ethanporcaro/eric-fulltext-meta huggingface dataset:
Validation and Adaptation of the Questionnaire on Science Motivation in the Russian Context
Author: Zhdanov, Sergei P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Foreign Countries,Student Motivation,Science Education,Undergraduate Students,Test Reliability,Factor Analysis,Psychometrics

The ability to read and understand scientific information is necessary for the growth of a scientific society. Moreover, the reasons why they want to study different scientific fields are diverse. The validity and reliability of the Science Motivation Scale in Russia were investigated for this study. The first step was to determine whether or not the scale items used in the study were linguistically valid. Then, an exploratory factor analysis of the data collected from 667 college students was conducted. The next step was to conduct a confirmatory factor analysis. As a direct result, research was conducted on the correctness and reliability of SMS in the Russian context. According to the research results, thirty components and five contributing variables were found. It was suggested that future researchers conduct studies on the validity and reliability of SMS with many different populations.
The Factors Which Influence the Continuance Intention of Teachers in Using the Interactive Digital Identification Key for Trees in Elementary School Science Education
Author: Andic, Branko
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Elementary School Science,Biology,Identification,Technology Uses in Education,Influences,Science Instruction,Intention

It is hard to imagine biology education without the identification of the species of interest, mostly with the implementation of a dichotomous key. Digital identification keys (DIKs) have been developed and made available to teachers in Montenegro. We investigate the factors, which influence teachers', who had applied the DIK, in their continuing intention to use them in primary schools. The modified unified theory of acceptance and use of technology (UTAUT), continuance theory, and expectation-confirmation Theories were used for the identification of the factors which influence the teachers' decision about whether to continue to use the DIK. 232 teachers from Montenegro participated in this research. The results indicate that the perceived pedagogical impact and user interface quality has the greatest influence on teachers' continuance intentions (CIs). Performance expectations, effort expectations and technical compatibility have a moderate influence and management support, personal innovativeness and students' expectations have a low influence on teachers' CI of using DIK.
Academic Failure and Dropout: Untangling Two Realities
Author: Gutiérrez-de-Rozas, Belén
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Failure,Dropout Rate,Research Reports,Incidence,Educational Research,Comparative Analysis,Information Retrieval,Dropouts,Indexing,Bibliometrics,Grade Repetition,Underachievement,Language Usage,Search Strategies

Academic failure and school dropout, or early school leaving, are two of the situations that most concern countries and educational institutions worldwide, because of their prevalence and also their economic and social implications. Despite this prominent role that academic failure and school dropout have in societies, there seems to be no consensus on the literature on their conceptualization, definition, and relationship. Moreover, it is frequent to observe how both concepts are confused or overlap in the scientific literature and how many authors avoid defining these constructs, using them indistinctly. Therefore, this work analyses whether educational research considers them as two different concepts or if they are used indistinctly. For this purpose, 2,051 keywords from 450 articles were subjected to a systematic review and classified into the Education Resources Information Center (ERIC) thesaurus´ descriptors. The results reveal statistically significant differences in the descriptors according to the type of paper to which they correspond (academic failure or dropout). Thus, academic failure is associated with sociocultural, personal, and academic factors, while dropout is linked to employment and educational trajectories. These differences evidence that, although academic failure and school dropout refer to closely related educational problems, there are remarkable differences between them and between the treatment given to each of them in the scientific literature. Therefore, they should be considered as two different concepts. For all this, keyword analysis has proved to be a relevant element for the study of the structure of knowledge, allowing to clearly establish the differences between the two closely related concepts.
A Combination of Context Input Process Product and Kirkpatrick Evaluation Model to Determine the Effectiveness of E-Training for Principals during COVID-19 Pandemic
Author: Dwikurnaningsih, Yari
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Management Development,Training,Electronic Learning,COVID-19,Pandemics,Program Effectiveness,Outcomes of Education,Input Output Analysis,Context Effect,Needs Assessment,Skill Development,Integrated Learning Systems,Foreign Countries

