ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Digital Learning Material on Students&apos; Social Skills in Social Studies Learning
Author: Sariyatun
Date: 2021-07-00
Type: Journal Articles
Subjects: Instructional Materials,Interpersonal Competence,Electronic Learning,Social Studies,Instructional Effectiveness,Electronic Publishing,Junior High School Students,Foreign Countries

This research analyses the effect of digital learning material on students' social skills in social studies learning. Quantitative comparative was used as the method to compare the effectiveness of digital learning material and printed-out textbooks in improving students' social skills. The research participants were 80 junior high school students, which consisted of 40 students in the experimental group and 40 students in the control group. Students in the experimental group learnt social studies by using digital learning material, meanwhile, students in the control group used printed-out textbooks. The result of the research shows the difference between control group and experimental group, which is proven by the result of the independent sample t-test 0.028. It means that the experimental group, which uses digital learning material, has a greater average of students' social skills rather than the control group. This proves that digital learning material is more effective in improving students' social skills rather than the printed-out textbooks.
The Effect of Folktale-Based Comics on Traditional Ecological Knowledge Literacy about Non-Rice Food Security
Author: Sumarwati
Date: 2021-07-00
Type: Journal Articles
Subjects: Folk Culture,Cartoons,Instructional Materials,Instructional Effectiveness,Indigenous Knowledge,Knowledge Level,Environmental Education,Ecology,Food,Agriculture,Multiple Literacies,Elementary School Students,Grade 5,Cultural Maintenance,Foreign Countries

Traditional ecological knowledge (TEK) is knowledge of indigenous people's best practices in contact with nature gained through centuries of experience. One way to transmit the experiences is folktales about corn and vegetable planting in Tawangmangu Sub-district, Central Java, Indonesia. Today, young generations do not recognize the folktales and thus do not understand the important values implied in the stories about non-rice food security. This condition triggers the importance of literacy of folktales among local students. This study aims at investigating the effects of folktale-based comics on the level of students' mastery of TEK through quasi-experimental research. The population in this study includes fifth-grade elementary students in Tawangmangu. The experimental group was given treatment with folktale-based comics, while the control group received treatment with texts. The instrument used to measure the students' literacy level of TEK was a multiple-choice test with 38 items. The results have proven the significant contribution of folktale-based comics to the students' mastery of TEK, indicated by the large category of the Cohen test. Therefore, teachers are recommended to take advantage of educational comics to improve students' literacy in the local cultural wealth that is becoming extinct.
The Effects of Teaching Methodologies on Students&apos; Attitude and Motivation: A Meta-Analysis
Author: Sugano, Shalom Grace C.
Date: 2021-07-00
Type: Journal Articles
Subjects: Student Attitudes,Student Motivation,Teaching Methods,Instructional Effectiveness,Science Instruction,Chemistry,Secondary Education,Cooperative Learning,Active Learning,Student Projects,Individualized Instruction,Effect Size,Educational Research,Foreign Countries

Literature shows that there is very little research focusing on the analysis of the effectiveness of teaching methodologies on the affective domain of the students. Effective instruction should be designed to cater to the individualities of learners that holistically develop not only the cognitive but also the affective domain. This requires teaching methods that have an integrative structure that focuses on the effective learning of the students. This study emphasizes the effect on students' attitudes and motivation upon the use of different teaching methods through the meta-analysis technique. This method aims to combine chemistry education research findings that were conducted in the Philippines from 2015 to 2016. Identified teaching methods cast into treatment categories that act as the independent variable. Research findings of 14 studies that meet the inclusion criteria for meta-analysis are included in the analysis to determine the size of the mean effect of different treatment categories on attitude and motivation as compared to traditional teaching. Findings showed that a significant positive effect (Cohen's d = 0.379) was observed upon the use of teaching methods on attitude while a non-significant effect was observed on motivation. The study revealed that cooperative learning showed a significant effect than the traditional teaching method in promoting positive attitude and motivation/interest of the students towards learning chemistry. The results suggest that more empirical studies have to be pursued to give teachers a concrete understanding of the different ways of developing students' affective domain.
Three Written Corrective Feedback Sources in Improving Indonesian and Japanese Students&apos; Writing Achievement
Author: Elfiyanto, Sonny
Date: 2021-07-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Writing Achievement,Achievement Gains,Revision (Written Composition),Peer Evaluation,Self Evaluation (Individuals),Teacher Role,Essays,English (Second Language),Second Language Learning,High School Students,Grade 11,Adolescents,Foreign Countries

