ethanporcaro/eric-fulltext-meta huggingface dataset:
Bridging Gender Gap in the Physics Classroom: The Instructional Method Perspective
Author: Obafemi, Deborah T. A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Light,Scientific Concepts,Quasiexperimental Design,Pretests Posttests,Experimental Groups,Control Groups,Secondary School Students,Secondary School Science,Scores,Multivariate Analysis,Hypothesis Testing,Gender Differences,Concept Formation,Foreign Countries,Science Tests,Teaching Methods

The study investigated the influence of students' gender on their understanding, application and analysis of Light waves concept in physics in Ikwerre Local Government Area of Rivers State, Nigeria. A quasi-experimental pretest-posttest design comprising of three experimental and one control group was used, each group was taught with a different Instructional method. A purposively selected sample of fifty-five (55) physics students of Senior Secondary 2 (SS2) class was involved in the study. Two instruments--Mathematics Ability Test (MAT) and Physics Performance Test on Light Waves (PPTLW)--with reliability coefficients of 0.97 and 0.89, respectively were used. The performances of the students were considered at the levels of understanding, application and analysis of Light waves. Data collected was analysed using mean scores and percentages for the research questions, while 4x2 Multivariate Analysis of Covariance was used to test the hypotheses. Analysis of results showed that demonstration method stands out as an effective method in bridging gender gap in the learning of difficult physics concepts like light waves. Furthermore, a significant difference was found between the performance of male and female students in the application of light waves while there was no significant difference between the performance of male and female students in the understanding and analysis of light waves.The post hoc analysis indicates that male students taught using guided-discovery method contributed more to the significant difference between the performance of male and female students in the application of light waves.
Study Spaces and Environments: Recognizing the Needs of Students in Africa
Author: Ali, Shameem
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Student Needs,Postsecondary Education,College Students,Student Attitudes,College Libraries,Library Services,Barriers,Low Income Students,Information Technology,User Satisfaction (Information),Study Habits,Educational Environment,Family Environment,Questionnaires

This study looks at the satisfaction of tertiary students with their institution's library services with the aim of identifying study and learning related impediments and challenges faced by students from poor backgrounds. A study of this type is important because educators need to understand that information technology adoption and implementation must first address learning needs and situations facing emerging communities. The purpose of the study was to ascertain the reasons for visiting the library, frequency of visits, reasons that may have prevented visits, and to determine satisfaction and experience of users. This was purely quantitative study, based on a survey of students. Satisfaction levels were measured across 20 indicators adapted from similar studies and sought information on the rate of library usage, the main reason for the most recent library visit and reasons that had ever prevented them from visiting the library. Post survey, three focus group sessions were conducted to discuss issues relating to home study environments and the preliminary findings of the survey. Based on the item groupings, five service dimensions were identified. These were student services/facilities, staff, collection, study spaces, and availability (access). The study found that there was some disconnect between student needs and library services available. A large number of students (47%) indicated that they prefer to conduct their study in the library, despite indicating a high level of dissatisfaction with some aspects of the services, because home environments are not conducive to study and learning. The implementation of many of the virtual characteristics of university libraries should be based on a clear understanding of the local information needs, searching behaviours as well as being cognizant of how and why libraries are accessed.
Analysis of Self-Directed Learning upon Student of Mathematics Education Study Program
Author: Kleden, Maria Agustina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Metacognition,Learning Strategies,Mathematics Education,College Students,Statistics,Likert Scales,Personality Traits,Comparative Analysis,Achievement Gains,Statistical Analysis,Mixed Methods Research,Pretests Posttests,Interviews,Observation

Various studies have rendered self-directed learning disposition to be significant in the learning of mathematics, however several previous studies have pointed the level of self-directed learning disposition to be at a low point. This research is aimed to enhance self-directed learning through implementing a metacognitive strategy in learning mathematical statistics. This research incorporates both methods of quantitative and qualitative ones while employing a sequential explanatory strategy. Research design takes a pretest-posttest control group design (Creswell, 2009). The subjects of the research are students of Mathematics Education Study Program of the University of Kupang, East Nusa Tenggara Province currently taking Mathematical Statistics course. Research sample is filtered from two class levels of mathematical statistics course Research instruments include the Likert scale to measure self-directed learning disposition. Results point an increment of self-directed learning disposition of students who were being taught through either a Metacognitive Strategy Approach (MSA) or Conventional Approach (CA). The Self-directed learning disposition of students based on the MSA approach was found to be better than those of the CA approach. The lowest average increase of the CA class was based on the identification of the goals indicator. Furthermore, the lowest average increase of the MSA class was based on the evaluation of the advantages and the disadvantages of learning. The highest average increase for either MSA or CA classes was observed because of the presence of learning initiatives. The average increase of the presence of learning initiatives indicator for the MSA class was higher than those of the CA class.
A Pragmatic Study of Barak Obama's Political Propaganda
Author: Al-Ameedi, Riyadh Tariq Kadhim
Date: 2015-00-00
Type: Journal Articles
Subjects: Presidents,Propaganda,Politics,Pragmatics,Speech Acts,Rhetoric,Persuasive Discourse,Figurative Language,Repetition

