ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Problem-Based Learning on Problem-Solving Skills in English Language Teaching
Author: Kök, Fatma Zehra
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Problem Based Learning,Problem Solving,College Students,Foreign Countries,Program Effectiveness,Student Attitudes

The purpose of this mixed-methods sequential explanatory study is two-fold. It is intended first, to determine the effect of problem-based learning (PBL) on problem-solving skills, and second, to reveal student opinions regarding PBL. A quasi-experimental design with a pre-test and post-test control group was preferred in the quantitative dimension, while in the qualitative dimension, a case study design was adopted. The study group of the quantitative dimension consists of 46 students who study at the School of Foreign Languages of a public university in Türkiye. 23 of these students participated in the experiment, while 23 of them were included in the control group. The study group of the qualitative dimension is eight students who were selected from the experimental group. Problem Solving Inventory (PSI) was used to collect quantitative data, whereas a standardized open-ended interview form was used to collect qualitative data. Quantitative data were analysed through SPSS 22 package program. The qualitative data were analysed descriptively. Where PBL was applied, there was a significant increase in the problem-solving skills of the experimental group compared to the control group in which PBL was not applied. Qualitative data have pointed out that PBL improves problem-solving skills, academic skills, social skills, and language skills. Nevertheless, the long-term application period had a demotivating effect.
The Effect of Students&apos; Exam Anxiety on High School Entrance Exam Success: The Moderator Role of Parental Exam Anxiety
Author: Genç, Ahmet
Date: 2023-00-00
Type: Journal Articles
Subjects: Anxiety,High Schools,High Stakes Tests,Admission Criteria,Admission (School),Attribution Theory,Parent Child Relationship,Correlation,Grade 8,Middle School Students,Scores,Test Anxiety,Foreign Countries,Likert Scales,Student Attitudes,Parent Attitudes

This research is a causal study that examines the moderator role of parental exam anxiety in the relationship between eighth-grade students' exam anxiety and high school entrance exam success. Participants of the study consisted of a total of 353 eighth-grade students attending seven different middle schools in the North region of Türkiye. Personal Information Form, Test Anxiety Scale for Parents and Children were used as data collection tools. Pearson Product-Moment Correlation Coefficients were calculated for descriptive analysis of the data. Bootstrap method was used to estimate sampling distributions. In the study, 5000 bootstrap were used and the confidence intervals were determined as 95%. Analyses showed that parental exam anxiety played a moderator role in the relationship between children's exam anxiety and high school entrance exam scores.
Studying Teacher Shortages: Theoretical Perspectives and Methodological Approaches
Author: Marín Blanco, Ana
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Shortage,Foreign Countries,Comparative Education,Educational Policy,Models,Teaching Conditions,Professionalism,Teacher Attitudes,Job Satisfaction,Teacher Persistence,Faculty Workload,Social Status

Teacher shortages are a phenomenon of growing international concern. The causes of this phenomenon are the focus of the research project What About Teacher Shortage (WATS up), which uses an international comparative perspective to analyse teacher shortages in Denmark, Germany, and Sweden. Because the nature of teacher shortages' development is complex and influenced by several interacting factors, this theoretical article accounts for the complexity of the phenomenon and introduces a theoretical and methodological model for empirical research. The theoretical starting point is a policy problem approach; more precisely, one that adapts Bacchi's model on focusing 'what the problem is represented to be' (WPR). Due to variations between the studied countries, a multiple case design is chosen as the methodological approach. This allows an individual analysis as well as a comparison of the countries. A methodological model comprising 8 parameters and 23 indicators summarizes the interacting factors influencing teacher shortages.
Teacher Noticing as a Driver of Interaction Patterns in Science Classrooms
Author: Khoza, Hlologelo Climant
Date: 2023-00-00
Type: Journal Articles
Subjects: Science Instruction,Teacher Student Relationship,Preservice Teacher Education,Case Studies,Video Technology,Recall (Psychology),Classroom Communication,Foreign Countries,Classroom Techniques,Teaching Methods,Teacher Attitudes,Interaction Process Analysis,Secondary School Teachers,Chemistry,Scientific Concepts,Discourse Analysis

