ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Collaborative Problem Solving &amp; Collaborative Project-Based Learning Models to Improve the Project Competences of Pre-Service Teachers
Author: Rofik, Abdur
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Problem Solving,Preservice Teachers,Religious Education,Islam,Microteaching,Student Projects,Active Learning,Instructional Effectiveness,Skill Development,Foreign Countries

This study aims to examine the effect of applying the Collaborative Problem Solving (CoLPS) and Collaborative Project-Based Learning (CPBL) models in improving the project competence of pre-service teachers students in microteaching classes. The research design used a quasi-experimental design with a non-equivalent control group design. The research subjects were 65 students of Islamic Religious Education (PAI) teacher candidates and were divided into two treatment groups, namely the experimental group (34 students) and the control group (31 students). The experimental group was taught using the CoLPS model and the control group was taught using the CPBL model. Data was collected using a product performance assessment rubric consisting of 6 competencies. The rubric was developed and validated by four experts consisting of two content experts and two design experts, and reliability tests were carried out using SPSS 20 software. Furthermore, the research data were analyzed using the independent sample t-test technique. The research findings show that the CoLPS model is very effective in improving the project competence of prospective PAI teacher students compared to the CPBL model. Students who are taught using the CoLPS model have better product quality than students who are taught using the CPBL model.
Difficulties in Identifying the English Determiner System among EFL Students in Ghana: The Case of Francophone Students
Author: Tabiri, Michael O.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,French,College Students,Second Language Learning,English (Second Language),Language Patterns,Nouns,Syntax,Phrase Structure,Form Classes (Languages)

The paper aims at discussing the difficulties that students from French speaking countries who are pursuing their education in a Ghanaian university face in identifying English determiners. This is a qualitative study that analysed the difficulties that level 100 Francophone students who have French as a Second Language(L2) and English as a Foreign Language (EFL) in a Ghanaian university face in identifying English determiners. The data used for the analysis comprised students' written exercises. The data gathered in the study were analysed qualitatively. The theoretical framework on which this research is based is article-focused theory which is discourse rule transfer propounded by Robertson (2000) as well as the semantic model developed by Huebner (1983), known as the &quot;semantic wheel for noun phrase reference&quot;. The findings of the study depict that pre determiners, central determiners and post determiners were found in the data analysed. Central determiners recorded the highest number of 25 representing 64%, followed by pre determiners with 11 representing 28% and post determiners showing 3 determiners denoting 8%. Based on the findings, some pedagogical measures such as taking into consideration the needs analysis and teaching all the three types of determiners in context communication were proposed as means of minimising Francophone students' difficulties in English determiner system.
Economic Learning Education and Financial Literacy among Indonesian Students
Author: Haryono, Agung
Date: 2022-00-00
Type: Journal Articles
Subjects: Economics Education,Financial Literacy,Foreign Countries,High School Students,Outcomes of Education,Family Income,Multiple Regression Analysis,Grade 12

This study investigates the effect of economics learning outcomes, parents' income, and students' origin on financial literacy among Indonesian high school students. Using random sampling, this research involved 206 students as respondents. The data was collected by providing tests to the students and documentation techniques. The data were analyzed by multiple linear regression with a dummy variable of students' origin. The analysis indicates that economics learning outcomes and parents' income have a positive effect on financial literacy. However, the students' origin does not have any impact on their financial literacy among Indonesian. The implications of these findings show an essential role of good economics learning in school. The better Economics learning students acquire in school will promote students' greater knowledge that can be proxied in financial literacy. Therefore, it can encourage a better formation of financial behaviors.
Effectiveness of Clarity Learning Model to Improve Students&apos; Advanced Clarification Critical Thinking Ability in Physics Courses
Author: Saputro, Sigit Dwi
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,School Closing,Critical Thinking,Thinking Skills,Physics,Science Instruction,Program Effectiveness,Inquiry,Secondary School Science,High School Students,Foreign Countries

