ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting Critical Thinking Ability of Sultan Qaboos University Students
Author: Alkharusi, Hussain Ali
Date: 2019-04-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,College Students,Foreign Countries,Learning Strategies,Questionnaires,Cognitive Tests,Predictive Validity,Academic Achievement,Self Efficacy,Grade Point Average,Student Motivation,Models

Critical thinking is necessary for academic success in higher education. Hence, universities seek various ways to integrate it in the programs to enhance the productivity of their graduates. This study presents the development of a predictive model for critical thinking ability using a combination of background, demographic, and psycho-educational variables. Data were collected from 9809 students entering Sultan Qaboos University between 2010 and 2013. The instruments included the Demographic Questionnaire, the Motivated Strategies for Learning Questionnaire, the College Readiness Survey Questionnaire, and the California Critical Thinking Skills Test. Results of the stepwise multiple linear regression analysis revealed that the final full model included gender, type of general diploma education, type of general diploma math subject, number of general diploma science subjects taken, overall general diploma GPA, general diploma math subject score, general diploma English language subject score, college readiness, self-efficacy for learning and performance, peer learning, rehearsal, and metacognitive self-regulation as collectively statistically significant predictors of the critical thinking ability. These variables collectively accounted for 8.7% of the variance in the critical thinking ability. A number of recommendations for teaching and researching critical thinking skill attainment evolve from this model.
Moving beyond a Sign of Judgment: Primary School Teachers&apos; Perception and Practice of Feedback
Author: Dessie, Askalemariam A.
Date: 2019-04-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Feedback (Response),Learning,Student Evaluation,Foreign Countries,Student Improvement,Classroom Techniques

Effective feedback plays a great role in the teaching-learning process and learners' performance. This becomes possible when teachers have positive perception regarding feedback and practice it very well. Therefore, the purpose of the study was to assess primary schools teachers' perception and practice of feedback. To achieve this purpose, concurrent parallel mixed methods design was used and 61 teachers were participated in the study. Questionnaire, semi-structured interview and document review were used to collect quantitative and qualitative data. Quantitative and qualitative data analysis techniques were used. The result showed that the majority of teacher's perception and practice of feedback to improve students learning was good (they provide immediate feedback). But, there are gaps in using feedback as learning purpose rather than for judgment. Thus, even if teachers have good perception and practice, the use of feedback for learning purpose is overlooked. Therefore, training teachers regarding the use and provision of effective feedback is the main task of the schools and education office experts at the regional and national level.
Information and Communication Technology Leadership of School Administrators in Thailand
Author: Apsorn, Amnat
Date: 2019-04-00
Type: Journal Articles
Subjects: Information Technology,Administrators,Instructional Leadership,Foreign Countries,Leadership Effectiveness,Administrator Attitudes,Factor Analysis

This research aims to study the components and to do confirmatory factor analysis, and study the perceptions of ICT leadership of school administrators in Thailand. The results indicate that eight components of information and communication technology (ICT) leadership: developing a vision and administrative plans for the use of ICT in schools, establishing strategies for promoting teachers' and students' use of technology in instruction; developing plans for improving teachers' and supporting staff's technological skills; managing, supporting and facilitating an atmosphere conducive to the use of ICT and providing information technology (IT) resources; learning about meeting ICT-related challenges with prudence and care; acting as a role model in applying ICT to daily personal and professional matters; sharing knowledge, opening up opportunities and creating an ICT culture in schools in order to develop a learning community, and overseeing and doing follow-up on data storage and data updates for the benefit of decision making and problem solving. Confirmatory Factor Analysis suggests that the components of IT and communication leadership correspond significantly with empirical data and school administrators' perceptions of ICT leadership for use to develop guidelines for efficiently and effectively improving the capacity of ICT school leaders.
Influence of Moderating Variables on Nigerian Undergraduates&apos; Emotional Intelligence and Attitude towards Examination
Author: Adegboyega, Lateef Omotosho
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Emotional Intelligence,Student Attitudes,Influences,Student Motivation,Correlation,Gender Differences,Age Differences,Family Characteristics,Hypothesis Testing,Attitude Measures

