ethanporcaro/eric-fulltext-meta huggingface dataset:
Curriculum Evaluation: Measuring the Learning Outcomes and Satisfaction Levels of Thai Adult Learners with an English for Cultural Tourism Communication Course, Suphan Buri, Thailand
Author: Chanpradit, Thaweesak
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum Evaluation,English for Special Purposes,Tourism,Foreign Countries,Adult Students,Outcomes of Education,Second Language Learning,Second Language Instruction,Teaching Methods,Learning Activities,Student Needs,Student Interests,Occupations,Native Speakers,Intercultural Communication,Hospitality Occupations,Scores,Comparative Analysis,Adult Education

A curriculum on English for cultural tourism communication was designed, developed, and implemented for Thai adult learners in Doem Bang Nang Buat, Suphan Buri, based on adaptation of the grassroots model (Taba, 1962) and relevant research. This study focused on measurement of the learning outcomes and satisfaction levels of Thai adult learners with an English for Cultural Tourism Communication course. Participants were 21 adult learners living in the community of Doem Bang Nang Buat in Suphan Buri. Data were collected through pretests and posttests, a questionnaire, and participant observation, and analyzed using descriptive statistics such as mean and standard deviation. Content analysis was also applied. The results indicated that the learning outcomes of the adult learners improved significantly as the posttest mean scores were higher than the pretest mean scores at the statistical significance level (p &lt; 0.05). The satisfaction levels of adult learners with the course were rated overall as very satisfied regarding teaching competencies, materials and methods, activities, learning facilitation, and knowledge and understanding of lessons. The study suggests that an English language development curriculum for adult learners should concentrate on learner needs and interests with the aim of presenting everyday English situations in an effort to enable learners to apply English language knowledge and skills to their professions. Furthermore, collaboration between native and non-native English speakers along with the utilization of technology in a positive learning environment is seen as necessary to enhance adult learning.
Do You Want This Double or Single Spaced? Transactional versus Transformational Questions
Author: Lombard, Emmett
Date: 2022-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Leadership Styles,Undergraduate Students,Transformational Leadership

This study describes two types of questions higher education students can ask -- transactional or transformational. The terms &quot;transactional&quot; and &quot;transformational&quot; are commonly juxtaposed in leadership studies for purposes of offering insight into leadership style. The problem is transactional questions do not facilitate learning as they focus more on simply completing tasks, much like in leadership where a transactional leader is more concerned with immediate, finite details than ultimate vision. Not much literature is available that directly addresses the types of questions students ask. Therefore, primary research was conducted that involved observing student questions asked within class context; the questions were then analyzed and categorized as either transactional or transformational. The results are described and their implications contemplated. The paper concludes with suggestions the higher education sector could implement that might encourage more of a transformational student mindset.
International Students&apos; Perceptions of Interactive Academic Justice and Their Relation to Academic Achievement
Author: Aly, Ehab Elsayed Ahmed
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,College Students,Second Language Learning,Arabic,Student Attitudes,Justice,Academic Achievement,Gender Differences,Language Teachers,Teacher Selection,Teacher Student Relationship

International learners of Arabic as a second language have a multi-cultural background, which may affect their perceptions toward the way they are treated with their instructors. The current study tries to examine international students' perceptions of interactive academic justice and their relationship to academic achievement. The researcher used the descriptive approach, using a questionnaire of students' perceptions of interactive academic justice, which involved (175) male and female students at the Arabic Language Institute for Non-Native Speakers at Umm Al-Qura University. The results show that there is a high level of international students' perceptions of interactive academic justice. However, there are no statistically significant differences in international students' perceptions of interactive academic justice; in terms of the gender variable (male-female). International students' perceptions of interactive academic justice do not differ according to the period of Arabic language learning. The results indicate the importance of paying attention to teachers of Arabic as a second language, and the necessity of selecting those teachers and providing them with the necessary training continuously. Future research was presented.
Teacher Professional Qualification in Early Childhood Education and Its Influence on Promotion Rates in Public Primary Schools in Embu County, Kenya
Author: Kamwitha, Anastasia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Qualifications,Early Childhood Education,Public Schools,Early Childhood Teachers,Student Promotion

