ethanporcaro/eric-fulltext-meta huggingface dataset:
Further Exploring Differences in Business Undergraduate Perceived Outcomes by Preferred Classroom Learning Environment
Author: Blau, Gary
Date: 2018-00-00
Type: Journal Articles
Subjects: Classroom Environment,Business Administration Education,Undergraduate Students,Online Courses,Technology Uses in Education,Blended Learning,Outcomes of Education,Comparative Analysis,Differences,Synchronous Communication,Graduation,Online Surveys,Correlation,Multivariate Analysis,Statistical Analysis

The purpose of this study was to compare business undergraduate online/hybrid course perceptions across three different preferred classroom learning environments (CLE): online, hybrid, or face-to-face (F2F). Six different perception-based outcomes were measured: easy to use technology, peer-perceived favorability of online/hybrid courses (peer-PFoOC); instructor-perceived favorability of online/hybrid courses (instructor-PFoOC); intent to recommend online/hybrid courses; institutional commitment; and persistence towards graduation. Undergraduates who were simultaneously taking at least one online or hybrid class and F2F course, i.e., mixed course delivery format, voluntarily completed an online survey. In the fall of 2017, a complete-data sample of n = 242 respondents was obtained and in the spring of 2018 the complete-data sample was n = 237. Consistent results across both samples were found for the outcomes. Undergraduates who preferred either online or hybrid CLE had significantly higher peer-PFoOC, instructor-PFoOC, and intent to recommend online/hybrid courses than students preferring an F2F environment. There were no differences between these three CLE preference groups in perceived easy to use technology, institutional commitment or persistence. As universities increase their online and hybrid course offerings monitoring student perceived outcomes between F2F and online/hybrid course sections will continue to be important.
Estimating the Impact of School Education on Contraception Use among Adolescents Aged 15-19 in Burkina Faso and Nigeria Using a Heckman Correction Model
Author: Lompo, Miaba Louise
Date: 2018-00-00
Type: Journal Articles
Subjects: Contraception,Adolescents,Foreign Countries,Educational Attainment,Outcomes of Education,Elementary Education,Secondary Education,Higher Education,Gender Differences,Regression (Statistics),Statistical Analysis

Sexually Transmitted Infections (STIs) still raises serious concerns for adolescents' sexual health in west-African developing countries. To this extent, promoting contraception use among sexually active adolescents is a major key to addressing this problem. Yet, the rate of contraception use by adolescents remains surprisingly low in these countries. Using the Demographic Health Survey of Burkina Faso (2014) and Nigeria (2013), this paper examines the influence of school education on contraception use among sexually active male and female adolescents aged 15-19 in Burkina Faso and Nigeria. The standard estimates using Probit regressions suggest that achieving a primary school education increases the probability of a sexually active adolescent to use contraception by 8.26 percentage points (Burkina Faso) and 17.2 percentage points (Nigeria). This effect increases to 20.3 percentage points (Burkina Faso) and 34.7 percentage points (Nigeria) for adolescents with a secondary or higher school education. However, these baseline estimates are biased because adolescents' decision to engage into sexual activity is not random. In light of this, a Heckman Correction Model (HCM) has been applied to account for this selection bias. The results show that the Probit regressions underestimate the effect of education on adolescents' likelihood to use contraception in Burkina Faso and overestimate this effect in Nigeria. In fact, compared to adolescents with no school education, HCM estimates show that adolescents with primary and secondary (or higher) school education have respectively 10.2 and 24.4 percentage points more in the use of contraception in Burkina Faso and 15.1 and 34 percentage points in Nigeria. Together, these results suggest that the exposure to school education increases contraception use among the adolescents in both Burkina Faso and Nigeria.
Global Citizenship Training Program for Teacher Candidates
Author: Gögebakan-Yildiz, Derya
Date: 2018-06-23
Type: Journal Articles
Subjects: Citizenship Education,Global Education,Global Approach,Mixed Methods Research,Preservice Teacher Education,Preservice Teachers,Pretests Posttests,Minimum Competency Testing,Competency Based Teacher Education,Diaries,Instructional Effectiveness,Learning Activities,Student Satisfaction,Foreign Countries

