ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Learning and Problem-Based Learning Instructional Strategies as Determinants of Senior Secondary School Students&apos; Achievement in Algebra
Author: Ojaleye, Omotayo
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Algebra,Mathematics Instruction,Problem Based Learning,Teaching Methods,Secondary School Students,Secondary School Mathematics,Student Centered Learning,Educational Technology,Technology Uses in Education,Pretests Posttests,Achievement Tests,Statistical Analysis,Foreign Countries,Control Groups,Experimental Groups,Comparative Analysis

The contribution of algebra to a shared understanding of the world and the society is vital to the development of science, technology and engineering. Thus, the teaching of algebra in schools must be maximised. This study examined the effects of blended learning (BL) and problem-based learning (PBL) instructional strategies on senior secondary school students' achievement in algebra in Lagos State in Southwest, Nigeria. Problem based learning is a learner-centred strategy hinged on problem solving heuristics in which learners are presented with ill structured problems and engaged the problems in a small collaboratory peer teaching to arrive at solutions to the problems. Blended learning is a learning strategy which supplements traditional face to face instruction congruent to the traditional lecture method (TLM) with a computer-based algebrator in which students were subscribed to a class e-mail list. Three research questions and three hypotheses were generated to guide the study. A quasi-experimental pretest, post-test, non-equivalent control group design was adopted for this study. Multistage sampling techniques were applied to select sample of 388 students (204 boys and 184 girls) drawn from nine secondary schools in which intact classes were used. One research instrument, Algebra Achievement Test (AAT) was developed and the AAT was used for pretest and posttest. Analysis of covariance (ANCOVA) was used to test the hypotheses while the descriptive statistics of means and standard deviations were used to answer the research questions. All the hypotheses were tested at a = 0.05 level of significance. Results showed that there was a statistically significant main effect of treatment on students' achievement in algebra. There was a statistically significant main effect of gender on students' achievement in algebra. There was no statistically significant interaction effect of treatment and gender on students' achievement in algebra. The findings of the study revealed that the students' achievement in algebra was enhanced when PBL and BL strategies were used than when TLM was used. Based on the findings of this study it was recommended that efforts should be made to integrate the philosophy of BL and PBL into the preservice teachers' curriculum at the teacher preparation institutions in Nigeria.
In-Service Mathematics Teachers&apos; Integration of ICT as Innovative Practice
Author: Daher, Wajeeh
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Secondary School Teachers,Educational Technology,Technology Uses in Education,Technology Integration,Knowledge Level,Innovation,Teacher Attitudes,Middle School Teachers,Observation,Semi Structured Interviews,Professional Development Schools,Foreign Countries

The Professional Development School (PDS) can serve as a catalyst for the professional development of mathematics pre-service as well as in-service teachers. In the present research, we describe lower-secondary in-service mathematics teachers' development of ICT integration in their teaching. This is done through the Innovation Diffusion Model of Rogers, which consists of five stages: knowledge of an innovation, (2) forming an attitude toward the innovation, (3) taking a decision to adopt or reject, (4) implementation of the innovation, and (5) confirmation of the decision by affirming or rejecting it. In the present research, ICT integration in mathematics teaching is considered as an innovation candidate for adoption by mathematics in-service teachers, where this adoption is facilitated by a community of inquiry consisting of in-service teachers, pre-service teachers and researchers. Five in-service middle school mathematics teachers participated in the present research. We used two data collecting tools: observations and semi-structured interviews to collect data about different issues related to the integration of ICT in the lessons of the participating in-service teachers. The categories of the innovation diffusion model were used to analyze the participants' adoption of ICT for their teaching before and after our intervention through the implementation of the PDS model for the period of one academic year. The research findings indicate that the participating in-service mathematics teachers' attitudes and beliefs regarding the benefits of ICT for mathematics teaching were positive at the beginning of the experiment as well as at its end. At the same time, teachers' knowledge and experience of using ICT tools in mathematics teaching improved, which contributed positively to the confirmation of their decision to adopt these tools for their classrooms. Specifically, the research results indicate that the PDS can support the in-service mathematics teachers in their adoption of new innovations, specifically when this innovation is practiced by the pre-service teachers in the training school.
Development and Validation of Self-Directed Learning Ability Test (SDLAT) for Elementary School Students
Author: Kim, Sooyeon
Date: 2018-06-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Grade 6,Foreign Countries,Semi Structured Interviews,Statistical Analysis,Test Construction,Cognitive Ability,Test Validity,Affective Behavior,Student Behavior,Metacognition,Problem Solving,Motivation,Self Efficacy,Help Seeking,Coping,Time Management,Factor Analysis