Teachers' responses to student contributions in science classroom influence the resulting classroom interaction. To establish a heightened interaction, teachers need to use specific discursive moves. Using the notion of noticing as a lens, in this qualitative case study, I report on how the notion of noticing and responding with a suitable discursive move is important for science teachers to drive interaction. I use data from two South African science teachers' lessons and video-stimulated recall interviews (VSRI) to show instances where they employed specific discursive moves as a result of noticing and the interaction unfolded in a dialogic manner and instances where they 'failed' to notice a pertinent feature of a student's contribution and the interaction did not move beyond the initiation-response-evaluation (IRE) triad. I discuss the significance of teacher noticing in science classrooms as it influences how the interaction unfolds. I also offer implications for pre-service science teacher education.
Enhancing Mathematical Literacy Ability through Guided Inquiry Learning with Augmented Reality
Author: Pujiastuti, Heni
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Inquiry,Teaching Methods,Physical Environment,Simulated Environment,Synthesis,Information Technology,Computer Simulation,Instructional Effectiveness,Mathematics Instruction,Geometry,Mathematics Achievement,Middle School Students,Foreign Countries

Mathematical literacy is important for students to formulate, use and interpret mathematics in various contexts. The aim of this research is to determine the effectiveness of Guided Inquiry Learning-Augmented Reality (GILAR) on mathematical literacy ability. This research method used a quasi-experimental pretest and posttest design with a non-equivalent control group. The pretest and posttest questions are in the form of a description of the material in the geometry. The subjects of this study were 30 experimental class students and 30 control class students i.e. 15 males and 15 females. In the experimental class, GILAR is used while in the control class direct instruction learning is used. The results showed that GILAR was more able to improve students' mathematical literacy skills than direct instruction learning. The results of the N-gain show that the experimental class produced 58.88% while the control class was 45.77%. Based on these results, learning by using GILAR can improve mathematical literacy skills in junior high school students. This study recommended using augmented reality in the school mathematics curriculum to address the students' mathematical literacy. Furthermore, it needs to conduct a similar study at the university level. Then, to respond to the COVID -19 outbreaks, it is necessary to implement augmented reality.
Data-Driven Decision Making as a Model to Improve in Primary Education
Author: Athanatou, Maria
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Education,Decision Making,Data Use,Models,Educational Improvement,Theories,Self Evaluation (Individuals),Elementary School Teachers,Self Concept,Information Technology,Telecommunications

The digital evaluation field is a new area that arises in the core of education and studies highlight the importance of editing data as well as using ICT to drive internal school improvement. Data- Driven Decision Making (DDDM in advance) executes relatively simple models on carefully targeted data extracted through target questionnaires. This article contributes to the creation of a DDDM plan that considers the evaluation of a primary school in Greece. The research design is based on the DigCompOrg model and uses a quantitative technique through a questionnaire. The results presented include the analysis of the teaching team. Extracted data enabled the researchers to identify the requirements that the specific school must meet in order to proceed with self-evaluation in its digitalization process. The percentage results for teachers' self-perception of ICT use in lessons, teachers' digital competence, digital content use, pedagogical evaluation, digital communication with parents and digital support of school leadership indicated that significant changes in ICT integration continue to occur in the specific primary school, ICT culture and most of its components. For these reasons, this article presents a proposal for a DDDM theoretical model plan for primary school improvement presented at the end.
Instructional Methods in Emergency Online Teaching: The Case of a Latin American Business School
Author: Valcazar, Edy
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Electronic Learning,College Faculty,Teacher Attitudes,Asynchronous Communication,Synchronous Communication,Foreign Countries,Business Schools,Business Administration Education,Masters Programs,COVID-19,Pandemics,Educational Technology

Instructional methods have an impact on the learning process and the quality of educational services aimed at accomplishing learning objectives. The purpose of this paper is to examine the most preferred instructional methods during emergency online teaching used by instructors. The data was collected through semi-structured interviews with 36 full-time and part-time faculty members belonging to an accredited Hispanic business school. The results showed that faculty used many different instructional methods during synchronous and asynchronous sessions. Similarly, there is a relationship between the professors' academic areas and the instructional methods used. Based on these results, this study proposes a reference model of instructional methods for higher education based on professors' experiences during emergency online teaching that includes five categories: group methods, active methods to contribute to the development of competencies, methods to ascertain prior knowledge, methods that promote understanding through the organization of information and methods that use digital tools. The originality of the study lies in the fact that it analyzes the migration experience from in-person to online teaching at an accredited Hispanic business institution.
Development of Outcomes-Based Instructional Materials in Professional Teacher Education Courses for a Flexible Set-Up
Author: Romarate, Marilou Alciso
Date: 2023-00-00
Type: Journal Articles
Subjects: Outcome Based Education,Material Development,Instructional Materials,College Faculty,Preservice Teachers,Foreign Countries,Teacher Attitudes,Student Attitudes

