ethanporcaro/eric-fulltext-meta huggingface dataset:
Appropriate Learning Management for Students with Different Learning Styles within a Multicultural Society at State-Run Universities in Thailand
Author: Churngchow, Chidchanok
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Styles,Student Centered Learning,Active Learning,Experiential Learning,Student Projects,Foreign Countries,College Freshmen,High Schools,Institutional Characteristics,Student Characteristics,Muslims

This research aimed to discover appropriate learning management to suit students' different learning styles within a multicultural society at state-run universities using mixed methods research of explanatory design. A survey was first conducted followed by focus group discussions. It was found that the students consisted of all four types of learning styles: reflector, activist, theorist and pragmatist, while, reflectors were the majority group. The results also showed that students from different disciplines and types of high schools used different learning styles. However, the participants in the focus groups, especially the Muslim students, stated that they employed the pragmatic style as well as their dominant style. It is suggested that a teaching style incorporating practiced-based learning, such as lab-work, field work or project-based learning would suit all students. Student-centered classes and active leaning are also recommended as being appropriate for all types of student learning styles.
Design and Validation of the College Readiness Test (CRT) for Filipino K to 12 Graduates
Author: Tamayao, Antonio
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,College Readiness,Test Reliability,Test Validity,High School Graduates,Elementary Secondary Education,Sex Fairness,Evaluation Methods,Culture Fair Tests

Designing and validating a college readiness test addresses the absence of standardized Philippine-based College Readiness Test (CRT) congruent with the College Readiness Standards (CRS) set by the Philippine Commission on Higher Education (CHED). It also resolves the varied and arbitrary indices used by Higher Education Institutions (HEIs) to measure the preparedness of K to 12 Filipino graduates to enter college. In this regard, this study establishes the validity and reliability of the CRT to measure the combination of knowledge, skills, and reflective thinking necessary for the K to 12 graduates to be admitted and to succeed without remediation in the General Education courses in HEIs. Using multi-stage sampling in a select province of the Philippines and with due consideration of the district, type of school, and academic tracks offered in senior high school, the study has generated that the 200-item CRT has &quot;desirable&quot; difficulty index (65.64), &quot;reasonably good&quot; discrimination index (0.22), and large functioning distractors (68.91% distractor efficiency). Notably, there is a significant positive relationship between discrimination and difficulty indices as well as the distractor efficiency and difficulty index of the CRT items. Also, the CRT is reliable as it possesses inter-item consistency (r=0.796). Thus, it is a valid and reliable instrument to measure the college readiness of Filipino K to 12 graduates with its features of being contextualized, gender-fair, and criterion-referenced.
A Problem Based Learning (PBL) Model in Developing Students&apos; Soft Skills Aspect
Author: Suryanti, Hera Heru Sri
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Skill Development,Problem Solving,Human Resources,Undergraduate Students,Foreign Countries,Self Concept,Trust (Psychology),Adjustment (to Environment),Critical Thinking,Leadership,Student Attitudes,Student Motivation,Empathy,Integrity,Self Control,Risk,Time Management

This study aims to find out how to improve students' soft skills through Problem-Based Learning (PBL) of Educational Sciences in order to prepare superior Human Resources (HR). This research is qualitative research, the research subjects are students of the First Semester Guidance and Counseling Study Program, Faculty of Teacher Training and Education, Private University in Solo Raya. The object of research is the improvement of students' soft skills through PBL of Education Science courses in order to prepare for Superior HR. Data collection using interviews, observation, documentation, and test methods. The validity of the data uses method triangulation, source triangulation, and perseverance of observation. Analysis of the data using qualitative analysis. The results showed that PBL courses in education can improve students' soft skills which include aspects of self-awareness, trust, adaptability, critical thinking, organizational awareness, attitude, initiative, empathy, integrity, self-control, leadership, problem-solving, risk-taking, and Time management, in order to prepare superior HR.
Learning Programming Online: Influences of Various Types of Feedback on Programming Performances
Author: Çakiroglu, Ünal
Date: 2020-01-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Feedback (Response),Online Courses,Error Correction,Correlation,Scores,Synchronous Communication,Teacher Student Relationship,Integrated Learning Systems,Learning Processes,Foreign Countries,Public Colleges,Vocational High Schools