This study investigates, pragmatically, the language of five electoral political propaganda texts delivered by Barak Obama. It attempts to achieve the following aims: (1) identifying the speech acts used in political propaganda, (2) showing how politicians utilize Grice's maxims and the politeness principle in issuing their propaganda, (3) analyzing the rhetorical devices used in political propaganda. To achieve the aims of this study, it is hypothesized that: (1) The speech acts of statement, assertion, and advice can be used in political propaganda, (2) the cooperative principle and the politeness principle are frequently observed in political propaganda, (3) persuasion, metaphor, repetition, and manipulation are the rhetorical devices used in political propaganda. The following procedures have been followed: (1) reviewing the literature about political propaganda along with some pragmatic notions such as speech acts, the cooperative principle, politeness strategies, and some rhetorical devices such as persuasion, metaphor, repetition, and manipulation that are relevant to the aims of the study, (2) analyzing five electoral political propaganda texts according to a model developed by this study. The findings of the analysis verify the above mentioned hypotheses. A bibliography is included.
Learning on the Fingertips: The Opportunities and Challenges of Educational Apps
Author: Zhang, Jinlong
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Oriented Programs,Educational Technology,Educational Benefits,Electronic Learning,Handheld Devices,Educational Quality

Today, using spare time to learn is the key demands of mobile education field. With the characteristics of portability, educational Apps highly fit for this kind of demands, and contribute to the learning style on the fingertip, it becoming the new growth direction and growing point of mobile education. The understanding of the present situation and Prospect of educational Apps is the basis for further research on educational Apps. Based on introduction of educational Apps, this paper discussed the opportunities and challenges of educational Apps faced: mobile terminal and wireless network, the use habit of the user, mobile learning and online education market create good conditions for the development of educational Apps, at the same time, the imbalance of development, poor quality and unclear business model is the restriction factors of the development of educational Apps. This paper points out that enhance the quality, balanced development, enrich and develop market strategy is the key to make a breakthrough in the predicament, realize rapid development of educational Apps.
An Overview on Perception and Its Principles from Avicenna's Point of View
Author: Soltani, Ali Reza
Date: 2015-00-00
Type: Journal Articles
Subjects: Qualitative Research,Perception,Educational Principles,Educational Resources,Definitions,Intellectual Development,Educational Theories,Discourse Analysis,Educational Practices,Cognitive Ability,Sensory Integration

The main purpose this paper attempts to reach is to recognize principles of perception, its dimensions and types from Avicenna's point of view. This study is a qualitative study conducted using descriptive-analytical methods. Resources are first reviewed and principles of perception along with its process are extracted from his perspective. Findings of this study revealed that in the philosophy of Avicenna, soul is of a prominent position and is the base for perception. For him, growth and perfection of soul breed various cognitive capabilities. In fact, vegetative, animal and human faculties have their roots in the soul so as discussion on the stages of soul is divided into three stages of vegetative, animal and human in Avicenna's point of view. Cognitive capabilities of humans are to aid these faculties reach perfection. For instance, superficial cognitive capabilities are obtained in animal soul's stage and higher levels of perception including receiving emanation from active intellect occurs in human soul's stage.
Evaluation of Teachers' Activities in the Use of Animated Instructional Resource Materials in Biology Teaching in Senior Secondary Schools in Bauchi State Nigeria
Author: Kwasu, I. A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Animation,Teaching Methods,Science Instruction,Biology,Questionnaires,Technology Uses in Education,Secondary School Science,Access to Computers,Teacher Attitudes,Foreign Countries,Barriers,Observation,Visual Aids