Early Childhood Education (ECE) is fundamental to holistic development of children between zeros to eight years old. Thus, teacher professional development is key to enabling children grow and develop in the most appropriate ways. This study examined the extent to which teacher professional qualification in Early Childhood Education influences promotion rates of children in public primary schools in Embu County, Kenya. To achieve this objective the study adopted correlation research design, where stratified and simple random sampling techniques were used to sample 39 ECE schools attached to public primary schools. Simple random sampling was used to select 39 public primary headteachers, 39 ECE teachers and 156 public primary teachers Data for this study was collected through the use of questionnaires. An observation schedule checklist and documentary analysis guide for purposes of data triangulation. To check reliability and validity of research instruments, a pilot study was conducted Data from the questionnaire was analyzed through the use descriptive and inferential statistics while data from interviews and documentary analysis guide was analyzed in themes in line with the research objective. Research findings from quantitative data were presented using frequencies, percentages, means, standard deviations, and inferential statistics using Pearson Chi-Square Tests. Results showed that there is a positive correlation between teacher professional qualification in ECE and promotion rates in public primary schools ECE (r=0.672, n=37, p&lt;0.05). The research concluded that there is a positive correlation between teacher professional qualification in ECE and the promotion rates of learners in public primary schools. The study recommended that the Teacher's Service Commission in collaboration with the County Governments should continue to deploy adequate and qualified primary and ECE teachers to both primary and ECE schools to improve internal efficiency.
Quantitative Courses in Higher Education: A Comparison between Asynchronous and Synchronous Distance Learning
Author: Ghilay, Yaron
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Asynchronous Communication,Synchronous Communication,College Students,Student Attitudes,Electronic Learning,Mathematics Education

Quantitative courses in higher education have always been difficult and demanding because they involve complex principles and procedures and students are required to deal with complicated problems. With the outbreak of the COVID-19 crisis and the need to move immediately to distance learning, the challenge involved in undertaking such courses has become even more significant. Recent studies point to different findings regarding the effect of asynchronous and synchronous learning on student performance so it is not entirely clear which method is preferable. The present study addresses the above ambiguity with a focus on quantitative courses, known for their special complexity. The study examined which method is preferable and why, based on the learners' point of view. Two main issues were examined: the contribution of each method to the learning process and whether one of them is significantly superior to the other and can even replace it exclusively. The research was based on two samples of students (n[subscript 1] = 84, n[subscript 2] = 56) who enrolled in eight quantitative courses at two colleges. The courses were given during the year 2020-2021 using combined teaching formats: Asynchronous and synchronous distance learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of both methods. The findings show that students distinctly prefer asynchronous learning over synchronous. The main reasons for this are the ability to repeat lessons indefinitely, time savings, flexible learning anywhere, anytime and at the appropriate pace as well as the ability to better understand the material.
The Development of a Training Package for Student-Teacher Counseling Skills
Author: Katsatasri, Patcharin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Counseling,Counselor Training,Student Teacher Attitudes,Program Effectiveness,Student Satisfaction,Training Methods

The purposes of the study were 1) To develop a training package for counseling skills of student teachers, 2) to study the effectiveness of the developed training package on student teachers' counseling skills, and 3) to study student teachers' satisfaction with Training with the developed package. The study was conducted using a combination of the developmental and a quasi-experimental design. The sample group consisted of 32 student-teachers under the College of Education University of Phayao. who were selected by Dependent sample. The instruments include a training package for counseling skills of student-teachers, a training package evaluation form, a pre-post test, and a satisfaction questionnaire. The mean and standard deviation were used to analyze the data gained from the training package evaluation form and satisfaction questionnaire. A paired-samples t-test was used to study the effectiveness of the developed training package. The results showed that: 1. The training package set consists of 4 units: Unit 1 Counseling Principles Unit 2 Counseling Theory Unit 3 Counseling Process Unit 4 Practicing. 2. The results of the study on the skills training and counseling techniques for student leaders and peer advisors They had a statistically significantly higher after school score at 0.05 than before. 3. The results of the Satisfaction with the skills training and counseling techniques for the lead students and fellow counselors was at a high level.
The Effect of Word Part Strategy Instruction on the Vocabulary Knowledge of Thai Primary School Learners
Author: Bubchaiya, Nuttiya
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Learning Strategies,Teaching Methods,Comparative Analysis,Elementary School Students,Student Attitudes,Likert Scales,Thai,Instructional Effectiveness,Foreign Countries,Language Acquisition,Morphemes,Morphology (Languages)

