ethanporcaro/eric-fulltext-meta huggingface dataset:
The Analysis of the Problems Posed by Pre-Service Elementary Teachers for the Addition of Fractions
Author: Dogan-Coskun, Sumeyra
Date: 2019-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Addition,Fractions,Mathematics Teachers,Mathematics Instruction,Elementary School Teachers,Foreign Countries,Teaching Methods,Elementary School Mathematics

The purpose of this study is to analyze pre-service elementary teachers' problems in terms of the different meanings of the addition of fractions and to determine the types of errors made in these problems. Data were collected from 83 pre-service elementary teachers in the spring semester of the 2016-2017 academic year by means of a problem posing test related to the addition of fractions. The problem posing test consisted of four questions asking pre-service elementary teachers to pose a problem corresponding to fractions given in a symbolic form. After the problems posed by pre-service elementary teachers were categorized as a problem, not-a-problem, or unable to pose a problem via content analysis method, the meanings, part-part-whole and joining, incorporated into these problems were analyzed. Finally, the types of errors made in these problems were classified. The analysis of the posed problems indicated that although most of the pre-service elementary teachers were able to pose problems, less than one-fourth of these problems were appropriate for the given symbolic form of the addition of fractions. The subsequent meaning analysis of the problems revealed that pre-service elementary teachers were more successful in posing part-part-whole problems than in posing join problems. In terms of error types, the majority of pre-service elementary teachers made the error of failure in establishing part-whole relationship.
Malaysian Rural Secondary School Students&apos; Attitudes towards Learning English as a Second Language
Author: Zulkefly, Farah
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Secondary School Students,Student Attitudes,Second Language Learning,English (Second Language),Case Studies,Language Attitudes,Learner Engagement,Psychological Patterns,Teaching Styles,Language Proficiency,Learning Experience

Students' attitudes towards learning English as a second language is not a new issue, yet much is to be known about the factors that actually affect the students' attitudes, especially those who live in rural areas that are known to have poor perceptions towards as well as poor performance in learning the English language as compared to Malaysian students who live in urban areas. Using Spolsky's (1989) Model of Second Language Learning and Gardner's (1985) Second Language Acquisition Theory, this study examines rural Malaysian students' attitudes towards learning English as a second language. The main objective is to investigate the individual elements or factors influencing rural secondary school students' attitude towards learning the English language. By employing a case study approach, four students from two different grade levels in a rural secondary school were purposely selected and individually interviewed and observed in their learning environments. The data were analysed using within and cross case analyses as well as thematic analysis, in which the authors read and annotated interview transcripts, identified themes, developed a coding scheme and coded the data. The findings suggest that there were two most significant factors influencing the students' attitudes towards the learning of English; i) lessons not catered to students' proficiency levels and interests, and ii) students' individual reactions to negative and positive experiences.
Malaysian Speaking Proficiency Assessment Effectiveness for Undergraduates Suffering from Minimal Descriptors
Author: Saeed, Karwan Mustafa
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,English (Second Language),Language Proficiency,Language Tests,Test Construction,Construct Validity,Test Reliability,Scores,Interrater Reliability,Scoring Rubrics,Evaluation Criteria,Language Fluency

This study was primarily aimed at developing an English-speaking proficiency test and analytic rubrics designed to measure speaking proficiency of Malaysian undergraduates. On the basis of Littlewood's Methodological Framework and Long's Interaction Hypothesis, the researchers derived three speaking tasks from four sources: (a) syllabus of the English language courses at the relevant university, (b) Kathleen Bardovi-Harlig's operationalizing conversation speech acts, (c) IELTS part B speaking test, and (d) task B speaking section of Malaysian University English Test (MUET). A total of 96 undergraduates with four levels of the language proficiency (i.e., low performers, intermediate performers, upper-intermediate performers, and high performers) from a public university in Malaysia voluntarily participated in the study. While two TESOL experts were invited to validate the content of the tasks and the rubrics, two raters rated students' test scores. Construct validity was established through a known-group validity (construct validity) for a known-group comparison of the task performance at the three difficulty levels namely, elementary, intermediate and advanced. The test scores, having good internal consistency (a= 0.89) and inter-rater reliability (ICC= 0.84), yielded speaking proficiency descriptors. This result showed that the test is reliable and valid to diagnose speaking proficiency of Malaysian undergraduates in pursuit of improvement.
The Adaptation of Learning Strategies for Higher Education Scale for Turkish Context
Author: Aydin, Mustafa
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Likert Scales,Learning Strategies,Higher Education,College Students,Test Reliability,Factor Structure,Factor Analysis,Construct Validity

