ethanporcaro/eric-fulltext-meta huggingface dataset:
Sketchnote and Working Memory to Improve Mathematical Word Problem Solving among Children with Dyscalculia
Author: Ziadat, Ayed H.
Date: 2022-01-00
Type: Journal Articles
Subjects: Learning Disabilities,Mathematics Skills,Word Problems (Mathematics),Problem Solving,Short Term Memory,Intervention,Grade 3,Elementary School Students,Program Effectiveness,Remedial Mathematics,Workshops,Notetaking,Freehand Drawing,Foreign Countries,Visual Aids

Dyscalculia presenting 3 to 6.5% of all those who need remediation in mathematics to enhance their ability of solving word problem. The study aimed to use sketchnote and working memory-based intervention to enhance word problem solving ability of students with dyscalculia. Thus, the study examined the role of integrated intervention involving both working memories training and using sketchnote technique. The intervention developed per recommendation of recent two themes of intervention, namely, schematic-based instruction and cognitive strategy. The study adopted an experimental group design with three groups, control, experimental (A), Experimental (B). The experimental group (A) engaged in the integrated intervention program, Experimental (B) engaged in sketchnote technique only. The study sample consists of 60 students presenting dyscalculia at third grade purposively selected and distributed equally among groups. The study adopted descriptive statistics, One Way ANCOVA test, Hoteling's Trace to validate study objectives. The analysis results show that the participants of group (A) gained the highest scores compared to other groups in word problem solving, the participants of group (B) exhibited significant difference in mathematical word follow-up test compared to the post-test scores and control group scores, and the integrated intervention program has a higher effect size on improving word mathematical problem solving of students presenting dyscalculia compared to training working memory only. The results implicated that it can be used integrated approaches to betterment the ability of students presenting dyscalculia of solving word problems.
Exploring E-Learning Community of Inquiry Framework for Engineering Education
Author: Purwandari, Endina Putri
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Communities of Practice,Inquiry,Cooperative Learning,Critical Thinking,Engineering Education,College Students,Cognitive Processes,Teacher Student Relationship,Computer Mediated Communication

This study aimed to investigate engineering students' learning experiences in eLearning Community of Inquiry (CoI) framework that integrates social, teaching, and cognitive presence to promote collaboration and critical thinking. Data analyzed quantitatively with descriptive statistics and multiple linear regression using IBM SPSS Statistics 26. The research location was at a state university in Bengkulu, Indonesia. Data were collected from 187 students consists of 112 men and 75 women. The questionnaire was derived from three elements of CoI. The results showed that (1) teaching presence has a higher contribution to cognitive presence than social presence for engineering education, (2) students were ready to construct the CoI in e-learning, and (3) students have positive feedback for the CoI evaluation in engineering education. Recommendations for engineering education include lecturers should be equipped with pedagogical competence and facilitate discussions using the CoI framework. Furthermore, students should contribute more actively to the social and cognitive presence.
Extending the Theory of Planned Behavior: A Case of Learning Chinese as a Third Language
Author: Rahman, Fouzia
Date: 2022-01-00
Type: Journal Articles
Subjects: Chinese,Second Language Learning,Second Language Instruction,Native Language,Multilingualism,Language Proficiency,English (Second Language),Intention,Foreign Students,Student Attitudes,Graduate Students,Undergraduate Students,State Universities,Foreign Countries,Self Determination,Behavior Theories,Prediction,Language Attitudes

Language has always been considered the most effective medium of communication among humans to express their thoughts, opinions, and emotions. As a consequence of globalization, a lot of people end up living, studying, working, and travelling in countries where both their first and the second languages may not be used. This situation creates a need for learning a third language (L3) considering proficiency in first (native) and second (presumably English) languages. Numerous studies have been conducted on L2 and a lot in the field of L3. However, this study found a scope to research specifically on the language (L3) learning intention in terms of its usefulness for international students who are in a country where their native language and the L2 are not in use. More than 161 international students studying under the Chinese Language Learning program as well as students studying in graduate and undergraduate levels at public universities in Yunnan, Beijing, Jiangsu, and Hunan in China participated in this study. By extending the theory of planned behavior with the Self Determination Theory (SDT), along with the influence of the L2, a survey questionnaire was prepared and data was collected from these participants. Later, the data was analyzed by common method variance and path model estimation of Partial Least Square (PLS) algorithm to generate and evaluate predictions for intentions of learning Chinese as the L3 considering the perceived usefulness of the language which eventually validates the mentioned theories.
Moodle-Based Online Learning Management in Higher Education
Author: Makruf, Imam
Date: 2022-01-00
Type: Journal Articles
Subjects: Higher Education,Integrated Learning Systems,Online Courses,Islam,Educational Planning,Teaching Methods,Religious Colleges,Factor Analysis,Student Attitudes,Virtual Classrooms,Videoconferencing,Computer Software,Computer Mediated Communication,Assignments,Educational Quality,Educational Improvement,Foreign Countries