This paper investigated the influence of moderating variables on Nigerian undergraduates' emotional intelligence and attitude towards examination. Descriptive survey of the correlational type was employed for the study. One thousand, five hundred and thirty-six (1,536) undergraduates in Nigeria were drawn using purposive and stratified sampling techniques. Two null hypotheses were generated and tested at 0.05 level of significance. &quot;Emotional Intelligence Scale&quot; (EIS) and &quot;Attitude Towards Examination Scale&quot; (ATES) were the instruments used to collect relevant data. The findings revealed that there was a significant correlation between emotional intelligence and attitude of Nigerian undergraduates towards examination. The findings also revealed that gender, age, level of study, university and family type had a significant positive influence on undergraduates' emotional intelligence and attitude towards examination in Nigeria. It was therefore recommended, among others, that students should continue to cultivate the habit of developing high emotional intelligence as it would help them to develop positive attitude towards examination, effective leadership skills such as improved communication among peers and other people, less school and workplace conflict, better problem-solving skills and increased likelihood of promotions to greater heights.
The Effect of THIEVES Strategy on EFL Learners&apos; Reading Comprehension
Author: Khataee, Elnaz
Date: 2019-04-00
Type: Journal Articles
Subjects: English (Second Language),Reading Comprehension,Second Language Instruction,Second Language Learning,Instructional Effectiveness,Reading Strategies,Foreign Countries,Advanced Students,Schemata (Cognition)

Reading comprehension is an important skill for EFL learners with fewer opportunities to communicate and gain knowledge in English. For a complete comprehension, the interaction between the student's prior knowledge and the content is necessary. Background knowledge plays the most important role in comprehension. The present study used a mixed method design to investigate the effect of THIEVES as an activating (schema activation) strategy on EFL learners' reading comprehension. Participants were 63 advanced students from an English language institute in Iran. First, they took the Oxford Quick Placement Test (OQPT) and then they were divided into experimental and control groups and the strategy was administered for the experimental group. Second, they were asked to fulfill a questionnaire about their difficulties through reading comprehension process. Based on the results of the questionnaire analysis, EFL learners confronted problems such as difficult content, unknown vocabulary, lack of background knowledge, and shortage of time. Results showed that there is a significant statistical difference between the scores of the control group and experimental groups. Besides, in the questionnaire learners of the experimental group indicated that THIEVES can help them to overcome their comprehension problems. Thus, it can be concluded that using THIEVES is beneficial in comprehension of expository texts.
The Effect of Laboratory Work Style and Reasoning with Arduino to Improve Scientific Attitude
Author: Hadiati, Soka
Date: 2019-04-00
Type: Journal Articles
Subjects: Logical Thinking,Scientific Attitudes,Laboratory Procedures,Open Source Technology,Computer Uses in Education,Science Experiments,Science Laboratories,Problem Solving,Physics,Undergraduate Students,College Science,Science Instruction,Foreign Countries,Science Activities

This study aims to examine students' reasoning based on the model in each laboratory work style and find the effect on scientific attitude and student activity. This study uses a quantitative approach with the experimental method. The study was conducted in three classes with different lab work styles. Arduino and sensors were used as a measurement apparatus in Ohm's law experiments that will stimulate students' reasoning in each lab work. The measuring instruments consist of a scientific attitude scale, observation sheet, and worksheet. A descriptive statistical analysis was used to describe students' reasoning in the three laboratory work styles. The improvement of scientific attitude and activities were analyzed by normalized gain. The effects of the three types of lab work to scientific attitudes were analyzed by analysis of variance (ANOVA). The results show that the style of lab work gives rise to various students' reasoning. Observations show that many students solve problems in the experiment by reasoning to improve the measurement model. Problem-solving laboratory work is effective to improve activities and scientific attitudes. This study has succeeded to discover alternative concepts in the laboratory work with reasoning based on models.
The Impact of Teachers&apos; Experience and Qualification on Efficacy, Knowledge and Implementation of Differentiated Instruction
Author: Moosa, Visal
Date: 2019-04-00
Type: Journal Articles
Subjects: Individualized Instruction,Teaching Experience,Teacher Qualifications,Teacher Effectiveness,Self Efficacy,Knowledge Level,Teacher Characteristics,Elementary School Teachers,Foreign Countries,Differences

The purpose of this study is to investigate the differences in teachers' sense of efficacy, their knowledge, and implementation of DI based on their experience and qualification. The study also aims to investigate the moderating effect of teachers' experience and qualification. The study employs a tool composed of validated items and constructs from previous studies to collect data from a sample of 101 elementary teachers in a single atoll of Maldives. Parametric statistic of independent sample t-test and one-way ANOVA were used to investigate differences among groups of respondents while multiple regression using split sample was carried out to examine the moderation effect. Results indicate that there is a statistically significant difference in teachers' sense of efficacy across the three experience-groups, F (2, 93) = 3.56, p = 0.032. However, there is no significant difference in teachers' knowledge and implementation of DI based either on their experience or qualification. The results also indicate that neither teachers' experience nor their qualification was a significant moderator of the DI implementation model. It is recommended teachers be equipped with sufficient knowledge of DI by incorporating relevant content in teacher training programs.
The Influence of Teachers&apos; Perception and Readiness towards the Implementation of Critical Thinking Skills (CTS) Practice in Mathematics
Author: Ismail, Siti Noor
Date: 2019-04-00
Type: Journal Articles
Subjects: Teacher Influence,Teacher Attitudes,Readiness,Curriculum Implementation,Critical Thinking,Thinking Skills,Mathematics Instruction,Foreign Countries,Predictor Variables,Low Achievement,High Achievement,School Effectiveness

