ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review on Geometric Thinking: A Review Research between 2017-2021
Author: Trimurtini
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Research Reports,Geometric Concepts,Intervention,Geometry,Mathematics Instruction,Higher Education,Elementary Secondary Education,Educational Technology,Teaching Methods,Effect Size,Trend Analysis,Information Retrieval,Scaffolding (Teaching Technique),Manipulative Materials,Instructional Materials

Geometric thinking affects success in learning geometry. Geometry is studied from elementary school to university level. Therefore, in higher education and basic education, it is necessary to carry out a systematic review in order to obtain tips for improving geometric thinking skills. A systematic review of geometric thinking was done in this study. In this study from 2017 to 2021, geometric thinking was investigated in the form of a synthesis review of the effect size of the given treatment. This is a comprehensive discussion of theories, models, and frameworks on the topic of geometric thinking from 36 articles. The research findings revealed that the interventions used were predominantly effective, with effect sizes ranging from &quot;small&quot; to &quot;very large,&quot; with the &quot;very large&quot; effect obtained in the intervention of van Hiele's learning phase and various technology-based-media and concrete manipulative media. The research trend was reflected through twelve clusters of interrelated keywords. The results of this literature review suggested that it is necessary to carry out a specific study on how to achieve the highest level of geometric thinking, a more detailed form of scaffolding, and concrete manipulative media and technology that can be explored for a certain level of the participants' geometric thinking.
Design and Psychometric Properties of the Strategies for Meaningful Learnings Scale
Author: Méndez Hinojosa, Luz Marina
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychometrics,Learning Strategies,Factor Analysis,Measures (Individuals),Undergraduate Students,Mexicans,Foreign Countries,Goodness of Fit,Factor Structure,Student Attitudes,Reliability,Validity,Questionnaires,Study Habits

In higher education, it is essential that students apply what they have learned to solve problems in their community. Meaningful learning is the main means to increase the accumulation of knowledge and achieve the transfer of learning, which is why the present study aimed to: design and evaluate the psychometric properties of a scale that measures the application of learning strategies that promote meaningful learning. The participants were 890 university students from Northeast Mexico, with an average age of 20.35 years (SD = 3.94). The sample was randomly divided into two: an exploratory factor analysis was carried out with the first sample and a confirmatory factor analysis was made in the second sample. The results obtained confirm the eight-dimensional structure, which showed an adequate fit to the data (X[superscript 2]/gl = 3.57, GFI = 0.96, AGFI = 0.95, NFI = 0.94, RMSEA = 0.08 and SRMR = 0.07), high parsimony (RP = 0.93), in addition to good internal consistency ([omega] = 0.80) and convergent validity (AVE = 0.40). In conclusion, the scale presents adequate psychometric properties to measure the frequency of use of strategies that promote meaningful learning in Mexican university students.
English as a Foreign Language Teachers&apos; Perceptions of Their Self-Efficacy in Using Instructional Strategies
Author: Lap, Trinh Quoc
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Vietnamese People,Teaching Methods,Foreign Countries,Student Motivation,Teacher Attitudes,Self Efficacy,Multimedia Instruction,Student Evaluation,Task Analysis,Difficulty Level,Student Needs,Teacher Student Relationship,High School Teachers

This investigation examined English as a foreign language (EFL) teachers' perceptions of their self-efficacy in using instructional strategies in the context of the Mekong Delta of Vietnam. The research was designed as a descriptive research collecting quantitative and qualitative data from a questionnaire and semi-structured interviews. Forty-six Vietnamese EFL teachers were invited to partake in the study. The results indicated that participants were in general confident in using instructional strategies in their English classes. Specifically, the participants were highly confident in their abilities to use multimedia (M=4.41), assessment techniques (M=4.35), and classroom English (M=4.35). The study also indicated that participants were not confident in evaluating the level of task difficulty (M=3.37), dealing with unmotivated students (M=3.57), and meeting students' particular needs for support (M=3.62). Pedagogical implications and recommendations were addressed to help manifold stakeholders at the end of this paper.
The Effect of Learning by Teaching on Soft-Skill Improvement among Undergraduate Students
Author: Kasim, Usman
Date: 2022-00-00
Type: Journal Articles
Subjects: Soft Skills,Skill Development,Undergraduate Students,Active Learning,Teaching Methods,Foreign Countries,English (Second Language),Preservice Teachers,21st Century Skills

