ethanporcaro/eric-fulltext-meta huggingface dataset:
Music in Sporting Practices: A Study on Traditional Archery Team
Author: Ünlü, Yilmaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Athletics,Music,Athletes,Motivation,Muscular Strength,Performance,Mental Health,Gender Differences,Socioeconomic Status,Educational Attainment,Foreign Countries

Sport is an important phenomenon that supports psycho-social and physical development in both individual and social contexts. Music has an important place among the factors affecting the sportive process. In this study, the effect of music on sportive activities was examined according to some demographic factors in the context of motivation, physical strength and performance, and psychological resilience. The research data were obtained from 36 athletes competing in the archery branch in the 2020-2021 season Senior Turkey Championship Final Competitions. Scanning model was used in the research. In this context, the Effect of Music on Sportive Practices scale developed by Karayol and Turhan (2020) was used. In the analysis of the data, descriptive statistics for demographic variables, the Mann-Whitney U Test, which is a nonparametric test, to test the difference between the mean of two independent groups, and the Kruskal Wallis Test, which is one of the nonparametric tests, were used to compare more than two independent groups. In addition, Spearman test was applied to determine the relationship between two or more variables. As a result of the research, there were no significant differences according to the variables of gender and personal income, but significant differences were found between the variables of education status, listening to music in training and training place and some sub-dimensions of the scale. According to this; Significant differences were found in favor of those with university education, those who listen to music in training and those whose training place is in the district. In addition, a negative significant relationship was found between listening to music in sports activities and daily training time. According to the findings, the effect of music in sportive activities decreases as the training time increases, and listening to music during training increases motivation and performance.
Teacher-Student Interactions, Learning Commitment, Learning Environment and Their Relationship with Student Learning Comfort
Author: Che Ahmad, Che Nidzam
Date: 2017-03-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Educational Environment,Academic Persistence,Biology,Foreign Countries,Secondary School Students,Science Education,Student Attitudes

The purpose of this study was to identify the level of teacher-student interaction, the suitability of learning environment, learning commitment and learning comfort among Biology students. In addition, the contribution of teacher-students interaction, learning commitment and learning environment towards learning comfort were also explored. This quantitative study employed a survey method whereby four types of questionnaires were used: (1) Teacher-Student Interaction Inventory; (2) Classroom Learning Environment Inventory; (3) Learning Commitment Inventory; and (4) Learning Comfort Inventory. A total of 400 Form Four Biology students from Perak were involved in this study. Data were analysed using descriptive and inferential analysis. The findings showed that the level of teacher-student interaction, the suitability of learning environment, learning commitment and learning comfort were high. There were significant relationship between teacher-student interaction, the suitability of learning environment and learning commitment with learning comfort. In addition, the results of multiple regression analysis revealed that students` learning commitment and learning environment provide significant contribution towards learning comfort.
Scientific Literacy Themes Coverage in the Nigerian Senior School Chemistry Curriculum
Author: Upahi, Johnson Enero
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Chemistry,Science Instruction,Scientific Literacy,Science Curriculum,Tests,Educational Change,Scientific Attitudes,Curriculum Evaluation

The current reforms in science education around the world emphasize science for all, with the ultimate goal of achieving scientific literacy. These reform initiatives provide platforms for re-designing coherent science curricula that could serve as resources for scientific literacy, and consequently, contribute to the development of scientifically literate citizens--who will be able to use scientific knowledge in their daily decision-making processes and other socio-scientific issues. This study, therefore, investigated the coverage of scientific literacy themes in the Nigerian senior school chemistry curriculum and examination questions. A framework developed by Chiappetta, Fillman and Sethna (1991) was adopted to analyze aspects of the curriculum and examination questions. The results revealed that the chemistry curriculum placed more emphasis on the knowledge of science and investigative nature of science. The examination questions mostly stressed investigative nature of science and science as a way of thinking. The interaction of science, technology and society was sparingly represented in the curriculum and the theory component of the examination questions, and almost absent in the practical questions. While the chemistry materials may have a prospect to contribute to the preparation of scientifically literate citizens, a re-adjustment to the structure of the chemistry curriculum and examination questions could provide a balance of the scientific literacy themes in chemistry materials.
A Study on Thai Student-Teachers&apos; Online Learning Behaviors in the COVID-19 Pandemic
Author: Supakesorn, Bongkotkorn
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Electronic Learning,Learning Processes,COVID-19,Pandemics,Student Behavior,Study Habits,Academic Achievement,Time Management,Learning Motivation,Attention Control,Test Wiseness,Anxiety