COVID-19 pandemic forces training for principals to be conducted online. This study aims to evaluate the context, input, process, response, study, behavior, and outcome to determine the effectiveness and make recommendations for training. The approach used in this study was a mixed method with a concurrent embedded design and a qualitative method as the main method. The subjects of this study were the principals, committees, and instructors. Data were collected through interviews, observations, and questionnaires and analyzed using Miles and Huberman's model, descriptive analysis, and a t-test. The results show that e-training is effective in context, input, and process. Response, learning, and attitude assessments prove that knowledge, skills, and attitude have improved. Participants will be able to implement the experience gained and impact school quality improvement. This study contributes to the combination of the two evaluation models proven to produce a complete result. The study for the e-training recommends needed assessment before the training, the activity before the training to acquire the skills in using the learning management system, and the monitoring and evaluation after the training.
Impact of a Cohort Model on the American Veteran Transition to College
Author: Villalobos, Cynthia S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Veterans,Student Adjustment,College Students,Transitional Programs,Program Effectiveness,Grouping (Instructional Purposes)

Veteran student populations are on the rise across the U.S. due to benefits from the revised Post 9/11 Government Issue (G.I.) Bill that guarantees financial assistance for housing and education for exiting service members. Institutions seeking integration practices for this student population may fail to acknowledge the multiple identities that veterans bring to the campus community and, thus, do not provide proper social support for this unique student population. The purpose of this case study was to examine how one veteran student cohort program provides support for veterans transitioning to their new student identity, and with retention and degree completion at one large California State University. This instrumental case study was conducted utilizing one-on-one in-depth interviews and archived document review to examine how effective the Veteran Education Program assists veteran students at Fresno State. The findings of this research show how students that partake in a veteran cohort program transition better into the broader campus community. As veterans begin transition into a new college student identity, pre-existing identities compete in the reprioritizing process.
An Examination of Science Achievement and School Compositional Effects in Ireland Using TIMSS Data
Author: Nonte, Sonja
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Mathematics Tests,Achievement Tests,Mathematics Achievement,International Assessment,Science Tests,Science Achievement,Elementary Education,Institutional Characteristics,Disadvantaged Schools,Grade 4,Teaching Experience,Family Environment,Books

Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors associated with science achievement in three distinct categories of schools (those with high, moderate, or minor levels of educational disadvantage). The data are drawn from the Fourth grade Trends in International Mathematics and Science Study (TIMSS) 2015 database for Ireland. Multilevel analyses were implemented in a stepwise manner. Findings suggest the relevance of school contexts with regard to science achievement. Before including school-level contextual variables, students from 'minor disadvantaged' schools achieved significantly higher science scores than students from schools with 'moderate' or 'high' levels of disadvantaged. However, this difference disappears after controlling for predictors at the school level. The findings highlight the importance of the home environment, including early numeracy activities and skills before children start school. Results are discussed with regard to educational policy and educational practice in Ireland.
Challenges in Managing Bilingual Schools: A Solution through Higher Education for Prospective Leaders
Author: Muniroh, Siti
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingual Schools,School Administration,Foreign Countries,Educational Administration,Program Descriptions,Stakeholders,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Language of Instruction,Laboratory Schools,Teacher Attitudes,Administrator Attitudes,Teacher Characteristics,Material Development,Teaching Methods,Barriers,Teacher Effectiveness,Program Administration,National Curriculum,International Education,Teaching Experience

This qualitative study is part of a feasibility study conducted by State University of Malang (SUM), Indonesia, to determine stakeholder needs for a study program specializing in managing bilingual education. The study participants included one SUM lecturer who held a managerial position in the division of SUM laboratory schools and twelve teachers/leaders of bilingual schools in some cities in East Java and South Sulawesi. Data were collected using an online questionnaire and in-depth interviews with two selected participants. The results indicate issues related to teachers' English competencies, materials development, and integrating an internationally-oriented curriculum into the national curriculum. Teachers' low English competencies prevented them from conducting teaching and learning bilingually and developing instructional materials in appropriate English. In addition, the combination of national and international curricula was identified as the biggest challenge for bilingual schools. The teachers/leaders were never trained to manage the bilingual program. They learned based on their experiences, and it took years to figure out how to manage bilingual programs successfully. Therefore, the establishment of a new program of study is needed.
What Should the Future of Learning Look Like? Looking Back, Looking Forward
Author: Ipperciel, Donald
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Technology Uses in Education,Futures (of Society),Educational Technology,Educational Trends,Instructional Innovation,Philosophy,Educational Philosophy

