ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveling of Critical Thinking Abilities of Students of Mathematics Education in Mathematical Problem Solving
Author: Rasiman
Date: 2015-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Mathematics Instruction,Problem Solving,Qualitative Research,Teaching Methods,College Students,College Mathematics,Mathematics Tests,Mathematics Skills,Mathematical Logic,Foreign Countries

This research aims to determine the leveling of critical thinking abilities of students of mathematics education in mathematical problem solving. It includes qualitative-explorative study that was conducted at University of PGRI Semarang. The generated data in the form of information obtained problem solving question and interview guides. The results are: (1) students who are not critical (LCTA-0) are only able to identify the given facts clearly, (2) students are less critical (LCTA-1), students can identify the facts in problems, (3) critical student (LCTA-2), students can identify the fact in problems, revealing the prerequisite knowledge appropriately, solve the problem but still less accurate in every stage, and (4) students are very critical (LCTA-3), students can identify the facts given clearly, mention the concept/theorem/prerequisite material. Based on these results, the leveling of students critical thinking abilities can be applied in a lecture at mathematics education.
Investigating the Act of Design in Discharge Concept Using PMRI
Author: Lestariningsih
Date: 2015-07-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematical Concepts,Mathematics Instruction,Teaching Methods,Instructional Design,Educational Research,Photography,Video Technology,Concept Formation,Natural Resources,Learning Activities,Water,Measurement,Cooperative Learning,Elementary School Mathematics

The goal of this research is to investigate the act of design in discharge concept using Pendidikan Matematika Realistik Indonesia (PMRI) approach with Lapindo's Mud phenomenon as a context. Design research was chosen as the method used in this research that consists of three phases, namely preparing for the experiment, teaching experiment, and retrospective analysis. Based on the result of investigating from findings and the data obtained in this research, it can be concluded that the use of instructional design using PMRI can support students' understanding in learning the concept of discharge. Observing activities Lapindo mud photos, watching videos Lapindo mud, observing miniature discharge of Lapindo mud, volume of water and time of data collection are needed, and finding discharge of Lapindo mud are conducted in this research.
Behaviour Disorders Related to Drug Abuse among Secondary School Students in Kenya
Author: King'endo, Madrine
Date: 2015-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Drug Abuse,Correlation,Secondary School Students,Substance Abuse,Influences,Questionnaires,Student Attitudes,Symptoms (Individual Disorders),Addictive Behavior,Intervention,Drug Education,Student Needs,Teacher Competencies,Foreign Countries,Public Schools,Adolescents,Hypothesis Testing,Institutional Characteristics,Bullying

The purpose of this study was to find out the behavior disorders displayed by secondary school students as a result of substance abuse. This would assist to train teachers on specialized intervention methods so that they can have knowledge on how to curb drug menace in learning institutions. The students were interrogated about substance abuse practices, use and the factors that lead them to abuse substances. Questionnaires were used to collect data from students and teachers involved in guiding and counseling programs. The findings indicate that students abused drugs and substances and reacted differently, developing different behavior disorders. Their responses revealed that there was no drug abuse program in schools and student addicted to drugs were not attended to. What the teachers revealed indicated that they did not have any training on drug abuse problems and lacked skills and knowledge to deal with drug related behavior disorders among students. Future research and implications for teacher training are discussed.
Undergraduate Mathematics Students' Understanding of the Concept of Function
Author: Bardini, Caroline
Date: 2014-07-00
Type: Journal Articles
Subjects: Undergraduate Students,College Mathematics,Mathematical Concepts,Pilot Projects,Comprehension,Algebra,Foreign Countries,College Freshmen,Mathematics Tests,Mathematics Skills,Knowledge Level,Misconceptions,Prior Learning

Concern has been expressed that many commencing undergraduate mathematics students have mastered skills without conceptual understanding. A pilot study carried out at a leading Australian university indicates that a significant number of students, with high tertiary entrance ranks, have very limited understanding of the concept of function, despite the emphasis it receives in the secondary mathematics curriculum. Whilst most students were familiar with families of functions, many were unable to give an appropriate definition or recognize whether a given graph or rule represents a function; and could not make correct connections between function graphs and tables of values.
Achievement Motivation of the High School Students: A Case Study among Different Communities of Goalpara District of Assam
Author: Sarangi, C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Academic Achievement,Student Motivation,Rating Scales,Statistical Analysis,Correlation,Rural Urban Differences,Gender Differences,Geographic Location,Tribes

