ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Scientific Approach and What-If-Not Strategy Utilization towards Students&apos; Mathematical Problem Posing Ability
Author: Putra, Harry Dwi
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary School Mathematics,Mathematics Skills,Problem Solving,Mathematics Tests,Mathematics Achievement,Learning Strategies,Student Attitudes,Mathematics Instruction,Teaching Methods,Instructional Effectiveness

Activities that play a significant role in mathematical thinking and problem-solving are mathematical problem posing. Scientific Approach with What-If-Not strategy (SA-WIN) is innovative learning that can improve the Mathematical Problem Posing Ability (MPPA) of students rather than Conventional Teaching (CT). This study aims to analyze the improvement of students' MPPA between those using PS-WIN and CT through N-gain test and t-test, student perception on PS-WIN and student difficulties in completing MPPA tests through descriptive analysis, and interactions between PMA and learning approaches to improve MPPA trough two-way ANOVA. The study was a pretest-posttest control group design. The sample of this study was 68 students of XI grade in one of SMAN in Cimahi, Indonesia. Instruments of this study were an MPPA test that has been validated through trials, a Prior Mathematical Ability (PMA) test and a student's perception scale on SA-WIN which had been validated by two experts. This study found that the improvement of students' MPPA using SA-WIN was better than students who used conventional teaching. Student MPPA scores are at a medium level. Most students who use conventional teaching have difficulties in solving problems in the MPPA test. Learning using SA-WIN encourages students to be active in asking questions, discussing, and solving MPP problems. Students give a positive perception of SA-WIN. There was no interaction between PMA and the teaching approach to improve the MPPA of students.
EECN: Analysis, Potency, Benefit for Students Knowledge and Attitude to Conserve Mangroves and Coral Reefs
Author: Sigit, Diana Vivanti
Date: 2020-01-00
Type: Journal Articles
Subjects: Environmental Education,Student Attitudes,Conservation (Environment),Knowledge Level,Networks,Foreign Countries,Universities,Scores,Student Surveys,Models,Teaching Methods,Plants (Botany),Marine Biology

The purpose of this study was to measure student knowledge and attitudes in conservation of mangroves and coral reefs, introducing and applying Environmental Education Community Network (EECN) to students in wider scale. The method used in this research is a descriptive method and used a survey for gathering data. Samples were selected with simple random sampling in several schools and Jakarta State University. The results showed Average score of knowledge students from all levels were with low category. Average score of attitudes students from all levels were with high category. Students' knowledge was still low and attitudes in terms of mangroves and coral reefs were high. This result showed that students need a model that could enhance knowledge and attitude to conserve mangroves and coral reefs. EECN is one model that have the potential to empower students' knowledge and attitude in protecting the environment.
Evaluating the Use of Multicultural-Based Short Story Appreciation Textbook to Teach Prose-Fiction Appreciation Course
Author: Sholehhudin, Muhamad
Date: 2020-01-00
Type: Journal Articles
Subjects: Literary Genres,Literature Appreciation,Textbooks,Multicultural Education,Teacher Attitudes,Student Attitudes,Fiction,Prose,Instructional Effectiveness,College Faculty,College Students,Foreign Countries,College Instruction

The objectives of this research are (1) revealing the lecturers and students' perception on the use of multicultural-based short story appreciation textbook in teaching prose-fiction appreciation course; and (2) evaluating the effectiveness of multicultural-based short story appreciation textbook in teaching prose-fiction appreciation course. This study employed a mixed-method approach by combining evaluative descriptive research design and experimental design to evaluate multicultural-based short story appreciation textbook in private universities in East Java, Indonesia. The data were gathered via interview, questionnaires, documentation, and test. While choosing the experimental and control group from each university, the sampling technique used was cluster random sampling. The results reveal that both the lecturers and the students showed their positive responses and attitudes towards the use of multicultural-based short story appreciation textbook in teaching prose-fiction appreciation course. They asserted that the textbook could motivate the students in learning prose-fiction appreciation course. It is inferred that the use of multicultural-based short story appreciation textbook is more effective than the use of previously common textbook used by the lecturers to teach prose-fiction appreciation.
Leadership and Functional Competence Development in Teachers: World Experience
Author: Berestova, Anna
Date: 2020-01-00
Type: Journal Articles
Subjects: Teacher Leadership,College Faculty,Teacher Attitudes,Leadership Training,Faculty Development,Teacher Competencies,Universities,Foreign Countries,Teacher Education,Secondary School Teachers