The purpose of this study is to evaluate the effectiveness of Global Citizenship Training Program (GCTP) prepared for teacher candidates. The training program lasted for 13 sessions and 32 volunteering Turkish teacher candidates participated in the program. The mixed method was utilized for this study. The pre-test and post-test scores of teacher candidates from &quot;Global Citizenship Competency Perception Scale&quot; (GCCPS) and &quot;The Respect of Differences Scale&quot; (RDS) make up the quantitative part of the study, while participant diaries and evaluation forms consisting open-ended items make up the qualitative part of the study. The results of the study reveal that GCTP has positive effects on teacher candidates' global citizenship competency perception and level of respect for differences. The diaries also show that the training enabled teacher candidates: to deepen their knowledge of global citizenship, to make a detailed analysis and inquire various issues like multiculturalism, women, children and handicapped individuals' rights, to develop their global citizenship competencies, to face their own bias and change their perspectives. Also, they expressed that the activities and materials used in the training were effective. Film activities, script writing and creative drama are identified as the most enjoyed activities by teacher candidates.
Content Analysis of Civic Education Curriculum in Senior Secondary Schools in Osun State, Nigeria
Author: Adeyemi, B. A.
Date: 2018-06-23
Type: Journal Articles
Subjects: Content Analysis,Civics,Citizenship Education,Secondary Schools,Secondary School Curriculum,Foreign Countries,Textbooks,Secondary School Students,Secondary School Teachers,Citizenship,Statistical Analysis

This study investigated the extent of implementation of the Civic Education curriculum content in senior secondary schools in Osun State. It also determined the adequacy of curriculum content as provided in selected Civic Education textbooks in the schools. It finally assessed the adequacy, availability and utilization of the instructional facilities used for the teaching of Civic Education in schools. The study employed descriptive survey research design. The population of the study comprised Civic Education teachers, students, as well as textbooks and instructional facilities for the teaching and learning of Civic Education in secondary schools in Ife-Ijesha Senatorial District of Osun State. The sample consisted of 15 Civic Education teachers, 150 senior secondary school students and two selected Civic Education Textbooks in Osun State that were selected using multistage sampling technique. Three instruments were used for data collection. They are: Civic Education Textbook Content Checklist (CETC2), Teaching Assessments Form (TAF) and Instructional Facilities Checklist (IFC). Data collected were analyzed using frequency, percentage and One-Way ANOVA. The results showed that not less than 84.0% of the students agreed that the contents of Civic Education curriculum are relevant, whereas, percentage of students ranging from 85.3 to 100.0% indicated that the recommended textbook contents adequately covered the curriculum contents of Civic Education. The study concluded that Civic Education curriculum is well implemented in senior secondary schools classrooms in Osun State. Also, the selected Civic Education textbooks content are adequate to the senior secondary schools Civic Education curriculum in Osun State.
Investigation of Music Teacher Candidates&apos; Individual Instrument Burnout, Perceived Family Support in Instrument Training and Individual Instrument Training Habits with Regard to Various Variables
Author: Gerçeker, Ceren Saygi
Date: 2018-06-23
Type: Journal Articles
Subjects: Music,Music Teachers,Music Education,Preservice Teachers,Musical Instruments,Family Programs,Questionnaires,Nonparametric Statistics,Statistical Analysis,Correlation,Scores,Study Habits,Foreign Countries,Burnout

In the research, &quot;Questionnaire on Individual Instrument Course Burnout&quot; developed by Girgin, &quot;Questionnaire on Individual Instrument Training habits&quot; developed by Küçükosmanoglu, Babacan, Babacan and Yüksel, and &quot;Questionnaire on Perceived Family Support for Individual Instrument Course&quot; developed by Girgin were used. Statistical package for social science (SPSS) 21.00 software package was used for data analysis. Since the research data did not show a normal distribution, Mann Whitney U analysis was used for binary variables; and Kruskal Wallis and Spearman Brown's Rank Correlation analyses were used for variables more than two. Music teacher candidates' individual instrument burnout scores showed statistically significant difference depending on university and individual instrument variables; their family support scores showed significant difference depending on grade, university, high school and individual instrument variables; and their training habits showed significant difference depending on gender, university and individual instrument variables. A significant negative correlation at a low rate was found between music teacher candidates' burnout scores and their family support scores. A significant negative and moderate correlation was found between teacher candidates' burnout scores and their studying habit scores. A significant positive moderate correlation was found between teacher candidates' family support scores and their training habit scores.
Dimensions of Personality and Emotional Intelligence as Predictors of High School Students&apos; Career Decision Difficulties
Author: Kirdök, Oguzhan
Date: 2018-06-23
Type: Journal Articles
Subjects: Personality Traits,Emotional Intelligence,High School Students,Career Choice,Predictor Variables,Decision Making Skills,Questionnaires,Personality Measures,Intelligence Tests,Models,Path Analysis,Foreign Countries,Statistical Analysis

