ethanporcaro/eric-fulltext-meta huggingface dataset:
Types of Use of Technologies by Spanish Early Childhood Teachers
Author: Romero-Tena, Rosalia
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Early Childhood Teachers,Foreign Countries,Teaching Methods,Computer Mediated Communication,Urban Schools,Rural Schools,Educational Attainment,Teaching Experience

Young pupils engage with technology daily, however, the use that preschool teachers make of technologies and their level of digital expertise are largely unknown. The objective of this study was to determine how these teachers make use of ICT (Information and Communication Technologies) and the frequency with which they use them, as well as to explore the sociodemographic and professional factors related to the different uses. 477 preschool teachers from Spain took part in a survey. The questionnaire, validated by experts, covered the use of ICT as a teaching-learning tool. Three different analyses were carried out, a principal component analysis and a descriptive analysis to determine the type and intensity of use and a multivariate analysis of variance to explore their relationships with sociodemographic and professional variables. The findings defined eight distinct uses of ICT, which seemed to be related to different factors. Teachers did not employ these technologies openly and consistently in their classrooms, but instead used them for occasional tasks that were administrative and bureaucratic in nature. They manifest a limited ICT use for assessment of pupil and for communication and exchange of ideas, information and materials. Instead, ICT were widely used to prepare classroom work (planning, classroom posters…) and as classroom support as a learning tool (routines, games, to record audios…). Among the studied variables, the more significant were teaching experience and type of centre. We discuss the need to advocate for continuous and comprehensive training on the educational potential of these digital resources.
The Effect of Thinking Actively in a Social Context and Creative Problemsolving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient
Author: Fauziah, Muna
Date: 2020-00-00
Type: Journal Articles
Subjects: Creative Thinking,Thinking Skills,Problem Solving,Elementary School Students,Grade 5,Foreign Countries,Direct Instruction,Problem Based Learning,Learning Strategies,Instructional Effectiveness

This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergent-thinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.
The Effects of the ECIRR Learning Model on Mathematical Reasoning Ability in the Curriculum Perspective 2013: Integration on Student Learning Motivation
Author: Pahrudin, Agus
Date: 2020-00-00
Type: Journal Articles
Subjects: Models,Mathematical Logic,Mathematics Skills,Student Motivation,Private Schools,Mathematics Instruction,Teaching Methods,Thinking Skills,Foreign Countries,Secondary School Students

This study aims to determine the impact of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model on students' mathematical reasoning abilities in terms of student motivation. The research method used was a quasi-experimental method with a post-test only control design research design. The population of this study was all students in five classes XII Private School. The samples were taken at class XII AP-2 and XII MM-1 as the experimental class, and class XII AP-1 and XII MM-2 as the control class. The data analysis technique used is hypothesis testing using ANOVA 2 paths. Based on the research results obtained that (a) There is an influence of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model on mathematical reasoning abilities. (b) There is an influence of student learning motivation on mathematical reasoning abilities. (c) There is no interaction between the treatment of learning models and categories of students' learning motivation towards mathematical reasoning abilities. Thus, as a whole it can be concluded that the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model influences the ability of mathematical reasoning and can increase students' learning motivation.
Development and Psychometric Assessment of the Social Media Motives Scale among University Students
Author: Alhadabi, Amal
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychometrics,Social Media,College Students,Age Groups,Test Validity,Student Motivation,Psychological Characteristics,Handheld Devices

Social media (SM) use is a rapidly growing phenomenon among Millennials. Thus, a growing body of studies have explored the beneficial applications and negative consequences of their use in an increasingly virtual world. The current study aimed to develop and validate a scale that measures university students' motives for using SM from a psychological and social perspective. In Study 1 (N = 316), the psychometric properties of SM motives were examined. The estimated factorial structure was validated in Study 2 (N = 200). The Study 1 results showed two active personal motives scales (i.e., self-actualization and purposive motives), one passive motive scale (i.e., enjoyment), one active contextual motive scale (i.e., self-enhancement), and a contextual (neither active nor passive) motive scale (i.e., a factor of convenience). Study 2 findings confirmed this factorial structure. Construct validity was supported with significant differences between three types of users (i.e., productive, consuming, and disinterested) on their motives (151 words).
The Impacts of Mathematics Instructional Strategy on Students with Autism: A Systematic Literature Review
Author: Siregar, Nur Choiro
Date: 2020-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Mathematics Instruction,Teaching Methods,Skill Development,Educational Technology,Technology Uses in Education,Mathematics Skills,Schemata (Cognition)

Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.
Contributing Factors of Secondary Students&apos; Attitude towards Mathematics
Author: Davadas, Shamila Dewi
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Rural Urban Differences,Student Characteristics,Foreign Countries,Parent Influence,Mathematics Instruction,Mathematics Achievement,Affective Behavior,Teacher Student Relationship,Classroom Techniques,Self Efficacy

