ethanporcaro/eric-fulltext-meta huggingface dataset:
The Design and Development of a User-Controlled Visual Aid for Improving Students' Understanding in Introductory Statistics
Author: Vaughn, Brandon K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Visual Aids,Introductory Courses,Statistics,Instructional Design,Computers,Animation,Hypothesis Testing,Error Correction,Probability,Statistical Significance,Undergraduate Students,Undergraduate Study,Pretests Posttests,Multiple Choice Tests,Experiments

The use of visual aids is expected to have a positive effect on students' learning. However, not all visual aids work equally well. A recent meta-analytic research which examined 42 studies has found that the use of animated visuals does not facilitate learning (Anglin, Vaez &amp; Cunnincham, 2004). The failure of visual aids can be attributed to factors such as violating the congruence and apprehension principle, lacking appropriate control functions, and mediation by individual characteristics. Across the board, researchers note the lack of appropriate user-control functions as the key factor. Interactivity, or the user-control mechanisms of animation, is pointed out as a factor for users to better apprehend the knowledge which the visual aid aims to deliver. The functions of stopping, starting and replaying allow students to reinspect the animation. Consequently, students can focus on specific parts and actions of the visual aid. In addition, animations that allow users to control close-ups, zooming, and speed are more likely to facilitate perception and comprehension (Tversky et al., 2002). This study focuses on creating an animated visual aid with appropriate self-controlled functions to better help students' learning of introductory statistics. We consider different levels of interaction for mediating students' individual differences.
Virtual Students' Perceptions of E-Learning in Iran
Author: Yaghoubi, Jafar
Date: 2008-07-00
Type: Journal Articles
Subjects: Electronic Learning,Questionnaires,College Students,Technology Uses in Education,Student Attitudes,Student Surveys,Foreign Countries,Statistical Analysis,Age Differences,Gender Differences,Knowledge Level,Computer Literacy,Internet,Computer Use,Likert Scales,Distance Education,Regression (Statistics)

With the emergence of the Internet, e-learning has increasingly become the promising solution that continues to grow day after day. Considering students' perception toward e-learning is important in successful development of e-learning in higher education, since attitude of user towards application of information technology is one of the most effective factors. This paper examines perception of virtual students' attitudes towards e-learning in Iran. A descriptive--correlation survey approach was used in this study. Students (n = 110) filled in a web-based closed questions questionnaire. Reliability and validity of instrument were determined by investigating the attitudes of e-learning specialists in Tehran University and application of Cronbach's Alpha (a = 0.88.) Descriptive and inferential statistics were used to analyze the data using SPSS Win13. Questionnaires received were analyzed, putting the students' perceptions in relation to gender, age, knowledge of computers and attitudes to advantages and disadvantages of e-learning. Results showed that students have positive perception to e-learning. Liner regression analysis indicated that 68% of variation in virtual students' perceptions of e-learning was determined by the four variables of: Students' assessment about competency of e-learning, access to internet, computer and internet usage and assessment of current higher education system's shortcomings.
Assessment of Teacher Beliefs and Perceptions about the Effects of Computer-Based Technology on Reading and Language Arts Achievement
Author: Securro, Samuel, Jr.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Middle School Teachers,Interviews,Technology Uses in Education,Educational Technology,Reading Instruction,Language Arts,Gender Differences,Teacher Competencies,Technological Literacy,Faculty Development,Barriers,Technology Integration,Standardized Tests,Scores,Grade 6,Grade 7,Reading Achievement

Classroom teachers in K-12 are expected to significantly integrate instructional technology into their teaching plans. Notwithstanding a need for technical know-how, what is the effect of one's beliefs and perceptions about the value of technology for improving and enhancing instruction on teacher's motivation and commitment to integrate these resources? This study sought information about the beliefs and perceptions of four, middle school language arts teachers regarding their previous experiences with an instructional technology program, including how it affected their instructional roles and their student's reading achievement. Teachers interviewed indicated that the technology afforded independence for student learning and the repetition needed by slower learners. The program should stay &quot;external to in-class routines and activities&quot; and that they could teach effectively without it, &quot;if needed&quot;; but students are &quot;interested in technology&quot;. Girls appeared to be as comfortable as the boys with the technology and there was no evidence of gender bias in the graphics, icons and speech features. There was considerable variation in technology training among these teachers; and &quot;having the time&quot; for additional training was noted as a barrier to continual development and implementation of technology.
Turkish EFL Student Teachers' Perceptions on the Role of Electronic Portfolios in Their Professional Development
Author: Kocoglu, Zeynep
Date: 2008-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Portfolios (Background Materials),Internet,Reflection,Student Teachers,Teacher Education,Professional Development,Student Teacher Attitudes,Skill Development,Thinking Skills,Interviews,Foreign Countries

