ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Literary Reading Motivation: Questionnaires Design and Pilot Testing
Author: Chrysos, Michail
Date: 2017-00-00
Type: Journal Articles
Subjects: Literacy,Reading Motivation,Construct Validity,Reliability,Questionnaires,Quasiexperimental Design,Control Groups,Experimental Groups,Comparative Analysis,Grade 6,Reading Programs,Self Efficacy,Student Attitudes,Pilot Projects,Foreign Countries,Statistical Analysis

This study aims to present the design and pilot testing procedures of the two specific self-report questionnaires were used to measure the two key aspects of reading motivation, self-efficacy and intrinsic motivation in the field of literary (narrative) reading, and the partial factors that jointly shape them. These instruments were outlined in advance, tested on a small scale and finally administered in a pre-post (quasi)experimental-control group research study, in order to investigate the effect of an intervention reading program to 6 graders. The measurement tools have good validity and reliability evidence, but further construct validity analysis should be done.
Investigation of the Effects of Mathematical Thinking States of Form Teachers on Their Mathematics Teaching Anxieties
Author: Yorulmaz, Alper
Date: 2017-00-00
Type: Journal Articles
Subjects: Hypothesis Testing,Anxiety,Teacher Attitudes,Mathematics Instruction,Elementary School Teachers,Foreign Countries,Attitude Measures,Scores,Correlation,Thinking Skills,Cognitive Processes,Likert Scales,Mathematical Logic,Problem Solving,Teacher Competencies,Multiple Regression Analysis,Factor Analysis,Statistical Analysis,Mathematics Anxiety

The state of mathematical thinking is considered to have an effect on the formation of anxiety regarding teaching mathematics. It is hypothesized that with the formation of mathematical thinking, the anxiety in teachers regarding teaching mathematics will be reduced. Since mathematical thinking is a skill acquired starting from the early years of education, the anxiety in form teachers in primary school regarding teaching mathematics is important. Within this context, the objective of this study is to investigate the effect of mathematical thinking states of form teachers on their anxieties regarding mathematics teaching. The sample group comprises 194 form teachers working in state schools of Bagcilar district, Istanbul province in the spring term of 2015-2016 academic year. As data collection tools, mathematical thinking scale and anxiety scale for the mathematics teaching anxiety of form teachers were used. To test the predictive power of mathematical thinking regarding the mathematics teaching anxiety, Multiple Linear Regression Analysis was used. It was found that the form teachers had high mathematical thinking scores and had low anxiety scores. A low degree, negative and significant correlation was found between the mathematical thinking and anxiety of form teachers regarding mathematics teaching. Moreover, it was found that mathematical thinking had an effect on the anxiety in form teachers regarding mathematics teaching.
Evaluation of Prospective Teachers in Terms of Academic Self-Efficacy and Professional Competence
Author: Aslan, Mahire
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Teacher Evaluation,Academic Ability,Self Efficacy,Teacher Competencies,Student Teacher Attitudes,College Students,Foreign Countries,Rating Scales,Multiple Regression Analysis,Statistical Analysis,Correlation

This study aims to determine the relationship between the self-efficacy perceptions of the prospective teachers and the levels of their professional competence. In the study, relational screening model is used and it is investigated whether prospective teachers' perceptions of academic self-efficacy and professional competence differed according to various variables. The population of the research constitutes 1430 university students (prospective teachers) who are educated in Inonu University Pedagogical Formation Education (PFE) Program in 2015-2016 academic year. In the sample of the study, there are 537 participants who were determined by random sampling method. The Ohio Teacher Competence Scale and The Academic Self-Efficacy Scale (Turkish versions) are used as a data collection tool. In the analysis of the data, the standard deviation, frequency, percentage and arithmetic mean of respondents were calculated. One-way analysis of variance, ANOVA and Scheffe Test are used. The main result of this research is that the perceptions of academic self-efficacy of prospective teachers are &quot;Moderate&quot; but their perceptions of professional competence are in level &quot;Very&quot;. According to this result, prospective teachers are of the opinion that the teaching profession can be achieved with &quot;a moderate level of academic competence&quot;.
EFL Teachers&apos; Perceptions of Strategy Deficiency Syndrome: A Grounded Theory Study
Author: Ostovar-Namaghi, Seyyed Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Curriculum Development,Language Proficiency,Learning Strategies,Grounded Theory,Private Schools,Models,Teaching Methods,Foreign Countries,Memorization,Rote Learning,Television Viewing,Interviews

