ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Affecting Adoption of Educational Discipline and Satisfaction Level among Higher Education Students
Author: Raza, Irfan
Date: 2016-06-00
Type: Journal Articles
Subjects: Career Change,Attitude Change,College Students,Gender Differences,Decision Making,Career Counseling,Statistical Analysis,Parent Child Relationship,Universities,Student Attitudes,Parent Influence,Foreign Countries,Trend Analysis,Regression (Statistics),Majors (Students)

This study examines the education career change behavior of male and female students. Factors like current trends, own preferences, parental pressure, and career counselors can influence their career adoption. Quantitative method research design was conducted for the study and a sample of 268 students was taken: 145 female and 123 male students, from different public and private universities of Islamabad. Purposive sampling technique was applied for selection as respondents were those who had changed their career path during their educational life. The results showed that current and prevailing trends, one's own decisions, and career counseling affect the choice and adoption of educational career, but parental influence does not influence education career change decision. Results are nearly similar for both genders, but male are more satisfied with education career change as compared to female respondents.
Analytical Study of Teacher Educators&apos; Metaphors of Teaching
Author: Liaquat, Sehrish
Date: 2016-06-00
Type: Journal Articles
Subjects: Figurative Language,Comparative Analysis,Teacher Educators,Teacher Attitudes,Teaching (Occupation),School Districts,Questionnaires,Religious Factors,Classification,Educational Quality,Educational Improvement,Foreign Countries,Teaching Methods,Teacher Student Relationship,Business

Teaching metaphor is an important phenomenon which can be used to determine teachers' perceptions regarding their job and their workplace (Turunen, 2003). This study was aimed to explore the metaphors of junior and senior teacher educators to get insights of what teaching was for them. A comparative analysis between the junior and senior teacher educators helped to understand how these metaphors changed over time. Data for the qualitative study were collected from the districts of Sargodha, Khushab and Mianwali situated in the province of Punjab, Pakistan. Fifty teacher educators teaching at postgraduate level participated in the study and filled in the survey questionnaire. The data were coded and analysed qualitatively. Six themes emerged from the data: religious obligations, economic activities, nature compatibility, life processes, emotional affiliations, and thought provoking activities.These themes were compatible with Chen's (2013) classification of teachers' personal metaphors. The implications of metaphors could be used to enhance critical thinking of teacher educators to improve the quality of education.
Importance of Intrinsic and Instrumental Value of Education in Pakistan
Author: Kumar, Mahendar
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Value Judgment,Statistical Analysis,Questionnaires,Undergraduate Students,Student Attitudes,Student Surveys,Bachelors Degrees,Hypothesis Testing,Social Status,Career Education,Income,Role of Education

Normally, effectiveness of any object or thing is judged by two values; intrinsic and instrumental. To compare intrinsic value of education with instrumental value, this study has used the following variables: getting knowledge for its own sake, getting knowledge for social status, getting knowledge for job or business endeavor and getting knowledge for both purposes, which is for its own sake and also for job, business or status. For this research quantitative method was used and a questionnaire was deployed to collect responses from 465 bachelor degree students from all over Pakistan (combining all provinces including Gilgit &amp; AJK). It was found that the students gave mixed responses of acknowledging both values of education during the survey. The research has significant relationship between each of its independent and dependent variables, although the strength of those relationships was weak in nature. However, 60% of the respondents when asked whether they will get their first or bachelor's degree even if there is no instrumental value attached with it, responded in affirmative. This concludes that bachelor degree students in Pakistan give more value to intrinsic nature of education than its instrumental value.
Awareness and Practices of Oral Hygiene among Female Undergraduates in a Malaysian University
Author: Waheed, Zarina
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Undergraduate Students,Dental Health,Health Behavior,Consciousness Raising,Questionnaires,Knowledge Level,Dental Evaluation,Health Education,Statistical Analysis