There has been vast evidence to support the potential of electronic portfolios (e-portfolio) as tools for enhancing reflective thinking and professional development of student teachers. However, no study has been carried out to specifically determine English as a Foreign Language (EFL) student teachers' perceptions on the role of e-portfolios in their professional development. Therefore, this descriptive study investigated the perceptions of EFL student teachers on e-portfolios as a learning tool. Results of analysis of student teachers' interviews identified several themes, indicating that e-portfolios helped student teachers keep current with innovations in the digital world; a fancy tool that serves them in the job search; and a collection of materials that showed their best work; an opportunity to work collaboratively which in turn support their ongoing professional development. However, the student teachers in this study did not believe that electronic portfolios can be an important tool to develop reflective thinking.
The Relationship between Teacher Immediacy Behaviors and Learners' Perceptions of Social Presence and Satisfaction in Open and Distance Education: The Case of Anadolu University Open Education Faculty
Author: Bozkaya, Müjgan
Date: 2008-07-00
Type: Journal Articles
Subjects: Open Education,Teacher Behavior,Distance Education,Tutoring,Faculty,Student Attitudes,Role,Nonverbal Communication,Verbal Communication,Foreign Countries,Teacher Student Relationship,Correlation,Statistical Analysis,Likert Scales

There are a significant number of studies in the literature stressing the important role of teacher immediacy behaviors on learners' perceptions of social presence and satisfaction in open and distance learning environments. Yet, those studies were conducted in different open and distance education institutions than the current example of which unique characteristics and applications are commonly recognized in the field. Unlike others, the current study examined the effects of both verbal and nonverbal instructor immediacy behaviors on learners' perceptions of social presence and satisfaction in face-to-face academic tutoring services provided in open and distance learning environments. Results indicated a moderate and positive relationship between the control variable and outcome variables.
The Turkish Adaptation Study of Motivated Strategies for Learning Questionnaire (MSLQ) for 12-18 Year Old Children: Results of Confirmatory Factor Analysis
Author: Karadeniz, Sirin
Date: 2008-10-00
Type: Journal Articles
Subjects: Learning Strategies,Student Motivation,Questionnaires,Factor Analysis,Foreign Countries,Elementary School Students,Correlation,Rating Scales,Evaluation Research,Norms,Turkish,Test Construction,Cultural Relevance,Achievement Tests,International Assessment,Secondary School Students

This study gives results of the first phase of the 12-18 year old Turkish students' norm study of The Motivated Strategies for Learning Questionnaire (MSLQ), which developed by Pintrich, Smith, Garcia &amp; McKeachie (1993). The scale was administrated to 1114 students from 3 primary schools and 3 high schools in Ankara in Turkish language, science, mathematics and social science courses. After eliminating the questionnaires which have missing and extreme values, the analyses were done on 762 valid questionnaires for motivation subscale and 1100 valid questionnaires for learning strategies subscale. Results of the confirmatory factor analyses show that the first subscale, Motivation, has six factors, and the second subscale, Learning Strategies, has nine factors according to original scale's factor structures. Depending on the results of the confirmatory factor analysis; 6 items from motivation subscale and 5 items from learning strategies subscale were removed due to their low factor loadings. The corrected item total correlations ranged 0.58 to 0.15 for motivation subscale, and 0.68 to 0.19 for learning strategies subscale.
The Effect of Dynamic Geometry Software on Student Mathematics Teachers' Spatial Visualization Skills
Author: Güven, Bülent
Date: 2008-10-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Computer Software,Spatial Ability,Visualization,Geometric Concepts,Computer Uses in Education,Pretests Posttests,Mathematics Skills,Foreign Countries,Teaching Methods,Educational Technology,Preservice Teachers

Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop spatial skills. In the present study, the effect of dynamic geometry software (DGS) Cabri 3D on student mathematics teachers' spatial skills was examined. The study used a one-group pretest-intervention-posttest experimental design. In this context, 40 student mathematics teachers took &quot;Purdue Spatial Visualization&quot; (PSV) test as pretest at the beginning of the study, and then some implementations were carried out with these students by using Cabri 3D software for 8 weeks. The PSV test was retaken by students at the end of the study. That if there was a meaningful difference between the pretest and posttest results was examined by using paired sample t test. The findings demonstrated that these computer supported activities contributed to development student mathematics teachers' spatial skills.
The Effect of Classic and Web Based Educational Application, Applied for Turbo Pascal Lesson, on Student Success Level
Author: Bintas, Jale
Date: 2008-10-00
Type: Journal Articles
Subjects: Web Based Instruction,Conventional Instruction,Academic Achievement,Comparative Analysis,Computer Science Education,High School Students,Pretests Posttests,Computer Uses in Education,Programming Languages,Foreign Countries,Nonparametric Statistics,Statistical Analysis

