ethanporcaro/eric-fulltext-meta huggingface dataset:
The Challenges Facing Effective Teaching of Literature-in-English in Nigerian Secondary Schools
Author: Ugwu, Eucharia Okwudilichukwu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary School Teachers,Skill Development,Barriers,English Teachers,Literature,English Instruction,Educational Quality,Educational Resources,Educational Environment,Language Proficiency,English (Second Language),Faculty Workload,Misconceptions,Parent Participation,Textbooks,Language of Instruction,Public Schools

Literature-in-English is a major school subject that equips students with language and other soft skills needed for entry into the workforce. For students to acquire the skills, effective teaching, which is dependent on the availability of basic teaching--learning resources, is essential. Education is underfunded in Nigeria. This affects the quality of teaching and impedes learning. The rate at which students fail Literature-in-English, which is getting worse each year, indicates that there is a problem in the teaching--learning process. Using a mixed-method research design, this study investigated the problems of teaching Literature-in-English in 51 public senior secondary school in Ibadan metropolis, Oyo State. Random and purposive sampling techniques were used to select three local government areas (LGAs), 20 teachers, and 7,090 students. Data were gathered through Availability of Literature Teachers Checklist (ALTC), Interview Guide for Literature-in-English Teachers (IGLT) and Students' Text Possession Checklist (STPC). The result shows that teachers are faced with many challenges that prevent them from delivering quality instruction. These include poor learning environment, acute shortage of textbooks, low language proficiency, misconceptions about the value of literature, heavy workload, and lack of parental support. Some schools do not have literature teachers. The biggest obstacle, however, is lack of textbooks. The situation is critical and points to a crisis of teaching and learning in Literature-in-English classrooms. Urgent interventions are needed if the objectives of this school subject are to be achieved. Some recommendations are made.
Attitude toward Physics Teaching of Science Teachers: A Revised Scale and Analysis
Author: Korur, Fikret
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Science Teachers,Physics,Science Instruction,Sex Stereotypes,Middle School Teachers,Self Efficacy

The first aim of the study was to apply the revised version of the Dimensions of Attitudes toward Science Scale, namely Dimension of Attitudes toward Physics Teaching Scale (DAPT) with a sample consisting of 207 in-service science teachers in Turkey. The second was to determine the percentage distributions of in-service science teachers' attitudes toward physics teaching in the confirmed seven sub-dimensions. The DAPT is a valid and reliable scale to measure Turkish science teachers' attitudes toward physics teaching. Most of the teachers acknowledge the importance of physics subjects in science lessons and believe that they have self-efficacy in teaching physics subjects. Although a large number of participant teachers were female, they were not against gender stereotyping in their attitude towards physics teaching in science courses.
Class Size and Self-Esteem as Determinants of Student Learning Outcomes in Essay Writing
Author: Ogunyemi, Kehinde Olufemi
Date: 2022-00-00
Type: Journal Articles
Subjects: Class Size,Self Esteem,Essays,Writing (Composition),Student Attitudes,English (Second Language),Second Language Learning,Secondary School Students,Writing Achievement,Foreign Countries

This study was carried out mainly to investigate the effects of class size and self-esteem on student achievement in--and attitude toward--English essay writing. The study was influenced by earlier research reports indicating that the large class sizes prevalent in Nigerian schools may be detrimental to student academic and emotional well-being. The study employed an ex post facto research design, as no attempt was made to alter the pre-existing conditions in the schools. Three hundred and thirty-five (335) Senior Secondary School 2 students from nine purposively selected schools participated in the study. An achievement test in essay writing (r = 0.7); attitude toward essay writing questionnaire (r = 0.72); and self-esteem questionnaire (r = 0.84) were the instruments used for data collection. The data collected were analyzed using analysis of covariance. All hypotheses were tested at a 0.05 level of significance. Results showed that there was a significant effect of class size on student achievement in essay writing, whereas class size had no significant effect on attitude toward essay writing. Results also showed that there was no significant effect of self-esteem on student achievement in--and attitude toward--essay writing. Based on these findings, it was recommended that the government should ensure that classrooms are not overcrowded.
Dissertation Writing during COVID-19: Student Anxiety and Productivity
Author: Fraenza, Christy
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,COVID-19,Pandemics,Writing (Composition),Doctoral Students,Student Attitudes,Anxiety,Productivity,Student Motivation

