ethanporcaro/eric-fulltext-meta huggingface dataset:
GeoGebra, a Tool to Improve Students&apos; Visual Imaging
Author: Vágová, Renáta
Date: 2019-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Teaching Methods,Computer Software,Problem Solving,Visualization,Spatial Ability

Visualisation is a necessary ability for students' mathematical education. The appearance of multiple Dynamic Geometry Software (DGS) has a stronger impact each day, and it raises many questions in the minds of researchers. In this paper, we present the findings of our exploratory case study in which a student preferring visual problem solving generally, but with a low spatial ability level, solved a spatial visualisation problem after finishing school lessons of solid geometry. The main objectives were to examine a) the solver's solution (difficulties and impediments) in the paper-and-pencil environment; b) the solver's solution (difficulties and impediments) in the combined use of the dynamic (GeoGebra applet) and paper-and-pencil (Navigation Sheet) environment, and c) whether the combined use of dynamic and paper-and-pencil environment helped the solver to confirm or correct her results and created visual images from the paper-and-pencil solution. The integration of DGS would help the solver promote the creation of correct visual images and the acquisition or the development of her spatial ability. The research findings are interpreted in terms of both the visual image and the spatial ability classification.
The Relationship between Employability Skills and Self-Efficacy of Students with Learning Disabilities in Vocational Stream
Author: Ab Halim, Fazlinda Binti
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Job Skills,Employment Qualifications,Self Efficacy,Students with Disabilities,Vocational Education,Learning Disabilities,Secondary School Students,Correlation,Special Education,Entrepreneurship,Job Training

Nowadays, the unemployment among special needs students with learning disabilities is getting worse in Malaysia. Societies are always not confident of the employability skills of people with special needs, as the former do not believe that the latter could work efficiently. Since they are often associated with low self-confidence, the capabilities of people with special needs are often in doubt, and their self-efficacy is also open to question. Self-efficacy is included in the environmental factors that contribute to the degree of skillfulness. Therefore, this study aims to explore the level of employability skills and self-efficacy of students with learning disabilities, and determine the relationship between the two variables. This quantitative survey research was conducted at the Indahpura Special Education Vocational Secondary School, Kulai, Johor. About 60 students from four courses were recruited for the purposed of this study. An instrument was adapted with minor modifications from the Secretary's Commission on Achieving Necessary Skills (SCANS) to study the employability skills and The General Self-Efficacy Scale (GSE) to study the self-efficacy. Data were analysed using the Statistical Package for Social Science Version 19.0 (SPSS 19) to obtain the frequency, mean, standard deviation, percentage and correlation between the variables. The results show that employability skills and self-efficacy of the students with special needs are at a moderate level. The findings of the study reveal that there is a strong positive relationship between self-efficacy and the student's employability skills. In conclusion, special education students with learning disabilities have room for improving their employability skills, and they can do it through these avenues: attend entrepreneurship programmes, participate in community services, and undergo self-improvement courses as well as practical training in relevant agencies. Societies are duty-bound to provide continual guidance to the students with special needs so that they can be a useful, and competitive work force to serve the country.
Problems and Solution Suggestions in Teaching Rotation Transformation in Conic Sections
Author: Ada, Tuba
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Preservice Teachers,Mathematics Instruction,Geometric Concepts,Algebra,Equations (Mathematics),Elementary School Teachers,Concept Formation,Mathematical Concepts

Circle, ellipse, parabola, hyperbolic curves are defined as conic sections from the intersection of a coni with a plane at different angles. These curves can be found in different positions depending on the different angles. In this case, rotation transformation can be applied to the curves so that their major axes are brought to the horizontal position. The purpose of this study is to identify the problems experienced in using mathematics teacher candidates' rotation transformation in conic sections and to develop solution proposals for these problems. 40 teacher candidates participated in this study. An action plan has been designed and implemented by the researchers in order to solve these problems by starting from the problems experienced by the prospective teachers. At the end of the study, it was determined that the success of the teacher candidates drawing the graphs of the curves was increased.
Visual Art Education Teacher&apos;s Beliefs and Attitudes toward Incorporating ICT into Art Classrooms
Author: Rahmat, Mohd Khairezan
Date: 2019-12-00
Type: Journal Articles
Subjects: Visual Arts,Art Teachers,Teacher Attitudes,Technology Integration,Educational Technology,Technology Uses in Education,Self Efficacy,Secondary School Teachers,Foreign Countries,Faculty Development,Administrator Role

