ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Styles and Instructional Materials as Correlates of Grade 6 Learners&apos; Mathematics Performance in Buffalo City, South Africa
Author: Adu, Kemi Olajumoke
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Instructional Materials,Grade 6,Mathematics Achievement,Elementary School Students,Elementary School Mathematics,Mathematics Instruction,Instructional Effectiveness

Mathematics is a core subject in South Africa. Studies have shown that the performance of learners on this subject is not encouraging. Many factors have been alluded to by scholars as contributing factors to this poor performance. The gap between theory and practice of mathematics teaching can be bridged by the use of appropriate learning styles, availability, and utilization of instructional. This paper finds out the relationship that exists among learning styles, instructional materials, and mathematics performance of Grade 6. The choice of Grade 6 is important because it is the last grade level of primary school before a learner can enter secondary school level in South Africa. The study adopted a correlational research design of a quantitative approach. Stratified sampling techniques were used to select 1225 learners from Grade 6 schools within Buffalo City Metropolitan Education District. The data revealed among others that in Buffalo City, availability and utilization of instructional materials have no significant relationship with the mathematics performance of selected grade 6 learners (B=0.023, t=0.804, P[greater than or equal to]0.05) while students learning styles (visual, auditory, and kinesthetic) have a significant relationship with grade 6 learners Mathematics performance (B=-0.113, t=-3.886, p&lt;0.05). The study concluded that one of the most fundamental issues to consider in improving Mathematics performance is the understanding of the learners' learning styles and effective use of appropriate instructional materials for teaching Mathematics.
The Mediating Role of Duration and Intensity of Physical Activity in Increasing Eating Awareness: Adolescent and Parental Participation Study
Author: Akil, Mustafa
Date: 2022-04-18
Type: Journal Articles
Subjects: Metacognition,Eating Habits,Physical Activities,Physical Activity Level,Adolescents,Nutrition,Knowledge Level,Self Control,Emotional Response,Body Weight,Body Height

Mindful eating is a condition in which a person becomes aware of the moment while eating. Very few studies have investigated eating awareness in environments where physical activity is performed. The aim of this study is to investigate whether the duration and intensity of physical activity in adolescents aged 15-17 affects their nutritional awareness. 1117 adolescents aged 15-17 and one parent of each were involved in the study. It is a cross-sectional study. Personal information form, International Physical Activity Questionnaire Short Form (IPAQ-SF) and Mindful Eating Questionnaire (MEQ-30) were used as data collection tools. There were no group differences between scores of vigorous actives and moderate actives from MEQ-30 total and subsamples in eating control, eating discipline and mindful eating, but there was difference between both groups and inactives group (p &lt; 0.05). Inactives group had the highest level in emotional eating; there was group difference between vigorous actives and moderate actives (p&lt; 0.05). The results suggest that there are useful items for exploring more about mindful eating, because the differences between mindful eating total and its subsamples and physical activity are important. A better understanding of mindful eating can lead to the development of more effective intervention strategies to address the risk of overweight and obesity in adolescents.
Developing Social Knowledge to Support Reading Comprehension in Elementary Students with ASD
Author: Henry, Alyssa R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Reading Difficulties,Reading Comprehension,Elementary School Students,Students with Disabilities,Teaching Methods,Reading Strategies,Knowledge Level,Familiarity,Figurative Language,Instructional Materials,Perspective Taking

Many children with autism spectrum disorder (ASD) experience associated difficulties in reading comprehension. This may be due to the social nature of fictional texts, which require the reader to interpret what characters are thinking and feeling and to make inferences about the cause and effect between events in a story. This paper outlines strategies that teachers can use to assist their learners with ASD in reading comprehension, including activating social background knowledge, encouraging series and familiar genres, identifying and teaching figurative language, and using graphic organizers to support perspective-taking. These strategies are tailored to the social phenotype of children with ASD to best address the underlying difficulties that may be impeding their reading comprehension.
Robust Receptive Vocabulary Instruction for Students with Significant Cognitive Disabilities Who Use AAC
Author: Geist, Lori
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Students with Disabilities,Severe Intellectual Disability,Receptive Language,Language Arts,English Instruction,Reading Skills,Writing Skills,Augmentative and Alternative Communication,Learning Activities