This paper explores a possible and desirable future of technology-enhanced teaching and learning in higher education. It takes a normative lens that defines what 'ought to be,' based on considerations grounded in the philosophy of education. In other words, its aim is more prescriptive than predictive. It will suggest we embrace technology only to the extent that it brings us closer to realizing the pedagogical ideals of educability, personalization, and active, experiential learning. This paper examines how these principles prove helpful in prioritizing the technologies worthy of being adopted and how technology can contribute in a meaningful way on all three fronts. In addition to the principles of pedagogical innovation, practical considerations for realizing the future state will be identified. In this context, it is argued that the envisioned future of technology-enhanced teaching and learning in higher education can come to fruition only when education becomes collaborative and course creation builds incrementally on previous educational iterations, made possible through institutional support and collaborative design.
Development of a Survey to Assess Conceptual Understanding of Quantum Mechanics among Moroccan Undergraduates
Author: Ait bentaleb, Khalid
Date: 2022-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Concept Formation,Physics,Undergraduate Students,Foreign Countries,Quantum Mechanics,Multiple Choice Tests,Student Attitudes,Reliability,Scores,Difficulty Level,Abstract Reasoning,Teaching Methods,Science Instruction,Prerequisites,Mathematics Skills,Barriers

We developed a Quantum Mechanics Conceptual Understanding Survey (QMCUS) in this study. The survey was conducted using a quantitative methodology. A multiple-choice survey of 35 questions was administered to 338 undergraduate students. Three experienced quantum mechanics instructors examined the validity of the survey. The reliability of our survey was measured using Cronbach's alpha, the Fergusson delta index, the discrimination index, and the point biserial correlation coefficient. These indices showed that the developed survey is reliable. The statistical analysis of the students' results using SPSS shows that the scores obtained by the students have a normal distribution, around the score of 7.14. The results of the t-test show that the students' scores are below the required threshold, which means that it is still difficult for the students to understand the concepts of quantum mechanics. The obtained results allow us to draw some conclusions. The students' difficulties in understanding the quantum concepts are due to the nature of these concepts; they are abstract and counterintuitive. In addition, the learners did not have frequent contact with the subatomic world, which led them to adopt misconceptions. Moreover, students find it difficult to imagine and conceptualize quantum concepts. Therefore, subatomic phenomena are still explained with classical paradigms. Another difficulty is the lack of prerequisites and the difficulties in using the mathematical formalism and its translation into Dirac notation.
A Meta-Analysis of Instructional Management Model for Students&apos; Creative Thinking Development: An Application of Propensity Score Matching
Author: Itsarangkul Na Ayutthaya, Tanapat
Date: 2022-00-00
Type: Journal Articles
Subjects: Meta Analysis,Creative Thinking,Skill Development,Thinking Skills,Effect Size,Teaching Methods,Instructional Effectiveness,Foreign Countries

The research emphasized three main objectives: 1) to analyze the propensity score of the research effect size for developing students' creative thinking, 2) to study the attribute variables effect of the research on the effect size of creative thinking before and after the propensity score adjustments, and 3) to compare the effect size between instructional methods to develop creative thinking before and after the propensity score adjustments. The data were obtained from 400 research studies on creative thinking development in Thailand. The research instrument for data collection included the research attribute record form. They were analyzed by calculating effect size, propensity score matching analysis, and fixed effect and random effect meta-regression analysis. The results indicated two research groups with propensity scores that develop students' creative thinking: the low effect size group of 256 research ([d-bar]=1.345) and the high effect size group of 144 research ([d-bar]=7.284) using 26 attribute variables of creative thinking development research. Moreover, the instructional methods with the creative activities had the highest effect size ([d-bar]=3.88). After the analysis of propensity score matching, the effect of 12 research attribute variables was eliminated as follows: manufacturing research institutions, year of publication, educational institutions, curriculum, creative thinking indicators, instructional materials, types of research, research objectives, research groups, research protocols, statistics used in research, quality of research and it was found that integrated instructional model of knowledge using media and technology had the highest effect size ([d-bar]=0.41).
Creative Teaching STEM Module: High School Students&apos; Perception
Author: Othman, Oziah
Date: 2022-00-00
Type: Journal Articles
Subjects: Creative Teaching,STEM Education,High School Students,Student Attitudes,Constructivism (Learning),Discovery Learning,Problem Based Learning,Active Learning,Student Projects,Foreign Countries

