ethanporcaro/eric-fulltext-meta huggingface dataset:
Scientific Knowledge of University Students of Chile
Author: Espinoza, Rubén Vidal
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Research,Research Utilization,Information Seeking,Knowledge Level,Transfer of Training,Student Characteristics,Undergraduate Students,Preservice Teachers,Special Education,Young Adults,Females,Foreign Countries

Scientific research is becoming increasingly important in higher education, as it helps students to understand scientific knowledge and provides tools to construct and interpret the meaning of what science provides. This descriptive study compares the use of scientific knowledge by university according to age, entrance route and type of establishment, and verifies the possible relationships between variables. A questionnaire measuring the use of scientific knowledge (information search, knowledge transfer and knowledge contribution) was administered to 187 university students. The results showed that there were no significant differences in the use of scientific knowledge by indicator and in the total scores among the three universities. A positive correlation was observed between age with knowledge contribution and type of school and knowledge transfer with type of school. It is concluded that the type of school could be relevant to obtain better results in the contribution and transfer of scientific knowledge, although age could also contribute.
Students&apos; Perceptions of Factors Contributing to Performance in Accounting Principle Courses
Author: Alfordy, Faisal D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Performance Factors,Academic Achievement,Accounting,Business Administration Education,English (Second Language),Language of Instruction,Language Proficiency,Textbooks,Active Learning,Instructional Effectiveness,Classroom Techniques,Student Evaluation,Foreign Countries

Undergraduate students' performance has been extensively studied to identify the critical components in effective teaching and learning pedagogies. This study aims to determine whether the teachers' practices and implementation of Classroom Assessment Techniques (CAT) enhanced students' performance in Accounting Principles' courses and assess students' perceptions concerning the impact of English language proficiency (EP) and the availability of Saudi-centric textbook materials on students' performance. Additionally, this study employed the questionnaire survey approach to gain insights into accounting undergraduates' perceptions of academic performance in Accounting Principles courses. As most students were found to be underachievers, the study outcomes led researchers to propose active learning approaches using CAT as an initiative towards improving students' performance in benefitting the university and positively transforming the teaching and learning environment.
The Impact of the Peer-Tutoring Online Discussion (POD) Class Model during the COVID-19 Pandemic
Author: Kim, Taeyoung
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Discussion (Teaching Technique),Computer Mediated Communication,Online Courses,COVID-19,Pandemics,Instructional Effectiveness,Learner Engagement,Undergraduate Students,Liberal Arts,Independent Study,Time Management,Private Colleges,Foreign Countries

The rapid spread of online classes in higher education during and after the COVID-19 pandemic has created a growing need for research that explores the issue of student disengagement in online courses. In this regard, the present study suggests a Peer-Tutoring Online Discussion (POD) class model to increase student engagement in online courses among undergraduate students with diverse sociocultural backgrounds and college majors. The study also examines the impact of the POD approach by exploring the experiences of undergraduate students who took online liberal arts courses that employed the POD model during the 2020 spring semester. Qualitative analysis of discussion data from students indicates that the POD class model includes characteristics that can be especially significant in the context of the COVID-19 pandemic, such as opportunities for relationship-building, self-directed learning based on establishing a rapport, and discussion management that considers time limits.
The Effect of Verbatim and Generative Notes Taken by Hand and Keyboard at University Level on Success and Persistence
Author: Gür, Tahir
Date: 2021-00-00
Type: Journal Articles
Subjects: Notetaking,Handwriting,Keyboarding (Data Entry),Correlation,Undergraduate Students,Preservice Teachers,Academic Achievement,Academic Persistence,Lecture Method,Foreign Countries

The lecturing instruction method stands out as the most used education method in university classrooms. Students and researchers have developed study techniques to reduce the disadvantages of this method to increase success at the undergraduate level. The most important, common, and traditional of them is taking note. The verbatim note-taking, which is widely used outside of the lesson, is seen as well as it is also seen that the note takers take it by generating them in their own way. With the development of technology in the note-taking process, it is seen that digital tools have become widespread in addition to the pen. In this study, the effects of generative and verbatim taking notes on success and its persistence were examined. The study group of the study consists of 116 education faculty students studying in Turkish and Social Sciences education programs. Within the scope of the research, demographic information will be presented to the participants in a way that does not violate personal privacy; In the analysis of the opinions, utmost attention was paid to the rules of scientific and research ethics, assuring that the participants will be coded in a way that does not evoke identity information. A pre-experimental study was conducted with four groups of 29 students. The groups made the verbatim and generative note taking with pen and keyboard. The first and second post-tests were applied to measure the success of taking notes during the lesson and its persistence. According to the results of the study, it was determined that taking notes with a pen by the generative method has more positive effects than using the keyboard or taking verbatim notes on both success and persistence.
The Opinions of Mathematics Teachers about Using Mathematical Modeling in the Solution of Daily Life Problems and an Application of the Chinese Remainder Theorem
Author: Gök, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Problem Solving,Mathematics Instruction,Mathematical Models,Teacher Attitudes,Graduate Students,Content Analysis,Teacher Student Relationship,Teaching Methods,Difficulty Level,Case Studies,Daily Living Skills,Mathematical Logic,Validity,Foreign Countries