Vocabulary learning strategies are essential in vocabulary acquisition and one particularly important strategy is word part strategy. This quasi-experimental research attempted to investigate the effects of word part strategy instruction on vocabulary knowledge among primary school students in a Thai EFL context. It also sought to explore primary school students' attitudes about the use of the word-part strategy instruction on vocabulary acquisition and development. The participants consisted of two intact classes divided into experimental and control groups. The experimental participants received thorough training on word part strategies, while the control group received no instruction on word part strategies. Three measures of word part knowledge were developed and validated before the data collection. A five-point Likert scale questionnaire was also employed to explore the experimental participants' attitudes towards implementing word part strategy instruction in vocabulary learning. Descriptive and inferential statistics were used to analyze the quantitative data. The results showed that the students who had received word part strategy instruction outperformed those in the control group, indicating a positive effect of word part strategies on vocabulary learning among primary school students. The current study also showed that primary school students were highly satisfied with the word part strategy instruction. Together, the present findings suggest the efficacy of word part strategies on vocabulary learning and development among primary school learners. Other implications relevant to pedagogical practices and suggestions for further studies are also discussed.
The Use of 5 Step Technique (QSCCS) in Developing Grade 9 Students&apos; Summary Writing Skills
Author: Sudson, Supunnee
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing Instruction,Instructional Effectiveness,Teaching Methods,Inquiry,Writing Skills,Skill Development,Secondary School Students,Grade 9,Student Satisfaction,Scores,Nontraditional Education,Foreign Countries

The purposes of the study were to investigate the effectiveness of the QSCCS technique on the development of grade 9 students' summary writing and 2) to study the students' satisfaction with learning to write a summary with the QSCCS technique. The study was conducted in a quasi-experimental design using a single group of participants. The participants were 44 students in the Thai context. They were chosen using the purposive random sampling technique. The instruments were a learning management plan designed using the QSCCS technique, a pre-post-test, and a questionnaire. The students' scores before and after the treatment were compared using a paired-sample test. The effectiveness of the learning management was analyzed considering the students' performances during the learning process (E[subscript 1]) and the students' post-test scores (E[subscript 2]). Mean scores and standard deviations were also used to analyze students' questionnaire answers. The result of the study indicates the benefits of the QSCCS technique in developing grade 9 students' summary writing skills. In addition, it was discovered that the participants were satisfied with learning to write a summary with the QSCCS technique. The results of the study provide an alternative instructional method for teaching summary writing.
The Effects of Deductive Learning Activities with Games on the Topic of &quot;Single Variable Linear Equations&quot; of Mathematics on Learning Achievement of 7th Grade Students
Author: Taiyasut, Phatchayaporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Activities,Educational Games,Mathematics Instruction,Mathematics Achievement,Grade 7,Equations (Mathematics),Problem Solving,Middle School Students,Student Satisfaction,Foreign Countries,Scores,Electronic Learning

The purposes of the research were 1) to compare the scores of 7th grade students from deductive learning activities management with games on the topic of &quot;Single Variable Linear Equations&quot; to the standardized criteria of 75%, 2) to compare the achievement of the 7th grade students before and after using the deductive learning activities with games, and 3) to study the satisfaction of the students with the deductive learning activities with games. The research samples were twenty-eight 7th grade students of class one at Triam Udomsaksa Patanakarn Roi-Et School in the second semester of 2021. They were selected by cluster random sampling method. The research instrument consisted of lesson plans, an achievement test, a questionnaire, a recording form after teaching and an observation form. The statistics used were mean, standard deviation, percentage, one-sample t-test and t-test for dependent. The research results indicated that compare the mean score of 7th grade students from deductive learning activities management with games on the topic of &quot;Single Variable Linear Equations&quot; was higher than the standardized criteria of 75% at the 0.05 level of the statistical significance. 2) The findings revealed that the mean post set score after using deductive learning activities management with games was higher than that of the pre-test score at the 0.05 level of the statistical significance. 3) The overall satisfaction of the student with the deductive learning activities with games was at a high level.
What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study
Author: Fichten, Catherine S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Students with Disabilities,Student Attitudes,College Students,Postsecondary Education,Computer Oriented Programs,Educational Technology,Telecommunications,Handheld Devices,Foreign Countries,Knowledge Level,Program Effectiveness