Visual art is a subject that emphasizes on creativity, innovation and critical thinking, therefore, Visual Art Education (VAE) teachers have been urged to utilize the full potential of Information and Communication Technology (ICT). Despite numerous literatures have highlighted the benefits of ICT, VAE teachers were found not serious toward integrating ICT in teaching. Hence, this study was carried out to determined Malaysian VAE teachers' attitudes and beliefs and their level of confidence toward incorporating ICT into art classrooms. This study explored teachers' specific approach of ICT and factors that influence their integration of ICT into art classrooms. The participants of this study were eighteen VAE teachers from three-selected secondary school in the state of Selangor, Malaysia. Data for the study was gathered by face-to-face interviews. The findings of the study indicated that Malaysian VAE teachers were still at moderate levels of ICT integration. The support from school administrator and continues professional development were identified as two main factors that contribute towards successful ICT integration. In light of the published research on the integration of ICT in the VAE subject area, hopefully, the findings of this study will assist school organization, teachers training institutions and the Ministry of Education toward establishing a standard for successful ICT integration, especially in the context of the VAE.
Teaching Linear Algebra Supported by GeoGebra Visualization Environment
Author: Aytekin, Cahit
Date: 2019-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Computer Software,Educational Technology,Technology Uses in Education,Visualization,Preservice Teachers,Mathematics Teachers,Foreign Countries,Definitions,Teaching Methods

Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is effective in concretizing abstract concepts. In this study, it was examined how pre-service mathematics teachers relate the definitions of concepts (linear combination, linear dependency/independency and spanning) and their visual equivalents in R[superscript 2] and R[superscript 3]. The study was conducted with four students who attended the Linear Algebra-2 course in the Elementary Mathematics Teaching, Faculty of Education of a state university in Turkey. The study was conducted by the teaching experiment method. Interviews were conducted using activities prepared in the GeoGebra program. It was observed that the participants used these concepts in very flexible way and they established a relationship between visualization and definitions in a very short time compared to the time spent during an educational period.
The Effects of a Non-Routine Problem Solving Instruction on the 7th Graders&apos; Brain Hemisphericity
Author: Yapar Sögüt, Gizem
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Solving,Brain Hemisphere Functions,Grade 7,Teaching Methods,Neurological Organization,Foreign Countries,Secondary School Students,Cooperative Learning,Mathematics

This study aims to evaluate the effects of a non-routine problem solving instruction on the brain hemisphericity of the 7th graders (aged 13-14 years). One sample experimental design was used and twenty-one seventh graders participated in the study. Validated by Kök (2005), Brain Hemisphericity Inventory (BHI) was conducted to the experimental group as a pre-test. Participants were given an instruction which lasted for 18 lesson hours, and participants solved 80 non-routine problems throughout the instruction. The BHI was then applied to the experimental group as a post-test. The findings showed that there were significant differences between pre- and post-test scores of the participants. Although participants were mostly left-brained before the instruction, the number of left-brained participants decreased, and the number of right-brained students increased after the instruction. Findings indicated that non-routine problem solving may have a potential to change brain hemisphericity of the students. Based on that, it was concluded that amount of time and place given for non-routine problems in text-books and learning environments should be increased.
Beliefs about Language Learning, Role of Gender and Students&apos; Achievement in Relation to Second Language Anxiety
Author: Tandang, Tracy Anak William
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,Anxiety,Student Attitudes,Beliefs,Gender Differences,Language Proficiency,Low Achievement,Correlation,English (Second Language),College Students