Clarity Learning Model (CLM) is an innovative model developed based on the excellence of IBL that is tailored to the needs of advanced clarification critical thinking ability through the implementation of distance learning due to the COVID-19 pandemic. This study aims to test the effectiveness of CLM that has qualified valid. The type of research used is a pre -test and post-test group design. The sample in the study consisted of two classes. Class 1 consisted of 24 students, while class 2 consisted of 18 students. Effectiveness is obtained through pre-test and post-test results whose N-gain calculations and N-Gain Average Test difference are then analyzed using Mann Whitney Test. The results in the study showed that CLM is effective in improving the critical ability of advanced clarification in physics courses. These research suggestions are to conduct trials on a broader scale and optimize LMS as a provision for students' initial skills.
Opinion: Lessons from the &apos;Misinformation Age&apos;--Proposing a Socially-Embedded Approach to Foster Conceptual Change
Author: Streveler, Ruth A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Misinformation,Concept Formation,Engineering Education,Psychological Patterns,Social Change,Teaching Methods,Group Membership,Social Behavior

Engineering educators strive to help students understand concepts that may be difficult and counterintuitive. This often entails helping students bring their understanding of how a phenomenon works into alignment with the scientifically-accepted explanation. For the most part, fostering conceptual change has been thought of as a process of logically convincing students of the validity of the scientifically-accepted explanation. This piece introduces a socially-embedded view of conceptual change that takes into account the impact of the group affiliation of the learner. It is suggested that conceptual change is not a wholly cognitive process, but rather one that is also social in nature.
Enhancing Flipped Classroom with Peer Teaching to Promote Students&apos; Conceptual Understanding and Self-Efficacy in Calculus Courses
Author: Ramadoni
Date: 2022-00-00
Type: Journal Articles
Subjects: Peer Teaching,Calculus,Mathematics Instruction,Mathematical Concepts,Concept Formation,Self Efficacy,Comprehension,Flipped Classroom,Instructional Effectiveness,Conventional Instruction,Correlation,Prior Learning,Majors (Students),Foreign Countries,College Freshmen,Video Technology,Feedback (Response)

Calculus differential is the basis of mathematics before entering the level of further mathematics, which has a high analysis level. Students have difficulty understanding concepts and have not been able to analyze/predict/realize (self-efficacy) that impact challenges in working on calculus problems. On the other hand, technology has been developed in education. This research compared conventional flipped classrooms and peer teaching flipped classrooms. This research investigated the differences in students' conceptual understanding and self-efficacy in both classes in terms of majors' background and prior achievement level. This research used a nonequivalent-groups pretest and posttest design. The data was collected using test and questionnaire. The ANCOVA results showed that peer teaching flipped method was better than the conventional flipped classroom method in terms of students' conceptual understanding and self-efficacy. Moreover, self-efficacy had a positive correlation with conceptual understanding in both methods. Furthermore, the students' prior achievement level influenced students' conceptual understanding and self-efficacy, while students' majors background influenced students' self-efficacy only.
Looking Ahead: Structure of an Industry Mentorship Program for Undergraduate Engineering Students
Author: Bilgin, Betul
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Mentors,Undergraduate Students,Student Motivation,Low Income Students,Talent Development,Service Learning,Scholarships,STEM Education,Program Descriptions,Departments,Summer Programs,School Business Relationship

The matriculation, retention, and graduation of students is a critical and ongoing effort in undergraduate engineering education. Implementing measures is vital in increasing student motivation to continue pursuing engineering and is especially important for individuals from low-income and academically talented students. At the University of Illinois at Chicago, our NSF Scholarships in Science, Technology, Engineering, and Mathematics Program includes students from all six departments in the College of Engineering and includes multiple implementations such as a summer bridge program, faculty mentoring, and a service-learning project. Here, we define and implement a longitudinal Industry Mentorship (IM) program structure. While the implementation of this program is still ongoing, we present here the basic structure of the IM program, the rationale for the structure, and some preliminary results of implementation.
An Exploration of Students&apos; Willingness to Communicate in Thai EFL Online Classroom
Author: Punyaporn, Patthaya
Date: 2022-07-00
Type: Journal Articles
Subjects: College Freshmen,English (Second Language),English Language Learners,Foreign Countries,Electronic Learning,Student Attitudes,Second Language Instruction,Computer Assisted Instruction,Teaching Methods,Online Courses,Peer Influence,Teacher Characteristics,Educational Environment

