ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of Acculturation in Yunnan&apos;s Ethnic Minority College Students on Their Academic Achievement: The Moderating Role of Learning Motivation
Author: Tu, Chia-Ching
Date: 2022-00-00
Type: Journal Articles
Subjects: Acculturation,Foreign Countries,Minority Group Students,College Students,Academic Achievement,Student Motivation,Gender Differences

This study examined the effect of Yunnan's ethnic minority college students' acculturation on their academic achievement under the risk of the Matthew effect. Additionally, the role played by learning motivation in the relationship between ethnic minority college students' acculturation and academic achievement was explored. A total of 403 valid questionnaires were collected from four areas in Yunnan province, China. Consequently, the Acculturation Scale, Academic Achievement Scale, and Learning Motivation Scale were used for measurement materials. These items of scales were evaluated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). SPSS (statistical package for the social sciences) and AMOS (analysis of a moment structures) softwares were used for data analyses. In addition, items were analyzed through item analysis, confirmatory factor analysis, reliability analysis and regression analysis. These results indicated that ethnic minority college students with low acculturation and learning motivation or high acculturation and low learning motivation can become objects of the Matthew effect. However, this study also observed that in certain students, high acculturation and high learning motivation can prevent the Matthew effect. Thus, high acculturation is crucial for improving academic achievement in ethnic minority college students. A level of high learning motivation is a powerful moderator promoting the academic achievement of students with high acculturation.
Decrypting the Learners&apos; Retention Factors in Massive Open Online Courses
Author: Pant, Harsh Vardhan
Date: 2022-00-00
Type: Journal Articles
Subjects: MOOCs,Higher Education,Foreign Countries,School Holding Power,Academic Persistence,Universities,College Students,Student Satisfaction,Classification,College Credits,Electronic Learning,Educational Trends,Technology Uses in Education,Usability

Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners' retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners' retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners' satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.
Why Computing? Motivations and Mathematics to Pursue Postsecondary CIS Education
Author: Perry, Anthony M.
Date: 2022-05-00
Type: Journal Articles
Subjects: Postsecondary Education,Computer Science Education,Diversity,High School Students,Student Motivation,Labor Market,School Choice,Technical Occupations,Socioeconomic Status,Parent Background,Career Pathways,Longitudinal Studies,Mathematics

Computing and information sciences (CIS) careers in the United States are expected to grow faster than the average occupation between 2019 and 2029 and educational requirements for these positions span subbaccalaureate and baccalaureate degrees. Despite secondary curricular interventions, the population of people who pursue CIS pathways are not diverse by race, ethnicity, socioeconomic status, or gender. This study applies situated expectancy-value theory to investigate the motivational factors which influence the decision to pursue postsecondary CIS degree programs for students in the High School Longitudinal Study of 2009 (n = 18,730). Prior CIS experiences are associated with increased odds of declaring subbaccalaureate and baccalaureate CIS within three years of high school, but several math-related factors are associated only with pursuing baccalaureate CIS. These results have implications for designing interventions that encourage more students to pursue computing careers and understanding why students choose between two postsecondary educational paths.
Visualization of Algebraic Identities in R × R × R = R[superscript 3] (In Space) at Secondary Education
Author: Tekin, Birol
Date: 2022-00-00
Type: Journal Articles
Subjects: Algebra,Secondary Education,Mathematics Instruction,Mathematical Concepts,Mathematics Education,Visual Aids

Algebraic identities, which are considered as one of the important subjects of mathematics and mathematics education, have important areas of use such as physics, chemistry, many branches of engineering, as well as calculating the distances among the earth, sun and stars and planning space travels. Algebraic identities play an important role in the mathematics curriculum and in mathematics in general. However, it is seen as one of the subjects that are difficult to learn by students in formal education. In this context, this study aims to convey the visual proofs of the identities to the researchers in an explanatory way by using the visualization approach in order to make it easier for students to understand some of the important identities in R[superscript 3]. In the teaching of proofs of algebraic identities in secondary education, teachers only give formulas or make algebraic proofs in lessons rather than showing visual proofs and relating them to daily life. This situation poses a problem for students with visual learning tendencies. For this reason, it is thought that showing the proofs of identities by making visual models or visualizations in lessons can be a solution to this problem. In this study, document analysis technique was used within the scope of descriptive analysis and it was designed as a compilation study. Visual proofs of some identities were made by using squares and rectangles from geometric shapes. In this context, in the light of the study, some suggestions were made to guide interested researchers in this regard.
Teacher Perceptions toward Professional Learning Community on the Development of Thai Students&apos; 21st Century Skills
Author: Worapun, Wittaya
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Faculty Development,Communities of Practice,Foreign Countries,21st Century Skills,Student Evaluation,Elementary School Teachers,Secondary School Teachers