The research investigated the effect of socioeconomic status, gender, perceived parental influences, teacher affective support, classroom instruction and previous achievement on students' attitude towards mathematics. The comparison of these effects was also done between urban and rural school students. This research employed a cross-sectional quantitative design based on a structural equation modelling approach. The sample consisted of 808 students from ten secondary schools in Sabah, three of which were urban and seven were rural schools. Findings showed positive relationships exist between perceived parental influences (r = 0.231), teacher affective support (r = 0.242), classroom instruction (r = 0.439), and previous achievement (r = 0.284) with students' attitude towards mathematics. The multigroup analysis for urban and rural students showed similar results as the whole student group. However, for urban students, classroom instruction (r = 0.352) and previous achievement (r = -0.363) had the greatest impact on attitude towards mathematics. For rural students, the highest impact on attitude towards mathematics was from classroom instruction (r = 0.452) and teacher affective support (r = 0.246). The least impact for both groups was perceived parental influence. This study implied that factors affected students' attitude towards mathematics in rural and urban secondary students are different.
The Pattern of the Teaching of Multiculturalism-Based Civics Education: A Case Study at Higher Education Institutions
Author: Nuryadi, Muhammad Hendri
Date: 2020-00-00
Type: Journal Articles
Subjects: Multicultural Education,Civics,Higher Education,Foreign Countries,Student Diversity,Citizenship Education,Humanistic Education,Department Heads,College Faculty,Social Values,Values Education,Teacher Attitudes

This research aims to reveal the pattern of the multiculturalism-based civics education at higher education institutions in Surakarta, Indonesia. It applied the descriptive qualitative method with the dual case study approach, conducted at State University of Sebelas Maret and Slamet Riyadi University in Surakarta. The data were collected through observation and interviews to find the answers to the research questions in the field. The data were analysed using the interactive technique, consisting of data collection, data reduction, data display, and conclusion drawing. The result shows that the teaching of multiculturalism-based civics education at State University of Sebelas Maret and Slamet Riyadi University has almost the same pattern, that is media-assisted teaching pattern and is always conducted by considering the material integration dimension, knowledge construction dimension, prejudice minimization dimension, equal rights to education dimension, and the dimension of school culture empowerment and social structure from the planning stage to teaching implementation and evaluation stages. The research findings suggest that the students of universities in Surakarta should be able to implement the goal of the teaching of civics education in universities, and the lecturers should always improve the materials, content, method, and strategies of the teaching of multiculturalism-based civics education.
Design and Validation of Mathematical Literacy Instruments for Assessment for Learning in Indonesia
Author: Suciati
Date: 2020-00-00
Type: Journal Articles
Subjects: Numeracy,Mathematics Tests,Test Construction,Test Validity,Formative Evaluation,Grade 8,Junior High School Students,Test Items,Foreign Countries,Content Validity,Construct Validity,Test Reliability

This study aims to design mathematical literacy instruments that have evidence of content and construct validity and are reliable for use as an assessment for learning. The research involved eight experts as instrument validators and 273 eighth-grade students of junior high school in Yogyakarta Province. The results showed that the ten mathematical literacy items developed had the V Aiken coefficient index calculated from 0.781 to 0.906 (&gt; 0.75). The results of adequacy testing of samples with KMO and Bartlett show Chi-Square in the Bartlett test of 608,608, the p-value &lt;0.05 and KMO value of 0.781 (&gt; 0.5). The results of testing of the measurement model with Confirmatory Factor Analysis (CFA) produce a Root Mean Square Error of Approach (RMSEA) value of 0.049 ([less than or equal to] 0.08), chi-s Square of 33.92 (&lt;2df), the p-value of 0.05004 ([greater then or equal to] 0.05). Nine out of the ten items developed had t-value&gt; 1.96, Standardized Loading Factor (SLF) was greater than the critical limit (&gt; 0.3), and Construct Reliability (CR) of 0.78 (&gt; 0.7). It can be concluded that the developed mathematical literacy instrument can measure what must be measured and nine items significantly reflect the construct or latent variable, as well as the level of consistency of a good score.
Enhancing Pre-Service Elementary Teachers&apos; Self-Efficacy and Critical Thinking Using Problem-Based Learning
Author: Saputro, Anip Dwi
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary School Teachers,Self Efficacy,Critical Thinking,Problem Based Learning,Self Concept Measures,Foreign Countries,Thinking Skills,Intervention,Program Effectiveness

Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasi-experimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.
The Impact of Using the LEGO Education Program on Mathematics Achievement of Different Levels of Elementary Students
Author: Altakhayneh, Bahjat
Date: 2020-00-00
Type: Journal Articles
Subjects: Toys,Mathematics Achievement,Elementary School Students,Mathematics Instruction,Foreign Countries,Grade 2,Student Motivation,Elementary School Mathematics,Knowledge Level