Many students across all levels of education experienced disruptions due to stay-at-home orders as part of the response to the COVID-19 pandemic. The purpose of our qualitative study was to specifically explore the doctoral student experience managing the writing of a dissertation amid stay-at-home orders during COVID-19. The majority of participants reported experiencing anxiety more frequently during stay-at-home orders and more productivity before stay-at-home orders. Reasons for decreased productivity during stay-at-home orders included reduced motivation, distractions, and lack of access to outside services and support.
Footsteps of Adaptive Online Learning: Tracing the Relationships between Online Self-Regulation, Cognitive Style, Online Interaction and Gender
Author: Sezgin, Sezan
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Electronic Learning,Self Management,Interaction,Cognitive Style,Sex,Predictor Variables,Learning

Learners with certain personality traits adapt well to different online environments, while others may miss the necessary information for themselves or disappear entirely in the learning process. Therefore, in online learning, understanding the relationships between significant personality traits of learners and potential variables that can contribute to or hinder the learning experiences, and furthermore, the questioning of their impact on learning performance is critical to delivering effective learning experiences. The main aim of this associational study is to examine the relationships and effects of specific variables (online self-regulation, cognitive style, online interaction, and gender), on online learning and thus, to create a partial roadmap for effective online learning practices in the context of learning analytics. It also intends to understand the learners at a fine-grained level and to support individualized online learning environments. Correlation and simple linear regression analyses were used to analyze the data obtained. The findings of the study indicate that the online self-regulation scores of field-independent learners are much higher than those of field-dependent learners. In addition, there is a moderate positive correlation between the online self-regulation and cognitive style. The online self-regulation scores of the female learners are found to be higher than those of the male learners. The relationships between the variables analysed in the study are discussed in a holistic manner. It is thought that the study findings may contribute to the information on the adaptive online learning within the framework of learning analytics.
Is the Empirical Research We Have the Research We Can Trust? A Review of Distance Education Journal Publications in 2021
Author: Peng, Yiwei
Date: 2022-00-00
Type: Journal Articles
Subjects: Credibility,Periodicals,Journal Articles,Educational Research,Distance Education,Research Design,Bias,Sampling,Information Sources,Data,Ethics,Research Methodology,Questionnaires,Robustness (Statistics)

This study aims to investigate the trustworthiness of empirical research published in distance education (DE) journals, an area that has yet to be systematically explored. The review covers 238 empirical studies which were based on primary data and published in 2021 in eight DE journals listed in Social Science Citation Index (SSCI) or Emerging Sources Citation Index (ESCI). Findings suggest that they are fairly good in terms of clarity in context of study, purpose of study, and duration if a study involves an intervention or is otherwise length-sensitive, albeit the existence of small room for improvement. In contrast, a large proportion of the studies reviewed are less rigorous to different but considerable and even alarming degrees in terms of research approach and design, sampling strategies, source of data, researcher bias, ethical concerns, and limitations. Put specifically, less than one quarter of the sample studies adopted the qualitative approach while over 90% of the quantitative studies followed the survey and correlational designs, resulting in a staggering disproportion from the perspective of diversity in research approach and design. Over 60% of the sample studies did not spell out their sampling strategies and only about 20% of the specified sampling strategies were probabilistic in nature, limiting the generalizability of the findings. Over 90% employed questionnaires/scales/rubrics and/or interview protocols to collect data but over 70% of these two types of instruments were neither reviewed nor piloted before put to use with less than 50% available in full content, hence likely to undermine the value of the findings. Researcher bias, ethical concerns, and limitations were addressed in 10%, 50%, and 70% of the studies respectively. Implications for future research are also discussed in the light of these findings.
Women&apos;s Empowerment through Learning Using Technology
Author: Tabasum Niroo, Wolayat
Date: 2022-00-00
Type: Journal Articles
Subjects: Females,Empowerment,Technology Uses in Education,Literature Reviews,Foreign Countries,Intellectual Disciplines,Developing Nations

Technology has shaped people's lifestyles globally. Today, the majority of the world's population seeks help through technology as a portal to learning with the wide variety of learning materials available. Women in both developed and developing countries can access learning through technology, yet the scholarly community do not have an up-to-date collective view of how technology is being used to provide learning materials to empower women around the world. Therefore, this systematic review included an aggregated and qualitative synthesis to investigate extant empirical work over five years, 2017-2021. Following a rigorous PRISMA selection process, 40 articles were included in the final analysis from 80 countries. The findings reveal that the majority (60%) of studies took place in Sub-Saharan Africa. From the grounded coding, five industries emerged as areas providing empowerment through the learning materials: health, agriculture, environment, entrepreneurship, and communication. Women were empowered by learning in three main areas: health, communication, and entrepreneurship. This study provides information for funders, policymakers, advocates, and women. This study revealed areas in need of future research, including additional systematic reviews to explore gray literature not published in scholarly outlets and academic publications published in non-English language journals.
Zoom Engagement of Pre-Service Teachers during Emergency Remote Classes
Author: Quiamco, Ma. Shandy
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Emergency Programs,COVID-19,Pandemics,Electronic Learning,Distance Education,Learner Engagement,Cognitive Processes,Emotional Experience,Student Behavior,Student Attitudes,Preferences,In Person Learning,Cooperative Learning,Interaction,Access to Computers,Computer Mediated Communication,Rewards,Barriers,Foreign Countries