Learning by teaching is a technique where students teach an actual class to facilitate active learning. This paper reports ongoing research involving undergraduate students at an established university in Indonesia. The objective of this quantitative study was to find out the effect of this teaching technique in improving students' 21st century skills. The sample was selected using a cluster sampling technique, where 25 students who were English as a Foreign Language pre-service teachers were assigned to an experimental group, and the other 23 students were treated as a control group. The students in the experimental group were asked to conduct a workshop in groups to students from the same department at a different university. Each group selected one of the topics in their course syllabus. A pre-test measuring the students' soft skills was conducted before the course started and after it finished. The results show that soft skills, which include accountability, communication, innovation, problem-solving, teamwork, professional working, and networking skills, improved significantly among students in the experimental group, but the improvement was not evident in the control group. Therefore, learning by teaching should be embraced as an alternative teaching technique when soft-skill development becomes a target of instruction.
It Doesn&apos;t Mean That Students Don&apos;t Have Mathematics Anxiety: A Case Study of Mathematics Learning with Path Analysis
Author: Kusmaryono, Imam
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Teacher Role,Mathematics Education,Learning Motivation,Mathematics Achievement,Path Analysis,Elementary School Students,Middle School Students,High School Students,Foreign Countries,Course Content

Mathematics anxiety has always been an interesting topic to study and discuss in the world of education. This study aimed to (1) investigate the impact of teacher roles, mathematics content, and mathematics anxiety on learning motivation, and (2) explore how students manage mathematics anxiety as a stimulus in learning motivation. This research used mixed methods with embedded concurrent design. The research sample was 100 respondents. The questionnaire instrument was arranged based on a Likert scale with 5 answer choices. This study used a structural equation model and confirmatory factor analysis as data analysis methods. The research findings indicated that: (1) a significant direct impact emerged between mathematics anxiety and students' learning motivation, and there was an indirect impact between the teacher's role and mathematics content on learning motivation; (2) students could manage mathematics anxiety when they were in optimal anxiety or positive anxiety so that they could overcome mathematics anxiety as a stimulus for achievement and deconstruct anxiety into motivation according to experience and personal resources. Results of this study confirmed that the statements about mathematics anxiety which always has a negative impact on motivation and learning achievement is not universal, because mathematics anxiety does not always have a negative impact on motivation and learning achievement if this anxiety is managed effectively.
Teachers&apos; Perceptions of Code-Switching Functions and Effects in English as a Foreign Language Classroom
Author: Hazaymeh, Wafa' A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Code Switching (Language),English (Second Language),Second Language Instruction,Foreign Countries,Private Schools,Public Schools,Language Teachers

The purpose of this study was to look into teachers' perceptions of code-switching functions and effects in English as a foreign language classroom. In the study, a descriptive survey design and an interview were used to investigate the functions and effects of code-switching in English as a foreign language (EFL) classroom. 46 people responded to the survey questionnaire about code-switching functions and their impact in the classroom. Seven teachers participated in the group interview. The interview findings revealed six functions and four effects of code-switching. According to the survey findings, the majority of teachers supported the use of code-switching in their classrooms because it served a useful purpose in the process of teaching and learning English. The findings also revealed that teachers believed code-switching provided a clear purpose and had a positive impact on instruction and language development in EFL classrooms by creating a sociable environment. It was also demonstrated that codeswitching to teachers was effective in EFL classrooms and played an important role in English learning and teaching. The implications of the findings for EFL teachers and language learning settings were discussed.
Assisted Discovery Based Learning of the Electric Force with Scaffolding for Novice Students
Author: Aquines Gutiérrez, Osvaldo
Date: 2022-00-00
Type: Journal Articles
Subjects: Discovery Learning,Energy,Scaffolding (Teaching Technique),College Students,Magnets,Foreign Countries,Instructional Effectiveness