The aim of this study is to evaluate the extent of awareness and practices of oral hygiene among undergraduate female students in a residential college of a university at Malaysia and to assess the need for awareness programs about oral hygiene. The study was carried out using a self-administered questionnaire. Hundred undergraduate female Malay students were selected as sample through convenience sampling. The results indicated that a majority of the respondents used toothpaste and toothbrush as primary tools for cleaning their teeth twice a day and was found that they had never used Miswak (a wooden teeth-cleaning stick made from tree twigs). They had adequate knowledge about periodontal and gingival health and were aware of the importance of visiting dentist regularly; however, most of them visited dentists when having a toothache. They had also reported need for organizing oral hygiene awareness programs by college administration and showed adequate oral hygiene knowledge and practices. Nevertheless, few inadequate practices were also identified which were being considered under oral hygiene along with lack of awareness programs being organized in college for which recommendations are suggested.
Impact of Teacher Self-Efficacy on Secondary School Students&apos; Academic Achievement
Author: Shahzad, Khurram
Date: 2017-06-00
Type: Journal Articles
Subjects: Secondary School Teachers,Self Efficacy,Secondary School Students,Academic Achievement,Foreign Countries,Self Concept Measures,Questionnaires,Achievement Tests,Correlation,Multiple Regression Analysis,Learner Engagement,Educational Strategies,Statistical Analysis

The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students' academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students' academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students' academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.
Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools
Author: Zehra, Rida
Date: 2016-06-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Teacher Attitudes,Comparative Analysis,Barriers,Qualitative Research,Teacher Surveys,Elementary School Teachers,Differences,Institutional Characteristics,Elementary Schools,Technology Uses in Education

The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a small-scale exploratory pilot study using the qualitative approach to address the research questions. To achieve the objectives, eight teachers from eight different schools of Karachi were surveyed through email. Four of these schools fell in the category of elite schools, while the other four fell in the category of mediocre schools. The research instrument was a self-developed open-ended questionnaire, which that was emailed to the research participants. The results of the study revealed key insights into the use of technology, perceptions of teachers towards the use of technology, and various barriers that they face in technology integration in the classrooms. The study found that the perceptions and attitudes of teachers of both elite and mediocre schools were favourable towards technology integration; however, due to lack of resources, especially in mediocre schools, implementation of technology in classrooms was a challenge.
Anxiety Level in Students of Public Speaking: Causes and Remedies
Author: Raja, Farhan
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Public Speaking,Anxiety,Undergraduate Students,Coping,Private Colleges,Business Schools,Counseling Techniques,Teaching Methods,Coaching (Performance),Educational Technology,Simulated Environment,Technology Uses in Education,Statistical Analysis,Questionnaires,Intervention,Program Effectiveness,Audiences

Despite being competent in their field of work, professional's worldwide struggle due to lack of good public speaking skills. Their assessments and appraisals are often not depictive of their professional competitiveness; therefore, it is important for students to overcome public speaking anxiety before they transit from academic life to professional life. The purpose of this study is to analyze the reasons behind the anxiety level in undergraduate students of a public speaking class and recommend strategies to overcome this fear. This study was entailed quantitative research paradigm on a sample of 50 students using convenience sampling technique from a reputable private sector business school in Karachi. The findings showed that students who fear public speaking can perform well if they use certain strategies to fight their fears. 75% participants admitted their fear of public speaking and 95% participants agreed that if proper counseling, instruction and coaching is provided, this fear can be overcome. Research revealed that exposure to virtual environment can facilitate student confidence and enables themto face audience irrespective of the size.
Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs
Author: Ahmed, Ambreen
Date: 2017-06-00
Type: Journal Articles
Subjects: Comparative Analysis,Rote Learning,Learning Strategies,Graduate Students,Undergraduate Students,Preferences,Student Surveys,Student Attitudes,Academic Achievement,Scores,Labor Force,Statistical Analysis,High Achievement,Cognitive Style,Gender Differences,Low Achievement,Foreign Countries

A survey was conducted to study the preferred learning strategies; that is, surface learning or deep learning of undergraduate and graduate male and female students and the impact of the preferred strategy on their academic performance. Both learning strategies help university students to get good scores in their examinations to meet the demands of industry in workforce. Quantitative research method was used to determine the impact of learning strategy on academic achievements. The R-SPQ2F questionnaire was sent to 103 students through Google forms and hard copies through snowball sampling technique. The results show that rote learning and academic performance are inversely related to each other. In high achievers, deep learning is significant as compared to low achievers. Furthermore, comparative analysis of learning styles on males and females showed that both preferred deep learning strategy equally. Learning strategy is not related to education level of students because there is no difference among preferred learning strategies of graduate and undergraduate students.
A Comparitive Study of Subject Knowledge of B.Ed Graduates of Formal and Non-Formal Teacher Education Systems
Author: Saif, Perveen
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Intellectual Disciplines,Knowledge Level,Undergraduate Students,College Graduates,Bachelors Degrees,Teacher Education Programs,Secondary School Teachers,High Schools,Tests,Statistical Analysis,Informal Education,Professional Continuing Education,Distance Education,Knowledge Base for Teaching

