ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Augmented Reality in Biology Teaching
Author: Yapici, I. Ümit
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Electronic Learning,Handheld Devices,Telecommunications,Multimedia Materials,Science Education,Biology,Preservice Teachers,Undergraduate Students,Student Attitudes,Barriers,Affordances,Concept Formation,Public Colleges,Foreign Countries

In this study, prospective teachers' views on Augmented Reality (AR) in biology teaching were examined. The study was designed as a case study. The study participants consisted of 16 prospective teachers who took Instructional Technologies and Material Design in the third grade of the Biology Teaching Department of the Faculty of Education of a state university in the spring term of the 2018-2019 academic year. During the application process, AR activities were carried out with the students. The data of the study were obtained using the interview form and the &quot;Mobile Augmented Reality Questionnaire&quot; developed by Küçük, Kapakin, and Göktas (2015). After the activities, prospective teachers were asked for their views about AR in biology teaching. As a result, it was observed that future biology teachers mostly expressed positive thoughts about AR activities. Some advantages of the AR activities were as follows: concretising the subjects; retention; being exciting and entertaining; repetition capability; and multimedia support. Apart from these advantages, some disadvantages were emphasised such as internet connection cut off, the necessity to keep the phone stable, passivation of the students over time, being costly, and not being suitable for every subject. Prospective teachers also suggested extending AR activities in schools, ensuring equality in accessing technological tools, using these activities in different lessons and developing various applications.
Conceptional Framework for Implementing and Assessing an Introductory Module in Information Communication Technologies at HEIs
Author: Mawere, Talent
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Higher Education,Information Technology,Introductory Courses,Foreign Countries,21st Century Skills,Barriers,College Faculty,Learning Modules,Teacher Attitudes

It is imperative that every student be empowered with Information and Communication Technology skills early in their academic careers. This is expected to help students achieve higher grades in their academic endeavours and prepare them for their future careers. Global trends have shown that information communication technologies appropriation in HE is critical in developing the 21st-century knowledge worker. This paper highlights motives for implementing an introductory module in ICT in HE. The paper further investigates implementation challenges, as well as measures to address these challenges. An interpretative philosophy using a case study research design is adopted for the study. In-depth interviews were conducted with 10 lecturers who teach the module. These had been purposefully selected using a criterion of at least 2 years of experience teaching the university course. The importance of the module was articulated with major impediments in its implementation being highlighted. Data collected were transcribed, coded, and then analysed using thematic analysis. Results from the empirical study revealed eight key determinants for successfully implementing an introductory module in ICT. These were the availability of the physical infrastructure, availability of the technical infrastructure, availability of technical resources, aligning module content to subject area, implementing manageable classes, continuously updating module content to keep up-to-date with technological changes, fostering a positive attitude toward the module among students, and continuously training students and lecturers ICT skills through short courses and workshops. These key factors were used to conceptualise the study.
Heightened Uncertainty and Determination: The &quot;Trump Effect&quot; and College Aspirations for Undocumented Students
Author: Valdivia, Carolina
Date: 2021-09-00
Type: Journal Articles
Subjects: Undocumented Immigrants,High School Students,Political Issues,Presidents,Law Enforcement,Student Experience,Bullying,Elections,Political Campaigns,Public Policy,Fear,Anxiety,Resilience (Psychology),Student Needs,School Personnel,Academic Aspiration,Social Bias,Access to Education,Critical Theory,Race,Mexican Americans,Hispanic American Students

This article examines the educational experiences of undocumented high school students during the Trump administration--a time marked by the intensification and expansion of immigration enforcement practices. Drawing on 24 in-depth interviews, we find that undocumented high school students experienced increased instances of bullying near the time of the 2016 U.S. presidential elections. Our respondents also worried about the growing uncertainty surrounding immigration policies and the future of DACA. This uncertainty shaped their plans; many students felt compelled to prioritize working and delay starting college to make use of their work permit while they had access to DACA and build emergency savings. While the current political climate gravely exacerbated students' fear and anxiety, students demonstrated a tremendous amount of resiliency, agency, and determination to achieve their goals. We find that access to a support network and encouraging school personnel played a key role. Thus, we conclude this article with a set of key recommendations for educators and counselors who are working with undocumented students and their families on the ground. [Additional funding for this project was provided by North County Higher Education Alliance, Latino Center for Leadership Development, the Sociological Initiatives Foundation, National Latino Research Center, and UndocuScholars at UCLA.]
Development of Inquiry-Based Learning Environment Scale: A Validity and Reliability Study
Author: Sarioglan, Ayberk Bostan
Date: 2021-10-00
Type: Journal Articles
Subjects: Test Construction,Test Reliability,Test Validity,Attitude Measures,Student Attitudes,Middle School Students,Science Education,Active Learning,Inquiry,Classroom Environment,Foreign Countries