Despite being one of the pillars of physics and a well-known subject, the electric force is sometimes not immediately evident to students. Discovery-based learning has proven to be very effective in science education; nevertheless, it can become stressful for students if they don't have the necessary scaffolding and training to construct knowledge by themselves. In this work, examples of obstacles to students were the absence of the necessary background knowledge, distractions in multimedia environments, and that some students prefer regular instruction in order not to be left alone in the face of active learning dynamics. Therefore, we designed and implemented an assisted active learning sequence that includes moderated intervention from two different lecturers on an Electricity and Magnetism course at a private university in Mexico to compare the normalized learning changes with a standard directed lecture. The primary objective of the active learning sequence was to introduce students to the discovery of the electric force via a simulated experiment using a web-based physics simulation, Newtondreams. By comparing normalized learning changes between four groups, two control, and two experimental groups, we show that students in the experimental groups performed significantly better than the control groups (<c> = 0.469 and 0.435 for the experimental groups, and <c> = 0.08 and 0.077 for the control groups). We performed a Wilcoxon Rank-Sum Test to examine the normalized gains between the groups. Observed p-values show that there is significant difference between experimental and control groups: CG1 vs. EG1 (p = 0.00109), CG2 vs. EG2 (p = 0.00079). On the contrary there are no observed significance on the effect of the instructor CG1 vs. CG2 (p = 1), EG1 vs. EG2 (p = 1). Then, that active learning is more effective than regular instruction. Studying the concentration factors we also found that active learning develop better comprehension that regular instruction lecture. At the end of the experiments, we performed student interviews that also showed they felt less stressed and more involved when using the assisted active learning sequence, making the learning experience more amenable when the instructor changes their role from presenter to a guide.
Effects of Japanese Special Moras Education Using Evernote
Author: Lee, Hyun-jin
Date: 2022-00-00
Type: Journal Articles
Subjects: Japanese,Phonetics,Speech,Pronunciation,Notetaking,Computer Oriented Programs,Handheld Devices,Technology Uses in Education,Foreign Countries,Academic Achievement,College Students,Student Attitudes,Second Language Learning

In this study, we designed a class model using the Evernote application for the pronunciation learning of special moras, and applied it to a class to verify the learner's recognition of special moras and the effectiveness of pronunciation duration. This study consisted of 30 students who took an intermediate Japanese language class, which started in the first semester of 2019, and Japanese literature majors who had not yet been in Japan for more than 6 months. We conducted special mora pre- and post-tests and surveyed them. Positive results were obtained based on the research question of whether the application affects the self-awareness of special moras, which represented a significant academic achievement in terms of pronunciation duration. In addition, it was observed that learning using Evernote enabled a significant change in lecture satisfaction through one-to-one feedback work with learners. Although the research results were limited by the small size of the group, it was possible to suggest a method of special moras learning using Evernote, and it is believed that it will help in-class learning in the future.
A Schema-Based Instructional Design Model for Self-Paced Learning Environments
Author: Jung, Eulho
Date: 2022-00-00
Type: Journal Articles
Subjects: Schemata (Cognition),Instructional Design,Models,Pacing,Educational Environment,Independent Study,Electronic Learning,Online Courses,Educational Quality,Cognitive Processes

Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, schema-based design, and development processes and techniques for evaluating a learner's acquired schema. By synthesizing empirical studies, this study comprehensively reviews literature on schema and foundational principles for learning. The goal of the study is to enrich the knowledge base of schema-based instructional design for different learning environments. Thus, the study is concluded by a discussion on how to utilize a schema-based instructional design for self-paced learning environments with additional implications and further recommendations.
Determination of Psychological Capital Levels of Teachers in Distance Education
Author: Neyisci, Nilay
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,Psychological Characteristics,Self Efficacy,Well Being,Resilience (Psychology),Distance Education,Psychological Patterns,Positive Attitudes,World Views

In this study, psychological capital levels of teachers working in distance education in state high schools in Sahinbey district of Gaziantep province were determined. It was also determined in the dimensions of hope, optimism, resilience and self-efficacy, which are subdimensions of teachers' psychological capital. The survey model was used in this study, which was designed in quantitative research method. &quot;Psychological Capital Scale&quot; was used to determine the psychological capital levels of teachers. The population of the study consists of 2179 teachers working in state high schools in Sahinbey district in the 2020-2021 academic year. In the sample of the study, there are 163 teachers who voluntarily answered the online scale via internet. Data analysis was done using descriptive statistical methods. In the study, it was determined that the psychological capital levels of the teachers working in distance education are at good level. Also, it was determined that the sub-dimension of optimism has the lowest average and the sub-dimension of self-efficacy has the highest average. It can be stated that increasing the psychological capital levels of teachers working in distance education will positively affect the working performance of teachers. Thus, it can be said that the distance education can be more efficient both for teachers and students.
Effect of Science Teaching Supported with Scientific Stories on Students&apos; Academic Success, Attitudes and Motivation
Author: Kirilmazkaya, Gamze
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Comparative Analysis,Story Telling,Scientific Research,Academic Achievement,Student Attitudes,Learning Motivation,Grade 8,Females,Outcomes of Education,Student Motivation,Foreign Countries