This study was conducted to identify the level of practice of critical thinking skills (CTS) and to determine whether the dimensions of perception and readiness of the teachers were the predictors of the implementation of the CTS. A cross-sectional quantitative approach using questionnaires have been used on 226 Mathematics teachers teaching in high performing school (HPS), medium performing school (MPS) and low performing school (LPS) in Kelantan, Malaysia. Descriptive statistical analysis showed that the level of practice of CTS in HPS was higher than MPS and LPS. Post-Hoc Multiple Comparisons test also showed no significant differences for perception and teacher readiness mean scores towards CTS between HPS, MPS and LPS. Furthermore, Stepwise's multiple regression analysis shows that perception and teacher readiness is a predictor factor in the practice of applying CTS in the Mathematical learning and teaching process in schools. This study provided a significant contribution towards improving the practice of CTS in Mathematical learning and teaching to realize educational excellence across the 21st century learning that emphasizes high-order thinking skills (HOTS). Hence, teachers should plan their lessons well by selecting effective strategies and teaching and learning materials that will inculcate and enhance CTS in students simultaneously achieving the teaching and learning objectives.
The Impact of Using Activities Based on the Montessori Approach in Science in the Academic Achievement of Fourth Grade Students
Author: Alburaidi, Azza
Date: 2019-04-00
Type: Journal Articles
Subjects: Montessori Method,Science Activities,Science Instruction,Elementary School Science,Grade 4,Academic Achievement,Foreign Countries,Instructional Effectiveness,Pretests Posttests,Science Achievement

This study investigated the effect of using activities based on the Montessori approach in science academic achievement of the fourth grade students. A quasi-experimental design was used wherein the students were equally divided into two groups: the experimental and the control group. Both groups consisted of 31 students. To achieve the aim of the study, Montessori Hall has been set up with six dimensions, and each corner has several shelves comprised different materials used for conducting the science activities. In addition, a teacher guide was prepared to be used by the teacher to implement the Montessori approach for the experimental group. Finally, an achievement test that consisted of seven multiple choice questions (MCQs) and five short answer questions was constructed and administered to both study groups. The results of the study indicated that there were statistically significant differences at the level of significance (P = 0.05) between the mean values of the experimental and the control groups in the academic achievement in favor of the experimental group. In light of the study results, the study recommends holding training workshops for teachers on how to use the Montessori approach in teaching science classes.
The Influence of Applying Emotion Based Language Instruction in Teaching Oral Skills to EFL Learners
Author: Heydarnejad, Tahereh
Date: 2019-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Speech Skills,Humanistic Education,Second Language Learning,Language Tests,Instructional Effectiveness,Pretests Posttests,Listening Skills,College Freshmen,Foreign Countries

Learning could not be thought of as unrelated to cognitive processes and cognitive processes are not unrelated to affective ones; thus, the current study tried to empirically examine the influence of Emotion Based Language Instruction (EBLI) in fostering teaching oral skills to EFL learners. An IELTS test was utilized to measure the progress of both control and experimental groups at the beginning of the research and also at the end. The content of the material chosen to be taught for experimental group was selectively written based on the Metric of Emotioncy designed by Pishghadam (2016). The differences in scores of pre and posttest of IELTS were statistically calculated to observe the effect of EBLI. The results revealed a significant change in speaking skill in experimental group and a change in listening skill, though it was not statistically significant. The results of the current investigation can increase the knowledge on applying EBLI in teaching foreign/second languages.
Promotion of Students Participation and Academic Achievement in Large Classes: An Action Research Report
Author: Kumaraswamy, Sumathi
Date: 2019-04-00
Type: Journal Articles
Subjects: Class Size,Group Activities,Student Participation,Academic Achievement,Student Attitudes,Instructional Effectiveness,Business Administration Education,College Students