Researchers have studied the effects of using inquiry-based teaching in science lessons on students' learning for many years. Based on this, the purpose of this study is to develop an inquiry-based learning environment scale for middle school science classes and to conduct validity and reliability analyses. The Inquiry-Based Learning Environment Scale (IBLES) was first created with 63 items based on literature review. The scale, which was finalized after taking expert opinions, includes 37 items in total. The scale was applied to 765 students, including 364 female and 401 male students, studying at a middle school. First, Kaiser-Meyer-Olkin and Bartlett Sphericity tests were conducted for the suitability of the data for factor analysis. The results obtained showed that the data were suitable for factor analysis. Then, exploratory factor analysis was carried out. As a result of the factor analysis, six items were removed from the scale, the remaining 31 items were gathered under seven factors, and the items under these factors were established. Confirmatory factor analysis of the scale was carried out with the LISREL program, and it was found that the model's compliance level with the data was good. Cronbach's alpha reliability coefficient of the whole scale was calculated to be .815 in the reliability analysis of the IBLES. The internal consistency coefficients of the items in each factor and the relationship between the factors were calculated using the Pearson Correlation coefficient. As a result, it was found that this scale has a sufficient level of validity and reliability that it can also be used in other studies to evaluate the learning environment of middle school students.
Identifying Institutional Best Practices: Supporting Undocumented Student Success in a Time of COVID-19
Author: Lee, Hyein
Date: 2021-09-00
Type: Journal Articles
Subjects: Undocumented Immigrants,COVID-19,Pandemics,Student Needs,College Students,Access to Education,Student Personnel Services,Academic Support Services,Federal Aid,Federal Legislation,Barriers,Student Characteristics,Hispanic American Students,African American Students,Minority Group Students,Student School Relationship,Career Readiness,Economic Factors,Well Being,Legal Aid,Resilience (Psychology)

Due to the sensitive nature of identifying undocumented status, it is difficult to examine the impact of immigration status in the context of higher education and factors crucial to postsecondary and career success. What we do know is that prior to Deferred Action for Childhood Arrivals (DACA) and Temporary Protected Status (TPS), and for students ineligible for these programs, the biggest structural barriers hindering college success were centered around prohibitive laws restricting access to critical financial resources such as federally-funded supports or any form of work study. Additional research is necessary to address the impact of relatively new and crucial supports in facilitating college success among undocumented youth -- especially during a period of uncertainty for programs like DACA,TPS, and the unprecedented impact of COVID-19. TheDream.US is an organization that partners with colleges in 19 states and Washington D.C. to provide approximately 6,500 undocumented students with private scholarships and tailored programming to complete an associate and/or bachelor's degree. This best practices paper draws from TheDream.US's latest survey data of 2,681 undocumented students to identify their specific needs for college completion and career readiness, and institutional supports for equitable access to social mobility.
Racist Nativism Racist Nativism in the College Access Experiences of in the College Access Experiences of Undocumented Latinx Students
Author: Ramirez, Brianna R.
Date: 2021-09-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Hispanic American Students,Access to Education,Higher Education,Racial Bias,Racial Discrimination,College Role,Outreach Programs,Fear,Academic Aspiration,Student Financial Aid,School Policy,Social Bias,Ideology,Barriers,College Freshmen,Knowledge Level

This study explores undocumented Latinx students' college access experiences through a racist nativist framework to understand how the ideologies of racism and xenophobia underlie the possibilities of pursuing college aspirations. This article describes five particular ways in which racist nativism underlies undocumented Latinx college access experiences. These included 1) systematic lack of institutional college knowledge, 2) restricted college outreach, 3) instilling fear in pursuing college aspirations, 4) discriminatory financial aid policies and practices, and 5) contradictory rhetoric of &quot;deservingness&quot; of educational and life opportunities. This paper supports an understanding of undocumented Latinx student educational processes at the intersection of systems of marginality, as the practices, policies, and structures in higher education are microcosms of larger societal ideologies and inequities.
Undocumented Students&apos; Perceptions of Institutional Support
Author: Alanis, Jennifer
Date: 2021-09-00
Type: Journal Articles
Subjects: Undocumented Immigrants,Student Attitudes,School Role,Program Effectiveness,Student Organizations,Costs,Academic Persistence,School Holding Power,College Students,Paying for College,Student Needs,Student Personnel Services,Academic Support Services,Hispanic American Students