The aim of this study is to examine the effect of 'Pressure', which is taught by supporting scientific stories, on the academic achievement, attitude and motivation of 8th grade students. In this study, which aims to investigate the effects of scientific stories on student achievement, motivation and attitudes in science education, a quasi-experimental model method with pretest-posttest control group was used. The research was carried out with a total of 40, 8th grade students in a city in the east of Turkey, where only female students study. The data obtained in the study were analyzed with the help of SPSS package program. In the study, the effect of science teaching with stories on students' academic achievement, attitudes and motivations was examined. In this study, science teaching with stories was conducted in the experimental group and lessons were conducted with the traditional method in the control group. As a result of the research, it can be said that science teaching activities with stories have a positive effect on students' academic success and attitudes towards science in terms of 'pressure'. In the study, it was concluded that scientific stories were not effective in students' motivation towards science.
Enhancing Students&apos; Active Learning through Group Discussion Role-Playing
Author: Aflah, Mita Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Group Discussion,Role Playing,Student Participation,Thinking Skills,Student Motivation,Foreign Countries,English (Second Language),Second Language Learning

This research sets out to enhance students' active learning through group discussion roleplaying. The research recorded the implementation of group discussion in order to find the revision in the teaching-learning process. Classroom action research involving students from a higher institution was used. The data was collected from observations and interviews. The findings proved that the implementation of group discussions role-playing could promote students' active learning, develop active participation, improve their higher-order thinking, and increase motivation. The activity provides more opportunities to display their thinking, which in turn increases their positive attitude towards language learning. This study also provided a teaching framework of group discussion role-playing as a novelty of the analysis. Furthermore, the result can be an applicable recommendation for the teacher to improve students' active learning.
Leading Teaching during a Pandemic in Higher Education--A Case Study in a Finnish University
Author: Parpala, Anna
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Leadership,COVID-19,Pandemics,Crisis Management,College Administration,Research Universities

Many studies have shown that the shift from contact teaching to fully online teaching has had many negative effects on teaching and learning during the COVID-19 pandemic. Although the pandemic has also had an effect on leading teaching in higher education institutions, there has not been much empirical research on leaders' experiences during a pandemic. The present study brings out the voices of academic leaders themselves and how they experienced the pandemic in the light of leading teaching that is provided exclusively online. To examine the variety of degree programme directors' experiences, open-ended questions were asked and analysed using content analysis. Seven dimensions of experiences were detected, and they represented negative, positive and neutral experiences. The present study shows that higher education leaders need more guidance, training and support to face crisis situations and develop their skills, especially to communicate effectively, but at the same time to do so collaboratively and in an informal way.
The Role of Microcomputer Clubs in the Education of the Polish Youth in the 1980s: A Retrospective Analysis
Author: Król, Karol
Date: 2022-00-00
Type: Journal Articles
Subjects: Computers,Clubs,Foreign Countries,Computer Science Education,Educational History,Youth,Socialization,Informal Education,Access to Computers,Comparative Analysis

In the 1980s, Polish schools hardly had access to computers, particularly at the primary and secondary levels. The main reasons were funds and shortage of qualified staff that could handle computer hardware. As a consequence, the youth first came across a computer, how to use it, service hardware, and write programs outside schools in the early 1980s. Often informal groups of hobbyists gathered around a single computer were the seeds of microcomputer clubs, which cropped up in huge numbers in Poland in the 1980s. The objective of the paper is to portray the role of microcomputer clubs in the process of shaping the youth and computer education in the 1980s in Poland compared to other countries. The conclusions are founded on a literature review. The analyzed material included an Internet Archive collection &quot;The Computer Magazine Archives&quot;. The content of one of the first Polish computer magazines, Bajtek Magazine was analyzed in detail. It has been demonstrated that the Polish youth of the 1980s first came across a computer mainly outside schools, primarily in microcomputer clubs. It was the root of computer and information technology education in Poland. Moreover, microcomputer clubs were reported to provide education, as well as foster character education, aid socialization, and shape attitudes.