This study aims at exploring the level of Thai EFL undergraduate students' willingness to communicate in English language online classrooms. The crucial evidence from students' voices was investigated through the mixed-methods paradigm, called exploratory sequential research design which employed a qualitative, followed by a quantitative approach to answer the main research question that investigated the levels of Thai EFL undergraduate students' willingness to communicate in English language online classrooms. In the first phase, qualitative data was collected and analyzed from focus group interviews to elicit the rich data in deep detail and explain some outstanding points of view from the participants at the university level. Then, the results from the qualitative phase were used as a guideline to develop the questionnaires which were relevant to the willingness to communicate in online classrooms. One thousand one hundred and nineteen participants (N=1,119) responded to the questionnaires. Results showed that the salient factors that influenced the level of students' willingness to communicate in online classrooms were communication channels, students' beliefs, peer influence, teachers' characteristics, teaching methods, and online classroom atmosphere. The findings of this study can create teachers' awareness when teaching online and can be used to seek out how to improve themselves and adjust their own teaching approach to enhance their students' online language learning outcomes in the future. Recommendations for further research are addressed in the end.
Empirical Evaluation of Deep Learning Models for Knowledge Tracing: Of Hyperparameters and Metrics on Performance and Replicability
Author: Sarsa, Sami
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Artificial Intelligence,Intelligent Tutoring Systems,Memory,Evaluation Methods,Models,Replication (Evaluation),Attention,Bayesian Statistics,Performance,Factor Analysis,Item Response Theory

New knowledge tracing models are continuously being proposed, even at a pace where state-of-the-art models cannot be compared with each other at the time of publication. This leads to a situation where ranking models is hard, and the underlying reasons of the models' performance -- be it architectural choices, hyperparameter tuning, performance metrics, or data -- is often underexplored. In this work, we review and evaluate a body of deep learning knowledge tracing (DLKT) models with openly available and widely-used data sets, and with a novel data set of students learning to program. The evaluated knowledge tracing models include Vanilla-DKT, two Long Short-Term Memory Deep Knowledge Tracing (LSTM-DKT) variants, two Dynamic Key-Value Memory Network (DKVMN) variants, and SelfAttentive Knowledge Tracing (SAKT). As baselines, we evaluate simple non-learning models, logistic regression and Bayesian Knowledge Tracing (BKT). To evaluate how different aspects of DLKT models influence model performance, we test input and output layer variations found in the compared models that are independent of the main architectures. We study maximum attempt count options, including filtering out long attempt sequences, that have been implicitly and explicitly used in prior studies. We contrast the observed performance variations against variations from non-model properties such as randomness and hardware. Performance of models is assessed using multiple metrics, whereby we also contrast the impact of the choice of metric on model performance. The key contributions of this work are the following: Evidence that DLKT models generally outperform more traditional models, but not necessarily by much and not always; Evidence that even simple baselines with little to no predictive value may outperform DLKT models, especially in terms of accuracy -- highlighting importance of selecting proper baselines for comparison; Disambiguation of properties that lead to better performance in DLKT models including metric choice, input and output layer variations, common hyperparameters, random seeding and hardware; Discussion of issues in replicability when evaluating DLKT models, including discrepancies in prior reported results and methodology. Model implementations, evaluation code, and data are published as a part of this work.
Latent Skill Mining and Labeling from Courseware Content
Author: Matsuda, Noboru
Date: 2022-00-00
Type: Journal Articles
Subjects: Skills,Models,Identification,Courseware,MOOCs,Natural Language Processing,Data Analysis,Task Analysis,Program Evaluation,Automation

A model that maps the requisite skills, or knowledge components, to the contents of an online course is necessary to implement many adaptive learning technologies. However, developing a skill model and tagging courseware contents with individual skills can be expensive and error prone. We propose a technology to automatically identify latent skills from instructional text on existing online courseware called SMART (Skill Model mining with Automated detection of Resemblance among Texts). SMART is capable of mining, labeling, and mapping skills without using an existing skill model or student learning (aka response) data. The goal of our proposed approach is to mine latent skills from assessment items included in existing courseware, provide discovered skills with human-friendly labels, and map didactic paragraph texts with skills. This way, mapping between assessment items and paragraph texts is formed. In doing so, automated skill models produced by SMART will reduce the workload of courseware developers while enabling adaptive online content at the launch of the course. In our evaluation study, we applied SMART to two existing authentic online courses. We then compared machine-generated skill models and human-crafted skill models in terms of the accuracy of predicting students' learning. We also evaluated the similarity between machine-generated and human-crafted skill models. The results show that student models based on SMART-generated skill models were equally predictive of students' learning as those based on human-crafted skill models--as validated on two OLI (Open Learning Initiative) courses. Also, SMART can generate skill models that are highly similar to human-crafted models as evidenced by the normalized mutual information (NMI) values.
Gamifying ESL Classrooms through Gamified Teaching and Learning
Author: Yaccob, Nur Syafiqah
Date: 2022-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Game Based Learning,Educational Games,Gamification,Learner Engagement,Self Determination,Competition