Achievement motivation is a consistent striving force of an individual to achieve success to a certain standard of excellence in competing situation. In this study an attempt was made to study the effect of achievement motivation on the academic achievement of the high school students of tribal and non tribal communities in relation to their sex and locale. For this purpose a sample of 200 students, studying in class IX of ten government high schools of Goalpara District of Assam was selected. They were administered the measures of Achievement Motivation Scale by Gopal Rao. &quot;t&quot; test and co-efficient of correlation (r) was applied to study the significance of difference between means and significant relation between achievement motivation academic achievement respectively. It was found that there was no significant difference between tribal-non tribal and boy-girl students but urban students have shown high achievement motivation than the rural students. In case of relationship between achievement motivation and academic achievement it was observed that there was no significant relation between achievement motivation and academic achievement of tribal, boy and rural students but there was a significant relationship between the achievement motivation and academic achievement of non tribal, girl and urban students. A bibliography is provided.
Exploring Factors Affecting Girls' Education at Secondary Level: A Case of Karak District, Pakistan
Author: Suleman, Qaiser
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Secondary School Students,Secondary School Teachers,Principals,Statistical Analysis,Questionnaires,Likert Scales,Teacher Attendance,Parents,Costs,Parent Background,Educational Attainment,Poverty,Parent Attitudes,Negative Attitudes,Gender Issues,Marriage,School Location,Proximity

The study examined the factors that affect girls' education at secondary school level in Karak District, Khyber Pakhtunkhwa (Pakistan). All the female heads, teachers and students serving and studying at secondary school level in Karak District constituted the population of the study. The study was delimited to only 30 girls' secondary schools in the same district. In order to ensure adequate representation of the population, 30 heads, 120 teachers and 480 students were selected randomly as a sample. Quantitative descriptive research designed was used. Data was collected through self-developed semi-structured questionnaire designed on five Point Likert Scale. Statistical tools i.e., percentage and chi-square were used for data analysis. It was concluded that there were various factors that affect girls' education. These were: unpunctuality of teachers; unfeasibility of school buildings; poor financial status of the parents; lack of basic facilities; marriage at early age; lack of parental attention; negative attitudes of parents about girls' education; illiteracy of the parents; lack of competent teachers; lack of basic facilities for teachers; lack of proper security arrangement; and long distance to school, etc. Based on findings, it was recommended that negative attitude towards female education should be discouraged through mass media. Early marriage culture should be banned. Secondary education should be made free and a special programme of scholarships should be lunched for female students. School buildings should be constructed on feasible and suitable places so that majority of the girls may be beneficialized.
Teachers Perceived Problems of Curriculum Implementation in Tertiary Institutions in Cross River State of Nigeria
Author: Ogar, Odey Edward
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Postsecondary Education,Curriculum Implementation,Teacher Attitudes,Needs Assessment,Etiology,Change Strategies,Questionnaires,College Faculty,Statistical Analysis,Educational Practices,Teacher Surveys

The study investigated teachers' perceived problems of curriculum implementation in tertiary institutions. The need for this study was borne out of the concern over prevalent questions raised against the standard of the education system. Three objectives were pursued; to identify perceived problems, causes, and possible solutions to curriculum implementation. 480 purposively selected teachers of tertiary institutions constituted sample for the study. A validated questionnaire with 3 sections constructed by the researchers formed the main instrument of the study. Data generated were subjected to statistical analysis using frequencies, means and ranking. The findings revealed the most frequently occurring problems, causes and possible solutions of the curriculum implementation. Based on the results obtained from the study, it was recommended that heads of departments and deans of faculties should be made to incorporate the task of monitoring their colleagues to the administrative task, a review of the curriculum to meet contemporary need of the society and the need for a paradigm shift of some educational policies to result oriented policies so as to enhance proper curriculum implementation.
Improving Implementation of Formative Continuous Assessment at College of Agriculture, Wolaita Sodo University, Ethiopia
Author: Tebeje, Mesfin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Formative Evaluation,Universities,Agriculture,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Likert Scales,Focus Groups,Statistical Analysis,Computer Software,Intervention