This paper presents a profile on how teachers in senior secondary schools in Bauchi state Nigeria utilise animated instructional resource (AIR) in the teaching of biology. A structured questionnaire used to generate data on the availability, accessibility and application of the AIR for classroom instruction by teachers. The instrument for data collection was piloted in the three senatorial zones, which include Bauchi, Ningi and Katagum zones. The result indicated low awareness of biology teachers to the existence of AIR in senior secondary schools. Analysis of availability and utilization of animated instructional resource by teachers showed sharp contrast between the affirmative and the null, 3% shows &quot;yes&quot; while 97% was &quot;no&quot;, indicating that there is no availability and utilization of AIR in senior secondary school. With regards to teachers' opinion on the need for AIR in schools, the teachers' overwhelmingly indicated great need. However 100% voted in favour of the need for the package. The teachers also indicated willingness to buy AIR if sold, because AIR is found to be very useful in classroom instruction.
Comparative Analysis of Selected Motor Fitness Profile of Football Referees in Cross River and AKWA IBOM States, Nigeria
Author: Ogabor, J. O.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Team Sports,Judges,Comparative Analysis,Physical Fitness,Profiles,Quasiexperimental Design,Psychomotor Skills,Statistical Analysis

The purpose of this study was to compare selected motor fitness profile of football referees in Cross River and Akwa Ibom States. Motor fitness profiles compared were running speed and agility of the referees. Standardized equipment and procedures were employed in the tests. To achieve the objectives of the study, two research hypotheses were raised to serve as a guide to the study. The quasi-experimental research design was adopted for the study. A total of twenty (20) subjects were selected using stratify random sampling technique. Data collected were analyzed using descriptive and inferential statistics. The descriptive statistics were the mean, range and standard deviation while the inferential statistic was the independent &quot;t&quot; test employed to test for significant difference between the mean scores of subjects from the two states. The level of significance was set at 0.05 with 18 degrees of freedom. Findings of the study revealed that referees from Cross River and Akwa Ibom States were similar in running speed and agility when compared. Based on these findings of the study, appropriate conclusions and recommendations were made.
Motivation and Personality Traits of TESL Postgraduate Students towards the Use of Information and Communications Technology (ICT) in Second Language Teaching
Author: Hassanzadeh, Vahideh
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Personality Traits,Graduate Students,Information Technology,Second Language Instruction,English Teachers,English (Second Language),Technology Uses in Education,Correlation,Questionnaires,Semi Structured Interviews,Use Studies,Extraversion Introversion,Neurosis,Computer Use,Technology Integration,Computer Literacy

Nowadays technology has practically changed every aspect of language teaching. There are numerous studies focusing on the personality traits of students or other internet users towards the internet utilization. Nonetheless, little research has examined the personality traits of teachers towards using computers for educational purposes especially in the Malaysian context. The purpose of this study was to investigate the motivation and personality traits of TESL postgraduate students in Malaysia towards information and communications technology (ICT) usage in second language teaching. In addition, the relationships between the independent variables (motivation, and personality traits) and the dependent variable (ICT usage) were explored. Then a descriptive-correlational research was employed. A questionnaire survey was developed, reviewed by a panel of experts and its validity and reliability were verified through a pilot study. For the survey, 89 TESL postgraduate students were randomly selected. Moreover, follow-up semi-structured interviews were conducted to strengthen the questionnaire survey results. The results indicated that English teachers have high levels of ICT utilization in the general software applications such as Internet, E-mail, presentation, word processing and office work and low levels of ICT usage for specialized software applications such as authoring, graphics and simulations. The results also showed that the participating teachers were highly motivated in teaching language with computers. Furthermore, the results related to the participants' personality traits indicated that they were highly extrovert, agreeable, conscientious, open and moderately neurotic towards ICT usage. The findings of correlation analysis proved that the surveyed teachers' motivation received a slightly moderate and positive relationship with ICT usage. Additionally, the findings of the Pearson correlation coefficient for the relationship between teachers' personality traits and ICT usage showed that generally no correlation exist between the overall personality and ICT usage. In particular the findings showed that only extroverts had a slightly moderate and positive correlation with ICT usage. The interviews responses also verified the questionnaire results. The research results suggest that to develop ICT integration in the educational processes, teacher training computer skills and increasing the computer facilities at schools are required. Finally, implications, and recommendations for future research are discussed.
Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus
Author: Kalajahi, Seyed Ali Rezvani
Date: 2012-04-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,Learning Strategies,Undergraduate Students,Language Teachers,English (Second Language),Second Language Instruction,Correlation,Surveys,Psycholinguistics,Metacognition,Language Proficiency,Questionnaires,Likert Scales,Statistical Analysis