The quality of written corrective feedback can strongly and positively affect students' writing achievement levels. This study aimed to examine whether written corrective feedback could improve students' achievement levels for essay writing and investigated which one from three different feedback sources--teacher, peer, and self--was effective in increasing senior high school students' achievement levels of English writing in two English as a Foreign Language countries, Indonesia and Japan. The study participants included 81 Indonesian and 81 Japanese senior high school students (Grade XI, 16-17 years old), who were divided into three different groups. Three different feedback sources were utilized for each group. Data collection was from a pretest and posttest to identify the relationship between students' writing achievement level and the written corrective feedback sources they had been exposed to in the classroom. The data were analyzed by employing descriptive statistics, ANOVA, and Bonferroni post hoc test. The study results showed that written corrective feedback from peers effectively improved Indonesian senior high school students' writing achievement levels. In contrast, for the Japanese senior high school students, teachers' written corrective feedback represented the most effective source.
What Differences between Parents &apos;and Teachers&apos; Views about Their Relationships in Québec (Canada)
Author: Arapi, Enkeleda
Date: 2021-07-00
Type: Journal Articles
Subjects: Parent Attitudes,Teacher Attitudes,Elementary School Teachers,Parent Teacher Cooperation,Parent Participation,Teacher Participation,Family School Relationship,School Community Relationship,Partnerships in Education,Communication Strategies,Volunteers,Homework,Children,Foreign Countries

Over the past 50 years, a consensus emerged from the scientific literature regarding the positive effects of school, family and community partnerships on school achievement. However, researchers noted that the implementation of these partnerships still gives rise to tensions on the ground. This research tackled with how parents and teachers get involved in the school-family-community cooperation process to support pupils at the elementary school (age 6 to 12). The goal of this paper is to compare on the one hand, the parents' views in their narratives on parents and teachers practices, and on the other hand, the teachers' views in their narratives on parents and teachers practices as well, to gain insight on the tensions characterizing these partnerships and on the possible solutions set forth by these actors. To this end, the empirical analyses are based on a approach with qualitative interviews among 14 teachers and 45 parents of pupils at six elementary schools in the Greater Quebec City area. To this end, interviews were conducted with 14 teachers and 45 parents of pupils at six elementary schools in the Greater Quebec City area. The results suggest that practices such as school-family communication or homework are privileged among parents and teachers. The analyses also suggest that parents and teachers diverge over the tools teachers use to support parents involvement.
Working on Primary School Teachers&apos; Preconceptions of Organizational Climate and Job Satisfaction
Author: Khun-inkeeree, Hareesol
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Job Satisfaction,Correlation,Educational Environment,Teacher Characteristics,Teaching Conditions,Teacher Student Relationship,Cooperation,Decision Making,Administrator Role,Principals,Educational Innovation,Teacher Administrator Relationship

The aim of this study is to identify positive and negative feedback from teachers on their perception of the school's organizational climate and job satisfaction. A mix-method approach was used to examine it; a survey method (220 teachers) and a semi-structured interview (20 teachers) were used. Teacher Job Satisfaction Questionnaires was employed to measure teacher job satisfaction. The quantitative study found that there was a significant relationship between all dimensions of organizational (climate student relationship, collaboration, decision-making, educational innovation, and school resources) and job satisfaction. These dimensions also emerged in the Interview content analysis on positive and negative feedback from the organizational climate themes affecting their job satisfaction. Recommendations for further studies are also suggested.
A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance
Author: Nauzeer, Salim
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Personality Traits,Learning Processes,Academic Achievement,Performance Factors,Predictor Variables,Elementary Secondary Education,Higher Education,Educational Research