This study employed phenomenological, case study inquiry to provide an in-depth exploration into eight undocumented students' perceptions of campus supports to answer the research question: What are undocumented students' perceptions of the type, nature, and effectiveness of institutional programs and support services that contribute to their persistence? Finding include undocumented students' perceptions of limited institutional support systems, impact of student organization involvement, and funding challenges. Implications for supporting retention and graduation of undocumented students are provided.
&quot;They&apos;re in the Shadows&quot;: School Counselors Share the Lived Experiences of Latino/a Undocumented Students
Author: Bernal-Arevalo, Katherine E.
Date: 2021-09-00
Type: Journal Articles
Subjects: School Counselors,Minority Group Students,Undocumented Immigrants,At Risk Students,Student Experience,Access to Education,Barriers,Student Adjustment,High School Students,Student Attitudes

Latino/a undocumented students are among the population of students who are in danger of not graduating or pursuing college due to the unique set of challenges they face navigating education in the U.S. This study aims to understand undocumented students' experiences and the factors that impede them from furthering their education. As professionals in education, school counselors can offer a unique perspective on the barriers that college-bound undocumented students face when pursuing higher education. Using a phenomenological approach, data was gathered from counselors (N=14) across 10 school districts. The findings revealed undocumented students are faced with a myriad of challenges, socio-emotionally, academically, and career-wise, as they prepare to transition from high school to college.
Survey of Research in Indian Distance Education
Author: Satyanarayana, P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Educational Technology,Technology Uses in Education,Educational Research,Research Methodology,Research Design

Tradition of research in Indian distance education is not very strong. Only after the establishment of India Gandhi National Open University in 1985 serious research began. Distance education is a branch of general education and therefore distance education research and practices have been influenced by research on adult learning. Most of the research studies in Indian distance education are descriptive in nature. Some writers like Arun Gupta, Santosh K Panda, Ramesh C Sharma, P Satyanarayna, Lokesh Koul, Sanjay Mishra analysed and reviewed research studies. Broadly three concerns about research are highlighted -- comprehensiveness, methodology and coverage of research problems studies. There is a need to develop conceptual framework for research. Integration of research philosophies methods and designs would benefit the developments of theory and practice in distance education.
The Perceptions of University Students Using WhatsApp Mobile Social Learning in Blended Mathematics Courses
Author: Warner, Steve
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Computer Mediated Communication,Electronic Learning,Blended Learning,Handheld Devices,Foreign Countries,Preservice Teachers,Elementary School Mathematics,Cooperative Learning,Communication Skills,Technology Uses in Education

The use of mobile learning continues to gain strong acceptance as a social technology facilitation medium in many tertiary institutions around the world. Its use as the platform in blended courses is an innovation in modern educational technology delivery methodology and strategy. This study employed WhatsApp mobile learning to explore the perceptions of 50 learners at a Caribbean university. The learners were from two Bachelor of Education mathematics courses for pre and in-service primary school teachers. These mathematics courses are compulsory and the students were either from their first or second year of their four-year degree or have been teaching for no more than five (5) years. Interviews were conducted in this qualitative research and the data analyzed. The results demonstrated that mobile social learning has a place in the future of higher education and that learners are not only easily connected synchronously but the geographical gap is greatly diminished. The interaction in such a collaborative learning environment was highlighted and the communication tool of WhatsApp exploited to the delight of the users. The learners' gained a better perspective of the objectives of the course from the collaborative sessions. Their communicative skills improved and the continual interaction with their peers and facilitator accounted for them obtaining excellent grades, enjoying the class and learning in a friendly and fun environment. Online distance learning (ODL) was attained despite the challenges of access and cost to some learners. The WhatsApp groups also gave support to colleagues who were unable to attend class(es) and this was done in their own creative style.
Analysis of Students&apos; Aptitude and Academic Performance: Input to Curriculum Enhancement
Author: Sugano, Shalom Grace C.
Date: 2021-10-00
Type: Journal Articles
Subjects: Academic Achievement,Curriculum Development,Grade 10,Secondary School Students,Predictor Variables,Aptitude Tests,Vocational Aptitude,Foreign Countries,Vocational Interests,Reading Comprehension,English (Second Language),Communicative Competence (Languages)