Teacher leadership is closely related to the level of professional competence. However, at the present development stage of the education system, this concept is not always fully understood and taken into account. The purpose of our research is to study the level of leadership of Russian school and university teachers, as well as to identify problems and suggest possible solutions. The survey involved 111 school teachers and university lecturers. The selection criterion is explained by the fact that leadership may vary depending on the level of education. This sample will allow us to consider the issue more widely. In the course of our research, the authors identified the following problems: the concept and importance of teacher leadership are not fully understood; consequently, teacher leadership is not fully implemented. This fact negatively affects professional competence development. These problems can be solved by the creation of special courses, the exchange of experience, the encouragement of teacher leaders and the introduction of the idea of teacher leadership in pedagogical universities.
Effect of 3D Visualization on Students&apos; Critical Thinking Skills and Scientific Attitude in Chemistry
Author: Astuti, Tiwi Nur
Date: 2020-01-00
Type: Journal Articles
Subjects: Chemistry,Critical Thinking,Thinking Skills,Scientific Attitudes,Science Instruction,Grade 10,High School Students,Visualization,Student Attitudes,Computer Simulation,Research and Development,Comparative Analysis,Pretests Posttests,Foreign Countries,Blended Learning,Teaching Methods,Science Tests,Computer Software

The 3D visualization program paves the way for the development of virtual reality. This study produces a 3D visualization program in virtual reality to increase high school students' critical thinking skills and scientific attitude. The Research and Development (R&amp;D) method was based on the ADDIE model - analysis, design, develop, implement, and evaluate with quasi experimental -- posttest design. The data of students' scientific attitude was collected through questionnaire adapted from several books and jounals, and those of the students' critical thinking skills was collected through chemical bonding test. A total of 96 grade 10th students were cluster randomly selected from senior high school in Gunungkidul Regency, Yogyakarta, Indonesia. The samples were set into three different classes, namely Class CG using a wet laboratory, Class EG-1 using a virtual reality laboratory integrated hybrid learning, and Class EG-2 using both of them. Based on the MANOVA test, it was found that students who used 3D visualization had better results in critical thinking skills and scientific attitudes.
EFL Teachers&apos; Attitudes towards Language Learners: A Case of Multicultural Classrooms
Author: Kustati, Martin
Date: 2020-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Outcomes of Education,Instructional Materials,Course Content,Barriers,Islam,Religious Education,Secondary School Teachers,Learning Processes,Cultural Pluralism,Student Diversity,Positive Attitudes,Negative Attitudes,Native Language,Cultural Background,Social Influences,Teacher Student Relationship,Foreign Countries

The purpose of this quantitative and qualitative mixed research is to describe the impact of English teachers' attitude on the learning outcomes of multicultural students in six Islamic secondary schools. The obstacles faced in teaching these students were also investigated. About 30 respondents that comprised 20 female teachers and 10 male teachers filled out questionnaires. From these teachers, 12 English teachers were further selected for interviews and classroom observations. The findings of the study revealed that 90% of the teachers had positive attitudes towards multicultural students and gave positive impacts to the students' good learning outcomes. Meanwhile, 10% of the teachers had a negative attitude towards multicultural students, and this gave negative impacts on the students' low learning outcomes. Moreover, the obstacles faced by English teachers in the learning process with these students come from the content of English teaching materials, from within the students themselves, and from the environmental responses to the different linguistic, social, and cultural conditions of these students. To overcome these obstacles, some teachers used various learning strategies that could accept and appreciate the multicultural conditions of students. Some of the strategies that these teachers use are further discussed in the paper.
Teachers&apos; Reported Use of Marzano&apos;s Instructional Strategies in United Arab Emirates K-12 Schools
Author: Almekhlafi, Abdurrahman Ghaleb
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Strategies,Teacher Effectiveness,Elementary School Teachers,Secondary School Teachers,Differences

Successful teaching depends on many factors, including the application of effective instructional strategies. However, teacher perception of instructional strategy application in the classroom is of paramount importance. Empirical research conducted by Marzano and others showed that there are instructional strategies that improve teaching outcomes. Based on his pedagogical research, Marzano suggested nine instructional strategies that teachers could use for effective teaching. The present study investigated teachers' reported use and implementations of those instructional strategies in their own classes. The study participants included 512 teachers from K-12 schools in the United Arab Emirates. The differences between participants concerning their reported utilization of Marzano's strategies were also investigated. The results of the study showed that teachers in the United Arab Emirates (UAE) are very much aware of and familiar with Marzano's instructional strategies. Other results also demonstrate that UAE schools' teachers have already been practicing Marzano's instructional learning strategies in addition to the contextual common practice strategies that they have been trained to use and have adapted in their own classes. However, differences between teachers' reported use were not prevalent. Recommendations are provided and the implications of the study's findings are discussed.
Comparing Math Anxiety of Scientific Facilities Students as Related to Achievement, and Some Variables
Author: Al-Shannaq, Mamoon M. Mubark
Date: 2020-01-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Achievement,Correlation,Calculus,Foreign Countries,Gender Differences,Undergraduate Students,College Science,Required Courses,Help Seeking,Prior Learning,Grade Point Average,STEM Education