This study was designed to compare the subject knowledge of B.Ed graduates of formal and non-formal teacher education systems. The population of the study included all teachers from Girls High and Higher Secondary Schools both from private and public sectors from the district of Peshawar. Out of the total population, twenty schools were randomly selected from which 60 teachers from formal and 60 from non-formal system (6 teachers from each school) were randomly selected. A test was prepared and personally distributed among 120 teachers. The data were organized and analyzed through descriptive analysis. It was found that B.Ed. graduates from formal system had more subject knowledge as compared to B.Ed. graduates from non-formal teacher education system. It is recommended that the graduates as well as the teacher educators need to update their knowledge and work for continuous professional development.
Teachers&apos; Experiences of an Inquiry Learning Training Course in Finland
Author: Ahokoski, Essi
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Inservice Teacher Education,Self Efficacy,Pretests Posttests,Foreign Countries,Anxiety,Profiles,Teacher Attitudes,Science Instruction,Teaching Methods,Scores,Statistical Analysis,Measures (Individuals),Elementary School Teachers,Secondary School Teachers

This paper reports outcomes of a 2-day inquiry learning training course for in-service teachers (N=102) with a specific focus on teachers' self-efficacy beliefs, perceptions of inquiry learning, and satisfaction with the training course. Teachers' self-efficacy and their perceptions of inquiry learning were measured both at the beginning and at the end of the training course. Satisfaction with the training course was measured only at the end of the training. The study identified three distinct self-efficacy profiles among the participants: Low, moderate, and high. The self-efficacy of teachers belonging to the high and the moderate group remained unchanged throughout the training, while the self-efficacy for student engagement improved in the low-efficacy group. At the beginning of the training course, differences were found between the low and high self-efficacy profiles in terms of teachers' perceptions of resources for inquiry learning and their anxiety toward inquiry learning; however, only the former difference remained based on the post-test results. Interestingly, although there were three clear self-efficacy profiles and these groups also differed in terms of prior experiences with inquiry learning, all teacher groups were both satisfied in general with the training course and with the utility value of the training.
Teachers from Instructors to Designers of Inquiry-Based Science, Technology, Engineering, and Mathematics Education: How Effective Inquiry-Based Science Education Implementation Can Result in Innovative Teachers and Students
Author: Filippi, Alyssa
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Inquiry,Science Education,Teaching Methods,Student Interests,Vocational Interests,Educational Technology,Technology Uses in Education,Online Courses,Foreign Countries,Online Surveys,Barriers,Access to Computers,Misconceptions,Gender Bias,Preservice Teacher Education,Interviews,Statistical Analysis

There is a need for individuals in science, technology, engineering, and mathematics (STEM) careers to drive the innovation and research potential of Europe. Yet, there is expected to be a decrease in the number of STEM professionals, as there is less student interest in STEM fields of the study. Studies show that STEM classes that focus on inquiry-based science education (IBSE) are engaging and encourage students to become more fascinated with STEM fields. The Ark of Inquiry Project involves a consortium of STEM- and education-focused universities and organizations across Europe that created an online platform with IBSE and STEM lessons. The UNESCO Regional Bureau for Science and Culture in Europe conducted the pilot phase of the Ark of Inquiry Project in Italy from September 2015 to February 2016. In this paper, we will discuss some of the barriers to the expansion of this online STEM education project that was noted by the 14 participating Italian teachers of the pilot phase and 30 educators from India, Germany, Canada, and Denmark who participated through online surveys. We discovered that teachers must be able to overcome barriers of access to technology, misconceptions about women's abilities in STEM fields, and the effect of poor pre-service teacher training as it relates to implementing IBSE effectively for student-centered learning. This paper will focus on how the above factors hinder the growth of teachers as designers and facilitators of student-centered IBSE curriculum and will recommend how The Ark of Inquiry Project can be scaled up to impact the rest of the world.
Critical Discourse Analysis of Business Academia on the Role and Status of the National Language
Author: Sikandar, Aliya
Date: 2017-12-00
Type: Journal Articles
Subjects: Discourse Analysis,Official Languages,Urdu,Qualitative Research,Case Studies,College Faculty,Business Schools,English,Semiotics,Teacher Attitudes,Business Administration Education,Foreign Countries,Semi Structured Interviews,Ideology,Power Structure,Cultural Influences,Barriers,Language Usage