The 21st century skills are important matters in education management in the upcoming era, and they need cooperation among stakeholders of an educational context to be developed. The purpose of the study is to study teacher perceptions toward professional learning community (PLC) in developing 21st century skills of students in Thailand. The samples were 1154 teachers from 376 schools in 17 provinces selected by a purposive sampling method in Thailand. The instruments were a professional learning community activity among teaching staff in the school and a questionnaire for teachers' perception of the method. The data were analyzed using percentages, mean scores, and standard deviation. The results of the study indicate that the perception of teachers on students' 21st century skills after the PLC was at a high level ([x-bar] = 4.30) and higher than before the PLC which was at an average level ([x-bar] = 3.15). The results of the study could be summarized to indicate the positive perception of teachers in using the professional learning community as a school managerial method in developing skills and morality of the 21st century. It could also be concluded that collaboration and idea-sharing among teaching staff and administrators were the keys to success. Therefore, the results of the study could be implicated in school management that aims to develop students' 21st century skills.
The Effect of Empowerment Program on Health Education Teachers with Health Insurance Education
Author: Tung, Chen-Yin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Empowerment,Health Education,Health Insurance,Teacher Effectiveness,Teacher Competencies,Self Determination,Scores,Elementary School Teachers,Secondary School Teachers,Instructional Effectiveness

Taiwan has been promoting its national health insurance (NHI), which provides people with appropriate medical resources; however, health insurance education is missing from schools, and teachers lack relevant teaching abilities. This study describes the development of the health insurance education empowerment program (HIEEP) to promote effective teaching on educators. A two-group parallel-controlled trial was conducted with health education teachers, in which participants learned to discuss its importance through demonstration and practice. The questionnaire measured their teaching effectiveness in HIEEP using a baseline measurement and a one-week follow-up measurement. Of 196 people that started the trial, 186 completed it. The intervention effects were evaluated using the Johnson-Neyman method. The results showed that in the experimental group, the program raised all teachers' variable scores, which evaluated health insurance meaning, teaching competence, self-determination, and impact. The empowerment program can provide teachers will allow for more effective health insurance education.
Read-Alouds, Structure, and Sharing: Planning Strategically to Carve out Time for Meaningful Literacy Experiences
Author: Revelle, Carol L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Aloud to Others,Literacy Education,Preservice Teachers,Writing Workshops,Curriculum Development

The authors, university instructors, when confronted with extreme time constraints in a summer course during the COVID-19 pandemic, redesigned their course structure prioritizing their values and goals. Intentional choices provide teacher candidates with time together to slow down and interact more fully in a read-aloud centered, writer's workshop. Carefully selected texts were modeled, and the teacher candidates were able to have a full workshop experience as they studied and wrote poetry. Learning opportunities for other objectives were carefully developed to maintain the quality of the online course. This reorganization resulted in engaging peer-to-peer interactions that supported risk-taking during the writing process. Preservice teachers had an experience that improved their writing confidence and increased their desire to write with their own students when they become teachers.
Evaluation of the Curriculum of Junior High School Mathematics Subject Using Spatial Analysis in the Regions of Pekanbaru
Author: Darwis, Amri
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,Mathematics Curriculum,Secondary School Mathematics,Junior High Schools,Scores,National Curriculum,Foreign Countries,Curriculum Implementation

