector needs to work on incorporating the highest level of TQM practices for maximum corporate success and the business schools offering TQM courses also need to respond the consequences of these findings.