This study aimed to investigate the impacts of enrolling in the creative teaching module in science, technology, engineering, and mathematics (STEM) education from high school students' perspectives. This study applied a case study and qualitative research approach involving 26 Grade 11 students and 31 Grade 8 students. The creative teaching-STEM (CT-STEM) module, which comprised various activities related to energy literacy in real-world situations for the community's well-being, involved outdoor STEM education activities with the assistance of two science teachers. The CT-STEM module was developed based on the directed creative process model by applying four creative teaching strategies: (i) constructivism learning, (ii) discovery inquiry, (iii) problem-based learning, and (iv) project-based learning. The theme of these out-of-classroom activities is sustainability education, focusing on energy sustainability. The results showed that the planned approaches could positively impact and build students' creativity and create an exciting learning experience. Furthermore, the findings from the open-ended questionnaire instrument, observations, and analysis of the worksheets have shown enhancements in five themes: the development of problem-solving skills with an emphasis on the element of sustainability education, high-level thinking skills, active learning skills, communication skills, and humanity skills. The students also showed an increased interest in STEM as they learned using the CT-STEM module.
Does Multicultural School Leadership Foster a Multicultural Teacher Culture?: The Mediating Role of Multicultural Inspiration, Personality, and Attitude
Author: Musadad, Akhmad Arif
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Principals,Leadership,Multicultural Education,Teacher Attitudes,School Culture,Personality

Multiculturalism in the school environment is challenging for all educational systems. This study examines the effect of multicultural school leadership on multicultural teacher culture and determines mediating effects of multicultural inspiration, personality, and attitude. A quantitative research approach using a cross-sectional survey was used for this study. The population and sample of this study were school principals and high school teachers in Central Java Province, Indonesia. The participants were a total of 357 individuals. Data analysis was done by structural equation modeling (SEM) using the software AMOS 24. The results show that multicultural school leadership directly influences multicultural teacher culture. This study also highlights multicultural inspiration, multicultural personality, and multicultural attitude as factors that mediate the effect of multicultural school leadership on multicultural teacher culture. This study makes a practical and theoretical contribution, especially by providing data to support the improvement of multicultural teacher culture and the importance of multicultural leadership of school leaders in influencing these factors through multicultural inspiration, personality, and attitude.
Implementing Project-Based Blended Learning Model Using Cognitive Conflict Strategy to Enhance Students&apos; Mathematical Spatial Literacy
Author: Sari, Rika Mulyati Mustika
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Comparative Analysis,Mathematics Skills,Spatial Ability,Blended Learning,High School Students,High School Teachers,Psychological Patterns,Problem Based Learning,Teaching Methods,Grade 11,Foreign Countries

High school teachers are mentors and facilitators that must be concerned about their students' formal thinking abilities. Students may not take a conservation task seriously because they perform operations without consulting. This necessitates modifying the learning process to increase student motivation. Therefore, this study aimed to examine students' mathematical spatial literacy through project-based blended learning with the cognitive conflict strategy. The study sample comprised 129 students, including 66 and 63 in the experimental and control classes, respectively, divided into the low, medium, and high levels. The findings showed that the experimental class students using project-based blended learning with the cognitive conflict strategy had higher mathematical spatial literacy than those in the control class using problem-based learning. Project-based blended learning with the cognitive conflict strategy and problem-based learning students at the high and moderate levels differed in their ability to increase their mathematical spatial literacy. However, low-level students are comparable in their ability to increase their mathematical spatial literacy.
Moral Intelligence and Its Relationship to Academic Entitlement and Academic Performance of Secondary School Students
Author: Abdellatif, Mohamed Sayed
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Moral Values,Moral Development,Academic Achievement,Expectation,Social Attitudes

The purpose of the current research is to identify the correlations between moral intelligence and both academic entitlement and academic performance; in addition to identify the mediating role of academic entitlement between moral intelligence and academic performance. Four hundred and forty-four students from (Yemen, Egypt, Saudi Arabia, Iraq, and Jordan) participated in the research. The moral intelligence scale and the academic entitlement scale were applied to the participants and data were analyzed using Pearson's correlation coefficient and path analysis. The results revealed that there was a statistically significant negative correlation between moral intelligence and academic entitlement and a significant positive correlation between moral intelligence and academic performance. Besides, results demonstrated the mediating role of academic entitlement between moral intelligence and academic performance. The results of this research can be employed in building programs and setting plans for developing moral intelligence and eliminating academic entitlement behaviors and beliefs to encounter the problems of secondary school students.