In this study, it is aimed to adapt the LIST scale that was prepared by Boerner et al. (2005) to define the learning strategies of university students, to Turkish. Validity and reliability analysis were made for Turkish form considering the original form. The study was conducted with 754 college students. Firstly, the linguistic equivalency of the scale was completed then the factor structure was analyzed. The factor structure of the scale was commented considering the exploratory factor analysis and parallel analysis results. Statistically irrelevant items were excluded from the scale. Factor analysis results show that the scale was 12 dimensional and consists of 67 items. According to the analyses, the internal consistency of 12 dimensional structure of the scale was adequate with the factors in the scale. Cronbach Alpha values of the factors ranged between 0.74 and 0.92. Furthermore, in order to ensure the reliability of the scale, comparisons of item averages of between sub and super groups were made. It was seen that the results of the comparisons of 27% sub and super groups were significant factor all the items. These results show that the 12 dimensional structure of the scale is valid and reliable to define the learning strategies of university students.
The Effect of Blended Learning on Student&apos;s Learning Achievement and Science Process Skills in Plant Tissue Culture Course
Author: Harahap, Fauziyah
Date: 2019-01-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Teaching Methods,Science Process Skills,Science Achievement,College Students,College Science,Biology,Conventional Instruction,Instructional Effectiveness,Plants (Botany),Foreign Countries

The purpose of this research was to know the effect of blended learning strategy on learning achievement and science process skills of students in plant tissue culture course in the Universitas Negeri Medan. The research method was quasi experiment. The population of this study was all semester VIII students of biology education program. The study sample consists of two classes, namely: class A known as control class who were taught by conventional learning strategy and class C known as experiment class who were taught by blended learning strategy. They were selected using cluster random sampling technique. The results of the study showed that tcount = 3.769, P= 0.001 at the level significance of 0.05 in learning achievements score. It also showed that tcount = 5.435 &gt; ttable = 1.661 P= 0.001 at the level significance of 0.05 in science process skills score. Based on the study result, it can be concluded the blended learning strategy found significantly more effective in enhancing students' learning achievement and science process skills in plant tissue culture course as compared to the conventional learning strategy.
The Problem of Students in Reading the Quran: A Reflective-Critical Treatment through Action Research
Author: Supriyadi, Tedi
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Muslims,Religious Education,Biblical Literature,Reading Skills,Reading Instruction,Teaching Methods,Reading Comprehension,Action Research,Reading Improvement,Undergraduate Students,Nursing Students,Outcomes of Education,Instructional Effectiveness,Reading Fluency,Memorization

To improve the skill in reading the Quran correctly, students need to be given skills in learning to read the Quran quickly and effectively so that they can know the Arabic alphabet well, pronounce it correctly, understand the elocution of reading, and understand its meaning well. The action research report presented in this journal article exemplifies the collaborative teamwork involved in making the reflective-critical steps to improve the students' skill from their initial state of being unable to read the Quran smoothly to being able to master its elocution. The subjects of the research were 126 second semester students of Nursing Study Program. The results of the actions showed an improvement in students' skill to read the Quran with a students' skill change rate that reached 90.20%, and with the success rate of students switching from the non-fluent category to the fluent category of reading the Quran that reached 65.08%.
The Relationship between Grade 9 Teachers&apos; and Learners&apos; Perceptions and Attitudes with Their Mathematics Achievement
Author: Mokgwathi, Mathelela Steyn
Date: 2019-01-00
Type: Journal Articles
Subjects: Correlation,Grade 9,Learner Engagement,Student Attitudes,Mathematics Achievement,Foreign Countries,Achievement Tests,International Assessment,Elementary Secondary Education,Science Achievement,Mathematics Tests,Science Tests,Job Satisfaction,Teacher Attitudes,Teacher Student Relationship

The study investigated the relationship between South African Grade 9 teachers' and learners' perceptions and attitudes with their mathematics achievement. The study used a secondary analysis of the TIMSS 2015 mathematics data, guided by the conceptual framework model of Scheerens (2000). The quantitative data collected through teachers' and learners' responses to the questionnaire included teachers' and learners' attitudes and perceptions on mathematics achievement. Multi-level modelling was done using HLM software. The study revealed that learners that like learning mathematics and value mathematics outperform those who don't like it and who don't value it. It was also found that leaners that are confident in mathematics outperformed those who are not confident. An interesting finding was that teacher job satisfaction has no influence on the mathematics achievement of their learners. Another curious finding was that the level of learner engagement in the mathematics lesson also had no influence on their performance.
The Relationship between Iranian English High School Teachers&apos; Reflective Practices, Their Self-Regulation and Teaching Experience
Author: Pazhoman, Hamzeh
Date: 2019-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Metacognition,Correlation,Reflective Teaching,Secondary School Students,Junior High School Students,Language Teachers,Teacher Education,Prediction,Teacher Attitudes,Foreign Countries,Teaching Methods,Teaching Experience