This study aims to examine the predictability of emotional intelligence and five factor personality traits on career decision difficulties. The study group consisted of 432 students (246 women, 186 men) who participated in five different high schools in Adana and voluntarily participated in the study. Data collection tool were composed of Career Decision Difficulties Questionnaire, Emotional Intelligence Assessment Scale and Adjective Based Personality Scale. This study intends to identify the relationship between personality traits, emotional intelligence and career decision difficulties. To test the research hypotheses, a path model was developed to test causal relationships between the variables. In the model, the scores of the dimensions of career decision difficulty were used as indicators to create a latent construct. Emotional intelligence and five factor personality subscales were considered as observed variables emotional instability was found to be a positive predictor of career decision difficulty. However, extraversion and self-awareness were negative predictors of career difficulty.
English Language Achievement among Ethiopian Public Secondary School Student&apos;s: Associated Factors
Author: Geberew, T.
Date: 2018-06-23
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,English (Second Language),Public Schools,Grade 9,Attribution Theory,Likert Scales,Predictor Variables,Questionnaires,Language Tests,Regression (Statistics),Achievement Need,Performance Factors,Language Acquisition,Academic Achievement,Statistical Analysis

This study investigated attribution related factors in English language performance among grade nine students (n = 147) in Ethiopia. Three public secondary schools were selected from Adama town using census sampling techniques. Sixty attribution items (that is, had 30 items of perceived reasons for success, and 30 items for perceived reasons for failure) were developed by the research team. The degree of influence for each item was scaled on a 5 point Likert scale ranging from unimportant to highly important. A reliability test of the attribution survey showed a value of 0.80 Cronbach Alpha. Descriptive statistics, principal component analysis (PCA), and linear regression analysis were carried out to investigate the association between students' English language performance and attribution related factors. PCA of 30 items on attribution for success and PCA on 30 items for failure were reduced into 8 items and 7 items respectively. Following the PCA, a linear regression analysis revealed that among the 8 variables, only 3 variables: student effort, language ability, and a good teaching practice, accounted for overall English language achievement. A significant regression equation was found F (8, 64) = 36.687, p &lt;0.000, with R[superscript 2] of 0.82, for these perceived reasons. Accordingly, a 10% increase in students' effort as a single factor was associated with 5.17%, (b = 0.517, p-value = 0.012, a = 0.05) in improved achievements. Similarly, a 10% increase in student language ability as a single factor was associated with 5.03%, (b = 0.503, p-value = 0.007, a = 0.05) in improved achievements. In the same way, a significant regression equation was found for failure reasons F (7.66) =, p &lt;0.000 with an R[superscript 2] of 0.470. Linear regression analysis revealed that teachers' good teaching practice as a single factor was associated with increased student achievement by 9.5%, (b = 0.95, p-value = 0.001, a = 0.05) in improved achievements. A 10% decrease was due to poor quality of teaching practice, which was related to decrease in students achievement and increase in task difficulty was also related to decrease in student achievement by 12.42%, (b = -1.242, p-value = 0.001, a = 0.05) and by 8.93%, (b = - 0.893, p-value = 0.048, a = 0.05) respectively. Implications of the findings are discussed with regard to achievement. From finding of the study, teacher's awareness of the explanation of students to the success and failure of their achievement has got pedagogical implications.
Teachers&apos; Opinions of Human Resources Management Functions in Private Schools
Author: Uysal, Merve
Date: 2018-06-23
Type: Journal Articles
Subjects: Opinions,Private Schools,Human Resources,Qualitative Research,Structured Interviews,Occupational Information,Teacher Attitudes,Elementary Secondary Education,Foreign Countries

In this research, teachers' opinions are determined based on human resources management functions in a private school. The research determined study groups with a purposive sampling method which is conducted with a qualitative research design, in the academic year, 2016 to 2017. Six teachers who work in a private school in Famagusta in Turkish Republic of Northern Cyprus (TRNC) participated in the study. The research data were collected by using a structure interview form and analyzed by content analysis and qualitative descriptive model. Two different researchers looked at the data and found out similar key words, and then themes were formed. The similarity index for inter-rater reliability was found as 90%. This is acceptable for qualitative research between five-seven categories. According to the research, Human Resources Management Functions include employee (personal selection/staffing, training and development, planning, evaluation, rewarding) and functions for the organization. All these functions are valid in educational institutions. Human research functions are successfully applied at this school where teachers reflect positive feeling towards their works and behaviors. Besides, research scope can be expanded with principals, students and parents in the scope of the subject.
The World Islamic Sciences and Education University Students&apos; Attitudes towards the Inclusion of Handicapped Students within Campus Main Stream
Author: Al Jaddou, Esam Abdullah
Date: 2018-06-23
Type: Journal Articles
Subjects: Campuses,Inclusion,Student Attitudes,Attitudes toward Disabilities,Islamic Culture,Mainstreaming,Disabilities,Undergraduate Students,Special Needs Students,Statistical Significance,Gender Differences,Marital Status,Departments,Cohort Analysis,Foreign Countries,Statistical Analysis

