ethanporcaro/eric-fulltext-meta huggingface dataset:
Action Learning Strategy and Students&apos; Knowledge of Character Education Concepts in Social Studies
Author: Omiyefa, Muraina Olugbenga
Date: 2021-04-00
Type: Journal Articles
Subjects: Values Education,Pretests Posttests,Comparative Analysis,Academic Ability,Secondary School Students,Teaching Methods,Social Studies,Active Learning,Tests,Guides,Learning Strategies,Gender Differences,Foreign Countries,Knowledge Level

This study investigated the effect of action learning strategy on students' knowledge of character education concepts in Social Studies. The moderating effects of level of academic ability and gender were also examined. A pretest-posttest control group, quasi-experimental design using the 2x3x2 factorial matrix was adopted for the study. A multi-stage sampling procedure was adopted. The sample size was 339 Junior Secondary School II students from four randomly selected schools in Ile-Ife, Nigeria. Instructional Guide for Action Learning Strategy and Character Knowledge Test were the main instruments used in the study. Data were analysed using Analysis of Covariance to test the hypotheses at 0.05 level of significance while Scheffé post-hoc test was used to determine the source of significant difference. The result showed a significant main effect of treatment on students' knowledge of character concepts. Participants in action learning strategy performed better than those in the control group. Academic ability had significant main effects on students' knowledge. Students with the high academic ability performed better than students with moderate and low academic ability respectively. Gender had no significant main effect on students' knowledge in character education. Based on these findings, teachers of Social Studies could, therefore, adopt action learning strategy for teaching secondary school students.
The Use of Smart Wearables in Primary and Secondary Education: A Systematic Review
Author: Koutromanos, George
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Technology Uses in Education,Handheld Devices,Outcomes of Education,Educational Environment,Learning Theories,Research Methodology,Educational Research,Intellectual Disciplines

The aim of this literature review was to examine the empirical evidence for the use of smart wearables in primary and secondary education between 2010 and 2020. The initial search yielded 1.868 results, from which a total of 15 articles were included in the final analysis. Major findings include that most studies used devices such as smart watches and fitness trackers. About half of the reviewed studies do not refer to any learning theory or other pedagogical background. Moreover, in many studies there are several learning outcomes from using smart wearables in education, such as improved performance, increased motivation, and attitudes towards learning. Despite those findings though, the existing research on the use of smart wearables in education is still in its early phase. Therefore, future research should be enriched with more methodological rigor and longitudinal studies in order to correlate the impact of smart wearables on students' learning with variables such as the type of device, learning environment, subjects, and learning theory. The findings of this literature review may provide insights for researchers and teachers into the use of smart wearables in education.
Using Digital Storytelling for Teaching the Subtraction Algorithm to 2nd Grade Pupils
Author: Bratitsis, Tharrenos
Date: 2020-00-00
Type: Journal Articles
Subjects: Story Telling,Elementary School Mathematics,Subtraction,Mathematics Instruction,Grade 2,Elementary School Students,Computer Uses in Education,Foreign Countries,Instructional Effectiveness

The paper reflects on a teaching intervention which utilized digital storytelling as an approach for teaching the subtraction algorithm in 2nd Grade. Literature indicates that this is a difficult topic for children of this age. The aim was to examine if through digital storytelling, students find it easier to understand and apply the two subtraction algorithms which are described in the official textbook, namely the &quot;Borrow First and Then Subtract&quot; and the &quot;Austrian Subtraction&quot; algorithms. The results indicate the effectiveness of this approach is, further enhancing the existing literature on the topic.
Project-Oriented Learning &amp; Teaching: Expectations vs. Reality
Author: Bippert, Kelli
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Expectation,Student Satisfaction,Course Evaluation,Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Elementary Education,Content Area Reading,Web Sites,Electronic Learning,Grading,Assignments,Learner Engagement

An elementary-level content area reading course was redesigned using a project-based learning (PBL) model to improve undergraduate pre-service teacher course content instruction. The research question was, &quot;What are college/ university students' perceptions of a project-oriented undergraduate course?&quot; Six university pre-service teachers, enrolled in one of two courses, completed open-ended end-of-class questions over the eight-week study. Qualitative case study analysis revealed that while most students perceived the online content and project to be engaging and beneficial to content learning and application, students responded negatively to assignments and grade frequency. The findings of this study informed the instructors to adjust the course assignments in subsequent semesters to address students' concerns.
The New ELAR TEKS: Highlighting the Independent Reading Student Expectation
Author: Revelle, Carol
Date: 2019-00-00
Type: Journal Articles
Subjects: Independent Reading,Academic Standards,State Standards,Reading Ability,Reading Interests,Reading Comprehension

