ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Studies Teachers&apos; Perspectives on the Advantages and Challenges of Interactive Whiteboard Application in Oman
Author: Al-Rabaani, Ahmed Hamad
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Teacher Attitudes,Educational Technology,Teaching Methods,Visual Aids,Gender Differences,Teacher Education,Experience,Instructional Effectiveness

The study investigates the views of social studies teachers (SSTs) about the advantages and challenges of interactive whiteboard application in social studies lessons. Data was gathered using a questionnaire consisting of 58 items. The sample comprised 483 male and female SSTs from different governorates of Oman who were provided with three training programs about using Interactive Whiteboard (IWB). Data were analyzed by using: Means, T-test and One Way ANOVA. The results indicated that they considered its effect to be significant in supporting students' learning process by enhancing the quality of learning environment, excitement of use and importance of use in social studies lessons. It also showed that they used it widely in their lessons but they experienced moderate challenges, including related to technical support and the availability of IWB in all classes. The results also indicated that teachers' gender and experience influenced their views. The study recommends the provision of more technical support to teachers.
Gender Differences in Middle School Students&apos; Attitudes and Self-Efficacy Perceptions towards mBlock Programming
Author: Gunbatar, Mustafa Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Student Attitudes,Gender Differences,Self Efficacy,Computer Science Education,Programming,Outcomes of Education,Educational Games,Computer Games,Computer Assisted Instruction,Attitude Measures,Computer Attitudes

This study aims to assess the effects of teaching programming with mBlock on self-efficacy perceptions and attitudes considering programming. Particularly, this study tries to research whether there is a gender difference in middle school students or not. The study was conducted in pre-test/post-test quasi experimental design. The participants of the study which was completed in twelve weeks were 82 middle school students. The data were collected through &quot;Educational Computer Games Assisted Learning Coding Attitude Scale&quot; and &quot;Computer Programming Self-efficacy Scale&quot;. The results of the research indicate that although the selfefficacy perceptions of boys towards programming were higher than the girls' at the beginning of the research, this difference was closed at the end of the research. The results also show that teaching programming with mBlock to middle school students did not cause gender differences in self-efficacy perceptions and attitudes regarding programming. Although girls' attitudes regarding programming were slightly higher than boys', the difference was not considered to be significant. In addition, it was found that programming with mBlock significantly increased students' self-efficacy perceptions and attitudes towards programming. As a result, teaching programming with mBlock can provide similar possibilities for both genders in self-efficacy perceptions and attitudes regarding programming.
The Effectiveness of Argumentation-Assisted STEM Practices
Author: Yildirim, Bekir
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Persuasive Discourse,Instructional Effectiveness,Foreign Countries,Student Attitudes,Problem Solving,Grade 8,Secondary School Students,Teaching Methods

This study aimed to determine STEM practices assisted by argumentation-based learning, the attitudes and the opinions of the students towards STEM, their perception of problem-solving skills and the argumentation qualifications. In the research, the mixed design has been implemented. The quasi-experimental design with pre-test and post-test control group has been conducted in the quantitative dimension. The research group consists of 55 students--studying at a state school affiliated to Mus Provincial Directorate of National Education. In the study, the qualitative data were collected using 'STEM attitude scale' and 'problem solving skill perception scale'; and the quantitative data were obtained using 'STEM interview form' and 'Written Argumentation Form'. The results show STEM practices have been observed to be effective in improving the attitudes of the students towards STEM and their problem-solving skills. Also, the opinions of the students are positive and the argumentation qualities of the students are at the first level during the practices.
Analyzing the Views of Pre-Service Teachers on the Use of Augmented Reality Applications in Education
Author: Uygur, Mutlu
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Computer Simulation,Computer Uses in Education,Foreign Countries,Knowledge Level,Computer Oriented Programs

It was aimed in this study to determine the teacher candidates' views on the augmented reality applications in education. It is a descriptive study to identify the present situation. Survey model, one of the quantitative research methods, was used in the research. The sample group of the study is comprised of 220 teacher candidates who are studying in the 2nd Grade of 8 departments in Mersin University Faculty of Education. Consisting of 4 sections, 22 items and an open-ended question, a questionnaire was used as a data collection tool in the study to determine the views of teacher candidates about the augmented reality applications in education. The findings obtained from the analysis of the data were shown in frequency and percentage. Qualitative findings obtained from the open-ended question were classified into codes and themes through content analysis method, and frequency and percentages of codes were given. It was found in the study that the teacher candidates did not know well enough about the augmented reality applications and that those who knew them found these applications very entertaining, motivating and facilitating learning, and were also of the same mind to use them widely in education.
School Performance of the Moroccan Students in the Spanish Educational System: The Municipality of Collado Villalba (Madrid Region)
Author: Kostadinov Koroutchev, Rossen
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Secondary School Students,Municipalities,Socioeconomic Influences,Unemployment,Social Integration,Immigration,Comparative Analysis,Teaching Methods,Educational Practices,Foreign Countries,Spanish,Second Language Learning