This research study aimed at exploring the relationship between vocabulary learning strategies and vocabulary size of 125 undergraduate English Language Teaching students at Eastern Mediterranean University. This research study was a correlational survey study of descriptive nature. The major findings of this study were as follows. First, the findings indicated that most of the ELT students adequately operated the psycholinguistic strategies, whereas somewhat adequately the metacognitive strategies. Next, the ELT students reportedly had a somewhat average vocabulary size to cope with advanced studies at the university level. Finally, this study found no relationship between the psycholinguistic strategy and the vocabulary size of the participants, and the relationships between the metacognitive strategy and the vocabulary size, as well as the vocabulary learning strategy questionnaire and the vocabulary size of the participants were negligible. The findings also revealed that students did not operate certain strategies, rather a variety of strategies.
Effects of Prior Knowledge of Topics and the Instructional Objectives on Students' Achievement in Literature-in-English
Author: Mbah, Blessing Akaraka
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prior Learning,Student Educational Objectives,Academic Achievement,English (Second Language),Literature,Scores,Teaching Methods,Achievement Tests,Gender Differences,Secondary School Students,Experimental Groups,Control Groups,Quasiexperimental Design,Pretests Posttests,Hypothesis Testing,Statistical Analysis,Second Language Learning,Statistical Significance

This study investigated the effects of prior knowledge of topics with their instructional objectives on senior secondary school class two (SS II) students. The study was carried out in Abakaliki Education Zone of Ebonyi State, Nigeria. The design of the study is quasi experimental of pretest-posttest of non-equivalent control group. Two research questions and two hypotheses guided the study. The population of the study was 6053 Senior Secondary School class 2 (SS II) Students in thirty nine Co-educational Secondary Schools in Abakaliki Education Zone. Simple random Sampling technique was used to draw a sample size of 120 SS II Students that offer literature-in-English in four Co-educational Secondary Schools in the Zone. Two of the schools formed the treatment group, while two formed the control group. Instrument for data collection was a researcher made literature-in-English Achievement Test (LAT). Data were collected from pretest and posttest. The data collected were analyzed using statistical mean, standard deviation, and Analysis of covariance (ANCOVA). The result of the study revealed that the treatment group taught Literature-in-English with prior knowledge topics and instructional objectives performed better than the control group taught Literature-in-English without prior knowledge of topics to be taught with their instructional objectives. The result also revealed that the performance of the students according to gender indicated that males performed better than females amongst the treatment group. However the mean achievement difference between the males and the females was not statistically significant. Based on the findings, the researcher recommended that Literature-in-English teachers should give their students topics to be learnt and this instructional objectives prior to instruction and secondly, that authors of texts in Literature-in-English should state the instructional objectives of each chapter or topic in their books.
Problem Based Learning Technique and Its Effect on Acquisition of Linear Programming Skills by Secondary School Students in Kenya
Author: Nakhanu, Shikuku Beatrice
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Skill Development,Problem Based Learning,Mathematical Applications,Secondary School Mathematics,Mathematics Skills,Teaching Methods,Mathematics Instruction,Hypothesis Testing,Pretests Posttests,Experimental Groups,Control Groups,Mathematical Concepts,Concept Formation,Scores,Instructional Effectiveness

The topic Linear Programming is included in the compulsory Kenyan secondary school mathematics curriculum at form four. The topic provides skills for determining best outcomes in a given mathematical model involving some linear relationship. This technique has found application in business, economics as well as various engineering fields. Yet many Kenyan secondary schools hardly teach the topic. The methods used are found to be difficult to execute leading to lack of understanding by the learners. The purpose of this study was to investigate whether Problem Based Learning intervention can encourage and improve students' learning of linear programming. Students' performance on an achievement test, and acquisition of linear programming skills were monitored. The study adopted the pre-test, post-test non-equivalent groups experimental design. The experimental group was taught the topic using the origin test and extreme points technique, a version of Problem Based Learning. The control group was taught using conventional methods. A mathematics achievement pre-test and a post-test were given to both groups to ascertain their respective entry and final performance abilities. Analysis of the post-test results was done using the means, standard deviations and paired samples t-test. In addition, item 3 of the mathematics achievement post-test, was used to determine the level of students' acquisition of linear programming skills. The face and content validity of the research instruments were determined with the help of mathematic educators and experienced secondary school mathematic teachers. The split half method was utilized in determining the instruments' reliability acceptable at reliability indices of 0.6. Pearson's coefficient (r) obtained for MAT 1 School 1 was 0.9211 and 0.9131 for school 2. Pearson's coefficient (r) for MAT 2 for School 1 was 0.8786 and for school 2 it was 0.8896. Stratified Random Sampling was used to select ten each of form four boys, girls, and co-educational schools for the study. In total 1,502 form four students participated in the study. Of this total, 745 students formed the experimental while 757 formed the control group.