The study examined the relationship between English teachers' reflective practices and their self-regulation. It also explored the relationships between self-regulation and teachers' teaching experiences. To achieve the goal of the study, 103 English teachers from different senior and junior high schools were selected through convenience sampling based on availability and based on their consent to participate in the study. They were asked to complete two questionnaires: the English Language Teaching Reflection Inventory (ELTRI) and the Teacher Self-Regulation Scale (TSRS). The relationship between teachers' reflective practices and their self-regulation was examined by running Spearman correlation coefficient formula. Additionally, the power of reflection and the teachers' experiences in predicting English teachers' self-regulation was investigated by running a multiple regression analysis. The findings revealed a positive relationship between the teachers' reflective practices and their self-regulation. Nevertheless, there were no significant relationships between teachers' self-regulation and their experiences. Reflective practice was also found to be a strong predictor of self-regulation. In light of the results gained, a list of reflective practice techniques for improving English teachers' teaching quality and self-regulation in teacher education were suggested. The results of this study have implications for English language teachers, researchers and teacher trainers in Iran and abroad.
Preservice Teachers&apos; Intention to Recycle and Recycling Behavior: The Role of Recycling Opportunities
Author: Pamuk, Savas
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Intention,Recycling,Behavior Theories,Student Attitudes,Student Behavior,Predictor Variables,Place of Residence,Foreign Countries

The purpose of the study is to grasp preservice teachers' recycling intention via Ajzen's TPB model and to examine the TPB components regarding recycling opportunities of the residence where they lived in childhood, the city where they live at the moment and the university campus. Data were gathered via the scale named TPB survey that covers main TPB components in terms of attitude, subjective norm, personal behavioral control (PBC), intention to recycle, and recycling behavior. From a faculty of education in a university, 834 preservice teachers from different departments participated to study. The results indicated that preservice teachers' attitude, subjective norm, and PBC were found as significant predictors of recycling intentions. Furthermore, preservice teachers' recycling intentions and behavior were differentiated based on the recycling opportunities in their childhood residence, campus, and city.
The Effect of Concrete-Pictorial-Abstract Strategy toward Students&apos; Mathematical Conceptual Understanding and Mathematical Representation on Fractions
Author: Purwadi, I. Made Ari
Date: 2019-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Pictorial Stimuli,Mathematical Logic,Fractions,Teaching Methods,Grade 3,Elementary School Students,Foreign Countries

This study aimed at: (1) determining whether the Concrete-Pictorial-Abstract (CPA) strategy has a positive effect on students' mathematical conceptual understanding (MCU) and students' mathematical representation (MR) on fractions; (2) describing how CPA strategy can improve students' MCU and students' MR on fractions. This research used a mixed method with simultaneous strategy. Sixty-six students participated in the test control group during the quantitative phase. The experimental group employed the CPA strategy teaching method and their test occurred during eight meetings. The descriptive approach was used during the qualitative phase. The members of the experimental group were chosen with certain characteristics in mind. The quantitative data which included MCU and MR were collected using a narrative format. The qualitative data were; (a) students' responses to CPA strategy, (b) group discussion activities, and (c) student products which were collected using (a) thorough interviews, (b) observations collected on forms, and (c) documentation of behaviors. The quantitative data were analyzed using one tailed of MANOVA test with significance level of 5%. The qualitative data were analyzed in 3 stages; (a) data reduction, (b) data presentation, and (c) data verification.
A Team-Based Collaboration Used for the Development of Transnational Online Distance Education Courses
Author: Crowley, Chris
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Distance Education,Forestry,Curriculum Development,Educational Cooperation,International Cooperation,Teamwork,Foreign Countries,College Curriculum,Satisfaction,Educational Quality,Student Attitudes,College Students,College Faculty