Robust vocabulary instruction is an important part of comprehensive English language arts (ELA) instruction. Vocabulary instruction supports students in learning the meaning of words to build a receptive vocabulary that they can rely on to comprehend the words they read and hear. Many students with significant cognitive disabilities (SCD) and complex communication needs (CCN) struggle to read or understand grade-level words, concepts, and texts. Explicit vocabulary instruction can play an important role in addressing this area of need. Addressing the vocabulary needs of students with SCD and CCN in a comprehensive way calls for a greater investment of instructional time to build their receptive vocabulary and conceptual understandings of new vocabulary. It calls for leveraging the high frequency expressive vocabulary students are likely to have available on their augmentative and alternative communication (AAC) systems to make meaningful connections and demonstrate their understanding of new vocabulary. The aim is successful comprehension across ELA and other academic domains through a robust and expanding receptive vocabulary that extends beyond the words commonly programmed onto AAC systems. Finally, vocabulary instruction should be one part of a comprehensive approach to ELA instruction, with substantial time and effort also devoted to reading and writing instruction so that one day students with SCD and CCN can use spelling and writing to bridge the gap between the words they know and the words they have access to use expressively.
Higher Education Students&apos; Social Media Literacy in Ethiopia: A Case of Bahir Dar University
Author: Atinafu, Behailu
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Foreign Countries,Undergraduate Students,Correlation,Gender Differences,Socioeconomic Status,Ethics,Student Attitudes,Media Literacy,Technological Literacy,Student Characteristics,Access to Computers

This study investigates the status of Bahir Dar University students' social media literacy and how associated factors affect developing core competencies. A combination of qualitative and quantitative research methods have been employed in the study. Both descriptive and inferential statistics of means core, standard deviation, one sample t-test, independent sample t-test, correlation and multiple regressions were used to analyze data gathered from the quantitative design. Data gathered from FGD were analyzed qualitatively. Accordingly, the students' overall social media level was found to be low. Female students perform slightly lower than their counterpart male students. Among the five skills of social media literacy, students' levels were relatively weak in ethical awareness and media evaluation. Geographical background, digital media exposure, socio-economic status, digital divide are also identified as a determining factors. Finally, recommendations are posed based on the findings.
Hope Matters: How an Online Learning Community Advanced Emotional Self-Awareness and Caring during the COVID-19 Pandemic
Author: Hobbs, Renee
Date: 2021-00-00
Type: Journal Articles
Subjects: Caring,Pandemics,COVID-19,Information Technology,Interdisciplinary Approach,Videoconferencing,Meetings,Peer Relationship,Technological Literacy,Pedagogical Content Knowledge,Media Literacy,Faculty Development,Social Support Groups,Metacognition,Comparative Analysis,Transfer of Training,Coping,Self Efficacy,Teacher Attitudes,Positive Attitudes,Communities of Practice

For many educators with interests in digital and media literacy, the COVID-19 pandemic was an inadvertent opportunity to explore digital and media literacy through online learning and professional development. This paper describes how a diverse and multidisciplinary group of educators gathered each weekday in a Zoom video conference meeting for fellowship, emotional support, and sharing, building relationships which evolved over time to support emotional growth, technology skill development, learning, and reflection. Survey data shows that program participants had higher levels of optimism and emotional self-awareness as compared with a control group. Participants who had more exposure to the program were also more likely to transfer what they learned to their work and life context.
Media, Obesity Discourse, and Participatory Politics: Exploring Digital Engagement among University Students
Author: Papaioannou, Tao
Date: 2021-00-00
Type: Journal Articles
Subjects: Obesity,Undergraduate Students,Social Media,Media Literacy,Communications,Periodicals,Human Body,Social Bias,Social Influences,Health,Computer Mediated Communication,Stereotypes,Criticism,Activism,Popular Culture,Student Attitudes,Majors (Students),Foreign Countries,Citizen Participation

Situated within research on youth, participatory politics, and media framing of obesity, this study examined how undergraduate students in a media literacy course engaged with obesity discourse as a nexus of civic participation. Twenty-nine students enrolled on the course identified frames of obesity in plus-size model Tess Holliday's Instagram posts surrounding her controversial Cosmopolitan cover in 2018. Analysis of these frames -- self-validation, injustice of fat-shaming and stigmatization, influences of Instagram celebrities on fat embodiment, and health stereotypes of obese people -- enabled the students to critique activist responses to accepted body norms and moral values facilitating weight bias. In efforts to reframe obesity within their social media communities, the students created and shared online media content, prioritizing societal influences in obesity representation. In this process, students cultivated participatory practices of comprehending and sharing (social) media framings of bodies and health. Hence, this article offers contextualized understandings in youth digital engagement learning.
Seeking Truth about Muslims: Critical Media Literacies in an Era of Islamophobia
Author: Deroo, Matthew
Date: 2021-00-00
Type: Journal Articles
Subjects: Muslims,Fear,Islam,Christianity,Media Literacy,Cultural Awareness,Stereotypes,High School Students,Multicultural Education,Organizations (Groups),Heuristics,Student Attitudes,Teaching Methods,Questioning Techniques,Power Structure,Activism,Critical Reading,Violence,Propaganda,Social Bias,Stranger Reactions,Ethics