The opinions of mathematics teachers about using mathematical modeling (MM) in daily life problems and their use of MM in solving a daily life problem were examined within the scope of the graduate-level MM course in this study. The research was designed as a case study. Participants are five mathematics teachers selected by the purposive sampling method. The data were obtained through a structured form containing questions about a daily life problem and using MM in a daily life problem. Teachers were given one week to answer the questions on this form. Descriptive analysis was performed on the data obtained from the teachers' problem solving, and content analysis was carried out on the data containing the teachers' opinions. The findings determined that although the modeling processes were generally used appropriately by the teachers in solving a daily life problem, the process of understanding the problem was quickly mentioned, the teachers had difficulties in giving the most effective solution during the evaluation stage, and the communication stage was mostly ignored. It was also found out that MM could be beneficial in many ways in solving daily life problems. On the other hand, it was indicated that there may be difficulties in terms of student-teacher-environment and that teachers give very limited space to MM in classroom practices. It can be stated that the tendency of teachers to use the approaches they are accustomed to instead of MM in the solution of daily life problems is effective in the emergence of this situation.
A Comparison of Selected Assessment Results before and during the COVID-19 Pandemic in One University in South Africa
Author: Mafugu, Tafirenyika
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Student Evaluation,Science Achievement,Mathematics Achievement,Grades (Scholastic),Evaluation Methods,Educational Technology,Technology Uses in Education,Cognitive Processes,Computer Assisted Testing,Undergraduate Students,Testing

The study examined the impact of coursework-only assessment, as made necessary at the onset of the COVID-19 pandemic, adopting a quantitative research approach with 1013 students. The data obtained were analysed using SPSS version 27.0 to obtain descriptive and inferential statistics. The results revealed significant differences between the 2019- and 2020 marks for the same courses. In two of the science courses (T2 and T3), the mean scores for 2019 were significantly higher than the mean scores for 2020. In the mathematics course, the 2020 marks were significantly higher than the marks for 2019. While a normal distribution was assumed for the science courses, the mathematic course showed marks that were skewed to the right. A higher number of distinctions in the F1 course and a significant decline in the mean scores for T1 and T2 implies that there is a need for professional development of lecturers teaching in the online space. It is, therefore, recommended that higher education lecturers need adequate professional development on setting and administering online assessments. The assessment should test adequate lower- and higher-order cognitive skills for sufficient testing of student knowledge during online assessments. Furthermore, a variety of assessment methods and a diversity of tasks may be used to ensure the reliability of the assessment outcomes.
The Characteristics and Self-Regulation of Undergraduate Students in Online English Learning: A Case Study of a Private University in Thailand
Author: Puntularb, Pichaporn
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Metacognition,Undergraduate Students,Student Attitudes,Pandemics,COVID-19,Educational Change,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Student Characteristics,Student Adjustment,Correlation,Anxiety,Student Motivation

Online learning is readily available in Thailand, and scholars acknowledge its importance in assisting language learners to accomplish their foreign language goals. Currently, with the COVID-19 global pandemic, self-distancing is helping to reduce the infection rate. Since learning must continue, technologies play a vital role. Educators and students have managed to adjust to the unprecedented situation and continue with classes despite the many obstacles. Thus, this study examines the characteristic variables (motivation, belief in language, and anxiety) and self-regulation in online English learning classes, as well as investigating the relationship between the characteristic variables and self-regulation of undergraduate students at a private university in Thailand. The study involves 132 participants enrolled in an online English course during the pandemic, with a questionnaire and focus group interviews employed as the research instruments. The results showed that the students were highly motivated, exhibited positive beliefs, moderate anxiety, and high self-regulation toward online English learning. Two variables, namely motivation and positive beliefs, were found to be correlated with self-regulation in online English learning at the 0.01 and 0.05 significance level, respectively. Anxiety in online English learning was found to have no significant relationship with self-regulation in online English learning, indicating that students experiencing some level of anxiety during the online class could still exhibit self-regulated behavior. These findings are expected to provide a foundation for further research in the online learning field.
Views of 4-5-Year-Old Children with No Nursery or Kindergarten Experience about School
Author: Kucuk, Arzu
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preschool Children,Educational Experience,Foreign Countries,Family Influence,Mass Media Effects,Preschool Education,Freehand Drawing,School Readiness