This paper examines the relationship between mathematics anxiety and students' performance, gender, length of the studies and postponed calculus courses in scientific faculties. The data were collected from Calculus 2 students at the Hashemite University during the academic Year 2015/2016. The student sample consisted of 179 students with both genders. The instrument of the study was Electromagnetics Mathematics Anxiety Rating Scale (EMARS), with subscales (usefulness, confidence, fear of asking for help, persistency). The modified EMARS instrument is a five-point Likert scale which consists of (15) items. To analyze the data, the researchers found correlations, means, standard deviations, T-value, and ANOVA. The results show that there was negative effect between mathematics anxiety and mathematics performance, also there were no gender differences in mathematics anxiety. In relation to length of the studies, faculty, and postponement, the study found that mathematics anxiety scores were significantly higher for seniors, information technology students, and for students that had postponed their mathematics studies.
Enhancing Self-Regulation Skills through Group Investigation Integrated with Think Talk Write
Author: Listiana, Lina
Date: 2020-01-00
Type: Journal Articles
Subjects: Self Management,Student Improvement,Student Attitudes,Foreign Countries,Preservice Teachers,Cooperative Learning,Teaching Methods,Biology,Anatomy,Science Instruction,Instructional Effectiveness

This study aims to (1) determine the difference between the improvement in students' self-regulation skills before and after the implementation of the GITTW learning strategy, and (2) describe students' perception of the skills of selfregulation before and after the implementation of the GITTW learning strategy. This is pre-experimental research using a one-group pre-test-post-test design. The population was made up entirely of students in their sixth semester at the Biology Education department who programmed the Physiology Anatomy of Human Body course in the 2017/2018 academic year in the Teacher Training and Education Faculty at University of Muhammadiyah Surabaya, Indonesia. The samples comprised of 20 students from one class. The data of students' self-regulation skills were obtained from the score of an essay test and inventory method. The data were analysed using descriptive and inferential statistics with the N-gain test. The results showed that the students' self-regulation skills improved after the implementation of the GITTW learning strategy. This can be seen from the average pre-test score of 36.2, the post-test score of 74, the average gain of 37.8 and the average N-gain of 0.60 included in the medium category. The average inventory self-regulation skills score before the implementation of the GITTW learning strategy reached 76.57%, including the strong category, and after it reached 80%, including the very strong category.
Mathematics Teaching Using Word-Problems: Is It a Phobia!
Author: Khoshaim, Heba Bakr
Date: 2020-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Word Problems (Mathematics),Mathematics Anxiety,Problem Solving,Mathematics Skills,Negative Attitudes,Student Attitudes,Fear,Self Efficacy,Mathematics Teachers,Teacher Attitudes,College Faculty,College Mathematics,Foreign Countries

The mathematics education community has long emphasized applying wordproblem tasks in mathematics classrooms to foster understanding of mathematical concepts. As such, teachers of mathematics are eager to expose students to wordproblem mathematical tasks. However, students find such mathematical tasks particularly challenging, leading teachers to avoid implementing such wordproblems in classrooms. This study investigates the reasons behind the challenges that face students when working on word-problem tasks. The researcher applied a short questionnaire followed by interview sessions. The results revealed that students' inadequate skills and negative attitude towards mathematics led to increased difficulties in solving such tasks. Unaddressed, these difficulties result in increased stress and anxiety in the classroom, and eventually develop into a fear phobia of world problems. The findings also revealed that teachers must understand the importance of such tasks so they can commit the appropriate time and effort into its application. The study recommended having meaningful, handson, reader-friendly tasks that are relatable to students' lives and that are relevant to their interests.
E-Task-Based Learning Approach to Enhancing 21st-Century Learning Outcomes
Author: Al Kandari, Ali M.
Date: 2020-01-00
Type: Journal Articles
Subjects: 21st Century Skills,Outcomes of Education,Electronic Learning,Task Analysis,Teaching Methods,Kindergarten,Scoring Rubrics,Instructional Effectiveness,Learning Activities,Performance Based Assessment,Instructional Design,Foreign Countries