Modern trends lead to innovative technologies in education, including the birth of digital and gamified learning or gamification. In English language classrooms, meaningful teaching and learning are significant to developing students' English proficiency, focusing on linguistics and communicative competence. Various language activities and games are employed in lessons to instil anticipation for language learning. However, the concerns are how gamified learning is applied in English as a Second Language (ESL) lessons and the factors assisting students' meaningful English learning. Therefore, this paper, based on the review of past literature, explores the application of gamification or gamified learning in ESL teaching and learning. Based on the review, the researchers highlighted that motivation, engagement, and competition in learning through a gamification approach could assist students' meaningful ESL learning. It is found that gamification has its own motivation structure to arouse students' active participation. The elements in games that enhance students' engagement might improve students' learning. Although competition naturally arouses students' participation during ESL lessons, the findings indicated the need to create a safe environment to prevent students from feeling demotivated. This review paper contributes to the literature surrounding gamified ESL lessons.
MALL Instructional Course Design: Constructing Out-of-Class Experience
Author: Solodka, Anzhelika
Date: 2022-07-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Second Language Learning,Student Attitudes,Student Satisfaction,Electronic Learning,Skill Development,Student Motivation,Cooperative Learning,Computer Assisted Instruction,College Students,College Faculty,Foreign Countries,Electronic Publishing,Learning Experience,Program Effectiveness

Mobile-assisted language learning (MALL) is a new channel of learning languages. The usage of MALL instructional design integrates mobile devices with educational scenarios of teaching foreign languages. The study explores the central issue of how MALL instructional course design could help students to construct an out-of-class MALL experience. The research investigates the practical characteristics of MALL instructional design, which lead to foreign language acquisition. The study had three objectives: to explore the perceptions of students and needs in MALL; to create a conceptual framework of MALL instructional course design; to summarize the results in pedagogical implications to the course. The data came from an exploratory study of employing MALL in instructional course design at the tertiary level within the first semester of 2021. This study analyses the feedback of 32 students about the effectiveness of the MALL activities and students' satisfaction. The research shows how student feedback stimulates investigation into MALL instruction and evaluation of its design. The researchers used qualitative and quantitative analyses. The results of the study, conducted in three stages, helped to develop a design framework. The research proved that designing the MALL activities supported interaction, communication, access to resources, and people within the network community practice. MALL course design promoted active collaborative learning that helped students to construct the MALL experience in the real-world environment. The researchers provide recommendations on combining various MALL facilities and channels of communication that mobiles afford.
Integrating Mobile Games in Arabic Orthography Classrooms
Author: Al-Razgan, Muna
Date: 2022-07-00
Type: Journal Articles
Subjects: Technology Integration,Handheld Devices,Educational Games,Spelling Instruction,Arabic,Grade 4,Females,Elementary School Students,Student Attitudes,Game Based Learning,Technology Uses in Education,Foreign Countries,Instructional Effectiveness,Spelling,Learner Engagement,Student Motivation,Interaction

Considerable advances in the capabilities of modern mobile devices have enabled their use as powerful educational tools. Today, mobile learning games are widely used as creative platforms for teaching and learning, offering enjoyable and ubiquitous educational content. This study describes the design and evaluation of a mobile Arabic orthography game aimed at improving Arabic orthographical skills among young learners. In particular, 52 female fourth-grade students participated in this study to answer the following research questions: what impact does the use of mobile Arabic orthography games have on students' performance, and how do students perceive this learning approach? A mixed-method research design was adopted to answer these research questions, including pre-and post-tests, interviews, and classroom observations. Analysis of the data revealed that, although there were a few challenges involved in using mobile games as a learning tool, significant improvements were found in students' performance and engagement, and positive attitudes were developed towards using the mobile game. In addition, there was an overall increase in students' motivation and interaction. The pedagogical implications of these findings can be linked to the gamification of the teaching and learning environments. Teachers are encouraged to consider integrating mobile educational games into their instructional approaches, as they can serve as great incentives to learning (especially for young students).