The COVID-19 pandemic gives a big impact on various aspects of human life, including higher education institutions. Institut Agama Islam Negeri (State Institute for Islamic Studies) Surakarta (IAIN Surakarta) as one of the Islamic higher education institutions in Indonesia has developed online learning management using Moodle platform. This study tries to measure the level of implementation of learning management in three dimensions of Moodle-based online learning; planning of learning, implementation of learning and evaluation. This study used a quantitative approach with a sample of 718 students from five faculties based on the descriptive analysis, report showed that planning of learning was in the high category with an average of 4.06 (in scale 5), the implementation of learning was in the medium category with an average of 3.35 and evaluation of learning was also in the medium category with an average of 3.14. It meant that it was necessary to optimize the implementation and evaluation of learning. While the results of CFA showed that the three manifest variables were below 0.4, namely the use of Zoom, Google Meet or others (outside Moodle) for synchronous ([lambda] = 0.01, mean = 3.86), the use of Google Classroom, WhatsApp or others for asynchronous ([lambda] = 0.04, mean = 4.31), and the examination in the form of assignments ([lambda] = 0.11, mean = 3.86). So, it can be concluded that the use of e-learning based Moodle has less optimal in implementation and evaluation of learning. Therefore, it is necessary to improve the quality of applications, supporting facilities and user capabilities.
Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts
Author: Dolmaci, Mustafa
Date: 2021-12-00
Type: Journal Articles
Subjects: Cultural Awareness,Guidelines,Second Language Learning,Second Language Instruction,Teaching Methods,Course Descriptions,Foreign Countries,Textbooks,Rating Scales,Computational Linguistics,Comparative Education,Word Frequency,Word Lists,Native Speakers,Cultural Differences,Language Usage,Cultural Pluralism,Multicultural Education

In order to provide &quot;a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe&quot;, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the &quot;new culture&quot; formed by the encounters of people coming from different cultures.
Students&apos; Views on the Use of Augmented Reality Technology in Teaching Science
Author: Sontay, Gokhan
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Simulation,Technology Uses in Education,Science Instruction,Grade 6,Middle School Students,Foreign Countries

As a result of recent technological developments, many mobile applications used in the educational environments have emerged. One of these applications is the augmented reality technology used in smartphones and tablets. Many augmented reality applications are now prepared with 4Dtechnology and are employed to transform virtual environments into real life situations. In this study, we examined the views of 6th-grade students about using augmented reality technology in teaching science. Designed as a phenomenological research from the qualitative research methods, this study was conducted with nine 6th-grade volunteer students studying in a secondary school in the district of Göynücek in Amasya Province during the 2017-2018 academic year. The data were collected through interviews, using a semistructured form. We analyzed the data set, by applying descriptive analysis method using NVivo 9 program. Categories emerged from the student views. We modeled the qualitative data in terms of these categories. Based on the research findings it was concluded that the augmented reality activities carried out provided permanent learning about the systems in our body and increased positive attitudes and interests towards the lessons, according to the students' opinions. We concluded that the science teaching with the use of augmented reality technology will provide positive learning outcomes on students. Further, teachers should receive and be provided with professional development on augmented reality to be able to use it more efficiently. This study is expected to contribute to researchers and practitioners in the future.
Enhancement of Preservice Islamic Studies Teachers&apos; Autonomous Learning Skills: Designing a Reverse Learning Project
Author: Alkandari, Kalthoum
Date: 2022-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Religious Education,Islam,Personal Autonomy,Teaching Methods,Foreign Countries,Self Control,Learning Strategies