The need to assess and understand students' strengths in choosing their future careers is essential. Aptitude exams like the National Career Assessment Examination (NCAE) and Academic performance via Grades are important data used as the basis for determining student career strength. This study employed descriptive-correlational research, where secondary data were used. The analysis of NCAE results and the academic performance of Grade 10 students were performed in this study. An Independent Sample T-test was also used to determine the significant difference in the two aptitudes/tracks; Technical-Vocational (T.V.) and Academic Track (AT). The study revealed that the majority of the students performed above average and average levels across all domains. Natural Science, Spiritual Vocation, and Science were the students' most preferred careers/occupations. The results also showed a weak positive association between Mathematical Ability and Math performance. However, an insignificant relationship was observed on the two sets of variables; the Science Grade and Scientific Ability scores, and the English Grade and Reading Comprehension and Verbal Ability scores. The study revealed that students have higher AT scores than T.V.; thus, identified as the students' career strength. Evaluation and monitoring program with provisions to motivate students to perform better in the National Standardized Exams is recommended in the study. [This paper was presented in the 4th International Conference of Science Educators and Teachers (ISET), Khon Kaen, Thailand: Science Education Association (Thailand) (SEAT). ]
Bullying at a Zimbabwean Boarding School: Views of Bullies, Victims, and Bystanders
Author: Gomba, Clifford
Date: 2021-10-00
Type: Journal Articles
Subjects: Bullying,Boarding Schools,Rural Schools,Catholic Schools,High School Students,Adolescents,Victims,Peer Relationship,Psychological Patterns,Social Environment,Socioeconomic Status,Intervention,Power Structure,Student Welfare,Incidence,Foreign Countries

Bullying at schools has been reported to be problematic with regards to students' safety and academic achievement. Inasmuch as various scholars have delved into the problem of bullying, few have focused the issue from the perspective of the bully, the victim, and the bystander. The aim of this study is to discover and understand bullying behaviours at a Zimbabwean co-ed rural boarding school focusing specifically on the perceptions of students who identified themselves as bullies, victims, and bystanders. Participants (N = 6) were students at the school and identified themselves as bullies, victims, or bystanders. Data was collected mainly through interviews done behind closed doors for privacy purposes and also through observation technique. The results of this case study research showed that bullying was rife at the boarding school with school prefects using their position to bully other students. In addition, victims protected bullies and bystanders felt powerless to intervene least they become the next victim. The study also found that causes of bullying were intrinsic, inherent hatred, home background status, teacher favouritism, jealousy, unreported previous cases, complacency of teachers and lack of concrete structures that keep bullying under constant check. The study recommended that schools have concrete, rigorously enforced anti-bullying structures, rules, and regulations, with students being conscientized on the ills of bullying behaviour. Students across schools should be empowered to report bullying so that they do not suffer in silence.
Effects of Multimedia Instructional Strategy on Senior School Students&apos; Performance and Retention in Mathematics
Author: Enikanolaye, Ayodeji John
Date: 2021-10-00
Type: Journal Articles
Subjects: Multimedia Instruction,Mathematics Instruction,Instructional Effectiveness,High School Students,Performance Factors,Mathematics Achievement,Retention (Psychology),Gender Differences,Technology Integration,Foreign Countries

Student poor performance in mathematics has been a serious concern to mathematics educators and all educational stakeholders in Nigeria. The instructional strategies used by teachers in teaching mathematics have been identified by researchers as one of the problems behind this poor performance in mathematics. If this poor performance of students in mathematics continues it could deny the realization of educational goals for scientific and technological development of the nation. This research therefore, was carried out to examine the effects of multimedia instructional strategy on senior school students' performance and retention in mathematics in Ilorin, Kwara State, Nigeria. The study was a quasi-experimental type of the pre-test, post-test, non- randomized, control group design. The design is a 2x2×1 factorial design. A sample of 81 senior secondary school II students from two secondary schools in Ilorin south local government area of Kwara State was involved. The research instruments were; developed multimedia instructional package. The experimental group was taught using multimedia instructional strategy, while the control group was exposed to the conventional teaching. Data collected for analysis were subjected to ANCOVA and t-Test statistics. From the study, findings showed that: (1) there was a significant difference between the experimental groups taught mathematics using multimedia and the control group taught mathematics using conventional method (2) both female and male students were capable of competing in classroom activities when taught with a better instructional strategy (3) multimedia instructional strategy improve and stimulate students' retention level thus, multimedia instructional package helps to concretize the learning of mathematics and makes learning more effective. Based on the findings of this study, it was recommended that multimedia instructional strategy may be integrated into mathematics curriculum and also used to arouse students' interest in mathematics.