ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Cooperative Problem-Solving Method on Students&apos; Motivation towards Learning Algebra
Author: Habtamu, Shenkut Belhu
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Problem Solving,Student Motivation,Mathematics Instruction,Algebra,Grade 9,Goal Orientation,Value Judgment,Student Attitudes,Self Efficacy,Test Anxiety,Secondary School Students,Foreign Countries

This study aimed to examine the effect of cooperative problem-solving method on grade nine secondary school students' motivation towards learning algebra. In this study, pretest-posttest non-equivalent group quasi-experimental design was employed. The data were collected from 142 grade ninth students using mathematics motivation questionnaire and analyzed using paired sample t-test, analysis of variance, and analysis of covariance. The result revealed that there was a statistically significant mean difference between groups on intrinsic goal orientation, extrinsic goal orientation, task-value, control of beliefs for learning, self-efficacy, and total motivation of students to learn algebra. Besides, except test anxiety motivation component, students' motivation and its components to learn algebra were affected by the cooperative problem-solving and the problem-solving methods. However, there was no statistically significant mean difference between groups on test anxiety motivation component. Finally, we recommend that further study is needed to examine how students test anxiety can be improved.
Middle School Students&apos; Engagement in Mathematics and Learning Approaches: Structural Equation Modelling
Author: Sen, Emine Ozgur
Date: 2022-00-00
Type: Journal Articles
Subjects: Middle School Students,Learner Engagement,Learning Strategies,Structural Equation Models,Foreign Countries,Mathematics Education,Student Attitudes

This study aims to investigate the effects of middle school students' learning approaches and their attitudes towards mathematics on their engagement in mathematics course. The research cross-sectional survey design was used in the quantitative research model. The research was conducted with the participation of 5th-8th graders who attended schools located in a city in the Central Anatolian region of Turkey. Thus, 383 students in total, 209 of whom were female and 174 of whom were male, were included in the research. Three different data collection instruments were used in the study: student engagement in mathematics scale, approaches to learning mathematics scale, and scale for assessing attitudes towards mathematics in secondary education. The data were analyzed on structural equation modelling. As a result, significant correlations were found between participants' engagement in mathematics course and their learning approaches while no significant differences were found between their engagement in mathematics and their attitudes towards the course.
Visualization and Problem-Based Learning Approaches and Students&apos; Attitude toward Learning Mathematics
Author: Abate, Abera
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Student Attitudes,Middle School Students,Problem Based Learning,Conventional Instruction,Foreign Countries,Teaching Methods,Learner Engagement,Self Esteem,Grade 7,Grade 8,Visual Aids,Computer Software,Manipulative Materials,Animation,Mathematical Concepts,Concept Formation,Instructional Effectiveness

Mathematics is one of the important disciplines for students to solve day-to-day problems in life. Attitude towards mathematics and mathematics learning is critical for a better learning to happen. This study was conducted to investigate the effect of instructional approaches on attitudes of students towards mathematics learning. Quasi-experiment research was conducted in middle schools at Addis Ababa City Administration, Ethiopia to investigate the use of visualization techniques (VT), problem-based learning approach (PBLA), visualization techniques-assisted problem-based learning (VT-PBLA), and conventional instructional approach (CIA) as instructional approaches and their effect on students' attitude towards learning Mathematics. Four intact classes were selected of which the three were used as intervention groups named intervention group 1 (IG1), intervention group 2 (IG2) and intervention group 3 (IG3) each of which took specific instructional approach as an intervention and a comparison group (CG) that were assigned using simple random sampling techniques. The sample size used were 48, 49, 48, and 47 students, respectively. Both pre and post-attitude Likert scale items were prepared and administered to the respondents before and after the intervention respectively. Paired samples t-test and ANCOVA were employed for analysis, and the results of the study show that the group taught with VT shown statistically significant difference on attitude and on each of the components of attitude, except for engagement. Moreover, the group taught with VT-PBLA also shown to have a statistically significant difference on attitude and their components except for engagement and confidence. PBLA alone did not show any significant mean difference in students' attitude towards learning mathematics and each of the components. The post-intervention comparison also showed significant mean difference between the groups for the overall attitude and the components of attitude except for engagement and confidence. These deviant findings seek further investigation to identify the possible causes or any possible amendments that could account to the instructional approaches.
The Teacher and Peer Intervention for Pre-Service Mathematics Teachers on the Validity of Mathematical Models
Author: Cakmak Gurel, Zeynep
Date: 2022-00-00
Type: Journal Articles
Subjects: Intervention,Preservice Teachers,Mathematics Teachers,Validity,Mathematical Models,Secondary School Teachers,Foreign Countries,Peer Teaching