This study developed outcomes-based instructional materials in three professional teacher education courses based on an assessment of the different kinds of instructional materials used, their availability and frequency, challenges faced by faculty members and students in using the instructional materials and the perceived need to develop instructional materials. A descriptive research design was used to collect data while a developmental research design was applied for the development of outcomes-based instructional materials. The researchers constructed a questionnaire using a 4-point Likert scale. The online questionnaire was completed by 38 faculty members and 655 pre-service teachers from Batangas State University, Philippines. The data collected were analyzed using descriptive statistics and the Mann-Whitney U Test. The results showed that there are various instructional materials used in the three professional courses and they are used based on appropriateness and suitability. Both faculty members and pre-service teachers faced similar challenges in the utilization of these instructional materials as revealed by the Mann-Whitney U Test. These findings served as the basis for the development of three outcomes-based instructional materials that followed the sequence of activity, analysis, abstraction, and application. The instructional materials were subjected to evaluation and found satisfactory in content and format. Recommendations given were incorporated in the final copy.
Measuring the Degree of Satisfaction among Preparatory Year Students Regarding the Virtual Lessons and Educational Platforms in the Universities of the Kingdom of Saudi Arabia during the COVID-19 Pandemic
Author: Abu-Zaid, Nahed
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Satisfaction,Electronic Learning,Educational Technology,COVID-19,Pandemics,Students with Disabilities

This study aims is to examine the degree of satisfaction among students in the preparatory year at the Prince Sattam Bin Abdul Aziz University (PSAU) and Imam Abdul Rahman Bin Faisal University (IAU) regarding the virtual lessons and educational platforms during the 2019 coronavirus pandemic. It focused on the educational services provided through educational platforms and virtual lessons especially those that replaced traditional lessons during the pandemic period as an alternative option for continuing the educational process and the difficulties they faced during the pandemic. The sample represented a transitional stage between secondary and university education and the results were based on the opinions provided by males, females and students with disabilities. In addition, the study relies on a descriptive and analytical approach and contains 31 questions that were given to 276 undergraduate students. It was found that the virtual lessons through the educational platforms were a good solution for the students because they saved time and effort and supported students with disabilities. The results also showed that 78.5% expressed satisfaction with using virtual lessons and educational platforms which indicates the success of the process of transitioning to distance education during the COVID-19 pandemic. The two universities were recommended to make the necessary improvements.
Analysing the Listening Texts in the Textbooks Used in Teaching Turkish to Foreigners in Terms of Word Types: New Istanbul Turkish for International Students Course Book A1
Author: Özkan, Erdost
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary,Textbooks,Turkish,Second Language Instruction,Listening,Nouns,Verbs,Foreign Students,College Students,Second Language Learning,Listening Skills,Language Skills,Textbook Content

The purpose of this study is to examine the vocabulary included in listening texts in the textbooks used in teaching Turkish to foreigners according to their types. The study was limited to New Istanbul Turkish For International Students Course Book-A1 level. Accordingly, a total of eighteen listening texts in six units were analyzed. The document analysis method was used in the study. For this purpose, the words in the listening texts were analyzed as nouns, verbs, and phrases according to the distinction in the word list in the source of the study. In the analysis of the texts, the word types in the listening texts were compared with the word list shared with the reader at the end of each unit, and this ratio was reflected in the word types of tables with numerical values. Accordingly, a total of 592 words were included in eighteen listening texts. Of these, 429 are nouns, 129 are verbs and 34 are phrases. While a total of 957-word types are included in the word lists given in the book, 754 of them are nouns, 179 of them are verbs and 24 of them are phrases. When the word types within the listening texts in the book were analyzed, it was found that 149 out of 592-word types were used again. Another comparison is related to common uses. The word types in the listening texts were compared with the word lists in the textbook and 137 common word types were found. When at the distribution of word type preferences in the listening texts from the first unit to the last unit, it is observed that nouns, verbs, and phrases are partially distributed in a balanced way.
Collaborative Summative Assessment: Means for Enduring Learning and Attainment of 21st Century Skills in the Online Platform
Author: Suaco, Thea P.
Date: 2023-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Summative Evaluation,21st Century Skills,Skill Development,Electronic Learning,Student Evaluation,High School Students,Distance Education,Gender Differences,Foreign Countries,Private Schools,Individual Differences