To have a successful school life, a child must be able to make a healthy start to this period both socially and mentally. For this, children's views about school have a strong potential to affect their entire lives. The research aimed to examine the views of 4-5-year-old children who have not started any formal school yet. The study group consisted of 12 children aged between 4-5 years who have not started kindergarten from the province of Rize in Turkey. For the study; an open-ended, concentrated interview and drawing methods were applied with a small group. The data obtained from the group interviews with the children and the interpretation of the drawings were analyzed using the descriptive analysis technique. Based on the data, it was concluded that the family and the media are among the strong information sources of children about school and that positive features are frequently repeated. Negative features included crowding, rules, etc. The results also revealed that children who have no school experience and those who attend a pre-school education institution full-time have similar views about the school.
The Employability Skills of Engineering Students: Assessment at the University
Author: Idkhan, A. Muhammad
Date: 2021-10-00
Type: Journal Articles
Subjects: Employment Potential,Engineering Education,College Graduates,Education Work Relationship,Job Skills,Communication Skills,Thinking Skills,Soft Skills,Teamwork,Problem Solving,Self Management,Skill Development,Foreign Countries

Employability can be an alternative solution to increase individual chances of getting a job. The study aims to identify indicators that can measure students' employability skills and attributes. The research model, based on The Conference Board of Canada (Employability Skills 2000+), is divided into fundamental skills, personal management skills, and cooperative skills. The method used Confirmatory Factor Analysis (CFA) with primary data obtained from surveys of students through a questionnaire will be analyzed using the AMOS program. These samples included 528 respondents who had done the work practices of the industry. The research respondents were students of the Faculty of Engineering, Universitas Negeri Makassar, divided into several majors. The results of the study identified that the low value of communication indicators in the variable of fundamental skills compared to other indicators was due to the lack of foreign language communication activities in the learning process. Communication is a vital aspect possessed by students, especially in global level competition. The study results were used to measure educational institutions to develop and improve low work skills indicators so that new graduates will better be prepared for work.
The Impact of Distance Learning on the Psychology and Learning of University Students during the COVID-19 Pandemic
Author: Alomyan, Hesham
Date: 2021-10-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,COVID-19,Pandemics,Correlation,Undergraduate Students,Student Characteristics,Anxiety,Depression (Psychology),Mental Health,Computer Literacy,Academic Achievement,Foreign Countries

COVID-19 saw the world face a serious global health crisis which had a negative impact on all sectors of life especially education. Educational institutions across the globe were forced to temporarily close and use distance education as an alternative to face-to-face teaching. The current study explored the impact of the sudden transition from face-to-face learning to distance learning on students' psychology and learning. Four hundred and one (N=401) undergraduate students from the University of Petra, Jordan were surveyed using a user-designed online questionnaire. Results highlighted negative impacts of distance education on both participant's psychology and learning during the COVID-19 pandemic. More specifically, results showed that first and second year students and those with lower computer skills reported the highest negative psychological effects (i.e., feeling anxious, bored and nerves). Further first-year students and those with lower computer skill levels reported a negative impact on learning (i.e., experiencing lethargy and laziness when taking online lectures, poor focus and inability of being self-reliant when learning) by distance education when compared with students in their third and fourth year or those with higher and average computer skills. Finally, this paper discusses recommendations and implications for future distance learning.
Teaching in the Aftermath of a Pandemic: Must an Employer Provide an Accommodation for Commuting for a Disabled Employee?
Author: Hunter, Richard J., Jr.
Date: 2021-00-00
Type: Journal Articles
Subjects: Disabilities,Federal Legislation,Civil Rights Legislation,Higher Education,Accessibility (for Disabled),Employer Employee Relationship,Administrator Responsibility,Transportation,Blended Learning,College Faculty,Legal Responsibility,COVID-19,Pandemics