Across various forms of media, Muslims are often portrayed as a homogenous group prone to violence, yet scholars have increasingly called upon schools and teachers to transcend stereotypes and prepare students to understand Muslims in more thoughtful and nuanced ways. This qualitative case study recounts how students and a teacher in a high school multicultural studies class investigated problematic media materials about Islam sent by an organization called the Christian Seniors Association. Drawing upon Mihailidis's (2014) 5A's of Media Literacy heuristic, I analyzed field notes from classroom observations, interviews, and student produced artifacts. Findings revealed how a teacher's use of questioning techniques and encouragement of close readings of texts supported students to critically analyze media materials. Yet, opportunities for students to address issues of power and take up activist-oriented roles in responding to media were limited. Implications are offered for research and practice.
Using Gamification to Teach and Engage Students in the Act of Summary Writing
Author: Ly, Quang C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Benchmarking,Competence,Personal Autonomy,College Freshmen,Writing Instruction,Learner Engagement,Novelty (Stimulus Dimension),Student Motivation,Student Attitudes,Instructional Innovation,Teaching Methods,Research Universities,Freshman Composition,Reflection,Cooperative Learning,Cognitive Style

This study uses the concept of gamification to engage first-year students in the act of summary writing. The researcher argues that writing instructors should consider ways to gamify concepts in their curriculum to bring novelty and active involvement to course materials. The researcher uses Robson et al.'s (2015) mechanics, dynamics, and emotions framework and Groh's (2012) principles of relatedness, competence, and autonomy to explain and justify the integration of gamification to the summary genre. Of the typical gaming elements used in gamification, the researcher relies on the uses of digital badges as a motivator and as a sign of credentials for students. Using data from 17 students, 88.2% strived to earn the badges. The survey revealed that 64.7% found the use of badges to be one of the driving forces behind their understanding of the summary conventions, and 47% believed the use of gamification helped them write better summaries overall.
An Investigation of Teachers&apos; Attitudes towards the Utility of Digital Games in the Social Studies Courses
Author: Altun, Ayse
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Social Studies,Educational Technology,Technology Uses in Education,Secondary School Teachers,Elementary School Teachers,Teacher Characteristics,Foreign Countries,Computer Games,Game Based Learning

The aim of this study was to determine the attitudes of teachers towards using digital games in social studies courses. The sample of the study was consisted of social studies teachers and primary school teachers who attend social studies course in secondary schools affiliated to Van District National Education Directorate. Total 192 teachers voluntarily participated in the study. In the study, the Digital Games Utilization Scale (DGUS) was used to collect quantitative data. The data was analyzed using the SPSS 21.0 package program. For the analysis of quantitative data, arithmetic mean, standard deviation, independent sample t-test and One Way ANOVA tests were performed. As a result of the research and based on the findings obtained by using DGUS, it has been determined that there is no significant difference in terms of subdimensions of DGUS (attitudes related to the use of digital games in the courses, attitudes related to the negative aspects of digital games, attitudes related to the positive aspects of digital games, attitudes related to the impact of digital games on learning in the classroom on the part of students) and variables such as teachers' age groups, professional seniority, educational status and gender.
A Non-Formal Experimental Study to Accelerate the Literacy among the Workshop Workers through &quot;Workshop Workers&apos; Literacy School&quot;
Author: Akhtar, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Informal Education,Literacy Education,Teaching Methods,Illiteracy,Comparative Analysis,Pretests Posttests,Scores,Literacy,Adult Literacy,Foreign Countries,Unskilled Workers

The objectives of this study were to literate the workshop workers through the literacy project &quot;Workshop Workers' Literacy School&quot;, and find out the appropriate teaching strategy to literate the workshop workers via workshop workers' literacy school. All the illiterate WWs of Bahawalpur city were the target population. A sample of 60 illiterate WWs was selected through purposive sampling technique. It was a quasi-experimental research design. Two experimental groups I, II were formed and each group consist of 30 WWs. Group I was taught for five days a week with 40 minutes of session while group II was treated twice a week with 100 minutes of a session. Teacher-made test was used as pre-test and post-test instrument. One sample t-test was used to compare the mean score of post-test with its pre-test mean score (tested value). After analysis, the results reveal that post-test mean score of group one was higher than mean score of group two. So, it was concluded that group I perform better in literacy skills in comparison of group II. On the basis of results, the study suggests that government may implement the literacy project &quot;WWLS&quot; to overcome the issue of literacy rate and to accomplish their literacy commitment goals.
Digital Transformation in Distance Learning: Problems and Challenges during COVID-19 Pandemic
Author: Noreen, Sidra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Barriers,College Students,College Faculty,Access to Computers,Internet,Rural Areas,Technological Literacy,Time Management,Costs