The new ELAR TEKS includes a new standard that requires students to &quot;self-select text and read independently for a sustained period of time&quot; (19 TAC Chapter 110). Though independent reading has been a literacy practice across the state, the state standards has only recently included it as a student expectation. Literacy leaders include independent reading as a must-have element of a well-balanced literacy classroom. This article will demonstrate the value of independent reading, breakdown the SE into instructional parts, and highlight two SEs that require integration. This SE provides teachers the direction needed to include independent reading into the classroom as part of a balanced literacy instructional experience for Texas students.
Does Social Justice Leadership in Education Improve the School Belonging and Resilience of Students?
Author: Koçak, Seval
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Justice,Leadership,Sense of Community,Resilience (Psychology),High School Students,Foreign Countries,Leadership Styles,Predictor Variables,Regression (Statistics)

This research aims to explore the relations between social justice leadership, sense of school belonging, and student resilience. The research was conducted with 549 high school students. The data was collected through the social justice leadership scale, the psychological sense of school membership scale, and student resilience scale. The research tested the mediator role of sense of school belonging in the relationship between social justice leadership and student resilience. The findings showed that sense of belonging has a full mediator role; in other words, social justice leadership improves student resilience by increasing the sense of school belonging. In this context, a school leader who wants to increase the academic and social resilience of the students should carefully consider all harmful effects caused by social differences at school and improve the quality of school life. School leaders also should involve students in their decision-making processes and provide students with a critical consciousness that can criticize and challenge discriminatory and oppressive practices. Generally, school leaders should contribute to the development of student resilience by improving students' school context in all aspects.
The Reliability of Framework for Teaching Scores in Kindergarten
Author: Patrick, Helen
Date: 2020-10-00
Type: Journal Articles
Subjects: Teacher Evaluation,Observation,Scores,Test Reliability,Preschool Teachers,Kindergarten,Generalizability Theory,Classroom Environment,Reading Instruction,Mathematics Instruction

We evaluated the score stability of the Framework for Teaching (FFT), a prominent observation instrument used for teacher evaluation. Three raters each scored 200 reading and mathematics lessons taught by 20 kindergarten teachers. Using Generalizability theory analyses, we decomposed the FFT's Classroom Environment, Instruction, and Total scores into potential sources of variation (teachers, lessons, raters, and their interactions). The scores' variances attributable to differences among teachers were 71% and 76% for Classroom Environment, 49% and 37% for Instruction, and 69% and 66% for the Total score, for reading and mathematics, respectively. Reliability estimates (G) ranged from 0.92 to 0.96 for Classroom Environment and Total scores; they were 0.87 and 0.79 for reading and mathematics Instruction. Decision studies indicated that two raters, each scoring three reading lessons or four mathematics lessons, are necessary to achieve sufficiently reliable Total scores. For Instruction scores, three raters each scoring seven readings lessons are needed; more than four raters each scoring eight lessons are needed for mathematics.
The Correlation between Level of School Happiness and Teacher Autonomy in Jordan
Author: Al-Bataineh, Omar T.
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Psychological Patterns,Professional Autonomy,Teacher Attitudes,Gender Differences,Tenure,Well Being,Teaching Conditions,Elementary School Teachers,Secondary School Teachers,Equipment,Work Environment,Cooperation,Activities,School Administration,Institutional Characteristics

The present study aimed to investigate the level and correlation of school happiness and teacher autonomy among a sample of Jordanian teachers. The study sample consisted of 1,030 teachers within the Jerash and Mafraq Directorate of Education, with data collected using the School Happiness Scale(SHS) and Teacher Autonomous Behavior Scale(TABS). Results study showed a positive and statistically significant correlation between school happiness and teacher autonomy. Results also showed there were statistically significant differences in the level of school happiness by gender, in favor of female teachers; statistically significant differences in the level of school happiness by school level, in favor of secondary school teachers; and statistically significant differences in the level of school happiness by teacher tenure, in favor of teachers with one to five years of experience. Finally, results also showed statistically significant differences in the level of teacher autonomy attributed to gender, in favor of female teachers; no statistically significant differences in the level of teacher autonomy by school level; and statistically significant differences in the level of teacher autonomy by teacher tenure, in favor of teachers with one to five and six to ten years of experience.
Information Seeking Behaviour and Personality Traits in Secondary-School Students
Author: Charoenkul, Sukan
Date: 2021-04-00
Type: Journal Articles
Subjects: Information Seeking,Student Behavior,Personality Traits,Secondary School Students,Foreign Countries,Academic Achievement,Predictor Variables,Gender Differences,Personality Measures