The purpose of this study is to develop and validate self-directed learning ability test (SDLAT) for elementary school students considering the theoretical consistency. A total of 507 students of 5th and 6th-grade elementary students in Seoul, Korea were participated in this research. The collected data were analyzed using SPSS WIN 23.0 and AMOS WIN 22.0 programs. The data of 200 were used for exploratory factor analysis (EFA), and 307 data were used for confirmatory factor analysis (CFA). The conclusions were as follows: An SDLAT for elementary school students was developed and validated in this study. The domain of self-directed learning ability was classified into three domains of cognition, affective, and behavior. The sub-factors for each domain and 42 items were developed and then verified for its validity (NFI 0.824, IFI 0.906, CFI 0.905, RMSEA 0.043). The sub-factors of the cognitive domain were identified as 'cognitive thinking,' 'metacognition,' and 'problem solving.' The affective domain included 'intrinsic motivation,' 'future-oriented motivation,' and 'self-efficacy.' The behavioral domain had 'seeking help,' 'managing physical environment,' and 'time management.' The reliability of the total items of the test was Cronbach [alpha] 0.944.
How Classroom Assessment Affects Science and Mathematics Achievement?: Findings from TIMSS 2015
Author: Sahin, Melek Gülsah
Date: 2018-06-00
Type: Journal Articles
Subjects: Science Achievement,Grade 4,Foreign Countries,Achievement Tests,Elementary Secondary Education,International Assessment,Mathematics Tests,Science Tests,Mathematics Achievement,Hierarchical Linear Modeling,Student Characteristics,Predictor Variables,Questionnaires,Teacher Characteristics,Correlation,Student Evaluation,Self Esteem,Family Environment,Statistical Analysis

In this study, it is aimed to examine the effect of classroom assessment on science and mathematics achievements. For this purpose, hierarchical linear modeling (HLM) is performed using variables of like learning science/maths, engage teaching in science/maths, confidence in science/maths, and home resources for learning variables at the student level, and experience, education level, homework, and assessment at the teacher level. The sample of the study consists of 4th grade students who participated in TIMSS 2015 in Turkey. According to the findings; 36% of variance in science achievement, and 40% of variance in mathematics achievement are due to variability between classes. In a random coefficient model, all student variables were found to be statistically significant predictors of science and mathematics achievement. Among these variables, the greatest effect size is self-confidence variability. Only the teacher variables are added according to the Means as the outcome model; the teacher's experience and emphasis to national achievement tests of monitoring students' progress had a statistically significant effect on science and mathematics achievement. Finally, according to the intercept and slopes of the outcomes model, the most important variable is the emphasis to national achievement tests of monitoring students' progress in both science and mathematics.
Misconceptions of Sixth Grade Secondary School Students on Fractions
Author: Aliustaoglu, Feyza
Date: 2018-06-00
Type: Journal Articles
Subjects: Grade 6,Misconceptions,Mathematical Concepts,Secondary School Students,Fractions,Mathematics Tests,Foreign Countries,Secondary School Mathematics,Case Studies

The purpose of this study is to determine the misconceptions of 6th-grade secondary school students in terms of part-whole relation in fractions, representation of fractions on the number line, comparison of fractions and operations in fractions. The sample of this study is composed of 104 students who are being educated in 6th-grade of five secondary schools in 2017-2018 teaching year in a province which takes place in the north part of Turkey. Fractional information test, which consists of 5 open-ended questions developed by researchers, was used as data collection tool. The data of the study were analyzed using the content analysis method and in this method frequency/percentage tables were used. By examining the explanations that the students have made, the incorrect answers are divided into categories, and the misconceptions in each question are presented separately. As a result of the study, it has been seen that students have misconceptions in terms of parts-whole relation in fractions, representation of fractions on the number line, comparison of fractions and operations in fractions.
Trend Analysis of Students&apos; Academic Performance in Selected Science, Technology, Engineering, and Mathematics Subjects in Ogun State Basic Education Certificate Examination (OG-BECE), Nigeria, from 2011 to 2015: A Projection for Five Years
Author: Onanuga, Peter Abayomi
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Trend Analysis,Academic Achievement,STEM Education,Student Certification,Exit Examinations,Secondary School Students,Academic Failure,Enrollment,Data Analysis

