ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Management Based on Akita Approach on Multiplication and Division for Grade 3 Students
Author: Thiangtrong, Piyaphat
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Multiplication,Division,Grade 3,Elementary School Students,Instructional Effectiveness,Retention (Psychology),Student Satisfaction,Foreign Countries,Mathematics Achievement

The Akita approach is the guideline in learning that responds to rapid changes in the 21st century. This research aimed to determine the effectiveness of learning management based on the Akita approach in accordance with the criteria efficiency of 75/75 and to explore the index of effectiveness of learning management pursuant to the Akita approach. Furthermore, to discover students' learning retention and to study the students' satisfaction with learning management based on the Akita approach. The participants were 34 primary school students in the northeast of Thailand, selected by cluster random sampling. Research instruments comprised of learning management plans, achievement tests, and a questionnaire. Statistics were used, including percentage, mean and standard deviation, and dependent samples t-test. The results found that, firstly, learning management plans based on the Akita approach identified students' efficiency (E1/E2) at 86.46/85.29, which was higher than the specified criteria. Secondly, the index of effectiveness of the learning management plans based on the Akita approach on multiplication and division of students was equal to 0.6835 or 68.35 percent. Thirdly, for students who studied by using Akita-based learning management plans on multiplication and division topics, the post-test scores after studying and the post-test scores after they had finished studying for two weeks appeared to reveal no difference, which showed the persistence of students in learning. Lastly, students were satisfied with studying multiplication and division by Akita-based learning management plans with high overall scores and each item at the highest ([x-bar] = 4.65-4.88) level.
Project-Based Learning Model to Promote Preservice Science Teachers&apos; Metacognitive Skills
Author: Payoungkiattikun, Wisarut
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Preservice Teachers,Science Teachers,Metacognition,Skill Development,Foreign Countries

The purpose of this study was to build a project-based learning (PjBL) model using Susan A. Ambrose et al. cycle's metacognition conceptual framework. The PjBL approach was created to improve the preservice science teacher's metacognitive skills. Methods: To modify the PjBL strategy, this study began with a basic review of PjBL and metacognitive skills backgrounds. Results: A panel of experts used the item-objective congruence index (IOC) at five distinct levels to evaluate the validity of the PjBL model. The PjBL model's appropriateness rating was calculated as 4.56, which showed that it was very suited.
Scrutinizing Problems and Needs of Non-Formal Education Students on English Communication Skills
Author: Thuratham, Wadinlada
Date: 2022-00-00
Type: Journal Articles
Subjects: Informal Education,English (Second Language),Second Language Learning,Second Language Instruction,Language Role,Language Proficiency,Communication Skills,Student Attitudes,Language Skills,Skill Development,Language Teachers,Teacher Attitudes,Teaching Methods,Instructional Effectiveness,Electronic Mail,Letters (Correspondence),Foreign Countries,Needs Assessment,Communication Problems,Reading Skills,Writing Skills,Speech Communication,Listening Skills

To have necessary and ready skills for careers in the 21st century, students should be given awareness of the importance of English, not only in formal but also non-formal and informal education. However, students still lack English abilities, and their English communication skills are still in need of development. Thus, this study aims to analyse the non-formal education students' problems and needs for improving their English communication skills. The participants in this study are students from the Offices of Non-Formal and Informal Education in the eastern economic corridor (EEC), Thailand. To obtain the data, research instruments, including questionnaire and semi-structured interview were employed in the study. Then, the data were analyzed statistically by using the SPSS program to find percentage, mean and standard deviation, and the content analysis was used to analyze the qualitative data collected from the instruments employed in this study. The findings from this study demonstrated that the students had moderate problems with English communication skills. The students required &quot;conversation in daily life&quot; activities to develop their listening and speaking skills the most and &quot;letter or e-mail&quot; activities to develop their reading and writing abilities the most. Additionally, the results from semi-structured interview, yielded the teachers' perceptions of the students' English communication skills in various aspects. As a result, this study would provide pathways for teachers to find effective teaching methods and activities to eliminate the students' problems and thoroughly fulfil their needs on English communication skills.
&quot;There&apos;s a Reason for All the Numbers&quot;: Using a Literacy Framework in Enabling Education to Bridge the Gap between Low Adult Numeracy Levels and Undergraduate Mathematics
Author: Mann, Gemma
Date: 2022-00-00
Type: Journal Articles
Subjects: Numeracy,Undergraduate Students,Adult Education,Foreign Countries,Adult Students,Mathematics Education,Models