In the present paper we analyse the school performance of the Moroccan secondary students in the municipality of Collado Villalba (Northern Madrid region). For this aim we discuss several socio-economic parameters such as the evolution of unemployment, vegetative growth or immigration rate, etc., that are related to school performance and perspectives in general. Our results show that the municipality has better parameters in terms of school performance and integration of the Moroccan students, compared to the average values of the Madrid region (and the country in general). There is even an improvement of the above parameters, compared to previous years, probably due to the better socio-economic characteristics of the municipality during the recent years, and to the educational and pedagogical effort from part of the municipality.
A Qualitative Study on the Reasons for Social Media Addiction
Author: Aksoy, Mehmet Emin
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,College Students,Etiology,Friendship,Socialization,Quality of Life,Interpersonal Competence,Gender Differences

The aim of this study was to determine the causes of social media addiction of individuals, who define themselves as social media addicts, in a clearer and more concrete way. In order to achieve this aim, participants have been tested with an addiction test, and 25 university students who perceive themselves as social media addicts were selected for the study. The findings of the research showed that participants' reasons for using social media were lack of friends, social necessity of social media, feeling of fulfillment, fear of missing out, intertwining of social media and daily life. The study also pointed out that social media addiction has a beginning and a continuity phase. It has been shown that the individuals who were in the beginning phase tended to start using social media for reasons such as not being able to find friends, lack of socialization, and monotony of life. In the continuity stage of individual addiction, they stated that they use social media for reasons such as, fulfilling a duty, and protecting social relations that they had. One of the reasons for addiction was the need to socialize, while male participants were more interested in acquiring new friends, female participants were more interested in communicating with their real life friends.
The Relationship between Emotional Intelligence and Complexity, Accuracy and Fluency in EFL Learners&apos; Oral Performance
Author: Abdolrezapour, Parisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Emotional Intelligence,Oral Language,Accuracy,Language Fluency,Difficulty Level,Adolescents

Over the last three decades, emotional intelligence (EI) has received considerable empirical attention especially in academic context. Following this line of research, the study reported in this paper investigated the relationship between trait EI and EFL learners' second language (L2) oral performance. A sample of 102 Iranian EFL students, all between 13 and 18 years old (approximately half male and half female), performed an oral narrative task under laboratory conditions and completed the trait emotional intelligence questionnaire-adolescent short form (TEIQue-ASF), which is used to measure global trait EI. The correlational analysis of the results indicated a positive relationship between EI and learners' L2 oral performance as measured in terms of complexity, accuracy and fluency. Those with higher degree of EI were able to produce more accurate and complex language. The relationship between EI and fluency measures, however, did not reach significance. Findings of this study point to the importance of focusing on learners' emotions and finding strategies to foster it.
Online vs. Face-to-Face: A Comparison of Student Outcomes with Random Assignment
Author: Arias, J. J.
Date: 2018-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Online Courses,Web Based Instruction,Conventional Instruction,Comparative Analysis,Outcomes of Education,Economics Education,Macroeconomics,Academic Achievement,Scores,Pretests Posttests,Student Educational Objectives,Homework,Educational Technology

The following study contrasts the efficacy of online delivery relative to face-to-face delivery using an enrolment protocol that largely eliminates self-selection bias. Only a few previous studies even attempt to control for sample selection. The study utilizes random assignment of the registrants of a Principles of Macroeconomics class into two alternative venues: online and face-to-face. The same professor taught both sections with the same course objectives and exams. Both the change in student scores from the pre-test to the post-test and the student's exam average are modelled as a function of the course environment, the student's SAT math score (or ACT equivalent), the student's GPA prior to taking the course, the student's gender and the student's overall credit hours prior to taking the course. The pre- and post-test had both standardized and instructor-specific questions. Students in the face-to-face section have statistically significantly higher exam scores and statistically significantly greater improvement on the post-test instructor questions. There is no statistical difference in the improvement on the post-test overall nor in the improvement in the post-test standardized questions. These mixed results suggest that both course objectives and the mechanism used to assess the relative effectiveness of the two modes of education may play an important part in determining the relative effectiveness of alternative delivery methods.
The Effect of Mindset on Students&apos; Desire to Work for Big Four Accounting Firms and on Academic Performance
Author: Liu, Yuebing
Date: 2018-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Accounting,Majors (Students),Student Motivation,Occupational Aspiration,Goal Orientation,Academic Achievement