Evaluation of the K-13 curriculum (2013 Curriculum) on the value of the national mathematics examination &quot;Nilai Ebtanas Murni&quot; (NEM) in every State Junior High School needs to be carried out thoroughly in order to improve the quality of education. This study uses spatial analysis to evaluate the curriculum and determine the development of NEM scores in the school year. Furthermore, the kriging interpolation method via surfer software was used to generate scores. The results showed that the 2015 K-13 mathematics curriculum did not give good results based on the 36-68 NEM score interval for the entire Pekanbaru area. In addition, the curriculum only gives good results for a small area in the north and south. In 2016, the curriculum which was accompanied by the entry of the new education unit level curriculum &quot;Kurikulum Tingkat Satuan Pendidikan&quot; (KTSP) showed a significant change in the NEM value. Although most of these areas experienced an increase in scores, the intervals still ranged from 36-68. The total revision of the K-13 curriculum carried out and used in 2017 showed a significant increase in scores for all regions with an interval of 68-84 scores. In conclusion, this study shows that the revision of the K-13 curriculum is the right step to produce quality mathematics learning.
Habituation of Mathematical Literacy Trained in Junior High School
Author: Rachmaningtyas, Nur Anisyah
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Teachers,Junior High School Students,Mathematics Instruction,Numeracy,Habituation,Textbooks,Time on Task,Student Projects,Active Learning,Problem Based Learning,Critical Thinking

The importance of literacy is a competency requirement that must be possessed by students to face competition in the 21st century. This is directly related to the extent to which students' scientific thinking processes understand and solve problems. This study aims to describe how literacy is trained in learning in junior high schools. The approach used is a qualitative approach with the type of phenomenological research. The participants in this study were 5 junior high school teachers who teach in the Special Region of Yogyakarta. Data was collected through virtual interviews with the help of the Google Meet platform. The data analysis model used is the model of Bogdan and Biklen with data collection procedures, data reduction, verification and conclusion. The results showed that literacy was trained on students with the habit of reading textbooks for 15 to 30 minutes every day by reporting their readings in student journals, teacher efforts in changing project and problem-based learning methods and strategies according to student conditions, and teacher habituation in providing HOTS level questions to train students' critical thinking processes, balance theoretical understanding and understand the surrounding environment.
How Critical Thinking Skills Influence Misconception in Electric Field
Author: Maison
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Misconceptions,Electronics,Thinking Skills,Physics,Science Instruction,Probability,High School Students,Foreign Countries

This study aimed to determine the influence of critical thinking skills on misconceptions using a five-tier instrument in mixed-method research. The sampling technique used is simple random sampling. The data collection instrument used a critical thinking skills questionnaire, a misconception test of electric field material, and interviews. Data collection begins with quantitative data, providing a misconception test sheet and a critical thinking skills questionnaire. After that, the researcher took qualitative data in the form of interviews to strengthen data that had been obtained previously. Then from the results of the regression coefficients, there is an influence of critical thinking skills on misconceptions. The descriptive results of critical thinking skills data show that the mean of critical thinking skills is 68.50, which means that students' critical thinking skills are in a good category. Then from the results of the regression coefficients, there is an effect of critical thinking skills on a misconception, with the probability number obtained being significant. The limitations of this study are only to identify and see the impact.
Epistemic Action of Junior High School Students with Low Spatial Ability in Constructing Cube Nets
Author: Sahrudin, Asep
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Spatial Ability,Recognition (Psychology),Learning Activities,Geometry

This study aims to describe the abstraction of epistemic action, which includes recognition, building-with and construction in junior high school students with low spatial ability in constructing cube nets. The research method used in this study is an exploratory qualitative method with the primary data in the form of interviews with two junior high school students with low spatial abilities who were selected using an inclusive purposive sampling technique. Based on data analysis on the two subjects, it was found that the two subjects constructed a cube net of 14 plain cube nets, 14 colour cube nets and 14 cube nets with variations of domino motifs. In the activity of constructing the cube nets, the two subjects used different epistemic actions; subject SR1 constructed the cube nets as a whole using only two epistemic actions, referred to as recognition and building-with. The activity of subject SR2 in constructing cube nets as a whole uses more epistemic actions that are tiered and interrelated with each other, where the first action that occurs is recognition, the second is building-with, and the third is construction.
Effect of Thai Junior High Student Intercultural Competence on Resilience, Well-Being, and Reading Attitudes
Author: Chang, Yuan-Cheng
Date: 2022-00-00
Type: Journal Articles
Subjects: Junior High School Students,Cultural Awareness,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Intercultural Communication,Resilience (Psychology),Student Attitudes,Reading Attitudes,Structural Equation Models,Well Being,Correlation,Prosocial Behavior,Reading Ability