Although personality traits can influence information-seeking behaviour (ISB), research on this relationship has received inadequate attention from researchers particularly at the secondary-school level. This study identified which of the individual Big Five Personality Traits (BFPT) had a significant effect on ISB and whether BFPT combined with either gender, programs of study, or achievement had an effect on ISB. Data collection involved a self-report survey with Thai secondary-school students (n=3400). Data analysis involved multiple regression, correlation, and two-way Anova. Results showed that of the five BFPT traits, Openness to experience followed by Conscientiousness had a significant effect on ISB. High levels of Extraversion, Agreeableness, Conscientiousness and Openness predicted higher achievement and ISB. Conscientiousness, Openness to experience, Extraversion, and Agreeableness were positively correlated with ISB. Neuroticism negatively correlated with ISB. Extraversion, Conscientiousness, Openness to experience, positively correlated with academic achievement. Females with any of the five BFPT had higher ISB mean scores than males. Students in Mathematics-Science program with any BFPT had higher ISB mean scores than those in Language Arts-Social Studies program.
The Effect of Problem Based Learning on Problem Solving and Scientific Writing Skills
Author: Sari, Yuli Ifana
Date: 2021-04-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Content Area Writing,Persuasive Discourse,Writing Skills,Instructional Effectiveness,Geography Instruction,Natural Resources,College Students,Foreign Countries

Scientific writing is essential for students to express their idea and to report their research. Problem-based learning model directs students to solve problems and report them in the form of scientific articles. The report is written logically and systematically. The research used a quasi-experiment method with 62 students as participants. The research was conducted in the Geography Education Program of Kanjuruhan University of Malang, Indonesia, academic year 2017/2018 on the course of Geography Natural Resource. The instruments used were essay tests and assessment rubrics for scientific writing. Data from problem-solving and scientific writing assessments were analysed with the Mann-Whitney test with a significance level of 5% after a prerequisite test. The results of the study showed that: problem-based learning model has a significant effect on students' problem-solving skills, scientific writing skill, and together problem-based learning and problem-solving skills had significant effect scientific writing skill.
Professional Readiness and Efficiency of Future Physical Education Teachers
Author: Botagariev, Tulegen
Date: 2021-04-00
Type: Journal Articles
Subjects: Career Readiness,Physical Education Teachers,Preservice Teachers,Males,Teacher Education Programs,Program Effectiveness,Experimental Programs,Technology Integration,Intention,Decision Making,Foreign Countries

At the present stage of education development, the requirements for professional training of future specialists are increasing. The purpose of this study is to determine the efficiency of the developed experimental program for the formation of professional readiness of future physical education teachers. Using the methods of mathematical statistics, a comparative analysis has been carried out of the efficiency of the developed program for assessing the professional readiness of physical education teachers. The study involved 49 future teachers of physical education. Also the experimental group was trained using an innovative training program developed by the authors. The sample size was determined by the standard size of the study group at Kazakhstan universities and the participants of both groups were volunteers from the stream of the 2nd year of study at one of the Kazakhstan universities. According to the results of the training, a survey was conducted, the results of which were subjected to mathematical analysis. According to the intellectual and creative component -- a relatively average level is revealed of all antonymic pairs, except responsible-irresponsible.
The Impact of Collaborative Learning on Learners&apos; Critical Thinking Skills
Author: Warsah, Idi
Date: 2021-04-00
Type: Journal Articles
Subjects: Cooperative Learning,Critical Thinking,Thinking Skills,Islam,Religious Education,Student Attitudes,Foreign Countries,College Students,Psychological Patterns

A wide range of studies have examined the impact of collaborative learning (CL) on critical thinking skills in various learning subjects. However, very few of them are conducted in the field of Islamic education. Thus, the current study aimed at examining the impact of CL on learners' critical thinking skills in addressing Islamic radicalism as well as their critical thinking retention. Subsequently, this study also investigated learners' perspectives on CL. A mixed method approach was applied. 40 learners, 18 male and 22 female learners, from an Islamic education department at a university in Bengkulu, Indonesia, were engaged as the samples of experimentation, and 9 of them were purposively selected to be the participants for the purpose of a qualitative investigation. The quantitative data were analyzed using paired sample t-test and independent sample t-test, and the qualitative data were analyzed using an interactive model of analysis. The findings revealed that CL had a positive and significant impact on learners' critical thinking skills. CL also supported the retention of their critical thinking skills. Subsequently, the learners perceived that CL was contributive to their emotional awareness, learning motivation, cognitive development, and broad-mindedness. Grounded in the current findings, further studies can proceed to construct a theoretical CL model which incorporates components such as critical thinking, learning motivation, cognitive development, and social competence.
Improving AlgoRythmics Teaching-Learning Environment by Asking Questions
Author: Kátai, Zoltán
Date: 2021-04-00
Type: Journal Articles
Subjects: Computer Science Education,Thinking Skills,Mathematics,College Freshmen,Visual Aids,Questioning Techniques,Grouping (Instructional Purposes),Video Technology,Dance,Animation,Instructional Effectiveness,Technology Uses in Education