This study examines the relationships between students' mindset and performance on an accounting exam and their desire to work for Big-Four accounting firms. Consistent with our hypotheses, we find that students with a growth mindset perform better on an exam relative to those with a fixed mindset. Further, students with a growth mindset placed greater priority on working for Big-Four firms relative to those with a fixed mindset. However, contrary to our expectation, students who placed higher priority on working for Big-Four firms perform worse on the exam relative to those who placed a lower priority on working for a Big Four firm. We explore possible explanations for this unexpected result. In summary, this study suggests that mindset plays an important role in students' aspiration to work for a Big Four firm, but such aspiration does not necessarily translate to better exam performance.
The &quot;Game of Thrones&quot; as a Teaching Tool: Enhancing Engagement and Student Learning Outcomes
Author: Karimova, Gulnara Z.
Date: 2018-09-00
Type: Journal Articles
Subjects: Ethics,Ethical Instruction,Television,Television Viewing,Teaching Methods,Learner Engagement,Outcomes of Education,Philosophy,Undergraduate Students,Business Administration Education,Business Schools

This article presents an approach to illustrate fundamental theories of ethics through the use of the television series &quot;Game of Thrones.&quot; Fundamental theories of ethics are illustrated by the situations and decisions made by the TV series characters. Each episode has the potential to serve as an effective tool for discussing ethical philosophies, such as utilitarianism, pragmatic egoism, and existentialism. The presentation of each ethical stance is evaluated and includes an analysis of the ethical principles of a character from the perspective of deontological, teleological and subjective ethical theories. A pre-test and post-test of forty-three sophomore students studying in a business school was conducted to assess the instructional value of this teaching tool. The findings indicate this approach had a positive effect on developing an understanding of ethics.
Traditional, Blended, or Online: Business Student Preferences and Experience with Different Course Formats
Author: Weldy, Teresa G.
Date: 2018-09-00
Type: Journal Articles
Subjects: College Students,Business Administration Education,Preferences,Teaching Methods,Online Courses,Blended Learning,Conventional Instruction,Electronic Learning,Distance Education,Student Experience,Study Habits,Grades (Scholastic),Expectation,Independent Study,Instructional Effectiveness

As institutions of higher education continue to increase the number of courses offered in blended and online formats, it is critical to investigate student perceptions and experience relevant to the different delivery modes. The purpose of the article is to report the results of a survey comparing student perceptions of different course formats in three main areas. First, the study examines student preference for different course formats such as traditional, online, or blended. Second, the study evaluates student experience with different course formats relevant to learning, study time, expected grade and self-teaching. Third, the study identifies techniques and pedagogical tools that students consider effective for learning in Web-based courses. Despite the increasing enrollment in blended and online courses, the results indicate preference for and more positive experience in traditional courses. In addition, the results suggest that students consider podcasts and videos over course content more effective for learning than threaded discussions or forums.
The Impact of a Middle School Engineering Course on Students&apos; Academic Achievement and Non-Cognitive Skills
Author: Alemdar, Meltem
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Middle School Students,Engineering Education,Academic Achievement,Thinking Skills,Grade 6,Grade 7,Grade 8,STEM Education,Learner Engagement,Transfer of Training,Knowledge Level,Self Efficacy,Problem Solving,Science Achievement,Mathematics Achievement,Problem Based Learning