Students' intercultural competence and reading ability are an essential aspect of their education. Intercultural competence, defined as respect for the cultural views, beliefs, and traditions of others, is a necessary skill for effective and appropriate communication. Using a multidimensional model, this study investigated the effect of intercultural competence among Thai junior high school students on their resilience, well-being, and attitudes toward reading. A 2018 Program for International Student Assessment data set relating to 7,411 students from 289 schools in Thailand was analyzed using structural equation modeling. The research findings suggest that improved intercultural competence strengthens resilience, well-being, and attitudes toward reading.
Tensions in Text Selection: How English Teachers Balance Text Selection When Working with Emergent Bilinguals
Author: Brewer, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Reading Material Selection,Teacher Attitudes,Bilingual Students,Literacy,Novels,English Teachers,Literacy Education,High School Teachers

The authors examined secondary English teachers' values and beliefs about text selection (canonical versus modern and young adults) when working with emergent bilinguals. Findings showed that the tensions teachers identified were focused on whose literacy actions the teachers wanted to prioritize in the classroom: those of the students or those of the authors. Teachers who wanted to prioritize students' literacy actions were concerned with what they lost by not having shared novels. Teachers who prioritized the authors' literacy actions were also conflicted about text selections but primarily wanted to support students' engagement with canonical texts. While the dichotomy has been set up to be between canonical and noncanonical texts, perhaps teachers can focus on the difference between student and author/text-directed literacy acts and how those acts are being enacted in the classroom (individually or collectively).
Developing Competency Evaluation of Pre-Service Science Teachers in Industrial Revolution 4.0: Revealing Pedagogic and Professional Competencies
Author: Susantini, Endang
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Competencies,Teaching Skills,Science Education,Test Construction,Test Validity,Test Reliability,Foreign Countries,21st Century Skills,Educational Technology

This study aimed to develop an instrument to assess science teacher candidates' professional and pedagogical competence in the Industrial revolution 4.0. The instrument consisted of 30 questions and was used in the main study, which was analyzed using the Rasch model to unravel the reliability and empirical validity. The questions were developed based on a predetermined grid including the skills and literacy aspects used in the industrial revolution 4.0. The 30 revised questions were then tested on 60 students of Science Education at two State universities in Indonesia who were in their third year of study times. The Rasch model was employed to test its reliability and empirical validity that included Wright map analysis, item difficulty level, distractor analysis, and item suitability with the Rasch model. The results showed that the reliability value of the professional aspect was 0.95 and classified as an excellent category. Moreover, the pedagogic aspect obtained 0.93 and was classified as a very good category. Only one question was the most difficult and did not fit the Rasch model, while the others already fitted. This reliable and valid instrument is suggested to be useful in assessing pre-service science teachers' competence.
Digital Citizenship in Education and Its Implication
Author: Capuno, Reylan
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Citizenship,Computer Mediated Communication,Educational Environment,Information Security,Prosocial Behavior,Behavior Standards,Internet,Access to Computers,Handheld Devices,Teacher Attitudes,Student Attitudes,Technology Uses in Education

Nowadays, billions of people across the world communicate with one another using a variety of technological means. As a result of this connection, we now live in a digital world where people can learn, work, play, and socialize with ease. Likewise, educators of all skills levels may not understand how to use technology effectively. Hence, both students and teachers need to become a member of a digital citizenry. Findings revealed that in terms of the elements of digital citizenship, teachers are significantly higher than students. The results indicate that students are at risk in this digital environment along with the COVID-19 pandemic. This critical aspect addresses the schools to provide initiative and integrate digital citizenship in the curriculum in order to provide a responsible digital citizen.
Formation of Speech Activity of Primary School Students in Foreign Language Teaching through Technology Integration
Author: Ybyraimzhanov, Kalibek
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Technology Integration,Foreign Countries,Online Courses,Telecommunications,Handheld Devices,Teaching Methods,Technology Uses in Education,Student Attitudes,Elementary School Students

The aim of this study is to create an activity by means of technology integration in the foreign language learning of primary school students. A quantitative research method was used in the study. The research was conducted in the fall semester of 2021-2022. A total of 248 voluntary primary school students who continued their education in Kazakhstan participated in the study. In the study, 3 weeks of online education, English education and mobile technology education were provided to elementary school students. In the study, the 'technology in education' measurement tool developed by the researchers and compiled by experts in the field was used. The measurement tool was delivered and collected by online method to primary school students. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out with t-test; and the results obtained were added to the study accompanied by tables. According to the results of the research, it was concluded that the technology and foreign language learning status of primary school students was high and the technology status was high at the same time in their English education.