Emergency Remote Learning presented unplanned and unexpected educational paradigms from traditional to remote classes that occur due to the COVID-19 outbreak in various countries. Zoom platform served as an emergency solution, providing a potentially safe environment for learning. Students adjusted to the new mode of teaching and learning process since the beginning of the pandemic. This study aimed to determine the pre-service teachers' perceptions of their experiences in utilizing Zoom technology to enhance their engagement (cognitive, emotional and behavioral) during emergency remote classes. Following a cross-sectional survey design, pre-service teachers enrolled in a state university (N=242) were randomly selected into strata to answer a Likert type created questionnaire with two open-ended questions. Descriptive statistics was used for the quantitative data, while content analysis was adapted in the qualitative portion of the survey. Findings revealed that Zoom Technology is an viable tool during students' engagement in emergency remote classes. However, preservice teachers prefer face-to-face classes than online classes with the use of video conferencing tools such as Zoom. Qualitative analysis revealed the following rewards of Zoom into three categories: collaborative student interaction, online flexibility and adaptability, and performance reliability. However, some drawbacks in utilizing Zoom included: connectivity status, complexity in features, and online health struggles. Based on the results, this study serves as a basis for instructors, pre-service teachers, course designers, and academicians to provide the most suitable online learning platforms. It is recommended that instructors create various course learning activities, such as using performance-based tasks which may include online debates or other oral communication activities to foster student engagement.
Adapting the Survey of Technological Pedagogical STEM Knowledge to the Turkish Language and Determining the Knowledge of Pre-Service and In-Service Teachers
Author: Güngör, Aynur
Date: 2022-12-00
Type: Journal Articles
Subjects: Surveys,Technological Literacy,Pedagogical Content Knowledge,Turkish,Preservice Teachers,Teachers,Knowledge Level,Translation,Test Validity,Test Reliability,Self Efficacy,Teacher Competencies,Test Construction

The purpose of this study was to adapt a survey developed by Chai, Jong et al. (2019) on technological pedagogical STEM (TP-STEM) knowledge into Turkish and to determine the knowledge of pre-service and in-service teachers about TP-STEM. The original survey consisted of four factors and a total of 17 items. These factors included Technological Pedagogical Knowledge in Science (TPSK), Technological Pedagogical Knowledge in Mathematics (TPMK), Technological Pedagogical Knowledge in Engineering (TPEK), and Integrative STEM (iSTEM) knowledge. The participants of the study were 520 pre-service and in-service teachers. The analysis showed that the model fit indices for the validity of the factor structures were acceptable with a value of RMSEA=0.0621 and showed excellent agreement with the values SRMR=0.0346, CFI =0.961, TLI=0.953. The Cronbach's alpha values for the factors ranged from 0.80 to 0.84 ([alpha]-value &gt;0.70). These results mean that the survey adapted to Turkish language was reliable and valid for further research. The results showed that pre-service and in-service mathematics teachers had lower self-efficacy on the subfactors (TPSK, TPMK, TPEK, and iSTEM) than pre-service and in-service science and computer teachers.
Content-Related Solution Quality in Invention Activities and Worked Solutions -- Promoting the Professional Vision of Classroom Management
Author: Wedde, Sonja
Date: 2022-12-00
Type: Journal Articles
Subjects: Classroom Techniques,Problem Solving,Student Teachers,Innovation,Task Analysis,Teacher Education

Invention activities and worked solutions are considered to be effective learning tasks. To date, limited research has been conducted regarding these tasks in teacher education and the process of solving these tasks. This study focuses on the solution quality of student teachers' task solutions. 149 students were randomly assigned to one of two experimental conditions: invention activity and worked solution. The latter group were given a set of categories; the former group had to invent their own categories to compare two constructed contrasting auditive cases with a focus on the subject classroom management. To determine whether it is more effective to compare cases with given categories (worked solution) or with self-generated categories (invention activity), we coded the 149 solutions regarding the content-related solution quality using qualitative content analysis. Students in the worked solution condition demonstrated a significantly higher content-related solution quality than those in the invention activity condition. Thus, it may be assumed that students of the worked solution gained a better conceptual understanding of classroom management through working on this task. Implications for the use of this task format in teacher education are discussed.
The Effect of the Slowmation Technique on Attitudes towards Social Studies Lessons, Active Learning, and Metacognitive Awareness
Author: Gürbüzer, Sümeyra
Date: 2022-12-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Social Studies,Student Attitudes,Active Learning,Learning Processes,Metacognition,Teaching Methods,Animation,Narration,Technology Uses in Education