Building a learning environment for students to meet educational objectives is a major challenge facing education stakeholders, particularly teachers. This study aimed to design and implement an e-task-based approach (eTBA) and examine its impact on 21st-century learning outcomes (21st-CLOCs)--namely, critical thinking and problem solving, collaboration across networks, agility and adaptability, effective communication, initiative and entrepreneurialism, accessing and analyzing information, and curiosity and optimism--in a kindergarten sample (N = 22). A mixed-methods approach was adopted. Observation forms and rubrics were designed and used to collect evidence on 21st-CLOCs, and a repeated-measures analysis of variance was used to measure patterns of progress during a 24-week experiment. Over the course of 12 experience task activities, the 21st-CLOCs developed significantly. Children's overall learning outcomes improved as a result of the e-task-based approach applied in this study. Experiencing three task activities was enough for children to cope with the outcomes, with respect to children's individual variations. Further research is required to apply the e-task based approach to different contexts and grade levels.
Integrating Instruction Approach with Learners&apos; Cognitive Style to Enhance EFL Indonesian Students&apos; Writing Achievement
Author: Sujito
Date: 2020-01-00
Type: Journal Articles
Subjects: Cognitive Style,Writing Achievement,Second Language Learning,English (Second Language),Second Language Instruction,Teaching Methods,Writing Improvement,Writing Instruction,Process Approach (Writing),Writing Teachers,Student Needs,Foreign Countries,College Students

This research was conducted to find the interactive influence between the teaching approach of writing and the type of cognitive style of students to the improvement of students writing ability. There are three teaching approaches applied in this research: product oriented, process oriented and multidimensional approach. Student cognitive style as a moderator variable is divided into three types: Field Independence (FI), Neutral (N) and Field Dependent (FD) cognitive style. The study yielded three findings. First, students who have FI cognitive style experience improved writing skills when they are given product-oriented writing teaching. Students who have N cognitive style have an increased ability to write higher if they are given multidimensional-oriented writing teaching. Students who have FD cognitive style have high writing skills if they are given process oriented writing teaching. In general, the study recommends the writing teachers use multidimensional-oriented teaching. Researchers also recommend to TEFL practitioners to consider students' cognitive style as one of the learning condition variables. These considerations should be used as a basis for determining teaching methods that are appropriate to the needs of students to produce student optimum achievement.
Metacognitive Monitoring in Test-Taking Situations: A Cross-Cultural Comparison of College Students
Author: Coutinho, Mariana V. C.
Date: 2020-01-00
Type: Journal Articles
Subjects: Metacognition,Foreign Countries,Cultural Differences,Accuracy,Testing,Undergraduate Students,Prediction,Psychology,Introductory Courses,Scores,Difficulty Level,Confidence Testing

In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of practice in monitoring accuracy, 69 students made confidence judgments in two consecutive exams. In Experiment 3, to evaluate whether rating one's confidence aids exam performance, 172 students completed the exam either with or without providing confidence judgments. In all three cultures, confidence judgments were accurate indicators of performance, but there were significant cross-cultural differences that probably arose from regional educational practices. Additionally, global judgments were subjected to bias. Whereas American students overestimated their performance, Emiratis underestimated it. Practice alone with confidence judgments did little to improve monitoring accuracy. But there was a significant benefit for students who rated their confidence compared to those that did not. The results are discussed in light of the literature on metacognitive accuracy.
MoLearn, a Web-and Android-Based Learning Application as an Alternative for Teaching-Learning Process in High Schools
Author: Sunarto, M. J. Dewiyani
Date: 2020-01-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Computer Software,Science Teachers,Biology,Geography Instruction,Needs Assessment,Telecommunications,Handheld Devices,Teacher Attitudes,Student Attitudes,Usability,Technology Uses in Education,Web Based Instruction,High School Students,High School Teachers,Administrator Attitudes,Pretests Posttests,Models,Foreign Countries

The purpose of this study is to develop a Web- and Android-based learning application for high school students, named MoLearn. To meet teacher needs, a preliminary study was conducted by conducting interviews and field observations. The design and development follow the ADDIE model, with stages namely (1) analysis of needs, (2) design of interface, (3) development / construction, (4) implementation and (5) evaluation. The research subjects were educators who were members of the Biology and Geography MGMP, along with their students. The evaluation was carried out to the educators representing the respective MGMP, carried out by distributing questionnaires, and triangulation using the UI/UX test. Data analysis was performed with qualitative descriptive technique and descriptive statistic. Based on data analysis, the results show that all educators agree that (1) MoLearn's appearance is attractive and convenient to use, (2) MoLearn can fulfill learning needs, and (3) MoLearn has fulfilled the requirements as a learning model that utilizes Information Technology.