Domains of motivation, learning and personality traits (MLP) have emerged as vital constructs in studies of academic performance. Although there are abundant studies on the relationships of the three aforementioned dimensions on performance, no systematic synthesis of the empirical literature has been done regarding how three determinants jointly influence academic performance. Random-effects meta-regression analysis with a restricted maximum likelihood estimatoris applied to 54 papers with 344 estimates. Summarization of effect sizes reveal a mean effect size for the study of r=0.22. The forest plot suggests a significant amount of study heterogeneity. No evidence of significant publication bias is uncovered. The achieved results show the significance of MLP as associated variables and also on an individual basis and they can positively impact student's academic performance. Other mediator variables, including income level, year, main methodology used, cohort gender, sample size, publication type and citations are found to be important variables in understating academic performance. Future work is needed to develop an integrated approach to examine educational objectives and explore the correlates of combined MLP and academic performance.
Assessment of Socio-Demographic Factors and Students&apos; Satisfaction with the Study of ICT in Secondary Schools
Author: Owan, Valentine Joseph
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Satisfaction,Student Characteristics,Secondary School Students,Socioeconomic Influences,Predictor Variables,Computer Science Education,Information Technology,Secondary School Curriculum,Foreign Countries

This research assessed certain socio-demographic variables and how they affect students' satisfaction with the study of ICT in secondary schools. The study adopted a survey research design and was guided by six specific objectives. A total of 4,484 senior secondary school students represented the study's population, while a simple random sampling technique was adopted in selecting a sample of 2,242 respondents. Secondary school Students' Satisfaction with the Study of ICT Questionnaire (SSSSSICTQ)&quot; was used primarily as the tool for data collection. Although there are differences in students' satisfaction levels across various groups, age, gender, parents' income level, students' education level and school location do not significantly influence students' satisfaction with the study of ICT in secondary schools respectively. It was concluded that the socio-demographic factors of students do not influence to a notable extent, students' satisfaction with the study of ICT in secondary schools. Based on this conclusion, the implication imposes additional responsibilities for future studies to attempt to uncover reasons why socio-demographic factors do not affect the satisfaction of students with the study of ICT at the secondary education level.
The Need for Technical Communication Pedagogical Module for 21st Century Learning in TVET Institutions: Lecturers&apos; Typical Instructional Strategies
Author: Ramamuruthy, Viji
Date: 2021-07-00
Type: Journal Articles
Subjects: Technical Writing,Communication Skills,Learning Modules,Vocational Education,Vocational English (Second Language),Instructional Effectiveness,Self Evaluation (Individuals),Knowledge Level,Assessment Literacy,21st Century Skills,Job Skills,Classroom Environment,Employment Potential,College Faculty,College Graduates,Motor Vehicles,Industry,Foreign Countries

This paper emphasises on the needs analysis for the development of Technical Communication Pedagogical Module (TCPM) which could be adopted by the lecturers in skill-based higher learning institutions to teach technical communication. About 81% of the respondents indicated that fresh graduates lack communication skills. In addition, the total unemployment rate in June 2018 was recorded at 3.4%. Most of the employers as well as the graduates themselves reported that fresh graduates are unable to secure an employment due to poor communication skills. This raises the curiosity in determining the reasons for the ineffective course of study which supposed to be producing work-ready graduates. Therefore, before developing a technical communication pedagogical module which the educators could adopt to teach technical communication, it is crucial to determine lecturers' typical instructional strategies for teaching technical communication. Survey questionnaires were distributed to 30 lecturers and the findings revealed that most of the lecturers over-rated themselves for all the five aspects in the questionnaire which are (1) subject matter knowledge, (2) instructional planning and strategies, (3) assessment, (4) learning environment and (5) effective communication.
Impact of Teacher&apos;s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods
Author: Hafeez, Muhammad
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Interests,Secondary School Students,Inservice Teacher Education,Academic Achievement,Instructional Effectiveness,Computer Science Education,Lecture Method,Discussion (Teaching Technique),Demonstrations (Educational),Active Learning,Inquiry,Correlation,Foreign Countries

The aim of this research was to check the effects of teacher's training and teaching methods on academic achievements and interests of students at secondary schools in computer course. The population was divided into four groups; lecture teaching method (control group), discussion teaching method (experimental method), inquiry teaching method (experimental group) and demonstration teaching method (experimental group). Each group has a sample size of 20 students. A pre-test before training of teachers and post-test after training of teachers for academic achievement and interests of students taught by four teaching methods were conducted. The results of pre and post-tests were then analysed by statistical tools of descriptive statistics and ANOVA test. The results of the study indicated that students' academic achievements and interests were increased before and after the training of the teachers taught by lecture, discussion, inquiry and demonstration teaching methods. The demonstration teaching method was ranked 1st and lecture teaching method was ranked last. So, it can be concluded that training of the teacher's plays an important role for choosing the best method for teaching and improves the academic achievements and interests of students.
Exploring Antecedents of Unethical Business Decisions
Author: O'Connor, Genevieve
Date: 2020-00-00
Type: Journal Articles
Subjects: Ethics,Decision Making,Emotional Intelligence,Risk,Cognitive Style,Self Esteem,Business Administration Education,College Seniors