This study aims to investigate the impact of using a LEGO Education program, specifically the &quot;MoreToMath&quot; kit, on the achievement of Different Levels of Elementary Students. The quantitative research design was used in this research study, and the participants were comprised of 120 elementary school students in the 2nd grade, in Amman, Jordan. A quasi-experimental research method and the MANCOVA were used, and a study tool to measure achievement was developed by the researcher for which the validity and reliability of achievement were verified. The results of the study show that there was a statistically significant improvement ([alpha] [less than or equal to] 0.05) in the achievement of the experimental study group, that studied using LEGO education, over the control group. There is also a statistically significant difference ([alpha] [less than or equal to] 0.05) between the arithmetic means of the three sub-groups of students' previous achievement levels--high, middle, and low--and by using the Least Significant Differences (LSD) test we notice that there are significant differences between the high and low sub-groups, as well as between the middle and low. However, that there are no significant differences between the high and middle level sub-groups; and there is also no statistically significant interaction between the groups (experimental, control) and the levels of pre-achievement seen in the post-achievement levels. The study results indicate that the use of new technological tools, like the &quot;MoreToMath&quot; kit, may be beneficial in teaching mathematics as they tend to motivate students, and can lead to higher achievement for elementary students of different mathematics aptitude levels.
Development and Validation of Open Ended Based on Worksheet for Growing Higher Level Thinking Skills of Students
Author: Abdurrahman
Date: 2020-00-00
Type: Journal Articles
Subjects: Worksheets,Thinking Skills,Skill Development,Material Development,Student Improvement,Physics,Science Instruction,Secondary School Science,High School Students,Foreign Countries,Instructional Materials

This research aims to develop open ended-based worksheet in improving students' high-level thinking skills on static fluid materials. The method used in this research is Research and Development (R&amp;D) with 3 steps namely, the initial stage, then the design and development of the product, and finally the product testing. The data analysis technique for product effectiveness is with the main field trials, namely (1) N-gain analysis, (2) paired t-test, (3) ANCOVA, and finally (4) effect size test. From the test results obtained information that conducted 10 students showed the results of the development worksheets obtained the average worth of development products by 90% this value is included in the very high category, while the student response of the average of 88% and also the readability response of 89% in the very high category. In the results of the n-gain analysis also show the value is 0.70, that mean medium category. From the results of this study, it can be concluded that worksheets based on open ended can improve students' higher-order thinking skills. So, in further development we suggest that open ended-based on worksheet is not only applied to static fluid material, but also in other materials.
Assessing College Students&apos; Knowledge and Misconceptions Concerning the Ebola Virus
Author: Miller, Michele
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Level,Misconceptions,Communicable Diseases,Disease Control,Epidemiology,Public Health,Hygiene,Disease Incidence,Evaluation,Mortality Rate,Test Construction,College Freshmen,Test Validity

As we have seen from the current COVID-19 pandemic, misconceptions concerning viruses can lead to disease spread and panic. Therefore, it is imperative to determine misconceptions held concerning epidemics and pandemics. One virus that warrants study of misconceptions, albeit given limited attention in the West, is the Ebola virus. An assessment of college students' knowledge and misconceptions about the Ebola virus was created and validated using data from 203 non-science majors at a Midwestern United States university. The data were analyzed using both classical and Rasch measurement methods to make a case for the validity of the assessment and to explore students' misconceptions. The assessment was shown to be a valid and useful measure for students' knowledge and misconceptions concerning Ebola. Integrating a confidence scale into students' responses made the scale more reliable and assisted in identifying students' tenacious misconceptions. Students displayed multiple misconceptions about viruses, including confusion between the characteristics of viruses and prokaryotes. Students also displayed misconceptions about Ebola itself, including the overestimation of the number of Ebola strains and the number of patients who experience massive blood loss, misunderstandings about the incubation period, and overestimation of the mortality in comparison to other diseases like Influenza and Anthrax. This assessment can be used as a starting point in future studies to determine what misconceptions people have about Ebola and which types of educational and behavioral interventions need to be undertaken.
Inclusive Practices of In-Service Teachers: A Quantitative Exploration of a Southeast Asian Context
Author: Raguindin, Princess Zarla J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Inclusion,Equal Education,Teacher Role,Teacher Competencies,Comparative Education,Foreign Countries,Teacher Effectiveness,Teacher Attitudes,Intention,Positive Attitudes,Cultural Context,Developing Nations,Curriculum Implementation,Access to Education,Educational Quality

After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers' skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers' efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents' attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers' inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers' role in the inclusive agenda.