Attention Deficit Hyperactivity Disorder (ADHD) experts and individuals with ADHD have made many recommendations concerning mobile apps that could potentially help college students succeed. But do students know about these recommended apps? Do they find them useful? How do students use mobile apps for completing schoolwork? To answer these questions we carried out two empirical studies. In study 1, 35 Canadian postsecondary students who self-reported ADHD and 74 students without disabilities completed an online LimeSurvey questionnaire and indicated which of 20 expert recommended schoolwork-related apps they had tried and which they liked. In Study 2, nine students with ADHD specified how they used their technologies to complete schoolwork. Results indicate that students with and without ADHD were familiar with only 13 of the 20 apps recommended by experts, and that they liked only 11. For completing academic work, the most popular apps were built-in smartphone camera and recording apps. Students also found Microsoft, Google, Pomodoro and Kahoot apps helpful. Discord was the most popular app for collaboration with classmates. Results show that students with and without ADHD found the same apps and technologies helpful. To the best of our knowledge this is the first study to actually query students with ADHD about their app use and preferences. We conclude that disability service providers, academic administrators and access technologists need to stay up-to-date about general use mobile apps to enable them to make appropriate recommendations to help students with ADHD succeed in college.
COREAT: Developing a Mobile Application to Assess the Severity of Repetitive Behavior in Autism
Author: Martínez-González, Agustín E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Severity (of Disability),Behavior Problems,Telecommunications,Handheld Devices,Test Construction,Test Validity,Psychometrics,Intellectual Disability,Test Reliability,Foreign Countries,Children,Adolescents

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterised by difficulties in communication and repetitive behaviors. The early detection of ASD is a clinical priority in education centres and medical services. COREAT is a computer adaptation of the Repetitive Behavior Scale-Revised (RBS-R) which has been designed to facilitate the diagnosis of individuals with ASD and intellectual disability. This article describes the development, an initial evaluation of the feasibility and the preliminary outcomes of COREAT. The development of COREAT consists of two phases. Phase 1: Performing a prior analysis of the psychometric properties of the RBS-R scale. Phase 2: Developing the mobile application (pilot tests, testing real cases n = 11, and final feedback). Descriptive data of the pilot study shows that 91.31% of participants indicate that COREAT is very accessible and intuitive. COREAT proves to be a useful diagnostic resource for professionals and families. Cross-cultural differences must be analysed.
Exploring the Five-Factor Structure of the Need for Closure Scale on Indian Samples Using Exploratory and Confirmatory Factor Analysis
Author: Paliwal, Deepshikha
Date: 2022-00-00
Type: Journal Articles
Subjects: Factor Analysis,Factor Structure,Foreign Countries,Psychological Patterns,Psychometrics

This study was conducted to explore the five-factor structure of the Need for Closure scale on Indian samples using exploratory and confirmatory factor analysis. Data were initially collected from 450 samples which were reduced to 235 cases later based on the lie score criteria of the Need for Closure Scale. To rule out the problems caused by all questionnaire items like low reliability and low communalities, parceling of the items (creating three parcels from each facet) was done before the multivariate analysis (EFA and CFA). In the results, EFA showed that the five-factor structure of the NFC scale explains 52% of the variance. The goodness of fit statistics in the CFA model met the criteria (X[superscript 2] = 190.153, GFI = 0.908, TLI = 0.855, CFI = 0.890, RMSEA = 0.077) for the reasonable fit of the single factor structure of the NFC construct. In conclusion, this study presented the good psychometric properties of the NFC scale. It can be used to assess the individual's need for closure in the wider contexts of Indian studies.
Investigating High School Students&apos; Personality Traits and Academic Procrastination with Cluster Analysis
Author: Börekci, Caner
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Personality Traits,Decision Making,Scores,Study Habits,Correlation,Socioeconomic Status,Neurosis,Personality Measures,Foreign Countries,Student Attitudes

In this study, a cluster analysis was performed by creating a data set from students' personality traits and academic procrastination behaviours. Correlation analysis was done to examine the relationship between the variables, and the characteristics of the formed clusters and the association of the clusters with the perceived socioeconomic status were examined. Cluster analysis is a simple and practical method for classifying a set of complex data based on certain variables and making them more meaningful and using the results as an aid to decision-making. Clustering algorithms handle such data effectively, making it more meaningful. Following the analysis, it was revealed that two clusters had formed. The first of the clusters includes 65.2 % of the sample population; the level of procrastination and the mean score of neurotic personality traits were calculated higher than the other cluster. The remaining part of the sample population (34.8 %) constitutes the second cluster. The mean scores of studying systematically habits and extroversion, agreeableness, conscientiousness, and openness to experience personality traits of the students forming this cluster are higher than the other cluster. No association was observed between the clusters and the perceived socioeconomic levels of the students. The distributions of socioeconomic levels within the clusters are similar to each other. When the correlations of these variables are examined; positive relationships were found between the level of procrastination and neurotic personality traits. Procrastination behaviour and neurotic personality traits were also negatively correlated with other variables.