Part I of the paper discusses the Americans with Disabilities Act or ADA, its requirements, and various protections for persons who suffer from a recognized disability which impacts their ability to work under certain circumstances and conditions. The context of this study is American higher education. Part II will discuss the obligation of an employer to offer a &quot;reasonable accommodation&quot; of the nature sought by an employee which would permit the employee to continue teaching while otherwise meeting all of the obligations imposed on faculty members under appropriate university policies. Specifically, the research question considered in Part II relates to whether &quot;commuting&quot; is a covered activity under the ADA which would trigger the responsibility of providing the employee with a reasonable accommodation, allowing an employee to teach in the employee's preferred combination of online and hybrid modalities.
Assessing Quality of a Business and Information Technology Alignment Large Enrollment Course
Author: Buitrago-Flórez, Francisco
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Business,Information Technology,Alignment (Education),Higher Education,Educational Quality,Evaluation Methods,Large Group Instruction,Curriculum Design,Course Evaluation,Engineering Education,Student Educational Objectives,Quality Assurance

The alignment of Business and Information Technology (BITa) has permeated almost all companies today, mainly due to the benefits that are perceived in their effectiveness and efficiency of their processes, both internal and external. Therefore, higher education must ensure the best settings for equipping IT-related professionals with appropriate BITa knowledge and skills. Consequently, practices related to course quality assessment emerge as critical and helpful since they are capable of generating information to improve teaching and learning processes. This study aims to describe and discuss quality assessment paths for three essential aspects in a large enrollment BITa course: examinations' design, workload, and alignment of activities and concepts to learning objectives. The course includes three main activities to promote the learning process: consultancy project development, examinations, and practical sessions with IT. We developed mixed-method research to analyze through surveys (N=110), focus groups (four sessions), workload estimator (N=251), and expert consultation (nine experts), the quality of the three aspects of interest. Data indicates that the course curriculum is well-designed, facilitating the development of BITa knowledge and skills in students. The results also uncover interesting information on helpful pedagogical practices to improve the course curriculum. The proposed approach could be extrapolated to other BITa courses and other courses with large enrollment to understand the students' experiences in relation to the three critical characteristics of learning and teaching practices studied.
Voices of Underrepresented Stakeholders: Parental Evaluation on 5th Grade ELT Curricula
Author: Dündar, Esin
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Educational Benefits,Foreign Countries,Grade 5,Middle School Students,Curriculum Implementation,Instructional Materials,Course Content,Assignments,Educational Improvement

The opinions of parents as a school-based stakeholders on ELT curricula have been neglected by not only authorities but also the related literature. Except from their consent or demands' being a prerequisite for the application of intensive curriculum for 5th graders, parents do not have a role for the development or application of English language curricula in Turkish education system. The present study is an attempt to hearken to their voices about the English language curricula implemented for 5th graders in Turkish middle schools. To this end, a cross-sectional survey study was designed and 116 parents of 5th graders were reached through 'Parental Questionnaire on ELT Curriculum.' The data were analyzed through Nvivo 12 and the results were supported with visual maps and direct quotations. The findings indicated that with high expectations from the curricula, the parents supported learning English based on the factors of providing long-term benefits and keeping up the new world order. Sharing their opinions on teaching material, content, class hours, assignments, and activities, participants gave suggestions on cognitive, affective, and practical aspects to improve the applications.
Achievement Emotions and Gender Differences Associated with Second Language Testing
Author: Reilly, Peter
Date: 2021-10-00
Type: Journal Articles
Subjects: Gender Differences,Second Language Learning,Second Language Instruction,Language Tests,Emotional Experience,Undergraduate Students,Test Anxiety,Psychological Patterns,Positive Attitudes,Student Attitudes,Achievement Tests,Foreign Countries,Measures (Individuals)

The results of second language (L2) tests influence important life events such as university graduation, access to scholarships, and employment opportunities. Curiously, few studies have examined L2 exam-related emotions beyond anxiety. Emotions are important because they influence mediators such as motivation, the use of executive functions, and higher-level learning strategies, which in turn, influence test performance. This study identified the positive and negative achievement emotions experienced by 277 L2 university learners in Mexico. Findings based on independent t-tests revealed that, contrary to previous research suggesting that test anxiety dominates the testing experience, learners experience positive emotions (e.g., hope) more frequently than negative ones (e.g., shame). Furthermore, upon comparing the global averages of four positive emotions and four negative emotions, a robust difference was found (d &gt; 0.80) favouring the positive emotions. Comparisons between genders showed that exam-related emotions favour males. It was concluded that L2 researchers ought to broaden the research agenda regarding exam-related emotions beyond test anxiety. Further, educators ought to implement teaching strategies that promote a positive emotional experience surrounding L2 testing, thereby improving test performance.