The role and importance of technology applications in increasing the cognitive and affective learning of students have been accepted. For this reason, it has been considered important to use different materials and various educational technologies in the preparation of active learning environments. In this context, the effect of the use of the slowmation technique in primary school Social Studies Courses on students' attitudes, active learning, and metacognitive awareness was investigated in this study. The sample of the study, in which a quasi-experimental design was used, consisted of 4th-grade primary school students. The social studies attitude scale, active learning process scale, and metacognitive awareness scale for children were used. During the 5-week practices, slowmation covering different subjects were prepared. Parametric analyses were applied to the data obtained during the application process. According to the analyses performed, the slowmation technique was effective in improving the attitudes towards and active learning of the Social Studies Course. Based on the findings, the limitations of the slowmation technique were mentioned, long-term studies were suggested, and it was suggested to investigate the issue of permanence.
The Prediction Level of Teachers&apos; Perceptions of Psychological Empowerment on Job Satisfaction and Organizational Citizenship Behaviors
Author: Ertürk, Ramazan
Date: 2022-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Empowerment,Psychological Patterns,Social Cognition,Job Satisfaction,Teacher Behavior,Self Determination,Group Membership

The purpose of this study is to determine the prediction level of teachers' psychological empowerment perceptions on their job satisfaction and organizational citizenship behaviors. The research is designed in the relational survey model. 400 teachers working in primary schools in Bolu, Turkey participated in the study and out of 356 teachers participating in the study voluntarily, 314 scales were delivered back and evaluated. Psychological Empowerment Scale, Job Satisfaction Scale and Organizational Citizenship Scale were used as data collection instruments. The findings indicated that teachers' perceptions of psychological empowerment were moderate in self-determination, and high in other dimensions and the whole scale. The moderate level of teachers' perceptions of job satisfaction and organizational citizenship is a striking and concerning result. When teachers do not have high level of job satisfaction, their performance will decrease, and it will be difficult for these teachers to exhibit organizational citizenship behavior. In the study, that the teachers' perceptions of psychological empowerment affect both job satisfaction and organizational citizenship behaviors necessitates the importance of psychological empowerment in increasing teachers' job satisfaction and organizational citizenship behaviors. In this sense, it is an important finding that teachers' job satisfaction and organizational citizenship behaviors will be increased by means of them having self-determination over their work, increasing their competence, making them influential by allowing to think, talk about and intervene the incidents that occur in the school, and ensuring their participation in work-related decisions. The finding indicating that teachers' perceptions of psychological empowerment play an important role in increasing their job satisfaction and organizational citizenship behavior reveals the authenticity of the research.
The Relationship between Faculty Members&apos; Organizational Support Perceptions and Personal Growth Initiative Levels, the Mediating Role of General Self-Efficacy
Author: Coskun, Basak
Date: 2022-12-00
Type: Journal Articles
Subjects: College Faculty,Organizational Climate,Teacher Attitudes,Self Efficacy,Public Colleges,Foreign Countries,Individual Development

The aims of this study were to investigate the relationship between organizational support perceptions and personal growth initiative levels of the faculty members working in Turkey and to examine the effect of self-efficacy perceptions in this relationship. The study was designed as a relational survey model. 346 faculty members from public universities in Turkey comprised the participants. The data was collected with General Self-Efficacy Scale (GSES), Perceived Organizational Support Scale (POSS), Personal Growth Initiative Scale-II (PGIS-II). Descriptive analyses and structural equation modeling (SEM) was applied to examine the structural relations among the variables. It was observed that faculty members' organizational support perceptions had a significant direct effect on their personal growth initiative levels; organizational support perceptions had a significant effect on general self-efficacy beliefs; and the effect of general self-efficacy beliefs on personal growth initiative levels was significant. It was evidenced that faculty members' self-efficacy beliefs fully mediated the relationship between perceived organizational support and personal growth initiative levels. These results are in line with the principles of Organizational Support Theory and Social Cognitive Theory. More research explaining the effect of organizational factors on self-efficacy and personal growth initiative is needed.