The COVID-19 pandemic causing severe and lethal health issues by means of contact or airborne transmission has significantly altered our normal way of life. Having regular face-to-face contact poses a great risk even with precautionary measures taken resulting in a drastic change in the realm of learning and teaching from onsite to online. Studying online has been seen as problematic and has received negative feedback, especially in the aspect of comprehensibility of lessons and unusual learning atmospheres. This negativity contributes to the changes in students' behaviors which, as a result, significantly affects the learning outcome and academic achievements. This study, then, aims to investigate Thai student-teachers' online learning behaviors during the pandemic and to study the relationship between Thai student-teachers' online learning behaviors and learning achievement during the pandemic. The 118 participants, selected by the purposive sampling method, were student teachers enrolling in the Learning and Instruction course in the first semester of the 2020 academic year when the transition from onsite to online learning started. The instruments were the Learning and Study Strategies Inventory (LASSI) adopted from Weinstein and Palmer (2002) and a learning achievement test. The statistics used in the data analysis were percentage, mean score, standard deviation, and Pearson's Correlation Coefficient. The results of the study were (1) 10 strategic learning behaviors were found to be used by student-teachers in Thailand in online learning during the COVID-19 outbreak and (2) the behaviors of information processing, motivation, concentration, and self-testing were correlated with learning achievement. The results could be implemented to develop teacher education processes and academic works in the related field.
Blended Learning and Creativity-Based Learning for Promoting Mathematics Achievement and Information Technology Performance
Author: Yonwilad, Wannatida
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Creativity,Mathematics Achievement,Information Technology,Computer Science Education,Technological Literacy,Student Satisfaction,College Students,Foreign Countries

This study aimed to develop blended learning activities and creativity-based learning in the Mathematics for Computer Course (MCC), compare mathematics achievement in the MCC at a 70% threshold score, compare students' information technology usage performance, and investigate students' learning satisfaction. The participants were freshmen who enrolled in MCC at Kalasin University, academic year 2021. Purposive sampling was employed in the recruitment of 25 students. The research tools included: six activities in the MCC, multiple-choice achievement test with 30 items, the information technology competency assessment form, and a 15-item activity satisfaction scale. The statistics used in the data analysis are descriptive for calculating mean, standard deviation, and percentage, as well as one sample t-test for hypothesis testing. The findings indicated that the academic achievement of students representing 76.67% higher than the specified threshold of 70% with statistical significance at the 0.05 level. Students' competency in using information technology is 81.67 percent, which is higher than the threshold and they were satisfied with learning approach.
Analysis of Pre-Service Physics Teachers&apos; Understanding of Vectors and Forces
Author: Sirait, J. Hamdani
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Scientific Concepts,Physics,College Science,Knowledge Level,Preservice Teachers,Science Teachers,Concept Formation,Problem Solving

The aim of this study is to analyze the ability of students to understand vectors as well as force concepts. Survey study was implemented in this study to obtain detailed information of students' ability and involved 212 physics education students of Tanjungpura University who have completed Basic Physics course. They were asked to solve tests of vector and tests of force adapted from physics education research group. Test of vector (TUV) consists of 13 items and covers addition, subtraction, and component. Furthermore, test of force (TOF) that has nine items covers three different contexts - horizontal surface, inclined plane, and pulling the rope. The results show that (i) students answer correctly 56% of TUV and 46% of TOF, (ii) subtraction concept is the most difficult for students to solve vector test and inclined plane is the lowest percentage done correctly by students in force test, and (iii) the correlation between students' ability of vector and students' ability of force is 0,304 (p = 0.01) with moderate category. This indicates that one of factors that can affect student's performance in solving force concept is vector skills. Hence, before students starting learning force concept, teachers can administer vector test to elicit students' prior knowledge of vector.
Developing Teaching Materials of Natural Product Chemistry to Increase Student&apos;s Life Skills
Author: Tukiran
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Chemistry,Science Instruction,Material Development,Daily Living Skills,Interpersonal Competence,Academic Ability,Field Studies