The study investigated the trend of performance of students in selected Science, Technology, Engineering, and Mathematics (STEM) subjects in the Basic Education Certificate Examination (BECE) conducted by Ogun State Ministry of Education, Science and Technology, Nigeria. The study adopted an ex post facto research design to carry out the trend analysis of students' results in the examination from 2011 to 2015. All the students that enrolled and sat for the BECE examinations constituted the target population while the students that sat for the selected STEM subjects (Mathematics, Basic Science, and Basic Technology) within the years under review constituted the sample for the study. The results of these students were collected and analyzed using Microsoft Excel with its in-built trend line capabilities. The results showed that students performed well in the selected STEM subjects in the years under review. Furthermore, the study revealed that while performance in other subjects will continue to improve steadily, performance in mathematics will dwindle between 2016 and 2018 and then will begin to steadily improve from 2019 to 2020. It is recommended that the government should continue to support teaching and learning of STEM subjects in all tiers of education.
What Is the Purpose of Ethnobiology in Biology Teacher Training?
Author: Baptista, Geilsa Costa Santos
Date: 2018-06-00
Type: Journal Articles
Subjects: Ethnography,Biology,Science Education,Science Teachers,Teacher Education,Foreign Countries,Semi Structured Interviews,Cultural Awareness,Qualitative Research,Data Analysis,Indigenous Knowledge

This article aims to discuss the purpose of ethnobiology in biology teachers' training based on conceptions of biology teachers before and after their participation in a training course for science teachers that involved ethnobiology. The research was developed in 2009 and involved semi-structured interviews with nine biology teachers of public schools in the state of Bahia (Northeastern Brazil). Analyses were conducted inductively, using categories based on the teachers' answers and carefully studying literature on science teaching. Results indicate that teachers expanded their conceptions about ethnobiology after their participation in the training course. They perceived this science as the study of complex relationships between human beings and other living beings. They also perceived the importance of exploring their students' cultural knowledge to the intercultural dialog and having ethnobiology as a tool in this process. It is concluded that ethnobiology contributes to the biology teachers' training guiding his/her practices and giving the opportunity to identify students' cultural knowledge that can be used in an intercultural dialog with the biology taught in schools; hence, it is imperative to offer training courses for teachers as a starting point.
Investigation of the Health Significance of 4th Grade Students in Physical Education and Sport Department
Author: Dündar, Aykut
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Seniors,Student Attitudes,Physical Education,Figurative Language,Content Analysis,Well Being,Qualitative Research,Health

The knowledge, vision, understanding and practices of a community about health and disease issues show the socio-economic structure, educational and cultural level of that society. Human health is under the influence of the hazards which are the product of various demographic, economic, social, cultural, psychological, physical, chemical and biological factors. For many years health was defined as the absence of the disease. But in recent years it has been recognized as a concept in which health is included in a physical, emotional and mental well-being. The relationship between health and wellness is obvious. Well being can be defined as reaching the level of physical and psychological health which is provided consciously and willingly. For this reason, health is a progress made towards improved health. We call the health condition in which cure and rehabilitation are needed as negative health; the health condition in which there is no illness and which is balanced as neutral health; health condition which is about health conducts improving life quality as positive health. The main purpose of this study is to expose perceptions of students of Department of Physical Education and Sports 4th grade about &quot;health&quot; concept by the means of metaphors. The participants for this study included 43 students from High school of Physical Education and Sports both located in Adiyaman. To collect the study data, each participant was asked to complete the prompt &quot;health is like … because …&quot; The content analysis technique was used to analyse study data. According to the results, all of the students (100 %) have developed positive metaphors.
The Views of Classroom Teachers on Project Tasks
Author: Kögce, Davut
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Student Projects,Semi Structured Interviews,Content Analysis,Coding,Teacher Role,Research Skills,Skill Development,Creativity,Student Evaluation,Mathematics Education,Mathematics Teachers,Assignments,Qualitative Research,Decision Making,Foreign Countries

This study was conducted in order to determine the opinions of the class teachers regarding the project tasks. For this purpose, semi-structured interviews were conducted with 47 classroom teachers. The obtained data were subjected to content analysis using the MAXQDA 11 and &quot;coding of the data&quot; technique was used in the data analysis techniques. Consequently, it was concluded that the main purpose of classroom teachers in providnging students with project skills is to develop research skills of students, to demonstrate creativity skills of the pupils, to make them use the knowledge and skills they have and enable them to produce an output. criteria that project tasks consider when evaluating are direct factors such as student activity and written exam success, and indirect factors such as adherence to the project schedule, and cleanliness, rigor and discipline of the project.
The Analysis of Teacher Candidates&apos; Self-Sufficiency about Their Teaching Abilities at Different Departments
Author: Var, Levent
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Student Attitudes,Foreign Countries,Statistical Analysis,Student Surveys,Intellectual Disciplines,Comparative Analysis