Adhering to recent arguments that unethical decision making is driven by the underlying psychological processes, the purpose of this study is to investigate the role of individual psychographics (i.e., cognitive style, decision confidence, emotional intelligence, and attitude toward risk) in ethical decision making within a business context. Using a novel approach, the researchers capture ethical decision making using a computer-simulated market context and couple the results with survey data. The results of the regression analysis reveal that an individual's cognitive style, decision confidence, emotional intelligence, and attitude toward risk play a significant role in ethical decision making. Participants with an analytical cognitive style were less likely to engage in unethical means to accomplish business objectives compared to those with intuitive or adaptive cognitive styles. Similarly, greater confidence in decision making, higher emotional intelligence, and a greater preference for risk were also found to increase the chances that an individual avoids engaging in unethical decision making. Finally, the effect of cognitive style was found to be stronger than the other factors examined in this research. Theoretical and practical implications are discussed.
Designing an Intervention in Reading and Self-Regulation for Students with Significant Reading Difficulties, Including Dyslexia
Author: Denton, Carolyn A.
Date: 2021-08-00
Type: Journal Articles
Subjects: Intervention,Program Development,Reading Skills,Self Management,Reading Difficulties,Dyslexia,Grade 2,Grade 3,Grade 4,Elementary School Students,Elementary School Teachers,Teaching Methods,Program Effectiveness,Reading Strategies,Program Implementation,At Risk Students,Students with Disabilities,Limited English Speaking,Reading Fluency,Word Study Skills,Decoding (Reading),Reading Comprehension

The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4. Student outcomes were compared using a quasi-experimental design; some teachers provided the research intervention (Idea Detectives [ID] group), whereas others provided the reading interventions typically offered in their schools (business-as-usual [BAU] group). Nearly 90% of BAU students received alternate evidence-based interventions. Results showed that student outcomes did not differ between the ID and BAU groups. Observational data indicated that revisions were needed to improve the intervention's feasibility, and qualitative teacher data identified barriers to consistent implementation, as well as strengths and shortcomings of the intervention. Teacher data suggested strong support for the inclusion of self-regulation instruction with reading intervention. This study illustrates the importance of teacher-researcher collaborations for the development of instructional interventions.
Social Media and Critical Thinking: A Hermeneutic, Phenomenological Study of Business Professors
Author: Trout, Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Critical Thinking,Business Administration Education,College Faculty,Teacher Attitudes,Thinking Skills,Skill Development,Information Literacy,Student Attitudes,Hermeneutics,Phenomenology,Undergraduate Students,Job Skills,Case Method (Teaching Technique),Teaching Methods,Media Literacy

Studies on social media and critical thinking skills have emphasized students' perspectives. Few researchers have interviewed business professors regarding their perceptions of how students' critical thinking skills have developed through social media. This hermeneutic, phenomenological study interviewed eight business professors for the purpose of describing the educators' perceptions of how social media has affected undergraduates' critical thinking skills and practical job skills. Paul and Elder's (2014) critical thinking development theory served as the conceptual framework. Data were collected from interviews with business professors primarily in several regions of the United States. Five themes emerged: 1) going across contexts; 2) case method teaching; 3) discussing and collaborating; 4) building information literacy; and 5) learning from experts. The five themes comprise Critical Thinking Development by Social Media (DSM). Business professors perceive social media as having influenced the critical thinking skills of undergraduates through intentional, industrious learning as represented by DSM. Business professors perceive social media as having influenced the practical job skills of undergraduates through intentional, industrious learning as represented by DSM with emphasis on phases 3) discussing and collaborating, and 5) learning from experts. The implications touch on academic institutions, business schools, business deans, other educators, and employers. Future research may offer case studies of social media and critical thinking projects at higher education institutions.