The use of collaborative assessment as a form of summative evaluation during online learning targets Sustainable Development Goal (SDG) 4 which aims at ensuring sustainable development in education through student assessment. Moreover, collaborative assessment is an interactive process that enables students to work together and get engaged in shared decision-making toward mutually-defined goals. This research aimed to examine the impact of online distance learning on collaborative assessment among High School students according to grade level and sex. This research will help educate learners on the value of collaboration during online distance learning, and will strengthen global citizenship. This study used a cross-sectional survey of quantitative research design with 252 high school students as participants. Significant findings revealed that both Junior and Senior high school students, as well as male and female students, agree that collaborative summative assessment during online learning helped them in the attainment of good academic performance, easier completion of tasks, enhanced communication skill, evident cooperation, and submission of quality output. Moreover, inferential analysis showed no significant difference on the impact of online distance learning on collaborative summative assessment as perceived by grade level, t(17) = 2.11, p = 0.15 and sex, t(17) = 2.11, p = 0.24. Therefore, regardless of grade level and sex, the new mode of learning platform proved to be an efficient avenue for students to work together in the achievement of a common goal despite the challenges presented by online distance learning.
Critical Thinking Instruction Incorporated in Cross-Cultural Communication Course Design: A Needs Analysis Report Based on Voices of Chinese International College Undergraduates
Author: Huang, Xichang
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Students,Undergraduate Students,Intercultural Communication,Critical Thinking,Thinking Skills,Measures (Individuals),Foreign Countries,Student Attitudes,Needs Assessment,Academic Achievement,Cultural Awareness,Educational Cooperation,International Cooperation,Instructional Design,Course Descriptions

Critical thinking represents one of the most absolutely vital talents for every individual, both in the workplace and in their personal lives. Critical thinking has become a primary concern for all educational institution students in recent decades, particularly Chinese undergraduates. The intention of this study was to investigate the needs analysis of Chinese international college undergraduates' perceptions of critical thinking skills incorporated into a cross-cultural communication course, as well as their expectations of critical thinking skills instructional coursework throughout the cross-cultural communication context. Throughout this mixed-methods investigation, 78 Chinese international college students volunteered to complete a critical thinking disposition inventory (CTDI) as the primary research instrument, in addition to a semi-structured interview. The research uncovered that Chinese international undergraduates exhibited unclear notions of critical thinking abilities. As a byproduct of China's education system, the majority of Chinese international college undergraduates were flooded with dismissive attitudes toward critical thinking abilities. In order to control their academic advancement in a more critical and analytical fashion, Chinese students expressed a pressing need for critical thinking skills to be included in their cross-cultural communication course.
Development of Grade 11 Student Learning Achievements on Quadratic Functions Using Brain-Based Learning (BBL) Management
Author: Thonsakul, Sirinan
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 11,Mathematics Instruction,Mathematical Concepts,Teaching Methods,Mathematics Achievement,Secondary School Students,Instructional Effectiveness,Foreign Countries

Integrating the knowledge of neurology in teaching has been an idea for learning management design for decades. The current study found the potential of brain-based learning (BBL) for developing high school students' mathematics learning achievement. The purposes of the study were to investigate the effects of BBL learning management on grade 11 students' learning achievement of quadratic functions and to examine students' satisfaction with the BBL as the main principle of learning activities design. The participants were 36 grade 11 students selected by the cluster sampling method. The instruments were brain-based learning management, a learning achievement test, and a satisfaction questionnaire. The statistics used in data analysis were percentage, mean score, standard deviation, a paired t-test, and the index of effectiveness with the determining criteria of 75/75. The findings indicate the benefits of the BBL on mathematics education. They illustrate how learners nearing the end of high school could understand a complex mathematical idea using the BBL instructional strategy.