COVID-19 has affected universities in many countries as face-to-face contacts were reduced to minimize virus transmission. It has required universities to move to online teaching and learning mode which caused diverse challenges. This study looks at the key problems and challenges as seen by both learners and academics of the Allama Iqbal Open University. For this purpose, 20 learners and 12 academics from the Faculty of Education were selected through purposive sampling technique. Qualitative data were gathered through focus group discussions and interviews. Thematic analysis was used to generate themes and codes. The major findings are that there is a lack of access to digital technology and reliable internet connectivity, especially for learners from rural areas. Both academics and learners lack experience in how to use the new technologies. Much of the software is insufficiently user-friendly with a lack of support offered. The study concludes that the effectiveness of rapidly growing digital learning will be greatly limited until these key challenges are addressed.
E-Learners&apos; Self-Efficacy for Online Courses: Self-Efficacy for It Use as a Predictor for Academic Self-Efficacy
Author: Ali, Saleha
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Educational Technology,Technology Uses in Education,Online Courses,Foreign Countries,College Students,Student Attitudes

The purpose of current study was to investigate the level of students' self-efficacy, specifically the use of Information Communication Technologies and performing academic tasks for online courses. A quantitative descriptive survey was conducted to explore the problem. The participants were selected from two departments (Arts and Computer Science) of a university. All the students from the Department of Arts were included in study sample and non-proportional random sampling technique was used for selecting participants from the department of CS. In this way, self-tailored five-point Likert Scale was distributed to 603 sampled participants. The study concluded that e-learners' had moderate level of self-efficacy to perform academic tasks and their level of self-efficacy to use ICT was at higher level. There was highly significant positive relationship between academic self-efficacy and self-efficacy to use ICT. The study found that the self-efficacy for IT use is a good predictor of academic self-efficacy. A course on ICT use may be offered to all the e-learners as a pre-requisite for any online course. It may enhance the academic self-efficacy of e-learners.
Impact of Social Media on the Learning of University Students in Pakistan
Author: Umair, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,College Students,Foreign Countries,Learning Strategies,Computer Mediated Communication

Clicking, posting and scrolling are not the only purpose of social media. Social media has become multipurpose forum for the people. In the educational sector, the use of social media as interactive tools which motivate students towards learning. The aim of this research is to investigate the impact of social media on students' learning in Iqra University, Karachi. Researchers conducted a complete review of the impact of social media for university students' learning, identified the significant factors and deliberated on new models which were based on different research studies. By using random sampling technique, students were selected for data collection. Questionnaire was used as an instrumental tool for collection of data. IBM SPSS and Smart PLS were used for analyzing the data. Results of this research study state that social media creates a positive and significant impact on the learning of the students. As a part of this research, three platforms (Facebook, Twitter and WhatsApp) were discussed in this study. In future studies, researchers can add some more or different variables to study this phenomenon in more detail.
Learning Resources and Efficiency of Open Distance Learning Programmes in Kwara State, Nigeria
Author: Atolagbe, Adedapo Adetiba
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Open Universities,Educational Technology,Technology Uses in Education,Educational Resources,Program Effectiveness,Higher Education,Graduation Rate,Dropout Rate,Barriers

The Open Distance Learning (ODL) commenced in Nigeria in the year 2003 by the National Open University of Nigeria (NOUN) and many universities in the country have also adopted it. The study focused purposely on four ODL centers in Kwara state. Five research questions and three research hypotheses were formulated. The student samples were selected through convenience sampling method. Two research instruments designed by the researchers for data collection were subjected to both face and content validity. The questionnaire was pilot-tested using Cronbach Alpha test which yielded 0.67 coefficient of reliability. The hypotheses were tested using chi-square analysis and research questions were answered using percentages. Findings revealed a significant relationship between ODL programs efficiency and resources availability (p 0.00 &lt; 0.05), significant relationship between ODL program and academic learner support facilities (p 0.00&lt; 0.05). The study concluded that teaching and learning resources availability and usage have significant influence on the efficiency of ODL programs. It is therefore recommended that learning resources within the reach of learners should be in use at the centers and support facilities should be improved upon by adopting more widely used media to communicate with students.