Ethiopian Ministry of Education has designed different types of curriculums from elementary to higher educational levels, and policies how students should be evaluated for best grade score and/or to produce skilled human resources, but teachers evaluation system does not yet fully address the policy. The aim of this study was to evaluate teachers' and students' attitude towards formative continuous assessment and to take an action to raise their attitude. Twenty one lecturers and one hundred five second year students from all seven departments under College of Agriculture were selected as respondents. For the purpose of evaluating teachers' and students' attitude towards formative continuous assessment, 12-item question (both before and after interventions) on a Likert Scale was given. Accordingly, the overall percentage of incorrect answers were accounted 64% from teachers and 66% from students, which implies that more than half of the respondents have negative attitude towards formative continuous assessment and its implementation. Lack of awareness and positive attitude towards formative continuous assessment, inadequate teaching-learning facilities, large number of students per class, lack of motivation, lack of smooth relationship between students and teachers were some of the common issues that were reflected as factors which affects formative continuous assessment implementation during focus group discussions. Based on the results from the initial questions and focus group discussions, a refresher and awareness training was given to both teachers and students to raise their attitude. After all the actions, 12-item questions (exactly the same as the initial questions) were given again to the same size of respondents. For this reason, the overall percentage of correct answers were 66% from teachers and 68% from students, which showed that majority of the teachers and students have positive attitude towards formative continuous assessment and its implementation.
Raising the Quality of Teaching in Public Schools of Pakistan: A Three Dimensional Analysis for Capacity Development of In-Service Teachers in Instructional Planning and Strategies
Author: Rizwan, Sidra
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Teacher Effectiveness,Educational Quality,Capacity Building,Educational Planning,Educational Strategies,Secondary School Teachers,Public School Teachers,Principals,Secondary School Students,Surveys,Observation,Mixed Methods Research,Teacher Competencies,Standards,Teacher Characteristics,Personality

In order to prepare the upcoming generation to handle the sophisticated skills required to contribute to a knowledge-based society, the teachers need to be more successful with the learners having varied needs and learning styles. Development of teachers on the basis of professional standards is part of a broader movement for the assurance of quality in various fields of human life. The standard and quality of education is directly related with the quality and standard of teachers. The standard of effective and efficient teaching comprises of three dimensions which are further divided into multiple indicators of knowledge and understanding of the content, disposition of the teachers and the skill they portray in teaching. The important question here is that: 'What are the needs of in-service teachers in planning out the instructions and selecting appropriate strategies?' A definite and workable approach to answer the question has been done through three dimensional gap analyses while assigning arbitrary scores and five levels to each indicator of all three dimensions. The mixed method and methodological triangulation approach was used for the collection of data. Three dimensional indicator wise analyses revealed the difference between existing levels and desired levels of many indicators of instructional planning and strategies. On the basis of the findings remedial areas have been identified for necessary actions. This definitely will raise the quality of learning as well.
Using the Internet in High School Mathematics
Author: Loong, Esther Yook-Kin
Date: 2014-07-00
Type: Journal Articles
Subjects: Internet,High Schools,Secondary School Mathematics,Technology Uses in Education,Technological Literacy,Pedagogical Content Knowledge,Knowledge Base for Teaching,Secondary School Teachers,Mathematics Teachers,Grade 11,Computer Simulation,Web Based Instruction,Mixed Methods Research,Semi Structured Interviews,Questionnaires,Observation,Student Attitudes,Case Studies,Foreign Countries

Whilst the technological, pedagogical and content knowledge (TPACK) model has been increasingly adopted for understanding teachers' use of technology, there have been many calls for greater discussion about the constituent constructs, their relationship with one another and the central TPACK. This paper analyses qualitatively the TPACK demonstrated by the teacher of a Year 11 class who used web-based simulated contexts and interactive web objects in a Mathematics Studies course. The findings indicate aspects of TPK relating to academic learning time and the transformational mode of the technology were not fully realised in this case study. The implications these has for teacher professional development are discussed.
Student Centered Learning at USM: What Lecturer and Students Think of This New Approach?
Author: Osman, Siti Zuraidah Md
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Centered Learning,Student Surveys,Teacher Surveys,Teacher Attitudes,Student Attitudes,College Faculty,Questionnaires,Likert Scales,Reliability,Validity,College Students,Teaching Methods,Outcomes of Education,Educational Objectives,Educational Strategies,Student Evaluation,Teacher Role,Student Role,Educational Environment,Barriers