Strategy-deficient language learners struggle to develop their language proficiency through limiting and inappropriate strategies. This study aims at exploring experienced teachers' perceptions of strategy deficiency syndrome among EFL learners. To this end, the perspectives of a purposive sample of experienced teachers teaching in private language schools of Tehran, the capital city of Iran, were theoretically sampled based on the principles and procedures of grounded theory. The final conceptualization of teachers' perspectives yielded &quot;learners' limiting strategies&quot; and &quot;teachers proposed alternatives&quot; as the major categories. The findings suggest that curriculum developers and language teachers merge strategy training and language teaching to remedy the strategy deficiency syndrome among EFL learners in the contexts of this study and other similar contexts where the banking model of education marginalizes strategy training and focuses exclusively on language teaching.
The Effect of Teaching Strategies and Curiosity on Students&apos; Achievement in Reading Comprehension
Author: Gurning, Busmin
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Control Groups,Experimental Groups,Reading Comprehension,Objective Tests,Academic Achievement,Questionnaires,Correlation,Quasiexperimental Design,Reading Tests,Comparative Analysis,Student Motivation,High School Students,Statistical Analysis,Foreign Countries,Student Attitudes

The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching strategies and curiosity on students' achievement in reading comprehension. Quasi experimental research with factorial design 2 × 2 was used in this study. The total number of sample were 76 persons, with 38 students of each class (experimental and control classes). The first class was treated by using INSERT strategy and the second class was treated by using SQ3R strategy. The students were also divided into two groups based on curiosity, such as high and low curiosity. The data were collected through reading comprehension by using objective test, whereas for aptitude like curiosity, questionaire was used. The data were then analyzed by applying two-way ANOVA at the level of significance at a = 0.05. The data analysis revealed that (1) students' achievement in reading comprehension taught by using INSERT was higher than those taught by using SQ3R, with F[subscript obs] (27.32) &gt; F[subscript tab] (3.98), (2) students' achievement in reading comprehension with high curiosity was higher than those students with low curiosity with F[subscript obs] (6.92) &gt; F[subscript tab] (3.98), (3) there was an interaction between teaching strategies and students' curiosity on students' achievement in reading comprehension with F[subscript obs] (15.43) &gt; F[subscript tab] (3.98). Tukey test was then applied to verify the interaction between each sample comparison.
The Major in Cultural Context: Choosing Liberal Arts in the Marshall Islands
Author: DeCoursey, C. A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Liberal Arts,Undergraduate Students,English (Second Language),Second Language Learning,Language of Instruction,Foreign Countries,Majors (Students),Cultural Context,Student Surveys,Teaching Methods,Indigenous Knowledge,Course Content,Student Motivation,Business Administration Education,Nursing Education,Foreign Policy,Student Needs,Student Attitudes,Content Analysis,Cognitive Style,Likert Scales,Qualitative Research,Statistical Analysis

Choosing a major is part of liberal arts (LA) education in American-accredited colleges across the world. In global second-language (L2) contexts, the choice of major is shaped by local cultural factors. This study of 192 undergraduates at an English-medium-of-instruction (EMI) college in the Republic of the Marshall Islands (RMI) used a survey, content and Appraisal analyses to explore what the LA major means to RMI youth. Results showed they were positive about LA, but little engaged with it outside the classroom. This probably reflected the institution's traditional concept of LA and outdated western teaching approaches, and a failure to incorporate elements of an authentic local culture of teaching and learning. Appraisal data indicated participants associated positive, congruent desire, interest and affection for the LA major, but also low utility and worth with LA class content, revealing a need to convey the utility of the LA skill set for employment. Finally, LA majors were intrinsically, whereas education, business and nursing majors were pragmatically motivated, reflecting the colonial heritage. Overall, results foreground the colonial character of current teaching practice, and the need to use authentic teaching and learning modalities, to support RMI students' pragmatic needs, particularly given their emigration prospects.
Development of a Scale to Measure Educators&apos; Practice in Teaching Self-Determination
Author: Chao, Pen-Chiang
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Measures (Individuals),Validity,Reliability,Self Determination,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Skill Development,Self Actualization,Statistical Analysis,Metacognition,Personal Autonomy,Factor Analysis,Correlation,Goodness of Fit,Item Analysis,Elementary School Students,Junior High School Students