Early exposure to innovative teaching strategies is vital for preservice teachers' preparation for their subsequent teaching careers. This paper aimed to challenge preservice Islamic studies teachers at Kuwait University to enhance their autonomous learning by assigning them the task of designing a reverse learning project. The participants completed various phases to finalize the project. This exposition and exploration aimed to develop their sense of autonomy, self-regulation, responsibility, technology and design skills, and ability to incorporate the task into their specialized subject matter. The mechanism and practices that participants acquired through designing and executing the reverse learning project were examined qualitatively and quantitively to unveil the effect of this experience on their autonomous learning skills. The results revealed that exposing the participants to the reverse learning project promoted their sense of and beliefs toward self-regulation, responsibility, technology integration, and design for subsequent Islamic studies teaching. The positive learning experiences increased the participants' emotional, cognitive, and manageability levels; however, the findings demonstrate the need for further research on preservice teachers in other specializations and designing reverse learning projects.
Psychological and Pedagogical Conditions for Professional Motivation of Pedagogical Specialties Students
Author: Perizat, Dautkalieva
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Preservice Teachers,Foreign Countries,Specialists,Natural Sciences,Humanities,Career Choice,College Choice

In our rapidly developing modern world, where there are trends of high growth in science and technology, there is an acute need for professionally motivated and highly qualified specialists. This article discusses the features of professional motivation of students of pedagogical specialties. To determine the specifics of the formation of professional motivation of future teachers, an experimental study was conducted. The research consisted of 256 third-year students in natural sciences at the Abai Kazakh Pedagogical University in Kazakhstan. In forming the structure of professional motivation of students of pedagogical specialties in our research, we relied on the motivation structure developed by Ilyin. The data obtained made it possible to determine the features of the formation of professional motivation of students of pedagogical specialties, depending on the features of vocational training.
Results of Actualization Learning Basic Training Participants and Evaluation of Performance Trainer and Committee
Author: Mardiningsih, Heni
Date: 2022-00-00
Type: Journal Articles
Subjects: Government Employees,Gender Differences,Educational Attainment,Self Actualization,Foreign Countries,Job Training,Teacher Effectiveness

This research is intended to to analyze the differences in the actualization of essential training participants on gender, position, and education level of prospective civil servant participants. The second objective is to analyze the assessment of resource persons and the committee's performance during the basic training process. This research used a quantitative-descriptive method to explain the data obtained through the actualization of Civil Servant Candidates. The sample was selected using the purposive sampling technique. The total participant was 50 candidates for Civil Servants (32 males and 18 females). The results of participants' actualization were analyzed using two-way ANOVA analysis. This research shows significant differences in the actualization of male and female participants. The score of male participants is better than the score of female participants on the actualization of education. Then the results of the actualization of prospective civil servant participants who chose the formation of lecturers and teachers were no different, and the actualization of candidates for civil servants with graduates at the undergraduate, masters, and doctoral levels was no different. Furthermore, the performance of the trainers and committee during the basic training was very satisfactory, which was assessed by the participants.
Exploring the e-Teaching and Learning Experiences of Lecturers amidst COVID-19 at One of the University of Namibia Satellite Campuses
Author: Hako, Anna Niitembu
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Assisted Instruction,Electronic Learning,College Faculty,Teaching Methods,Learning Experience,COVID-19,Pandemics,Online Courses,Integrated Learning Systems,Efficiency,Distance Education,Curriculum Design

The study explored the e-teaching and learning experiences of lecturers amidst the COVID-19 pandemic at one of the University of Namibia satellite campuses. The study sample was 76 selected using the purposive sampling method from the population of 98. The study used a convergent parallel research design within a mixed methods research approach. A survey questionnaire and telephone interview were used to collect data. Data collected from open-ended questions and telephone interviews were analysed and categorised into themes while quantitative data were tabulated and analysed mainly by descriptive statistics with the use of Microsoft Excel. The study revealed that participants found using Moodle and other e-learning tools efficient as they save time and reduce the chances of spreading the virus since no gatherings were required. The study further revealed that participants had an opportunity to learn new skills despite not having prior experience in online teaching and learning as well as online course design. However, regular power outages and server incapacity to accommodate multiple devices caused many lecturers and students to miss virtual lessons. The study provided crucial information on the progress of lecturers and students' within the e-teaching and learning mode framework and recommended the campus server upgrading and the formal training of both lecturers and students on online teaching and learning tools to optimise learning.
The Level of 7- and 8-Years Old Children Understanding of the Place Value Concept
Author: Önal, Halil
Date: 2021-12-00
Type: Journal Articles
Subjects: Number Concepts,Mathematics Instruction,Mathematical Concepts,Foreign Countries,Elementary School Students,Case Studies,Public Schools,Worksheets,Content Analysis,Comparative Analysis,Concept Formation