The research aimed to develop teaching materials of natural product chemistry (NPC) by conducting group investigation of cooperative learning model to increase students' life skills and to describe their feasibility. In this research, students' life skills include academic and social skills. Then, the intended feasibility includes three aspects--validity, practicality, and effectiveness aspect. The teaching materials (i.e., syllabus, lesson plan, students' books, and students' worksheets) accompanied by students' life skills observation sheets were developed using Research &amp; Development methods as proposed by Borg and Gall. The teaching materials developed were used for the students of Chemistry Department, Universitas Negeri Surabaya, Indonesia. The developed materials were further assessed and validated by an expert (for validity aspect), and the implementation of the materials in the class were observed by a number of observers (for practicality and effectiveness aspects) and then analyzed quantitatively and described qualitatively. The findings of the research showed that the developed teaching materials of NPC were feasible because of their validity, practicality, and effectiveness. This means that the materials were valid according to the expert's judgments, were practical and effective when implemented in the NPC learning process, and were able to increase students' life skills.
Completion Grants: A Multi-Method Examination of Institutional Practice
Author: Goldrick-Rab, Sara
Date: 2021-02-00
Type: Journal Articles
Subjects: Public Colleges,Graduation,Grants,Student Financial Aid,College Students,Program Implementation,Eligibility,College Administration,Program Design

Public universities are intent on increasing degree completion for many reasons. A stronger policy focus on completion and interest in removing students' financial hurdles has led to a rapid proliferation of completion grant programs. This paper reports on a mixed-method implementation study of completion grant programs at seven broad- and open-access universities. Drawing on case studies of completion grant programs and student surveys, we examine the work of the administrators and professionals who create and implement these programs. As it can diminish program efficacy and increase inequality, we pay particular attention to administrative burden for staff and students. We consider how the implementation of completion grant programs vary and how these variations are associated with administrative burden. We also analyze the drivers of variation in that administrative burden, and describe model elements for administering completion grants that aim to minimize administrative burden and maximize efficacy. [For the corresponding grantee submission, see ED610450.]
Analysis of Scientific Language of Household Cleaning Products&apos; Labelling and Its Educational Implications
Author: Ezquerra, Angel
Date: 2017-03-00
Type: Journal Articles
Subjects: Scientific Literacy,Science Education,Scientific Concepts,Language Usage,Merchandise Information,Sanitation,Classification,Hazardous Materials,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students

The necessity of an adequate scientific literacy among the population in general and students in particular is a fact. Two of the main obstacles in science education that hinder it are the lack of connection between the contents worked in class and the students' day-to-day, and the misunderstanding of scientific language. In the present study, a categorization and analysis of the scientific content of labelling and packaging of household cleaning products is presented. For that, we collected information from more than 500 items from 10 different countries and analysed it through a methodology based on a content analysis of a written text. According to the criteria used --the comparison of each of these contents with the different contexts and knowledge set by the OECD in the 2015 PISA Science Framework- we classified and analysed the information collected according its type of information, obtaining different categories: information referred to physical units, composition of the product, procedures, security instructions, environmental specifications and advertising information. The results and discussion describe the mentioned categories in which this information is classified, and regarded to the type, function, and form of language used in each one. Finally, some important social implication and consequences concerning to the language used in household cleaning products are highlighted in the conclusions. Complementarily, some general recommendations of how to work these contents in class are sketched out.
Does the House Always Win? An Analysis of Barriers to Wealth Building and College Borrowing
Author: Fletcher, Katherine E.
Date: 2021-02-00
Type: Journal Articles
Subjects: Student Financial Aid,College Students,Debt (Financial),Racial Differences,Racial Bias,African American Students,Barriers,Access to Education,Banking,Parent Background,Equal Education

The racial differences in student loan debt must be interpreted through a lens of wealth building inequality. Black individuals in particular are negatively affected by official and unofficial policies that create barriers to building wealth. Financial aid policies then exacerbate this inequality with an Expected Family Contribution (EFC) formula that protects the majority of family assets from being used as required educational contributions. Using the 2011-12 National Postsecondary Student Aid Survey (NPSAS:12), we examined differences in student loan debt based on wealth building barriers (students' access to banks, father's education, and mother's education). Our ANOVA models show cumulative loan debt is highest amongst students who experience barriers to wealth building (students who do not have bank accounts, students whose fathers have less than a Bachelor's degree, and students whose mothers have less than a Bachelor's degree) (p &lt; 0.05). In addition, a greater percentage of black students than white experience these wealth building barriers.
Biology Education Research in Turkey: Trends from 1989 to 2015
Author: Derman, Mustafa
Date: 2017-03-00
Type: Journal Articles
Subjects: Biology,Graduate Study,Intellectual Disciplines,Elementary Secondary Education,Masters Theses,Doctoral Dissertations,Foreign Countries,Educational Research,Writing for Publication,Research Methodology