The aim of this study is to investigate the types of teacher and peer interventions to test the validity of modelling along with the modelers' reactions to these interventions. A teaching experiment was employed in the study. Forty-five pre-service secondary school mathematics teachers participated in the research. As a data collection tool, a worksheet was prepared by taking the monthly average temperature values of the last five years from the Meteorology Directorate of the province in which the study was conducted. At the end of the mathematical modelling process, teacher and peer interventions were carried out. The types of teacher and peer interventions were categorized. The reasons for intervening in the modelling process by both the teacher and peers were insufficient explanations and student error. In addition, the teacher intervened to advance the process. The teacher intervened for diagnosis, advice and feedback, and the peers intervened for diagnosis and feedback in this process. While teacher intervention occurred at the stage of mathematical model and results, peer intervention occurred at the stage of testing the real model and result. The participants returned to revise their real model, mathematical model and results. In the modeling process, while peer support may be sufficient to test the validity of the real model and real results, teacher support is required to test the validity of the mathematical model and its results.
Integrity vs. Quality of Assessments: Are They Compromised on the Online Platform?
Author: Reddy, Leelakrishna
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Cheating,Foreign Countries,College Faculty,Physics,Testing Problems,Prevention

Integrity and quality of assessments on the online platform should be upheld to ensure that it supports student learning as well as the efficacy of teaching because in the end it measures the reputation of an institution. How institutions have traversed such domains remains a grey area. This paper provides anecdotal insights into how staff from a South African university have taken steps to mitigate against cheating to preserve integrity and quality of assessments. For this, a carefully designed survey with questions pertaining to integrity and quality of assessments were designed and administered to 11 physics staff members of the university. Results of the survey were presented and discussed both quantitatively and qualitatively. Results reveal that staff are serious about the integrity of assessments and have employed various techniques to combat it, but full proof integrity of assessments cannot be fully arrested on the online platform with proctoring and other strategic measures in place.
A Machine Learning Approach to Evaluate Variables of Math Anxiety in STEM Students
Author: Soysal, Dilek
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,STEM Education,Predictor Variables,Self Esteem,Calculus,Artificial Intelligence,College Students,Test Anxiety,Study Habits,Student Motivation,COVID-19,Pandemics,Correlation,Gender Differences,Instructional Program Divisions

The relationships between math anxiety and other variables such as students' motivation and confidence have been extensively studied. The main purpose of the present study was to employ a machine learning approach to provide a deeper understanding of variables associated with math anxiety. Specifically, we applied classification and regression tree models to weekly survey data of science, technology, engineering, and mathematics (STEM) students enrolled in calculus. The tree models accurately identified that the level of confidence is the primary predictor of math anxiety. Students with low levels of confidence expressed high levels of math anxiety. The academic level of students and the number of weekly hours studied were the next two predictors of math anxiety. The junior and senior students had lower math anxiety. Also, those with a higher number of hours studied were generally less anxious. Weekly tree diagrams provided a detailed analysis of the interrelations between math anxiety and variables including academic level, number of hours studied, gender, motivation, and confidence. We noticed that the nature of such interrelations can change during the semester. For instance, in the first week of the semester, confidence was the primary factor, followed by academic level and then motivation. However, in the third week, the order of the interrelation changed to confidence, academic level, and course level, respectively. In summary, decision tree models can be used to predict math anxiety and to provide a more detailed analysis of data associated with math anxiety.
An Analysis about the Relationship between Online Homework and Perceived Responsibility, Self-Efficacy and Motivation Levels of the Students
Author: Odabas, Ceyla
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Homework,Responsibility,Self Efficacy,Student Motivation,Foreign Countries,College Students,College Second Language Programs,English (Second Language),Academic Achievement