If the Australian government is going to reach its target of 40% of 25-34-year-olds attaining a bachelor degree by 2025, it is critical that enabling courses are properly situated to bridge the gap between the alarmingly low numeracy of the adult population, and the mathematical or quantitative literacy (QL) required for undergraduate study. Yet, however, there is no single, widely accepted model for building the QL of adult learners. Data from students in one enabling course at a regional Australian university was analysed to identify potential congruence between students' understandings of their mathematics learning and the key elements of the four resources model (4RM), widely used to teach literacy in K-12 environments. Results showed that the 4RM can be mapped on to students' existing understandings, suggesting the model has strong potential for developing enabling curriculum and helping students prepare for undergraduate mathematics.
Stakeholders&apos; Perception of Online Instruction within COVID-19 Pandemic
Author: Changphat, Chatchawan
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Teacher Attitudes,Student Attitudes,Parent Attitudes,School Closing,Educational Technology,Educational Environment,High School Students,High School Teachers,Foreign Countries

This study employed survey research, aims to study opinions of students, teachers, and parents on teaching and learning online within COVID-19 pandemic. The research gathered data from 99 stakeholders which consisted of teachers, students, and parents. Questionnaire was designed for asking their opinions by dividing it into 4 dimensions. Findings showed that students' dimension was at high level, but other dimensions; teachers, parents, and learning environment were at medium level. The level of opinion in each dimension seem to be different, ANOVA was employed for analyzing mean differences. The result showed that there was significantly difference at 0.05 level of statistics. It can be concluded that students' dimension had mean difference with teachers and parents' dimension; teachers' dimension had mean difference with students, parents, and learning environments' dimension; parents' dimension had mean difference with students, teachers, and learning environments' dimension; and learning environments' dimension had mean difference with teachers and parents' dimension as well.
The Development of Science Learning Achievement and Analytical Thinking of Grade 7 Students Using 5E Inquiry-Based Learning Cooperated with Graphic Organizers
Author: Kwinram, Surat
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Achievement,Thinking Skills,Grade 7,Middle School Students,Teaching Methods,Active Learning,Inquiry,Instructional Materials,Foreign Countries,Science Education,Instructional Effectiveness

The purposes of the study were to investigate the effectiveness of the 5E inquiry-based technique integrated with graphic organizers on grade 7 students' science learning achievement and to investigate the effectiveness of the 5E inquiry-based technique integrated with graphic organizers on grade 7 students' science analytical thinking. 36 Thai 7th-graders were selected as the participants of the study using purposive random sampling. The instruments were a learning management plan designed using the 5E learning technique integrated with graphic organizers, a pre-post-test for students' learning achievement of Heat and Energy, and a pre-post-test for students' analytical thinking. The statistics used in data analysis were mean scores, standard deviation, and a paired samples t-test. The results of the study could imply positive effects of the integration of the 5E inquiry-based technique and graphic organizers on both students' qualities.
The Effects of 5E Inquiring-Based Learning Management on Grade 7 Students&apos; Science Learning Achievement
Author: Yonyubon, Sumittra
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Active Learning,Inquiry,Grade 7,Middle School Students,Science Achievement,Science Education,Foreign Countries,Scientific Concepts,Heat

The 5E teaching model is presented as an inquiring-based instructional method that benefits learners by letting them construct their knowledge of the class concepts from what they have learned or experienced. The sole purpose of the studies was to compare grade 7 students' learning achievement of science before and after learning in the learning management plan designed using the 5E inquiry-based learning. The study was conducted in a quasi-experimental design. The participants were 20 grade 7 students in Thailand. They were selected by a purposive random sampling method. The instruments included a 5E inquiring-based learning management plan and a pre-post learning achievement test. The data were analyzed by percentage, mean score, and standard deviation while the study hypothesis was tested using a paired-samples t-test. The results of the study indicate that the implementation of the 5E inquiry-based learning management plan benefits students' knowledge of heat in a science class. The study provides pedagogical implications as it illustrated how a learning management plan designed in the 5E inquiry-based teaching model affected a science class. It also contributes to the research in the area as it extended the benefits of the teaching model in teaching concepts of science.
The Impact of the Integrated Practitioner: Perspectives on Integrated Practice to Enhance Student Success
Author: McIntosh, Emily
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Practices,Academic Achievement,Pandemics,COVID-19,Professional Identity,International Education,Universities,Futures (of Society),Professionalism,Professional Education,College Faculty,Teacher Student Relationship,Fellowships,Foreign Countries,Leadership Role,Faculty Development,Teacher Role