This article draws on a one-semester online programming course to determine the relationships between the types of feedback that students received and their programming performances. An explorative study was designed including both quantitative and qualitative data. Participants were 15 second-year students enrolled at an Information Technology department of a public university who received weekly programming problems as projects. The instructor provided various types of feedback (corrective, confirmatory, explanatory, diagnostic and expanded feedback) to the students via GitHub. The results showed that when the students who received corrective and explanatory feedback more, the programming performance scores were high. A strong positive relationship existed between a total amount of feedback with programming performance scores, also a number of times that students received explanatory feedback and programming performance scores. In addition, while the positive correlations existed between programming performance scores and the amount of all types of feedback, there was a weak correlation between the number of times that students received expanded feedback and programming performance scores. The difficulty of the programming projects, the needs of the participants and the affordances of the online learning environment played key role in the students' preference for receiving feedback type. Recommendations for future research and practice are included.
The Effect of Algorithm Education on Students&apos; Computer Programming Self-Efficacy Perceptions and Computational Thinking Skills
Author: Türker, Pinar Mihci
Date: 2020-01-00
Type: Journal Articles
Subjects: Mathematics,Computation,Computer Science Education,Programming,Self Efficacy,Thinking Skills,Educational Technology,Preservice Teacher Education,Preservice Teachers,Foreign Countries

In this study, the effect of algorithm education on pre-service teachers' computational thinking skills and computer programming self-efficacy perceptions were examined. In the study, one group pretest posttest experimental design was employed. The participants consisted of 24 (14 males and 10 females) pre-service teachers, majoring in Computer Education and Instructional Technology (CEIT). In order to determine the pre-service teachers' computer programming self-efficacy perceptions, the Computer Programming Self-Efficacy Scale was used, whereas Computational Thinking Skills Scale was used to determine their computational thinking skills. The Wilcoxon Signed-Rank Test was used to analyze the differences between pretest and posttest scores of students' computer programming self-efficacy perceptions and computational thinking skills. Throughout the practices, 10 different algorithmic problems were presented to the students each week, and they were asked to solve these problems using flow chart. For 13 weeks, 130 different algorithmic problems were solved. Algorithm education positively and significantly increased students' simple programming tasks, complex programming tasks and programming self-efficacy perceptions. On the other hand, algorithm education had a positive and significant effect only on students' algorithmic thinking sub-dimension but did not have any effect on other sub-dimensions and computational thinking skills in general.
Will I Get In? Using Predictive Analytics to Develop Student-Facing Tools to Estimate University Admissions Decisions
Author: Giani, Matt S.
Date: 2020-01-00
Type: Journal Articles
Subjects: College Admission,Public Colleges,Prediction,College Applicants,Low Income Students,High School Graduates,Models,Accuracy

A sizable number of low-income high school graduates enroll in colleges less selective than their academic qualifications would allow or forgo postsecondary altogether despite being college-ready. One potential cause of this &quot;undermatching&quot; is that some students have limited access to information about their college options. We hypothesize that providing students with more and better information about the relationship between their academic preparation and college options may promote college-going. The purpose of this study was to develop a predictive model of admissions to public 4-year institutions using data from Texas' statewide longitudinal data system in order to build a student-facing tool that predicts admissions decisions. We sought to include only variables for which students have some control over, namely academic characteristics, but compared the predictive accuracy of this reduced model to more complex models that include demographic variables commonly used in higher education research. We show the reduced model successfully predicts admissions decisions for approximately 85% of applications. The addition of demographic variables, despite showing a statistically significant better fit of the data, do not substantively change the predictive accuracy of the model. We include a demonstration of a data visualization tool built on this predictive model using the open-source R statistical software that can be used by students, parents, and educators. We also discuss causes for both optimism and caution when using predictive modeling to develop student-facing tools.
Testing for All: An Exploration of Disproportionality in the Georgia Alternate Assessments
Author: Childers, Kelly D.
Date: 2020-01-00
Type: Journal Articles
Subjects: Alternative Assessment,Achievement Tests,Student Characteristics,Students with Disabilities,Disproportionate Representation,English,Language Arts,Elementary School Students,Secondary School Students

Public schools use standardized testing to measure students' academic achievement at the conclusion of each school year. Students with severe cognitive disabilities are evaluated through the Georgia Alternate Assessment (GAA). The purpose of this descriptive study was to describe the demographic characteristics of students who took the Georgia Alternate Assessment (GAA) and students who took the Georgia Milestones End of Grade Assessment (EOG) in English/Language Arts using publicly available data from the 2014-2015 academic year. Additionally, the study investigated disproportionality of certain student groups who took the GAA and EOG in English/Language Arts. A series of chi-square analyses resulted in significant overrepresentation of male, Black or African American, and economically disadvantaged students on the GAA. Our results indicated underrepresentation of migrant, limited English proficient, and Hispanic students on the GAA. Results of the present study have important implications for the student referral process and inclusion criteria for alternate assessment.
Integrating Social Emotional Skill Development throughout College Access Program Activities: A Profile of the Princeton University Preparatory Program
Author: Millett, Catherine M.
Date: 2020-01-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,College Preparation,High School Students,College Students,College Graduates,Student Attitudes,Alumni,Help Seeking,Thinking Skills,Program Effectiveness,Student Participation