Businesses and employers look for graduates who could collaborate and work effectively in team projects. Consequently, it is important to introduce, train and develop collaborative skills in students at different levels to prepare them to meet the labour market needs. This action research introduced group activity in finance course to improve the students' participation and their academic achievement through group activities. The results of observation indicated that the students' participation increased with group activity strategy. The increased students' participation had an impact on their academic achievement. The empirical results clearly indicated that the average scores of students had increased from 2.75 to 7.24 after the introduction of group activities. The students also well perceived the group activity strategy as they found it interesting and useful and it had changed the way they learned the course. The empirical results of Factor analysis identified the core factor that influenced student's participation through group activities was greatly influenced by the peers included in each group. In a nutshell, group activity strategy has proved effective and successful in promoting student participation and academic achievement in large classes.
The Effect of Self-Confidence on Mathematics Achievement: The Metaanalysis of Trends in International Mathematics and Science Study (TIMSS)
Author: Çiftçi, S. Koza
Date: 2019-04-00
Type: Journal Articles
Subjects: Self Esteem,Mathematics Instruction,Mathematics Achievement,Meta Analysis,Elementary Secondary Education,International Assessment,Foreign Countries,Achievement Tests,Mathematics Tests,Comparative Analysis

The aim of this study is to examine the effect of self-confidence on mathematics achievement. In this meta-analysis, the effect of self-confidence on mathematics achievement was analysed using the Trends in International Mathematics and Science Study (TIMSS). In the first stage of the study, the average effect size of self-confidence on mathematics achievement was determined, and in the second stage, the moderators that may impact average effect size were investigated. For the meta-analysis, 336 independent data belonging to 76 countries included in the TIMSS (2003, 2007, 2011 and 2015) were combined, and a sample of 1,028,567 subjects was obtained. The average effect size was then calculated using the differences between means (Cohen d) based on the random effect model, whereas the significance of the moderator variables was calculated using the Q statistic. The results indicated that self-confidence has a moderate effect on mathematics achievement. In addition, the year in which the survey was conducted, national culture, continent of the country and Human Development Index were found to play a moderator role in the effect of self-confidence on mathematics achievement. In this respect, the economic, cultural and social capital of students are very similar to each other as the economic levels of the countries and individual families increase. These similarities highlight the differences between students' personal characteristics, wherein traits such as self-confidence have become one of the most important variables that determine students' mathematics achievement in recent years.
The Effect of School Leaders&apos; Authentic Leadership on Teachers&apos; Job Stress in the Eastern Part of Peninsular Malaysia
Author: Ismail, Siti Noor
Date: 2019-04-00
Type: Journal Articles
Subjects: Leaders,Stress Variables,Stress Management,Foreign Countries,Elementary School Teachers,Work Environment,Job Satisfaction,Achievement Tests,Anxiety,Educational Environment,Leadership Styles,Leadership Effectiveness,Elementary School Students,Student Behavior,Teacher Student Relationship,Academic Achievement

This study was conducted to determine the relationship and the effect of school leaders' authentic leadership towards teachers' job stress. A cross-sectional quantitative approach using a questionnaire has been used on 330 teachers from 143 excellent performance primary schools in the Eastern part of Peninsular Malaysia. Authentic Leadership Questionnaire instrument (ALQ) was adopted from Walumbwa et al., (2008) and Teachers' Work Stress instrument (TWS) by Collie et al. (2012) and Boyle, Borg, Falzon, &amp; Jr. (1995) was used to obtain the data. Descriptive statistical analysis shows that the level of authentic leadership among the leaders is high and the level of teachers' job stress is. The finding also revealed that there is a moderate negative significant relationship between school leaders' authentic leadership and teachers' job stress. Furthermore, Stepwise's multiple regression analysis shows that authentic leadership also contributed a significant negative impact on teachers' job stress. This study recommends that school leaders adopt authentic leadership in their practices to improve and manage teachers' job stress which in turn will help to improve school excellence, especially across the current era of globalization.
Comparative Analysis of Auditory Perception Based on Educational Background Differences
Author: Leeniva, Pasit
Date: 2019-04-00
Type: Journal Articles
Subjects: Comparative Analysis,Auditory Perception,Educational Background,Differences,Acoustics,Physical Environment,Undergraduate Students,Foreign Countries

This research study is an experimental study focusing on auditory perception. The objectives of this research are (1) to evaluate acoustical characteristics of the classroom (2) to assess acoustical perceptions of students with different educational backgrounds. The subjects of this study consisted of 54 science students and 53 art students. The control variable is the Percentage of Absorbing Surface (PAS) inside the classroom. The first procedure of experiment was to simulate a lecture speech from a sound generator, with the adjustment of the sound absorbing surface between five levels of PAS: 0, 7.5, 15f, 15b, and 30. Next, the participants were asked to complete a questionnaire to evaluate their auditory perception according to three main areas: loudness, clearness, perceived reverberation. Then, the results were compared with the outcome from a sound test device. The findings revealed that overall there was no difference between two groups of students in their auditory perceptions. However, when the results according to the different levels of PAS were thoroughly investigated, it was found that the science students rated their auditory perception of loudness and clearness higher than the art students who rated theirs when they were in the room with the PAS above 15%.