The aim of research is to compare difference between tenth class students and determine their level of success about classic and web based educational applications of Turbo Pascal lesson. This research was applied to 10 A and 10 TLB students of Izmir Karsikaya Anatolian Technical and industrial high school computer department in second term of 2004-2005. In this research in order to apply web based education the program named &quot;Pascal Ögreniyorum&quot; was planned using PHP language for control group on TLB and for experiment group on A classes were choose. The equivalents of these groups were scaled with pre-test. Then the program prepared for experiment group, subjects were told and applied in the environment of the posttest lab. For controlled group the subjects were taught in classical method and post-test was applied as in written exam. The success points which were collected by the help of pre-test and post-test were transferred to SPSS analyzing program and interpreted. As a result of this analysis it was determined that there was a significant difference in favor of web based education.
6th, 7th and 8th Graders' Attitudes towards Online Homework Assignment Sites
Author: Altun, Eralp
Date: 2008-10-00
Type: Journal Articles
Subjects: Homework,Educational Technology,Technology Uses in Education,Grade 6,Grade 7,Grade 8,Student Attitudes,Foreign Countries,Gender Differences,Age Differences,Computer Literacy,Internet,Educational Attainment,Parent Background,Statistical Significance,Student Surveys,Factor Analysis

This study has pedagogical implications in view of rapidly growing technological development and widespread use of the Internet in instruction. The spread of online homework sites with highly commercial aims has opened a new research area regarding the structure, aim and the significant role of homework in education. Particularly, the changes in students' preparing homework behaviours have caused new educational, ethical and financial problems for educational policy makers, teachers and parents. The main purpose of this study was to discern the 6th, 7th and 8th grade students' attitudes towards Online Homework Sites (OHS). A scale was administered to 737 students in Aegean region of Turkey. The results of the study indicated that 86.7% of the students used the OHS and these students had positive attitudes towards OHS. Gender, school, grade, age, computer use proficiency and frequency, Internet use frequency, and education levels of parents appeared to have a statistically significant effect on the attitudes towards OHS.
A Comparative Study to Evaluate the Effectiveness of Computer Assisted Instruction (CAI) versus Class Room Lecture (CRL) for Computer Science at ICS Level
Author: Kausar, Tayyaba
Date: 2008-10-00
Type: Journal Articles
Subjects: Experimental Groups,Research Design,Teacher Effectiveness,Computer Assisted Instruction,Computers,Program Effectiveness,Computer Science,Comparative Analysis,Lecture Method,Pretests Posttests,Foreign Countries,Cognitive Development,Cognitive Ability,Comprehension,College Students,Taxonomy

This study was aimed to evaluate the effectiveness of CAI vs. classroom lecture for computer science at ICS level. The objectives were to compare the learning effects of two groups with class room lecture and computer assisted instruction studying the same curriculum and the effects of CAI and CRL in terms of cognitive development. Hypothesis of this research were based on six levels of blooms taxonomy as there was one major hypothesis: There is no significant difference exist for CAI student in gaining a high cognitive achievement than students of same level having Traditional CRL. The study was delimited to three colleges of Faisalabad city. The research was true-experimental in nature. The research design followed by researcher is The Pre-test-Post-test Equivalent groups Deign. The software used for CAI group was basically the combination of Discovery environment and simulation softwares, however, the time for drilling and practice was given to student. It a designed to cover the all levels of cognitive domain described by B. S. Blooms (1956). A question paper containing 30 items multiple choice test was compiled from the curriculum, with a representative number of questions from each of the cognitive levels. Findings of this research indicate that total gain in cognitive domain by CAI was significantly superior to the total gain in cognitive domain by CRL teaching method. This study concluded that the skills of knowledge, analysis and synthesis assured significant increase. The CAI proved to be very much effective in increasing the evaluation and application skills of students to experimental group. Comprehension skill, however, not much affected by the CAI. According to the results of this study it was suggested that CAI as an effective teaching method should be applied to improve teaching quality and by using CAI it will be possible to eliminate lingual, regional and ethical biases between teacher and student.
Viability of Welfare Technology in Mass Technical Literacy Programme
Author: Achintya
Date: 2009-00-00
Type: Journal Articles
Subjects: Developing Nations,Equal Education,Social Justice,Foreign Countries,Socioeconomic Influences,Technological Literacy,Technology Integration,Social Change