The study has given a myriad of insights and deeper understanding on the issue of second language anxiety, especially in Malaysia. This study encompassed several aspects in second language learning. This study focused on the relationship between second language anxiety and beliefs about language learning. Besides that, the role of gender in second language anxiety has also been one of the main focuses in the study. On top of that, this study also emphasized on the effect of second language anxiety on the second language achievement. To achieve the purpose, a study was conducted quantitatively among 334 respondents from a local public institution, which is a polytechnic in Negeri Sembilan. The respondents of the study were from Commerce Department which is the largest department in the institution. The respondents were the students from the third semester in the second year. This study used the modified version of Foreign Language Classroom Anxiety Scale (FLCAS) and Beliefs About Language Learning Inventory (BALLI). From the study, it is found that the second language anxiety of the students is moderately related to their beliefs about language learning. Besides, the second language achievement is negatively correlated with the second language anxiety, thus explains the low performance while experiencing high level of anxiety. This study also reveals that there is no significant difference found between male and female students in second language anxiety. It is anticipated for researchers to continue and expand the field of study in order to continue contributing to the body of knowledge on second language anxiety.
M-Learning in Teaching ESP: Case Study of Ecology Students
Author: Valeeva, Nailya
Date: 2019-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Learning,Second Language Instruction,Case Studies,Teaching Methods,Vocabulary Development,Telecommunications,Handheld Devices,Computer Software,Language Tests,Group Discussion,Learning Processes,Ecology,Comparative Analysis,Undergraduate Students,Learning Motivation,Student Attitudes

The paper presents research results on mobile learning of English for specific purposes to ecology students with the help of the Quizlet learning platform. The study was conducted in four stages: the students were surveyed about their mobile devices, and then they underwent an experimental mobile learning process during one term. The next stage was to work with authentic texts, during which the skills developed for reading comprehension of authentic specialized texts were assessed. In order to incorporate subject-specific vocabulary into professional discourse, in-class discussions were organized with students at the same stage of the study. The students were assigned to agree or disagree with the statements, prove their point, make arguments using familiar vocabulary on these topics. Such classroom discussions have shown that the subject-specific vocabulary the students mastered in the process of mobile learning is active. In our opinion, this is a very important result of mobile learning. The students also note that it is now easier for them to make up statements on professional topics and participate in conversations after mobile training. At the final stage, the students were surveyed once again in order to clarify their impressions of mobile learning. The paper shows the students are sufficiently equipped with mobile technologies and highly motivated to m-learning. The objective test results and a high level of accuracy when doing followup activities and final tests indicate that mobile learning has increased the effectiveness of teaching ESP. Mobile devices and, above all, smartphones can form a personalized learning environment which is motivating and challenging at the same time. Employment of m-learning tools in ESP instruction, besides increasing foreign language proficiency, enhances the levels of students' satisfaction and motivation which are crucial for professional foreign language communication throughout life.
English Informal Language Learning through Social Networking Sites among Malaysian University Students
Author: Ismail, Izaham Shah
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Informal Education,Social Media,College Students,Information Technology,Learning Strategies,Sentences,Dialects,Video Technology,Listening Skills,Vocabulary Development,Language Skills,Skill Development

The use of ICT in education has benefitted both students and educators in the education field. Currently, the social networking sites are being used widely by the university students in their daily lives for various purposes such as entertainment, networking, as well as education purposes. There are many studies conducted to figure out whether the social networking sites benefit the students in formal education but there are not many studies done to investigate whether they are beneficial to students' informal learning, especially in English language. Therefore, this study aims to investigate the contribution of the social networking sites to the university students' English informal language learning. This quantitative study was conducted on Malaysian public university students in Selangor and Negeri Sembilan. A descriptive quantitative survey research was conducted in order to answer the research questions of this study. The results of this study revealed that most of the respondents learned English informally by saving interesting English quotes or images posted on social networking sites as well as by paying attention to the sentence patterns and accent while watching videos on those sites. The respondents of this study also perceived that they informally learned listening skills and vocabulary the most from the social networking sites. To conclude, the social networking sites are not only useful for entertaining purposes, they could also be used to informally learn and improve one's English language skills.
Digital Storytelling for 21st Century Learning: A Study on Pre-Service Teachers&apos; Perception
Author: Dalim, Siti Fairuz
Date: 2019-12-00
Type: Journal Articles
Subjects: Story Telling,21st Century Skills,Preservice Teachers,Student Attitudes,Public Colleges,Foreign Countries,Technology Integration,Student Centered Learning,Generational Differences,Multimedia Instruction,Creativity,Prior Learning,Educational Environment