Using a team-based course development approach, the University of British Columbia collaborated with the Asia-Pacific Network for Sustainable Forest Management and Rehabilitation (APFNet) and universities from Australia, the Philippines, Malaysia, China, and Canada to design and develop six transnational, online, distance-education courses covering diverse topics such as sustainable forest policy, international dialogues in global forestry issues and forest restoration. The team-based approach is commonly used in online course development to form a cost-effective managerial and development team that manages timelines, coordinates solutions, and oversees budgets, all of which are particularly challenging for an international collaboration among universities across the Asia-Pacific region, due to cultural differences and variations in teaching and learning practices. This paper gives an overview of the design and development of transnational, online, distance-education courses, and the results of a pilot study that put the completed courses through an in-house, evidence-based quality enhancement rubric and a written survey reporting the leading professors' satisfaction with the project management and instructional design services. The quality enhancement rubric showed that the course designs were of high quality and the written survey revealed that the subject matter experts were satisfied overall. However, many improvements were suggested and could be implemented to improve the quality of course design, and the collaboration in orientating subject matter experts to the team-based development process, and in implementing best practices for online course design.
The Impact of Application of Electronic Portfolio on Undergraduate English Majors&apos; Writing Proficiency and Their Self-Regulated Learning
Author: Karami, Samaneh
Date: 2019-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Electronic Publishing,Portfolios (Background Materials),Writing Skills,Self Management,Independent Study,English (Second Language),Student Attitudes,Majors (Students),College Students,Positive Attitudes,Feedback (Response),Foreign Countries,Second Language Learning

The role of technology in educational settings all around the world has changed the methods of teaching and assessment in the last few decades. Unfortunately, the shortcomings of e-learning in Iran has deprived students of many advantages of it. This research paper tries to answer questions regarding the effect of e-portfolio on the students' writing proficiency in the context of learning English as a foreign language and the learners' use of self-regulated learning strategies. Furthermore, the attitude of students towards the use of e-portfolio in the writing class was investigated based on the data obtained through the survey, teacher's field notes, and teachers' observations. The data obtained from English majors at State and Azad Universities in Rasht, north of Iran, was both qualitatively and quantitatively analysed. The findings revealed that the use of e-portfolio had a significant effect on students' writing proficiency and their use of self-regulated strategies. The evidence from the study also showed learners' positive attitude towards the use of e-portfolio, mainly due to its accessibility, convenience, and the feedback they could receive through it.
Conversations on Critical Thinking: Can Critical Thinking Find Its Way Forward as the Skill Set and Mindset of the Century?
Author: Sellars, Maura
Date: 2018-00-00
Type: Journal Articles
Subjects: Critical Thinking,Evaluative Thinking,Thinking Skills,Skill Development,Vignettes,Foreign Countries,Educational Policy,Comparative Education,Cultural Influences,Teaching Methods

The capacity to successfully, positively engage with the cognitive capacities of critical thinking has become the benchmark of employability for many diverse industries across the globe and is considered critical for the development of informed, decisive global citizenship. Despite this, education systems in several countries have developed policies and practices that limit the opportunities for students to authentically participate in the discussions, debates, and evaluative thinking that serve to develop the skill set and mindset of critical thinkers. This writing examines the status of critical thinking in four different contexts across the globe as reflected in educational policies and academic experiences as a preface to investigating actual classroom practices and possible impacts the support of critical thinking skills may have on the potential development of the global citizens of the future. Each vignette reflects the contextualized difficulties that are presented by social and cultural concerns and traditions of making meaning. These stories of education also illustrate the various ways in which the skills and capacities of critical thinking are interpreted in different contexts and address the negative nuances with which thinking critically has become associated. Finally, a pedagogical model of teaching, which may support student development of the skill set of critical thinking within the boundaries of social and cultural mindsets, has been developed.
The Role of Personal Best Goals in EFL Learners&apos; Behavioural, Cognitive, and Emotional Engagement
Author: Ramshe, Mostafa Hosseyni
Date: 2019-01-00
Type: Journal Articles
Subjects: Goal Orientation,English (Second Language),Second Language Learning,Undergraduate Students,Majors (Students),English Literature,Learner Engagement,Foreign Countries,Student Behavior,Correlation,Gender Differences

There may be successful and less successful learners in every learning context. The latter group may try their best to improve their performance in comparison with their previous failures. To achieve such an objective, they try to adopt goals which are likely to promote their success. Such goals are commonly known as personal best goals. The purpose of the present study was to investigate the role of personal best goals in behavioural, cognitive, and emotional engagement of learners in an academic context. The participants of the study consisted of 302 B.A. university students majoring in English literature. One questionnaire consisting of items relating to different types of engagement and personal best goals was applied to collect the data of the study. Confirmatory factor analysis was conducted for each of the measures related to personal best goals, behavioural, emotional, and cognitive engagement, each showing an acceptable goodness of fit index. Moreover, a model was proposed. In the proposed structural equation model, personal best goals accounted for 55, 51, and 51 percent of variance in cognitive, behavioural, and emotional engagement, respectively