Student-centered learning (SCL) is currently attracting a great deal of research attention internationally, driven by the growing concerns of educators of ideal teaching and learning methods. This study aims at investigating the lecturers and students' view of practicing SCL in the teaching process. Data was gathered through survey from 58 lecturers and 128 students of Universiti Sains Malaysia (USM). Results shows that lecturer and student perception about lecturer role were the highest mean (= 4.05; 3.81) by doing their part effectively, used all SCL teaching methods such as lecture, lecture discussion, cooperative learning and others, except for on-line discussion. The student is more motivated and responsible in their learning, as peer learning and peer teaching are part of the teaching practice at USM. Student involvement in curriculum content, teaching method, evaluation method and able to give feedback on the quality of the education process had create a positive learning environment with access to facilities, interaction in the class without any problem to cover the content syllabus by having SCL guideline. Assessments given are based on the ability of the student that had led students to play their role in SCL effectively. However, the lecturers had not enough experience in implementing the SCL and need more training or workshop in SCL. These results have important implications for successful practicing of SCL in Malaysian universities, particularly USM for greater understanding on what we want student to learn and what they actually learn. The details of these implications are elaborated in this paper.
The Paradigm Shift: Leadership Challenges in the Public Sector Schools in Pakistan
Author: Mansoor, Zahida
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,School Administration,Barriers,Performance Factors,Leadership Role,Educational Change,Learner Controlled Instruction,Focus Groups,Interviews,Language Proficiency,Teacher Competencies,Parent Participation,Resistance to Change,Administrative Principles,Administrator Attitudes,Institutional Characteristics

Previous research has established that school heads as leaders are vital to the successful implementation of educational reforms (Derek, 2009; Robinson, Lloyd, &amp; Rowe, 2008). Education system in Pakistan is going through a paradigm shift from teacher centered to learner centered classrooms using English as the instructional language. The present work intends to study the school heads' role in this changing scenario. This research aims to explore how the school heads are managing the change in the public sector schools in Punjab, in order to inform in the training programs designed to sensitize the school heads towards the most recent teaching methods and effective school management strategies. The paper does not intend to present conclusive evidence to verify or refute theories, but rather provide an understanding of the leadership challenges and responsibilities, unique to the public sector head teachers in the Punjab schools. The conclusions, as documented in this study reflect the findings that the main challenges confronting the educational leadership in the public sector schools include infrastructure and resource issues; teacher recruitment issues; school organization and student enrollment issues; parental involvement and political pressure. The present research is therefore intended to make contributions to the literatures on the challenges and training needs of the school heads in the public sector schools.
Cognitive Training and Reading Remediation
Author: Mahapatra, Shamita
Date: 2015-00-00
Type: Journal Articles
Subjects: Remedial Reading,Reading Difficulties,Children,Decoding (Reading),Reading Comprehension,Phonological Awareness,Reading Programs,Cognitive Processes,Logical Thinking,Discovery Learning,Reading Instruction,Teaching Methods,Reading Skills,Reading Improvement,Intelligence,Learning Theories

Reading difficulties are experienced by children either because they fail to decode the words and thus are unable to comprehend the text or simply fail to comprehend the text even if they are able to decode the words and read them out. Failure in word decoding results from a failure in phonological coding of written information, whereas, reading comprehension difficulties emerge out of difficulties in focusing on relevant information, perceiving the interrelationship among obtained information, strategic thinking, lack of vocabulary knowledge, inability to make inferences and lack of reflective knowledge of language while reading. Within the framework PASS model of intelligence, word reading has been found to be depending on successive processing, particularly at earlier grades, while reading comprehension depends primarily on simultaneous processing at any level. Planning and attention, on the other hand, are found to be essential at all levels of reading. The PASS Reading Enhancement Programme (PREP) and Cognitive Enhancement Training (COGENT) which are based on the PASS theory of intelligence, help remediate the word decoding and reading comprehension skills of children by improving the underlying cognitive processes using inductive method and discovery learning and have been proved to be more effective than the programmes based on direct instruction method. School psychologists and teachers, may take this as a challenge and help improve the reading skills of poor readers.