Digital Storytelling is one of the new pedagogical tools that calls upon students' creativity and helps them to &quot;learn by doing&quot;. It is one of the important steps towards creating the 21st century learning environment as it promotes the integration of student-centered and technology-enriched learning environment for learners. Despite the many benefits that this learning tool has to offer, many educators are still reluctant to integrate this kind of technology in their classes which resulted in low implementation of this technology among the educators. Therefore, this study is intended to determine pre-service teachers' experience and perceptions towards digital storytelling for 21st century skills in learning environment. A set of questionnaire has been distributed to 150 trainee teachers from the Faculty of Education in one of public universities in Malaysia. The result of this study reveals that pre-service teachers' have moderately experienced the use of digital storytelling in their learning (M=2.98; SD=1.332). The finding also showed that the pre-service teachers responded positively towards the use of digital storytelling in the classroom (M=3.94; SD=0.713). The correlation analysis further showed that, the pre-service teachers' experience with digital storytelling has significantly given impact on their perception towards the implementation of this tool in teaching and learning process. Considering the many advantages of the digital storytelling towards the enhancement of 21st century skills among the younger generations, therefore more aggression steps need to be done to strengthen the teaching preparation programme in higher educational institutions. This is very important to ensure that the future teachers produced are well-equipped with all the teaching skills and technologies to educate the next millennial generations.
A Practice in a Research Methodology Class
Author: Hoon, Teoh Sian
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Research Methodology,Teaching Methods,Constructivism (Learning),Active Learning,Problem Solving,Sampling,Probability,Classroom Communication

There are challenges in teaching research methodology as highlighted by many researchers. Among the challenges are strategies for putting material in context. For achieving this purpose, students' engagement in the learning process needs to be re-looked. This paper shares on a practice engaging students in a research methodology class. The practice aims to assist active learning among the students as informed by the constructivist learning theory. Specifically, a teaching philosophy focuses in applying The Zone of Proximal Development (ZPD) is highlighted. An action research was conducted to investigate how the students learn a topic of research methodology within the practice of ZPD. The action research aims to bridge the gap between research and the practice putting material in the context of learning. The findings of this study showed that students found research methodology a difficult subject, but they experienced good discussion and engaged themselves in the classroom discussion. The discussion assists them in recalling and memorising as well as creating more examples for the context of learning. Nevertheless, they need more meaningful materials to support their learning.
Promoting Empathy Using Design Thinking in Project-Based Learning and as a Classroom Culture
Author: Hashim, Adila Md
Date: 2019-12-00
Type: Journal Articles
Subjects: Empathy,Design,Student Projects,Classroom Environment,Communication Skills,Observation,Decision Making,Interpersonal Relationship,Foreign Countries

This paper explores the benefits of empathy skill for school students. The encouragement of empathy skill in school was discussed in two situations: 1. Using design thinking approach for project-based learning and 2. Promoting as a classroom culture. Empathy is an act of understanding, being conscious and experiencing the feeling and thoughts of other people. It is the key to inspire social innovation and diminishing prejudice against others. Empathy skill has affected our feeling of wellbeing and human centeredness to provide an understanding of people's needs. By integrating design thinking process in school, students will equip themselves with empathy-related skills such as communication, observation, decision-making and positive relationship with others as part of their active learning process. Adapting design thinking in project-based learning requires students to be aware and concern in exploring human-driven design which leads to user satisfaction for any problem's solution. Empathy also has the advantage of forming a positive classroom culture and sustaining a good teacher-student relationship. This paper discussed how the design thinking process can promote empathy skill during project-based learning for humanizing decision-making and the opportunity for empathy integration in the classroom to engage in positive collaboration and teamwork.
Aspects of Wellness in a Traditional Leisure Time Game: An Integrated Approach for Teaching Innovation
Author: Mohamed, Mawarni
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Games,Folk Culture,Leisure Time,Wellness,Teaching Methods,Physical Activities,Interdisciplinary Approach,Children,Adolescents,Young Adults,Cultural Differences

Malaysia and ASEAN society are rich with a variety of traditional games and usually played during leisure time. 'Tossing the Stones' or Batu Seremban was chosen in this survey. Using a purposive sampling technique, respondents from Malaysia, Philippines, Indonesia and Thailand went through the game intervention and answered the questionnaires provided. The goal was to understand how they perceived wellness while playing this game, after identifying the frequency of Traditional Games engagement. Results showed that Batu Seremban gave high wellness scores such as; M=4.16, SD=0.722. The physical, intellectual, social and emotional elements identified in 'Tossing the Stones' showed that strong educational elements identified in the traditional leisure game can also be used to teach children and young adults through integration in the curriculum. Suggestions on how the game can be used in classrooms were made based on the findings.