The aim of this study is to analyze the effects of students' online homework performances on their self-efficacy, perceived responsibility and motivation levels in the Foreign Languages College at Gaziantep University. The research design of this study is correlational survey model. 441 students who study at the Foreign Languages College participated in this study. In the analysis of the study PLS-SEM approach was adopted and Smart PLS 3 program was used. As a result of the study, no correlation between students' online homework performances and self-efficacy, perceived responsibility and motivation was observed; while meaningful correlations between self-efficacy and perceived responsibility and self-efficacy and motivation levels were observed.
Methodologies for Decolonising Geography Curricula in the Secondary School and in Initial Teacher Education
Author: Nayeri, Cyrus
Date: 2022-00-00
Type: Journal Articles
Subjects: Geography Instruction,Secondary School Teachers,Preservice Teacher Education,Teacher Education Programs,Grade 7,Geographic Location,Racial Bias,Ethnicity,Social Justice,Foreign Countries,Preservice Teachers,Curriculum Development,Place Based Education,World History,Slavery

While a clear rationale for the need to decolonise school geography curricula has been proposed, there are few examples of what this looks like in practice. Drawing on our professional practice in both a secondary school and a university setting, we outline two case studies of decolonising the curriculum that centre on promoting student agency. The first is a Year 7 geography unit of work, and the second is a walking tour of London for an initial teacher education programme for secondary school geography teachers. Through these case studies, we argue for the importance of encouraging students to think about geographical relations with other places, and build on studies which foreground the importance of place as a pedagogic device through which the aims of decolonisation can be furthered.
The Correlation between Learning Styles and Biology Learning Performance of Nigerian Students
Author: Abidoye, Florence Omosholape
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Biology,Science Instruction,Secondary School Students,Science Achievement,Correlation,Visual Perception,Kinesthetic Perception,Auditory Perception,Learning Modalities,Gender Differences,Teaching Methods,Student Characteristics

Learning style has been considered as one of determining factors for learning processes. This study aimed at observing the correlation between students' learning style and performance of Nigerian students in biology. The sample of this study consisted of 100 students which were randomly selected from the secondary schools in Ifelodun LGA, Kwara State, Nigeria. The two validated instrument used for data collection were Grasha &amp; Reichmann's Student Learning Scale and VAK/VARK Learning Style. The data gained were analyzed using percentage, Pearson correlation, and Chi-Square test. The study findings indicated that: (i) there was a negative correlation between students' academic performance and visual (0.061) and kinesthetic learning style (0.50), as well as positive correlation between the performance and auditory learning style (0.108). (ii) There were no significant differences between the study of learning styles, either visual (t(99) = 1.60, p = 0.11), auditory (t(99) = 1.33, p = 0.18), or kinesthetic (t(99) = 0.59, p = 0.55), of male and female biology students' performance. Thus, it is suggested that teachers choose the most proper learning methods which accommodate the students' need based on their learning styles.
Critical Thinking Skills of Natural Science Undergraduate Students on Biology Subject: Gender Perspective
Author: Hayati, Nur
Date: 2020-03-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Gender Differences,College Students,Foreign Countries,Biology,Science Instruction

One of the most important skills needed to face the 21st-century challenges is critical thinking. Gender differences are considered to contribute to the critical thinking skills. The objective of this study was to determine students' critical thinking skills based on gender. This quantitative research involved 57 students of the Natural Sciences Education Study Program, Universitas Hasyim Asy'ari. The instrument employed was critical thinking skills test. The data was analyzed using independent samples t-test. The results showed that the average scores of critical thinking skills of male and female students were 2.60 and 2.99 respectively. In addition, there was significant difference of students' critical thinking skills between male and female [t (55) = 2.065, p = 0.044]. In conclusion, female students tend to have the higher critical thinking skills than the male.
Developing Biology Students&apos; Worksheet Based on STEAM to Empower Science Process Skills
Author: Patresia, Indri
Date: 2020-03-00
Type: Journal Articles
Subjects: Biology,Science Instruction,STEM Education,Art Education,Science Process Skills,Worksheets,Grade 10,Secondary School Science,Foreign Countries,Feasibility Studies

Students' worksheets, as learning material, is important to achieve learning outcomes. This study aimed to develop students' worksheet, based on STEAM (Science, Technology, Engineering, Art, and Mathematics), on ecosystem topics to empower students' science process skills. The Research and Development used 4D model by Thiagarajan. Students' worksheet validity was determined by conducting expert appraisal consisting of instructional review (material and learning expert) and technical review (biology teacher). The product trial was carried out by testing the science process skills of tenth graders. The students' science process skills were measured using pre-test and post-test, which then were analyzed using N-gain calculation. The results showed that the students' worksheet based on STEAM was categorized as feasible (material expert) and highly feasible (learning expert and teacher). The N-gain score of students' science process skills after using student worksheet based on STEAM was 0.5 which categorized as medium. It can be concluded that the students' worksheet developed is feasible and able to empower the students' science process skills.
Learning Difficulties in Comprehending Virus and Bacteria Material for Senior High Schools
Author: Firmanshah, Muhammad Imam
Date: 2020-03-00
Type: Journal Articles
Subjects: Science Instruction,High School Students,Secondary School Science,Scientific Concepts,Concept Formation,Microbiology,Difficulty Level,Student Attitudes,Teaching Skills,Educational Facilities,Teaching Methods,Study Habits,Foreign Countries