This qualitative case study is an exploration of the phenomenon of the ways in which Urdu as the national language is represented in discursive practices of senior business academia. The research design, built on Fairclough's Critical Discourse Analysis (CDA) model (2009) is of dialectical-relational approach. The participant in this single case study is a senior member of the academia from a business school. Methodologically, the analysis trailed four stages and followed CDA's transdisciplinary traditional methods of social practices in three semiotic categories: genre, discourse and style. Findings of the study indicated that despite strong emotional links with the national language, the participant recognized the utilitarian value of English in academic and in professional domains; additionally, his perspective was that Urdu was largely marginalized due to its perceived lack of utilitarian value. The participant also expressed the viewpoint that this social injustice was needed by the social order because the business school requires English for academic and professional purposes. The study recommends a more inclusive addition of Urdu courses in business studies.
Turning Teachers into Designers: The Case of the Ark of Inquiry
Author: De Vries, Bregje
Date: 2017-00-00
Type: Journal Articles
Subjects: Inquiry,Science Education,Teaching Methods,Lesson Plans,Instructional Materials,Elementary School Teachers,Foreign Countries,Diaries,Teacher Attitudes,Interviews,Student Evaluation,Evaluation Methods,Classroom Techniques,Time Management,Outcomes of Education,Educational Principles,Learning Activities

The Ark of Inquiry seeks to support inquiry-based science education (IBSE) in different countries and school systems across Europe by teachers that may differ in light of their prior experiences with IBSE. Given the differences, the assumption is that teachers need to make adaptations to the approach and materials of the Ark of Inquiry. This study follows 20 primary school teachers from the Netherlands as they apply the Ark of Inquiry approach and materials in their classrooms, and seeks answers to the research questions if, how and why the teachers make adaptations to the approach and materials. The collected data include lesson plans and diaries of the teachers before and during the implementation, and group interviews held with the teachers afterward. The findings show that teachers appreciate and successfully implement the three core elements of the approach (a five-phase model, formative evaluation, and responsible research and innovation). While doing so, teachers frequently adapt materials to their own and their pupils' needs. Examples of adaptations are changing the activity level, adjusting evaluation instruments, and adding creative components to activities. Reasons to make adaptations are both practical (e.g., time constraints and classroom management) and pedagogical (e.g., preferring group work and alignment with age and capacities of pupils). From this study, it is concluded that the fidelity of implementation concerning the approach is high, and at the same time, the materials provide a rich and relevant starting point for further adaptation. The outcomes support the idea that turning teachers into designers by promoting and supporting adaptation strengthens successful local implementation while leaving the principles of the approach intact.
Devices, Distractions and Digital Literacy: &quot;Bring Your Own Device&quot; to Polytech
Author: Drew, Leoni
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Ownership,Telecommunications,Handheld Devices,Mixed Methods Research,Student Attitudes,Teacher Attitudes,Technological Literacy,Technology Education,Semi Structured Interviews,Foreign Countries,Questionnaires,Likert Scales,Postsecondary Education

The purpose of this study is to investigate the ways polytechnic students use personal mobile devices to support their learning. This study used purposive sampling and mixed methods to generate data about student ownership and use of mobile digital devices within a single institution. Findings reveal patterns of device ownership, insights into how students use devices in class, and a comparison between student and tutor perceptions, including both conflicting assumptions and shared concerns. Implications are suggested for managing devices and distractions, enhancing digital literacy for both students and teachers, and pedagogical development.
Effects of Information and Communication Technology (ICT) on Students&apos; Academic Achievement and Retention in Chemistry at Secondary Level
Author: Hussain, Ishtiaq
Date: 2017-06-00
Type: Journal Articles
Subjects: Computer Uses in Education,Influence of Technology,Science Achievement,Chemistry,Secondary School Science,Secondary School Students,Science Instruction,Pretests Posttests,Statistical Analysis,Conventional Instruction,Retention (Psychology),Foreign Countries

The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to collect data, pretest posttest equivalent groups design was used. Mean, standard deviation and independent samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students' academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students' academic achievement at secondary level.