This study was conducted to reveal out which biology subjects were preferred the most in Turkey in postgraduate theses; and to make comparisons of the university biology education, the types of publications, the research methods and investigated subjects. It was also aimed to find out the intensity of biology subjects dealt with in primary school and secondary school curriculum with regards to course hours on the basis of both the grades and the biology subjects. The qualitative research method was used in this study. The content analysis was used in data analysis. The result of study showed that; before 2000, MS theses were mostly done and PhD theses were fewer. Secondary school level was mostly preferred as for the research group and the &quot;Quantitative&quot; method was mostly preferred as for the research method. In addition, it was revealed out that; the environment, cell and variety of the living beings were among the topics that were studied the most in researches while the tissues, evolution, systems and energy were studied the least.
Estimating the Spillover Effects of the Tennessee Promise: Exploring Changes in Tuition, Fees, and Enrollment
Author: Bell, Elizabeth
Date: 2021-02-00
Type: Journal Articles
Subjects: College Students,Paying for College,Student Financial Aid,State Programs,Enrollment,Tuition,Fees,Eligibility,In State Students,Out of State Students,African American Students,Declining Enrollment,Public Colleges,Private Colleges

Tuition-free college policies have gained momentum since the implementation of the Tennessee Promise, which provides financial aid to students pursuing two-year post-secondary degrees in Tennessee. While previous research has addressed the effects of similar programs on student outcomes, scholars have yet to thoroughly investigate potential spillover effects of Promise policies on colleges that are ineligible for Promise funds. In this paper, I leverage a difference-in-differences design to explore changes in enrollment and tuition and fees at institutions eligible and ineligible for Tennessee Promise funds. First, I find that in-state enrollment increased significantly at public Promise eligible institutions (mainly public two-year and technical colleges) and in-state enrollment decreased at public four-year colleges that are ineligible to receive Promise funds. Moreover, out-of-state enrollment increased at Promise ineligible public four-year colleges after the Promise was implemented. Second, I find that Black student enrollment declined by 1-2 percentage points at private colleges ineligible for Promise funds. Finally, public colleges eligible for Promise funds raised tuition after the Tennessee Promise was implemented. Together, these findings indicate that in the aftermath of the Tennessee Promise, there were significant changes in enrollment and tuition levels across institutions eligible and ineligible for Promise funds.
Effectiveness of the Proposed Training Formative Assessment Programme and Its Impact on Teaching Style Improvements of Saudi Science Teachers in Saudi Arabia
Author: Alanazi, Fayadh Hamed
Date: 2017-03-00
Type: Journal Articles
Subjects: Formative Evaluation,Program Effectiveness,Elementary School Teachers,Science Teachers,Comparative Analysis,Science Instruction,Faculty Development,Foreign Countries,Performance Based Assessment,Teacher Student Relationship,Teacher Attitudes,Teacher Collaboration,Educational Objectives

This work investigates the effects associated with training initiatives consistent with formative assessment to enhance teaching among science teachers in Saudi primary schools. The programme comprised training sessions that were ongoing for a period of two months, which emphasised the strategic skills of adopting the formative assessment. The researcher adopted an experimental approach centred on the design of the control and experimental groups to establish the overall efficiency of the suggested training programme in the development of knowledge among teachers in the field of formative assessment strategy skills. The sample comprised 33 primary school science teachers who were based in Sakaka in the Al-Jouf region; the sample was randomly divided into an experimental group (16 teachers) and a control group (17 teachers). The findings indicate the success of the proposed program, in which the experimental group was more a function of the control group in the telemetric measurement. Moreover, classroom observations were applied by the researcher, in which the science teachers were assessed with the aim to determine whether a form of formative assessment was used following the completion of the programme. The findings suggest that the science teachers adopted various strategies of formative assessment, including sharing learning goals, open questions, assessment-based evidence, and teacher--child classroom dialogue.