Each developing country should be encouraged to identify its own priorities and develop welfare technology mobilizing its own natural and human resources and should not unnecessarily imitate the stereotyped technologies from the developed countries. The existing curriculum has to be updated and strengthened to include the concept of welfare technology. Mass Technical Literacy Programme (MTLP) be launched and propagated by institutions so as to reach the grass root level to generate awareness and bridge all gender and social category gaps. Need-oriented research works be promoted at all levels so as to make education more realistic and practical. In order to bring about all round prosperity, a model of MTLP vis-à-vis a socio-economic system is being hereby proposed and described. Proper interaction must exist between educational institutions on the one hand and beneficiaries on the other.
A Model of Cooperative Education--&quot;Group Leader Training Program&quot; for Industry Employees
Author: Arslan, Ridvan
Date: 2008-10-00
Type: Journal Articles
Subjects: Employees,Staff Development,Models,Cooperative Education,Leadership Training,Auto Mechanics,Training Methods,Program Development,Course Evaluation,Course Descriptions,Partnerships in Education,School Business Relationship,Program Implementation,Foreign Countries

Studies on continuous education and alteration are highly significant in order to improve the technical and social abilities of the industry employees. Generally, these kinds of educational facilities are carried on in the range of in-house training. Besides in-house training, it is also possible to improve the abilities of the employees with the projects with the help of the cooperation of the schools and industry. In this research, the initiation, planning, implementation, development and the evaluation of the &quot;Group Leader Training Program&quot; that has been implemented and developed for the training of group leader candidates of Bosch Bursa Plants, which is one of the leading intuitions of automotive industry, is examined. In this model, which comprises the education of the employees in Uludag University, 325 staff in nine groups has been certificated after completing the program of 280 hours and ten modules and other personal development courses between 2001 and 2008. A remarkable progress has been revealed by the former (old)-new (trained) comparative competence evaluations that have been implemented on the educated group leaders within the project. Continuous education and alteration is crucial for the people who work at the engineering technology area in order to improve their social and technical abilities.
Policy Implications for Using ICTs for Empowerment of Rural Women in Ghana
Author: Kwapong, Olivia Adwoa Tiwaah Frimpong
Date: 2008-07-00
Type: Journal Articles
Subjects: Foreign Countries,Surveys,Females,Rural Areas,Public Policy,Empowerment,Information Technology,Statistical Analysis,Socioeconomic Influences,Power Structure,Poverty,Intervention,Political Issues,Heads of Households,Urban Areas,Expenditures

Using rural household survey data collected from 1000 female household heads selected from all the ten administrative regions in Ghana, this paper explored the policy implications for using ICTs for empowerment of rural women. A contingent valuation (CV) method was used to quantitatively estimate the influence of selected socio-economic factors on rural women's willingness to pay for alternative information delivery technologies. Even though the government sets the overall national ICT policy, the results from this study suggest some merit in allocating considerable authority to regional and local authorities in setting priorities and approaches to empowering rural women through the use of ICT. The study results also point to a need to cast rural empowerment policies and programs within the broader poverty reduction policies of the government and also within the attainment of the Millennium Development Goals (MDGs). The results again indicate the need to formulate policies and programs to prevent duplication of efforts and critical &quot;Political Will.&quot;
Action Research: An Approach for the Teachers in Higher Education
Author: Yasmeen, G.
Date: 2008-10-00
Type: Journal Articles
Subjects: Educational Strategies,Higher Education,Action Research,Biological Sciences,Educational Environment,College Faculty,Teaching Methods,Statistics,Science Instruction,College Science,Instructional Improvement,Instructional Effectiveness,Student Attitudes,College Students,Foreign Countries,Participatory Research,Teacher Researchers

Introduction: Action Research is a formative study of progress commonly practiced by teachers in schools. Basically an action research is a spiral process that includes problem investigation, taking action &amp; fact-finding about the result of action. It enables a teacher to adopt/craft most appropriate strategy within its own teaching environment. Objective: The objective of present work is to study the effectiveness &amp; advantage of Action Research at higher education level. Bio-Statistics taken as difficult, dry &amp; non-interesting subjects by most of the biological sciences students was selected for the study. Methodology: Practical Action Research (one of its mode) was chosen as a scheme of study to address the major problems of these students. Beginning the cycle of Action research, students views were collected &amp; main problem areas was identified. Within our educational environment, solutions (Actions) were implicated &amp; results were evaluated periodically. Each time modifications were made by symmetrical communication to students without any attempt to direct the outcome of deliberate process. Results: The students' response in form of behavior &amp; class room assessments showed a positive change in their interest &amp; understanding of the subject. Conclusion: The study concluded that at all educational levels, Action Research can be adopted to improve the teaching/learning outcomes &amp; should also be practiced by university teachers as important educational strategy.