This study aims to examine the World Islamic Sciences and Education University students' attitude toward the inclusion of handicapped students within the university environment. The sample of the study consists of 247 male and female undergraduate students of the World Islamic and Education University at the academic year 2017/2018. To achieve the objectives of the study, a valid and reliable scale of World Islamic University students' attitudes toward special needs students' inclusion in campus was prepared and applied. The data analysis revealed that the level of the attitudes of World Islamic University students toward handicapped students' inclusion within campus was medium. The study findings revealed that there was a statistically significant difference in the participants' attitudes toward the handicapped inclusion in the mainstream of World Islamic University based on gender in favor of male students; and there were statistically significant differences based on academic level in favor of third and fourth year students regarding the inclusion of handicapped in the mainstream campus. In addition, there is a statistically significant difference in students' attitudes based on faculty variable. The study findings revealed there are no statistically significant differences in students' attitude based on social status variable.
Impact of Pre-Service Teachers on P-5 Student Learning: Results of Unit Instructions
Author: Lu, Hsiu-Lien
Date: 2018-06-00
Type: Journal Articles
Subjects: Statistical Analysis,Elementary School Students,Units of Study,Preservice Teachers,Practicums,Socioeconomic Status,Instructional Program Divisions,Intellectual Disciplines,Teacher Influence,Supervision,Student Placement,Pretests Posttests,Experience,Scores,Regression (Statistics)

This quantitative study utilized 1,640 P-5 students' learning outcomes as a result of unit instructions that pre-service teachers gave to P-5 students in the field. The study investigated the difference in P-5 student learning outcomes after a unit instruction by three pre-service teaching practicum course tiers, considering socioeconomic statuses, student grade levels, and subject areas of the content taught by the pre-service teacher. Using normalized gain scores, we used a t test and regression analysis to analyze the data. Based on the findings, recommendations for pre-service teacher education include three items: a) to provide differentiated supervision based on pre-service teachers' experiences and needs, b) to require a proportionate and incremental assignment responding to the amount of pre-service teachers' experiences and hours in the classroom, and c) to incorporate co-teaching opportunities to facilitate peer learning and support in early field experiences.
Embracing Vulnerability and Risk in the Classroom: The Four-Folder Approach to Discussion-Based Community Learning
Author: Ozment, Elizabeth Whittenburg
Date: 2018-06-00
Type: Journal Articles
Subjects: Classroom Techniques,Classroom Environment,Classroom Communication,Risk,Discussion (Teaching Technique),Womens Studies,Feminism,Safety Education,Student Needs,Assignments,Curriculum Implementation,Educational Practices,College Programs,Teaching Methods

In recognition of various power systems within and surrounding their classrooms, U.S. women's studies instructors have for several decades worked to reconfigure the college classroom as an environment that enables all students to speak, thus creating empowered communities and ultimately inspiring the next generation of leaders. As some of the most repeated mantras of feminist pedagogy, these educational goals embody the liberating power of feminist theory and practice. The pedagogical practices employed in attaining these goals typically value experiential knowledge and encourage students to be attuned to various forms of speech and knowledge construction, which are framed through a politics of power and difference. As part of an ongoing conversation about the perils of cooperative learning, independent problem-solving, and peer leadership in higher education, this reflective essay describes one strategy, which I call the four-folder system. This instructional strategy troubles the promises of safety and implied instructor surveillance that so many feminist instructors adhere to, while simultaneously creating a multi-vocal learning environment. The techniques and rationale described may be applied to a range of courses and are not necessarily bound to introductory women's studies surveys. I propose that given favorable conditions, embracing vulnerability and risk in the classroom better frees our students from the confines of conventional pedagogies used in higher education.
An Assessment of Group Size in Interteaching
Author: Rosales, Rocío
Date: 2018-06-00
Type: Journal Articles
Subjects: Cooperative Learning,Discussion (Teaching Technique),Scores,Psychology,Introductory Courses,Group Activities,Performance,Undergraduate Students,Classroom Environment,Observation,Questionnaires,Peer Teaching

A key component of interteaching, as described by Boyce and Hineline (2002), is the opportunity for students to participate in &quot;dyadic&quot; or pair discussions. Although the rationale for pair discussions is evident, only one study involving interteaching, to date, has evaluated the relative effectiveness of student performance when group size is manipulated. The present investigation was designed to further evaluate the effect of group size during student discussions on quiz scores in an introductory psychology course with a diverse group of learners. An alternating treatments design was implemented whereby students were assigned to work in a dyad or in groups of 4-5 students to discuss a preparation guide. All of the major components of interteaching were in effect during both conditions (i.e., availability of prep guides and quality points, clarifying lectures, and frequent test probes). Results showed a small advantage for performance following discussion in dyads. A social validity measure indicated students favored discussion in larger groups. Implications of these findings and suggestions for future work will be discussed.