In this paper the challenge of promoting computational thinking for all by contextualized computing education is addressed. The two phases learning session we designed was implemented in the AlgoRythmics environment which includes ten algorithmic dance choreographies (and attached interactive computer animations). In addition to previous studies that had focused only on supporting students in assimilating the strategy of the studied algorithms, this study examined whether they are able to build on this knowledge by extracting from visualizations some algorithm efficiency related concepts too. To this end, the learning environment was complemented/supplemented with targeted questioning (with and without teacher guidance). Participants (first year undergraduate students) were grouped based on the number of years they had learned programming in high school (0, 1/2 or 4 years). We performed two analyses: (1) group-0 vs. group-1/2 and group-4 (N=181; self-paced setting: algorithm visualization complemented with teacher prepared questions); (2) group-0 (one-group pretest-posttest design, N=46; supplementary Socratic questioning). Research results revealed that the AlgoRythmics environment, if complemented/supplemented with tutorial questionasking, could be an effective instrument in introducing students with no prior knowledge in computing (group-0), even with deeper Computer Science concepts such as algorithm efficiency.
Value-Based Digital Storytelling Learning Media to Foster Student Character
Author: Saripudin, Didin
Date: 2021-04-00
Type: Journal Articles
Subjects: Values Education,Social Values,Moral Values,Story Telling,Multimedia Materials,Educational Media,Technological Literacy,Social Studies,College Students,Student Development,Learner Engagement,Reflection,Active Learning,Student Projects,Technology Integration,21st Century Skills,Foreign Countries

Changes in values of life have caused decline in the quality of global society character, including the character of Indonesian young generation, so it is of necessity to optimize character education through various learning media. This study seeks to develop a value-based digital storytelling media in social studies learning for the formation of student characters. A Research and Development approach was employed with an explorative method used at the model development stage and an experiment method at the model testing stage. Data were collected through observations, interviews, questionnaires, documentation study, and focus group discussions. Qualitative data analysis includes interactive analysis and quantitative data analysis uses a paired sample T-test. Research subject are students of Department of Social Studies at Universitas Pendidikan Indonesia in the ICT Literacy and Learning Media of Social Studies courses. Results reveal that: 1) the concept of value-based digital story telling is a learning medium that exhibits the following characteristics: student engagement through a series of value activities, reflection for deep learning, project-based learning, technology integration into the classroom, and developing values character in action; 2) the making of value-based digital storytelling is carried out through 8 stages: start with an idea, research/explore/learn, write script, storyboard/plan, gather and create images, audio and video, put it all together, share, and reflection and feedback.; 3) the use of of value-based digital storytelling media in social studies learning significantly impacts the development of student's character.
Problem-Based Learning Remodelling Using Islamic Values Integration and Sociological Research in Madrasas
Author: Anshori, Isa
Date: 2021-04-00
Type: Journal Articles
Subjects: Teaching Methods,Problem Based Learning,Islam,Problem Solving,Sociology,Outcomes of Education,Action Research,Psychomotor Skills,Learning Processes,Religious Education,Values,High School Students,Affective Behavior,Cognitive Development,Foreign Countries

This study aims to find improvements in the quality of the process and learning outcomes of sociology through problem-based learning modeling integrated with Islamic values and empirical research in madrasas. This study uses a class action research development approach. The research subjects were 32 students of class XII in an Islamic school. Each cycle involves planning, implementing actions, observing and reflecting. In the cycle 1, students use the problem-solving approach, while in the cycle 2 they use a modified problem-solving approach. The action modification of problem-based learning is implemented by integrating Islamic values and empirical research activities. Based on the results of observations, interviews, and tests, the results of the study prove that the quality of the sociology learning process increases, as well as student learning outcomes from the affective, cognitive, and psychomotor aspects. Integrating Islamic values increases the spirit or motivation of students in learning, while empirical research provides opportunities for students to solve learning problems with a scientific approach. Data collection activities during empirical research encourage students to think more critically and thoroughly. Therefore, this study concludes that problem-based learning cannot always be effectively applied, but there needs to be modified under the objectives and content of the learning material.