What is integrated practice, and how does it apply to student success? In this article we focus on exploring what third space working and integrated practice means, and how it applies to understanding our identity and leadership in student success, in the context of a pandemic-disrupted academy. We consider the ever-changing nature of this important work, especially in the context of the events of the last two years, and discuss how we might lead into the future to effectively situate post-pandemic student success practice within international university strategies, structures and systems. In the context of integrated practice, we consider: how is our understanding of student success evolving? What are student success professionals doing at the moment, and what are the hallmarks of our leadership? How might our identity in this work be understood? What are the core skills/experience required for the future, and how might we lead in uncertain times?
Improving the Online Regional Student Experience: Findings from the Country Universities Centre (CUC) Student Evaluation. &quot;A Practice Report&quot;
Author: Stone, Cathy
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Rural Areas,Online Courses,At Risk Students,COVID-19,Pandemics,Program Effectiveness,Access to Education,Educational Facilities,Academic Persistence,Intention,Student Attitudes,Access to Computers,Student Motivation

For Australian university students living out of reach of a campus and studying online, the growing presence of Regional University Centres (RUCs) is changing their student experience for the better. People from regional areas of Australia are historically under-represented at university. Those who begin university are at higher risk of not completing their qualifications than students from metropolitan areas. COVID-19 restrictions in the past two years have added to the continued growth in regional students studying their degrees online. A recent survey of students attending a Country Universities Centre (CUC) within their local community shows these centres to be highly effective in supporting regional students. The participants overwhelmingly reported improvements not only in their academic progress and results, but also in their motivation, confidence, and likelihood of completing their qualification.
Administrative Burden in the Classroom: An Embedded Mixed Methods Study of How External Pressure Impacts the Burden of Student Success at the Community College Level
Author: Lovell, Darrell
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Administrator Attitudes,Success,Student Role,Two Year College Students,Community Colleges,College Administration,Context Effect,Teacher Student Relationship,Psychological Patterns,Administrator Behavior,Administrator Responsibility,Teacher Responsibility

This study examines how administrative burden is evolving in college classrooms to meet external pressures focused on student success. Through a mixed methods analysis of data from a 2018 survey, this work tests how faculty and administrators view ownership of the responsibility to meet these mandates and whether it is affecting classroom approaches. The survey asked community college administrators and faculty in Texas about their views of the student's role in student success and how external pressure affects classroom dynamics. Results suggest a shift of burden for student success from the student (citizen) to faculty (bureaucrat) resulting in part from external pressure. This could cause negative consequences with the potential for negative ramifications that create conflictual relationships in the classroom and institution. These views create a higher education administrative landscape where the bureaucrat (faculty) sees the citizen (students) in a negative light, causing resentment and overall negative administrative behavior.
Art Integration in Teacher Education: Aesthetic Tools to Foster Critical Reflection
Author: Link, Beth
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Teacher Education Programs,Interdisciplinary Approach,Art Activities,Reflection,Preservice Teachers,Racism,Consciousness Raising,Power Structure,Gender Bias,Social Bias

Pre-service teachers often fixate on building their classroom management and lesson planning skills, but the job of teacher educators is to push them beyond the daily rituals and routines to consider deeper relationships of power and control at work in schooling. The arts can be a useful tool for making the covert ways power moves in curriculum and pedagogy visible for new teachers to identify and critique. I approach my work with pre-service teachers through arts integration to invite embodied and aesthetic ways of knowing and learning into the classroom and to help students visualize the hidden aspects of teaching. This article suggests three ways the arts can be used by pre-service educators, including aesthetic analysis, embodied exploration, and art making.
Demonstrating the Power of CRT in the Experiences of Graduate Students
Author: Bigelow, Alexis
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Race Theory,Student Experience,Graduate Students,Equal Education,Teacher Educators,Predominantly White Institutions,Racism,Minority Group Students