Previous research only focuses on the difficulties and factors causing learning difficulties without any solution. This study aimed to identify learning difficulties, factors, and alternative solutions overcoming the problems of learning difficulties about viruses and bacteria. Data collection was carried out through the provision of a concept mastery test involving 195 students (8 schools) and in-depth interviews conducted by involving 37 students (4 schools) who received the lowest test scores. Data analysis was performed using a percentage formula to determine the proportion of difficulties for each competency. The results showed that students had difficulty with the highest percentage of virus material, those were the competence of analyzing the role of viruses in life (85.64%) and virus replication process (83.21%). The competence in bacterial material which has the highest percentage of difficulty (77.26%) in identify bacterial classification. The factors causing students to have difficulty learning virus and bacteria consisted of the nature of the topic (77.03%), attitudes and learning habits (60.81%), teacher's teaching skills (37.84%), and school facilities (27.03%). Alternative solutions are: teachers reduce the content that is complex and detailed, carry out an interactive learning process (audiovisual/animation), providing more learning experiences through practical activities, and teaching through interesting ways.
Metacognitive Awareness of Commuter and Resident Students of Islamic High School in Biology Learning
Author: Sari, Afifah Putri
Date: 2020-03-00
Type: Journal Articles
Subjects: High School Students,Metacognition,Religious Schools,Islam,Place of Residence,Commuting Students,Foreign Countries,Biology,Science Instruction,Boarding Schools

There have been several studies which focus on metacognitive awareness (MA) of senior high school students done. However, the factors influence MA have not been widely revealed. Thus, this research aimed at distinguishing the MA between the commuter and resident students' of Islamic High School in biology learning. The subject of this quantitative research was divided into two groups (commuter and resident students). The sample unit in this study consisted of three boarding schools i.e. Al-Abidin Bilingual Resident School, Al-Islam 1 Senior High School, and Majelis Taqlim Al-Quran Senior High School that were selected by purposive sampling. The participants in this study were 88 students of grade X (40 commuters and 48 residents) which were taught in the same class. The data were collected using the survey method. Metacognitive Awareness Inventory (MAI) was used to obtain the data of the students' MA. The data were analyzed using independent samples t-test. The results indicated that there was a significant difference between commuter and resident students' MA (p = 0.027). In addition, the commuter students performed better MA on biology learning than resident students.
Classroom Climate and Student Self-Efficacy in E-Learning
Author: Davidovitch, Nitza
Date: 2022-00-00
Type: Journal Articles
Subjects: Classroom Environment,Self Efficacy,Electronic Learning,Student Experience,Individual Differences,Gender Differences,Foreign Countries,Predictor Variables

The last two decades have seen significant growth in e-Learning in many institutions, with the main growth engine being significant development of technologies providing access to information. These technologies have dramatically changed how societies and individuals communicate. The current study examined whether the paradigm of good teaching dimensions customary in the research literature can predict students' self-efficacy and social-academic climate in e-Learning. For this purpose, 147 students from different academic institutions were sampled and asked to choose one course they had studied online, completing a questionnaire on their experience of the course. The questionnaire was divided into four sub-topics, where at first the participants were asked to answer several demographic questions and the rest of the questions were divided by the research variables as follows: the first group of questions dealt with perceived self-efficacy; the second group dealt with the teaching dimensions presented in Hativa's (2015) theory, from which select teaching behaviors were extracted. In the final part, the questionnaire examined the social-academic climate during the course. The research results show correlations between the research variables and some of the demographic variables. The higher the respondent's age and years of schooling, the higher the lecturer's evaluation. Furthermore, men were found to rank lecturers on teaching dimensions significantly lower than did women. Respondent self-efficacy rose with age and years of schooling. Moreover, the higher the participants' age, the more positive the climate reported, and women tended to rank classroom climate higher than did men.