The purpose of this study was to develop a scale for assessing teachers' self-determination instruction and to test the validity and reliability of this tool. The subjects included 315 teachers recruited from elementary and junior high schools nationwide in Taiwan. The Teaching Self-Determination Scale (TSDS) developed in this study aimed at assessing the extent to which educators teach students knowledge and skills related to self-determination. The 24-item TSDS is comprised of four subscales including Self-Realization, Psychological Empowerment, Self-Regulation, and Autonomy. Data collected were analyzed using descriptive statistics, correlation analyses, t tests, and factor analyses. Findings showed that the TSDS has satisfactory psychometric properties. The internal consistency reliability coefficients (Cronbach's a) ranged from 0.76 to 0.93, while the test-retest coefficients ranged from 0.71 to 0.87. Findings of the exploratory factor analysis showed that the four TSDS subscale factors can be reasonably extracted, which can explain 59.7% of the total item variance. The confirmatory factor analysis results further indicated a good fit between the measurement model and the sample data (GFI = 0.96, AGFI = 0.91, RMSEA = 0.08, NFI = 0.97, RFI = 0.93, IFI = 0.98, TLI = 0.95, CFI = 0.98). Suggestions are provided for future research.
Determining the Appropriateness of Visual Based Activities in the Primary School Books for Low Vision Students
Author: Cakmak, Salih
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Impairments,Workbooks,Elementary School Students,Turkish,Color,Foreign Countries,Visual Aids,Design,Sampling,Layout (Publications),Learning Activities,Textbooks,Disadvantaged

The general aim of this research is to try to determine the appropriateness of the visuals in the primary school Turkish workbooks for the students with low visibility in terms of visual design elements. In the realization of the work, the document review method was used. In this study, purposive sampling method was used in the selection of student workbooks. The Ministry of National Education Publications Student Workbook which has been studied in the provinces of Ankara city is determined as the document to be examined. Within the scope of the research 1. 2. 3. and 4. Class Turkish lesson, a random theme was determined among the themes in the Student Workbooks and the activities included in that theme were examined. The &quot;Visual Design Principles Evaluation Form&quot; has been prepared so that the necessary data can be collected after the document review for the research is decided. Within the scope of the research, color use, contrast use, font, layout use, and visual complexity are not appropriate for the low vision students. This situation gives the impression that the visual limitations, the low vision students have difficulty in, are not taken into consideration while preparing the visual activities in the Turkish textbooks. It can be said that the elementary school students who see this way out of the way are disadvantaged compared to their peers who have the normal sight power and use the same text book.
Cognitive Analysis of Meaning and Acquired Mental Representations as an Alternative Measurement Method Technique to Innovate E-Assessment
Author: Morales-Martinez, Guadalupe Elizabeth
Date: 2017-00-00
Type: Journal Articles
Subjects: Evaluation Methods,Computer Assisted Testing,Cognitive Processes,Long Term Memory,Artificial Intelligence,Knowledge Level,Student Evaluation,Schemata (Cognition),Educational Technology,Technology Uses in Education,Semantics,Priming,Word Recognition

Empirical directions to innovate e-assessments and to support the theoretical development of e-learning are discussed by presenting a new learning assessment system based on cognitive technology. Specifically, this system encompassing trained neural nets that can discriminate between students who successfully integrated new knowledge course content from students who did not successfully integrate this new knowledge (either because they tried short-term retention or did not acquire new knowledge). This neural network discrimination capacity is based on the idea that once a student has integrated new knowledge into long-term memory, this knowledge will be detected by computer-implemented semantic priming studies (before and after a course) containing schemata-related words from course content (which are obtained using a natural semantic network technique). The research results demonstrate the possibility of innovating e-assessments by implementing mutually constrained responsive and constructive cognitive techniques to evaluate online knowledge acquisition.
Engineering Students&apos; Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online
Author: Villarreal-Treviño, Maria Guadalupe
Date: 2017-00-00
Type: Journal Articles
Subjects: Engineering Education,Self Efficacy,Electronic Learning,Synchronous Communication,Mathematics Instruction,Algebra,Vignettes,Problem Solving,Research Design,College Students,Foreign Countries,Multivariate Analysis,Statistical Analysis,Locus of Control,Student Attitudes