Nearly 30 years ago, Critical Race Theory (CRT) was introduced to the field of education. Ladson-Billings and Tate argued that in order to understand educational inequities in the United States, it is essential to analyze the intersections of race and property. Throughout the past three decades, scholars within the field of education have utilized CRT to gain a greater understanding of educational outcomes and the experiences of students, teachers and administrators of color in schools. Presently, CRT has gained nation-wide attention. Conservative media has co-opted the theory and rebranded it as an indoctrination tool to teach students to hate whiteness. The authors of this paper have found CRT useful in unpacking our experiences as graduate students at a predominantly white public university and in our work as teacher educators. This paper was penned in response to the misinformation campaign targeting CRT. The authors use a tenet of CRT, centrality of experiential knowledge, to discuss their raced experiences within their doctoral programs.
Integration of Internet Memes When Teaching Philological Disciplines in Higher Education Institutions
Author: Kyrpa, Anna
Date: 2022-00-00
Type: Journal Articles
Subjects: Access to Information,Needs Assessment,Attention Span,Imagery,Visual Aids,Internet,Social Media,Cultural Context,Integrated Curriculum,Foreign Countries,Academic Achievement,Information Processing,Critical Thinking,Creative Thinking,College Students

A rapid increase of available information affects students' perception of any message and formation of priorities; the period of concentration on one subject is reduced; students prefer concise vivid visual images. Internet memes become a part of students' daily communication and broadcast today's cultural and information realities. The aim of the study was to evaluate the effectiveness of Internet memes integration while mastering philological disciplines (for example, English) by Ukrainian students. The authors experimented to check the methodology proposed within one program unit. We conducted the experiment in the 2020-2021 academic year and involved 68 students and 5 teachers of Dnipro Academy of Continuing Education, Donetsk State University of Internal Affairs and Mykhailo Tuhan-Baranovskyi Donetsk National University of Economics and Trade. The authors conducted pre- and post-experimental surveys and informal interviews to compare academic achievements and provided a system of tasks integrating memes. Implementing the experiment, we clarified the dominant way of students' perception and processing of information and revealed the expediency of integrating memes into teaching English. The authors determined the dynamics of the levels of students' motivation to learn English through Internet memes integration and established quantitative values of the levels using the method of mathematical statistics. The conclusions emphasize the need to improve teachers' pedagogical skills, developed critical and creative thinking to integrate memes into educational activities. The authors stress the relevance of the further detailed study of the educational potential of memes in teaching not only philological disciplines but also other subjects of the curriculum.
An Investigation of the EFL Learners&apos; Perceptions about Virtual Classes during COVID-19 in Hafr Al Batin University
Author: Mubaraki, Aishah M.
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,English Language Learners,Student Attitudes,Online Courses,English (Second Language),Females,College Students,Electronic Learning,In Person Learning,Second Language Instruction,Computer Mediated Communication

COVID-19 pandemic and the following preventive measures required a transition from the traditional face to face learning methods to the online ones. The study aimed to investigate the EFL Learners' perceptions about virtual classes during the pandemic in Hafr Al Batin University in Saudi Arabia. In the study, a quantitative research method was adopted. It aims at assessing EFL learners' perspectives towards virtual classes and the main benefits gained from them. The participants were composed of randomly selected a hundred and thirty-four Saudi female undergraduate EFL students at the University of Hafr Al Batin. Th data were collected via a thirty-item questionnaire developed by the researcher. The results revealed that the EFL learners at Hafr Al Batin University were positively disposed toward virtual classes. The merits of virtual classes that the participants cite were efficient communication, immediate feedback, and exciting teaching methods and materials. The study recommended virtual classes for learning and teaching in EFL environments like Saudi Arabia.
Attitudes of High School Students toward the Albanian Language and Literature Course
Author: Mehmeti, Fatmir
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,High School Students,Foreign Countries,Indo European Languages,Public Schools,Gender Differences,Grade 10,Grade 11,Grade 12,Grade Point Average,Instructional Program Divisions,Courses

The study aimed to examine the attitudes of high school students in Prizren, Kosovo toward the Albanian Language and Literature course. The participants of the study included volunteer students who were attending the public schools in Prizren, Kosovo during the 2020-2021 academic year. A total number of 615 students were included in the study. Descriptive analysis was first performed to determine the attitudes of the students toward the Albanian Language and Literature course. The Independent Samples t-test and One-Way Analysis of Variance (ANOVA) were employed to examine the differences between the students by gender and class, respectively since the scores were normally distributed and variances were homogeneous. The Pearson Moment Correlation analysis was used to determine the relationship between the grade in the Albanian Language and Literature course and attitude scores. The results revealed the students had a low level of attitude toward the course. Neither the positive attitudes nor the negative attitudes of the students toward the course were high. The students didn't have a positive view of their native language, but they also did not have negative regard. The female students had greater positive attitudes toward the course than the male students while the male students had greater negative attitudes than the female students. The mean value of the positive attitudes of the 11th graders was lower than that of both the 10th and 12th graders.