Engineering and integrated STEM experiences are being promoted at the K-12 level to increase interest and retention in STEM and to reinforce learning of mathematics and science content. However, research is still emerging regarding best practices for curriculum development, student impacts, and transfer of knowledge across disciplines. The purpose of this study is to investigate the impact of middle school engineering curriculum on students' academic achievement in science and mathematics and also on non-cognitive skills such as student engagement and self-efficacy in academics. Specifically, the Engineering Design Process (EDP) conceptual model is used as a framework for the engineering curriculum, which is also grounded in Problem-Based Learning (PBL) practices while integrating science practices and foundational mathematics. Participants include 6th-8th grade students at four public middle schools in Georgia. The research results show that students who have taken at least two engineering courses show statistically significant gains on state-level standardized science and mathematics tests over those students who were never enrolled in these courses. Further, the results show a statistically significant increase in cognitive and behavioral engagement in STEM and science interest. The results of this study support the idea that enabling students to practice their science and mathematics skills and knowledge within the context of interesting and engaging middle school engineering classes can significantly benefit both their engagement in STEM and their academic achievement.
Informed Designers? Students&apos; Reflections on Their Engineering Design Process
Author: Douglas, Kerrie A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,Student Attitudes,Content Analysis,STEM Education,Critical Thinking,Problem Solving,Grade 5,Grade 6,Grade 7,Curriculum Development,Feedback (Response),Cues,Teaching Methods

Assessment of students' critical thinking and problem solving in engineering is a real challenge for classroom teachers and researchers. Yet, students demonstrate evidence of learning through multiple means, including written reflections. The purpose of this study was to explore how students in grades 5 and 7 reflect on what they had learned about engineering design practices in comparison to their previous understandings. The researchers applied qualitative content analysis to analyze student responses to engineering notebook prompts that asked students to reflect on their understanding of the problem and how to design solutions. Data were collected from two classrooms (n = 47) that had implemented integrated STEM curricula. The results of this study indicate that students were able to reflect meaningfully on their engineering practices and how their understanding of what it meant to design had changed. The notebooks provided an opportunity for students to demonstrate evidence of their learning through reflection on their own design practices. The findings suggest that teachers and curriculum developers can use reflection as a means to help students connect their own learning to informed design practices, which may help students move toward being independent informed designers. Future research should consider how teachers can use notebooks to provide feedback on engineering practices.
Lessons Learned from the STEM Entrepreneurship Academy
Author: Sheffield, Adriane
Date: 2018-00-00
Type: Journal Articles
Subjects: STEM Education,Entrepreneurship,Experiential Learning,Summer Programs,Teacher Student Relationship,Student Interests,Gender Differences,College School Cooperation,High Schools,High School Students,Rural Schools,Partnerships in Education,At Risk Students,Resident Camp Programs

This article describes the STEM Entrepreneurship Academy, a week-long summer camp that exposes students from the Black Belt region of Alabama to a college campus and opportunities in the STEM disciplines. A unique feature of this program is the entrepreneurial focus on STEM. Students interact with university faculty, staff, and students while participating in a variety of hands-on activities. They are also charged with designing a final project that integrates the content they have learned over the course of the week. A descriptive analysis of the students who participated reveals several things. Students who participate exhibit a high interest in STEM careers, with females showing a significantly stronger interest in medical-oriented fields. Lessons learned include the importance of exposing students to college campuses, offering more STEM opportunities, and strengthening partnerships with high school educators in rural communities.
Participatory Pedagogy: Oral History in the Service-Learning Classroom
Author: Foulis, Elena
Date: 2018-00-00
Type: Journal Articles
Subjects: Oral History,Service Learning,Teaching Methods,Cooperation,Social Justice,Spanish,College Students,Student Attitudes,Hispanic Americans,Immigration

This article seeks to demonstrate how using oral history in a service-learning course offers an opportunity for students, faculty, and community to engage in participatory pedagogy. Through oral history, students learn to listen, reflect, and see how their learning is achieved in connection with the community. As a pedagogical tool, oral history engenders knowledge production that highlights collaboration and expands students' understanding of equality and social justice, as Latin@ members of the community become active participants through their roles as narrators.
Reciprocity and Scholarly Connections: Faculty Perspectives about the Role of Community-Engaged Work in Their Career Vitality
Author: Terosky, Aimee LaPointe
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Community Role,Community Involvement,College Faculty,School Community Relationship,Partnerships in Education,Service Learning,Scholarship

This qualitative study examined 25 faculty members representing varying ranks, institutional types, disciplines, racial/ethnic backgrounds, and gender with current or recent participation in community-engaged research, service, and/or teaching. The study explored their perspectives on whether or not and, if applicable, in what ways their participation in community-engaged work influenced their vitality. For 23 of the 25 participants, community-engaged work positively affected their vitality. Interview analysis and document review revealed two aspects of this work as most significant: reciprocity (mutual benefits between faculty and community partners) and scholarly connections (integrating content expertise and community work). Implications for practice are discussed.