This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty, task relevance, and structure). After reading each scenario students were required to provide judgments regarding their believed self-efficacy to solve mathematical tasks described in the vignette by using a scale. Results showed that in regard to how students perceived their self-efficacy they could be grouped in two clusters (high and moderate). Most relevant factors to their judgment formation were task difficulty, task relevance and structure. Here, both groups used the same cognitive algebra mechanism to integrate factor information. Here, students valuated academic performance and feedback (e.g. difficulty and relevance) as most relevant even when they are conscious that learning is a primordial target. These and other results are discussed in the paper.
Assessing Unidimensionality and Differential Item Functioning in Qualifying Examination for Senior Secondary School Students, Osun State, Nigeria
Author: Ajeigbe, Taiwo Oluwafemi
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Bias,Secondary School Students,Statistical Analysis,Factor Analysis,Mathematics,Multiple Choice Tests,English (Second Language),Second Language Learning,Language Tests,Correlation,Test Items,Mathematics Tests

This study assessed unidimensionality and occurrence of Differential Item Functioning (DIF) in Mathematics and English Language items of Osun State Qualifying Examination. The study made use of secondary data. The results showed that OSQ Mathematics (-0.094 = r = 0.236) and English Language items (-0.095 = r = 0.228) were unidimensional. Also, there was occurrence of DIF items in both Mathematics and English Language multiple-choice items of the OSQE for 2008. Fourteen items representing 28% of the 50 items in the Mathematics examination exhibited DIF and 10 items, representing 20% of the 50 items in the English Language examination exhibited DIF. The study concluded that the Examination contained considerable number of items that exhibited DIF and therefore requires adequate item quality improvement to justify its use as the inclusion or exclusion criterion of state candidate in West African Examination Council.
Influence of Almajirci on School Attendance and Academic Performance among Students of Almajiri Integrated Model School, Sokoto State
Author: Abubakar, Binta Garba
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Attendance,Hypothesis Testing,Performance Based Assessment,Mathematics Tests,English (Second Language),Language Tests,Semitic Languages,Islamic Culture,Educational Practices,Comparative Analysis,Secondary School Students,Questionnaires,Islam,Religious Education,Foreign Countries,Statistical Analysis

This study investigated the influence of Almajirci, on School Attendance and Academic performance Among Students of Almajiri Integrated Model School, Sokoto State. The sample size used was Three hundred and six Junior Secondary School students of Almajiri Integrated Model School Sokoto and Sultan Bello Secondary School Sokoto. Students of Almajiri Integrated Model School had almajiri experience while those in Sultan Bello did not. Two null hypotheses were formulated and analysed using frequency distribution table, percentages and ANOVA. Two instruments were used for data collection. They are Questionnaire investigating influence of almajirici on school attendance and Academic Performance Test in English language, Mathematics, Arabic and Islamic Studies. The results revealed that there is no influence of almajirci practice on the school attendance of students of Almajiri Integrated School. However, there was significant difference between the academic performance of students of Almajiri Integrated Model School Sokoto and Sultan Bello Junior Secondary School, Sokoto in favour of students of Sultan Bello Junior Secondary School. It is therefore recommended that parents and the society in general should support the government initiative effort by ensuring that children are enrolled into secular schools early enough and all almajirai are enrolled into Almajiri Integrated Model School Sokoto for all round education.
Do Job Satisfaction and Demographic Characteristics of Female Teachers Influence Their Affective Commitment to Schools?
Author: Dinc, M. Sait
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Job Satisfaction,Demography,Teacher Attitudes,Females,Teacher Persistence,Leadership Styles,Ethics,Correlation,Regression (Statistics),Private Schools,Marriage,Marital Status,Age,Work Experience,Educational Attainment,Income,Factor Analysis,Path Analysis,Questionnaires,Statistical Analysis

The main purpose of this paper is to examine the effect of ethical leadership on teachers' job satisfaction, and affective commitment in an education sector. This study proposes that ethical leadership has a significant and positive effect on overall job satisfaction and affective commitment. Moreover, it suggests that ethical leadership has an influence on overall job satisfaction and affective commitment. In this study, the relationships among the variables were evaluated using correlation, and regression analysis. The results which is based on a sample of 150 teachers from four private schools in Pakistan demonstrate that overall job satisfaction has a significant and positive influence on affective commitment, whereas, marriage as a demographic variable has a positive effect on overall job satisfaction and affective commitment.