In a prior study (Millett &amp; Kevelson, 2018a), we demonstrated that college access program participants have positive views of the extent to which the program supports the development of their social and emotional skills and related college help-seeking behaviors in college. In this follow-up study, we explore the extent to which participant views vary by length of participation in the program in high school (i.e., dosage) and the extent to which alumni enrolled in college differ from college graduate alumni in their perceptions of the influences of the college access program. Results reveal that a multi-year college access program may influence different social and emotional skills over the course of the program, and dosage may matter. Moreover, alumni perceptions may differ depending on the stage of life they are in. Overall, the study findings reiterate that college access programs may help low income, high-achieving students develop social and emotional skills and prepare program alumni to successfully navigate college life.
Testing the MUSIC Model of Motivation Theory: Relationships between Students&apos; Perceptions, Engagement, and Overall Ratings
Author: Jones, Brett D.
Date: 2019-12-00
Type: Journal Articles
Subjects: Student Motivation,Correlation,Student Attitudes,Learner Engagement,Course Evaluation,Undergraduate Students,Student Evaluation of Teacher Performance,Value Judgment,Student Interests,Student Empowerment,Caring,Course Content,Relevance (Education),Academic Achievement,Teacher Student Relationship,Educational Strategies,Models

The purposes of this study were to investigate the extent to which students' course perceptions of the components of the MUSIC Model of Motivation (Jones, 2009, 2018) were related to their engagement in college courses and their instructor and course ratings. Participants included 285 college students who completed questionnaires once or twice during a course. The self-report scales demonstrated high internal reliability. The findings indicate that students' MUSIC perceptions (i.e., perceptions of empowerment, usefulness, success, interest, and caring) were significantly related to their effort in the course, both when the variables were assessed at the same time point and when their effort was assessed at a later time point. These findings provide empirical evidence for relationships proposed in the MUSIC Model of Motivation theory. Students' MUSIC perceptions were also related to their instructor and course ratings, both when the variables were assessed at the same time point and when their instructor and course ratings were assessed at a later time point. These findings are important for instructors because students' MUSIC perceptions can be linked directly to categories of motivational strategies that can be used by instructors as they design instruction.
College Admissions for L2 Students: Comparing L1 and L2 Readability of Admissions Materials for U.S. Higher Education
Author: Taylor, Zachary W.
Date: 2020-01-00
Type: Journal Articles
Subjects: College Admission,Readability,Native Speakers,English Language Learners,Differences,Readability Formulas,Public Colleges,Private Colleges,Proprietary Schools

Advancements in computational linguistics have allowed educational researchers to examine large amounts of text and assess the reading difficulty of that text for speakers whose first language is English (L1), and speakers whose first language is not English (L2). Considering L2 students exploring higher education, extant research suggests these L2 students do not access United States (U.S.) higher education as the same level as their L1 peers. Using popular measures of L1 and L2 readability, the current study analyzes admission instructions from 341 randomly-selected four-year U.S. institutions of higher education and finds L2 readability is more difficult (30.9) than L1 readability (37.7) and differences in means are statistically significant (p=0.001) across the entire sample and each institutional sector (public, private non-profit, and private for-profit). These findings may help explain the postsecondary achievement gap experienced by L2 students in the United States.
Next Gen FSA--Stay in the Fight!
Author: Brown, Mark
Date: 2020-01-00
Type: Journal Articles
Subjects: Federal Aid,Student Financial Aid,Federal Programs,Paying for College,Grants,Finance Reform

This article provides remarks delivered by Gen. Mark Brown, Chief Operating Officer for Federal Student Aid on September 19, 2019 at the 2019 National College Access Network (NCAN) Conference in Indianapolis, Indiana. Gen. Brown granted JCA permission to reprint his remarks.
Student Preferences for College and Career Information
Author: Owen, Laura
Date: 2020-01-00
Type: Journal Articles
Subjects: Student Attitudes,Preferences,High School Seniors,Access to Information,Information Sources,Higher Education,Careers,School Counselors,Parents,Peer Influence,Immigrants,Low Income Students,Internet,Electronic Mail,College Entrance Examinations,Majors (Students),Student Characteristics,Racial Differences,Ethnicity,Colleges,Communication Strategies,Information Dissemination