Place value concept that learns especially in primary school ages is also the basis of many issues students will encounter throughout their learning lives. This research aims to developmentally determine understanding of the place value concept in early childhood. The model of research is a case study from qualitative research methods. The study group consists of 171 children (84 at the age of 7 and 87 at the age of 8) who study in three different public schools in January, in the 2020-2021 academic year in Ankara, Turkey, selected by criteria sampling from purposeful sampling methods. As a data collection tool, &quot;place value worksheets&quot; consisting of 25 questions developed by researchers were used. Data was collected online by classroom teachers through &quot;EBA&quot;. The content analysis method was used in the analysis of the data. Looking at the research results, it was observed that children gave meaning to the place value concept in seven categories. It was seen that seven years olds reached the lowest correct answer rate in the code &quot;the ability to express the number whose resolution is given in terms of ones&quot; in the category of &quot;the ability to resolve&quot;. It was concluded that &quot;the ability to write numbers between two numbers&quot; code in &quot;the ability to compare&quot; category has the lowest correct response rate for eight years old children. Lower levels of seven years old student's understanding of the place value concept suggest that students' readiness levels are not sufficient at this age.
A Case Study of Children&apos;s Interaction Types and Learning Motivation in Small Group Project-Based Learning Activities in a Mathematics Classroom
Author: Kim, Hye Won
Date: 2021-00-00
Type: Journal Articles
Subjects: Interaction,Learning Motivation,Small Group Instruction,Student Projects,Active Learning,Learning Activities,Mathematics Education,Grade 6,Elementary School Students,Teacher Motivation

As collaborative problem-solving skills are increasing in importance, Project-Based Learning (PBL) is being implemented in various ways, but the results differ depending on the participants. This study shows that the results of PBL depend on student interaction type and learning motivation. The difference in the levels of interaction and learning motivation between two groups of students utilizing different discussion processes was qualitatively explored. The participants in this study consisted of 8 students in the 6th grade of elementary school, and the intervention was conducted over the course of 10 lessons. The group for which the leader arbitrarily resolved conflicts had a type of inactive interaction and the level of motivation for learning was outside of the acceptable range compared to the group that took part in a democratic discussion. As the project progressed, it changed to a type of inactive interaction. Thus, the results suggest that the roles of individuals in a group should be adjusted to account for to the characteristics of PBL and the structure of the task; furthermore, an inquiry into how learning motivation changes according to social interactions with others should be conducted.
The Effectiveness of the TASC, CPS, and DI on Divergent Thinking Skill at Elementary School in Indonesia
Author: Murwaningsih, Tri
Date: 2022-01-00
Type: Journal Articles
Subjects: Creative Thinking,Thinking Skills,Elementary School Students,Foreign Countries,Instructional Effectiveness,Grade 5,Direct Instruction,Models,Thematic Approach,Problem Solving,Teaching Methods

This study aims to determine the effectiveness of using the TASC, CPS, and DI models on divergent thinking skill in thematic learning for fifth-grade public elementary schools in Laweyan District, Surakarta. This research is mixed-method research. The fifth-grade students at a public elementary school in Laweyan District, Surakarta, Indonesia, are the research subjects. The subjects of this study were 271 elementary school students. The techniques used were tests, questionnaires, observations, and interviews. The TASC and CPS models were used as experimental models (treatment classes), while the DI models were used as models applied in the control class. The data validity technique of this research used three ways, namely content validity; construct validity; and data triangulation (methods and sources). Data analysis was carried out in two ways. First, the quantitative analysis was done through the analysis prerequisite test, hypothesis testing, and multiple comparison tests. Second, qualitative analysis utilized interactive analysis (data reduction, data presentation, and drawing conclusions). The results revealed that the TASC learning model is more effective in applying thematic learning than the CPS and DI models when viewed from the adversity quotient. The TASC model helps students maximize divergent thinking skills compared to other models, student activity in the CPS model has not been maximized, especially in divergent thinking skill, meanwhile student activity in applying the DI model is very boring and students are very passive. In short, the results of this study can be used as a reference for academics (teachers, lecturers, or future researchers) to determine innovative learning models that can maximize students' higher order thinking skills.