Self-sufficiency is an individual's perception of his/her ability and skills to overcome various possible situations. This study aims to analyze self-sufficiency about their teaching abilities of teacher candidates studying at different departments at University of Kirsehir Ahi Evran. The research groups consists of 244 teacher candidates who study classroom teaching, mathematics teaching and Turkish language teaching at Faculty of Education and physical education and sports teaching, coaching education and sports management at School of Physical Education and Sports and attend a teaching formation program. Mean age of the students participating in the study is x-bar = 22.52. SPSS 22.0 package program for Windows was used for descriptive and One-way ANOVA analysis, and the level of significance was taken as 0.05. When self-sufficiency points of different departments are analyzed, it can be observed that students of physical education had the highest point as 93.09 ± 24.07, while students of classroom teaching had the lowest point as 58.64 ± 14.03.
Teaching Research Skills to Undergraduate Students Using an Active Learning Approach: A Proposed Model for Preparatory-Year Students in Saudi Arabia
Author: Alghamdi, Amani K. Hamdan
Date: 2018-00-00
Type: Journal Articles
Subjects: Research Skills,Active Learning,Teaching Methods,Statistical Analysis,Writing Skills,Scores,Foreign Countries,Research Methodology,Females,College Freshmen,Experimental Groups,Control Groups,Comparative Analysis,Outcomes of Education,Writing Improvement,Skill Development,English (Second Language),Second Language Learning,Second Language Instruction,Multiple Choice Tests

This study highlights how teaching a research methods course to undergraduate students can be a successful endeavor when active learning is the main method of learning and teaching. In this study, the effectiveness of using active learning in the experimental group to achieve the learning outcomes and final product of a freshman-year writing and research course was researched. The sample included two groups of female students (n = 256 students), one control group (n = 137) which received traditional lecture and assignment type instruction and one experimental group (n = 119) which received instruction through active learning techniques. The effectiveness of active learning was measured by quantitative analyses of overall final exam scores and individual writing and research skills of the two groups. Results of the study indicated that active learning significantly improved the overall skills of the participants as demonstrated by an increase in final exam scores and individual writing and research skills. The research discusses the most and least improved skills, as well as pedagogical implications for teaching a writing and research course using active learning.
A Team-Based &quot;Public History&quot; Assessment for Undergraduates: Rationale, Design and Implementation in a Medieval History Course
Author: Neal, Kathleen B.
Date: 2018-00-00
Type: Journal Articles
Subjects: History Instruction,Undergraduate Students,Teamwork,Teaching Methods,Instructional Design,Educational Change,Employment Potential,Transfer of Training,Medieval History,Scaffolding (Teaching Technique),Student Research,Creativity,Learner Engagement,Course Content,Friendship,Outcomes of Education,Foreign Countries

The design of assessment in undergraduate history courses, as university populations grow and change, must adapt to meet and serve a range of new pedagogical imperatives and student constituencies in order to ensure both disciplinary integrity and the development of employability skills transferable to work in other fields. In delivering an elective course on Medieval history we have developed the &quot;Medieval Expo,&quot; a team-based assessment task that challenges students to develop a presentation aimed at educating a general audience on a specific aspect of Medieval history. The task aims, primarily, to develop students' ability to communicate complex information to a non-specialist audience as well as develop effective teamwork skills: two valuable characteristics for humanities graduates entering any career, while still reinforcing the importance of historical study. A &quot;scaffolded research&quot; model, providing foundational structures that guide student research, is combined with opportunities for students to exercise creative freedom, providing suitable pedagogical support yet maximizing opportunities for student engagement. The reported benefits of this task include increased student engagement with the course content; smoother transitions to tertiary study through the formation of friendships, which is crucial for retention; and increased awareness of the employability skills embedded in the liberal arts.
Effects of Service Learning on Concept Learning about Small Group Communication
Author: Yook, Eunkyong
Date: 2018-00-00
Type: Journal Articles
Subjects: Service Learning,College Students,Student Surveys,Interpersonal Communication,Communication Skills,Skill Development,Student Journals,Student Attitudes,Small Group Instruction,Program Effectiveness

Interest in service learning has increased in the past two decades, partly due to recent accumulation of knowledge about its beneficial outcomes to participants and society. This manuscript describes a small group basic communication course taught in a service learning format at a small liberal arts college. Qualitative comments as well as quantitative data from an anonymous survey (n = 112) indicate that the small group basic communication service learning course was beneficial to students in terms of aspects including personal development, clarification of career goals, a sense of connectedness with the community, and a sense of fulfillment in assisting others.