This study examined the preferences of high school seniors (N = 2901) for receiving college and career information, an area not well-studied previously. Key findings are: Parents and peers are rated to be very helpful sources of college and career information; school counselors are a helpful source of information for first-generation and low-income students; and the internet is a helpful source of information, but email and one-on-one are more preferred sources of information. The findings of this study are useful for K-12 education, college access, and higher education professionals to consider when developing policies and programs to provide college and career information to students.
Alternative Mentoring for Psychology Students
Author: Chesniak-Phipps, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Mentors,Psychology,Undergraduate Students,Higher Education,Pilot Projects,Program Effectiveness

The ratio of full-time psychology faculty to psychology students on a college campus can often present difficulty in providing individual mentoring. Further, because psychology students can apply their degrees in a variety of ways, mentoring is a critical component to success post-graduation, whether a student chooses to pursue a career or graduate school. In response to this issue, two, full-time psychology professors created and implemented a mentoring program in an attempt to reach undergraduate students in a group setting. This paper will outline the pilot semester of the program and discuss implications for future programs.
The Intersection of Theory and Practice in Teacher Preparation Course
Author: Juarez, Brandon
Date: 2019-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Preservice Teacher Education,Teacher Education Programs,Andragogy,Teaching Methods,Simulated Environment,Classroom Techniques,Role Playing,Modeling (Psychology)

The high percentage of new teachers who leave the profession within the first five years of teaching motivated the teacher educator to consider an alternative path to andragogically approaching course content. Thus, the teacher educator grappled with the process of transitioning theories of the content to application-based andragogy. The intersection of theory and practice came to fruition in one teacher preparation course. To this end, the teacher educator set out to foster a learning environment that yielded safety and trust for pre-service teacher candidates to participate in simulations throughout class sessions. In this summary, the teacher educator illuminates innovative and practical teaching practices, solutions to overcoming obstacles, and how this approach can be utilized in other curriculum and content areas.
The Goldilocks Paradox: The Need for Instructor Presence but Not Too Much in an Online Discussion Forum
Author: Larson, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Discussion Groups,Classroom Communication,Online Courses,Teacher Student Relationship,Student Attitudes,Expectation,Undergraduate Students

Effective communication is central in the completion of most endeavors; however, a failure to communicate clearly or effectively can be commonplace and difficult to resolve. Communication within the online classroom is fraught with misinterpretations as there is a lack of real-time communication between instructors and students. Gaining a better understanding of what students expect in their communications with instructors can help alleviate the difficulties associated with communication in the online classroom. As such, the purpose of this study was to examine student perceptions and expectations regarding communications within their instructors in the online discussion forum. The critical issues that this study sought to investigate include the following: student expectations of the frequency of communication with instructors, the expected amount of communication, and how rapidly students expect instructor to respond to their posts. Findings from the study demonstrate that students desire to have engagement with their instructor, but in a balanced manner. Students wish to have an instructor that is actively engaged throughout the school week but not so much so that it will overwhelm their ability to interact with others.
Ten Strategic Points: A Framework for Doctoral Dissertations Students to Conceptualize Their Research Design in a Doctoral Residency Program
Author: Bainbridge, Cynthia
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Dissertations,Research Design,Program Length,Student Attitudes,Electronic Learning,Program Effectiveness,Experiential Learning,Socialization,Teacher Education Programs,Department Heads,Coaching (Performance),Research Skills

This study examines doctoral student perceptions regarding learning acquired during a weeklong residency program wherein they were exposed to a strategic framework designed to help conceptualize the design for their dissertation study. Using a simple quantitative, pre-experimental, one group pre-post-test, design, a questionnaire was developed to measure student perceptions. During the residency, students are taught this framework which is founded on theories and models from the fields of education and psychology. The 10-point model provides a multifaceted approach to enabling doctoral students to conceptualize the design for their own doctoral dissertation working within an environment that supports cognitive and social development. This approach provides students with a model and faculty feedback to create an aligned research study early in their program of study. Students responded to 15 questions regarding their understanding of the 10 required components of the study on Day 2 and again on Day 4 of the residency. Data were analyzed using Wilcoxen Signed Rank Test. The results indicated there was significant improvement in student self-reported learning and understanding of the various elements of the 10 strategic points model between the pre-post-test results.