ethanporcaro/eric-fulltext-meta huggingface dataset:
A Mixed-Method Study of the Effect of the Demonstration Method on Students&apos; Achievement in Financial Accounting
Author: Inuwa, Umar
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Demonstrations (Educational),Academic Achievement,Accounting,Business Education,Secondary School Students,Experimental Groups,Control Groups,Teaching Methods,Instructional Effectiveness

This study examines the effect of the demonstration method on students' achievement in financial accounting in Gombe state, Nigeria. A sequential explanatory mixed-method design is used where 120 students from six randomly selected schools participated in the study. The students are equally divided into two groups, namely, experimental (i.e., demonstration method) and control group (i.e., conventional approach). Four (4) students participate in the interview. A Financial Accounting Achievement Test (FAAT) is used as an instrument for data collection. The results indicate that at the pre-test stage, there is no significant difference between the achievement of students who are assigned to the demonstration method and that of those who are assigned to the conventional method. The result suggests that the two groups are equal in terms of their achievement at the initial stage. Nonetheless, a significant difference in the financial accounting achievement of students who are exposed to the demonstration method and that of those who are exposed to the conventional method is found at the post-test stage. Specifically, the finding suggests that the demonstration approach is an effective approach to improve the achievement of financial accounting students in secondary school.
It&apos;s What Principals Do: Influencing Teachers to Support Students
Author: Sowell, Marsha
Date: 2018-00-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Educational Improvement,Teacher Administrator Relationship,Middle Schools,Teaching Conditions,Teacher Motivation,Success,Faculty Development,Cooperation,Teacher Leadership

Recognized as the leader of the school, the middle school principal is expected to continually facilitate student success and school improvement. One such way principals can lead school improvement is through building supportive, trusting relationships with teachers. This qualitative case study explored the ways in which five middle school principals perceived they built trusting teacher-principal relationships to influence staff motivation, commitment, and working conditions for teachers in an effort to support student success. The principals' insights led to the identification of six themes relating to the middle school principals' role in influencing student success through increasing teachers' motivation, commitment, and working conditions. The themes include: prioritizing classroom visits, helping teachers use data, acknowledging teachers' work, providing for teachers' professional improvement, working collaboratively with teachers, and distributing leadership to teachers.
Development of Physics Lab Assessment Instrument for Senior High School Level
Author: Sarjono
Date: 2018-10-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,Physics,High School Students,Practicums,Test Construction,Test Validity,Test Reliability,Foreign Countries,Inquiry,Science Laboratories,Scoring Rubrics

The purpose of this research was to develop a valid, reliable instrument with good difficulty indices for Physics lab test on Senior High School level. By applying research development (R &amp; D) design, data were collected through observation, test and project assessment in the form of three categories of polytomous data. The research subject was 505 respondents studying at grade XI-MIA of Public and Private High Schools in Pemalang. The data obtained were analyzed by using three programs, namely Quest program to verify model suitability and difficulty index level, and Parcale program to obtain information function and Standard Error of Measurement (SEM). Confirmatory Factor Analysis using Lisrel program was applied to measure the construct validity of the instrument. Results yielded that the construct of physics lab test instrument at senior high school level consisted of 4 factors, namely (1) preparation of practicum, (2) practicum, (3) practicum results (4) practicum reporting. Developed instruments were valid and reliable, and suitable to be applied to learners who have medium ability. The implications of this study are that the assessment becomes more fair and accurate because assessment is done from the preparation until the lab report.
Six Levels of Indonesian Primary School Students&apos; Mental Model in Comprehending the Concept of Integer
Author: Utami, Anita Dewi
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Comprehension,Cognitive Structures,Models,Visualization,Concept Formation,Elementary School Students,Grade 2,Grade 3,Numbers,Number Concepts

A pivotal information about the structure of students' comprehension underlying from which the knowledge is gained can be identified through the mental model. This study aimed at describing the six levels of students' mental model in comprehending the concept of the integer. The subject of this research was 40 students consisting of 20 students from the second graders of primary school and 20 students from the third graders of primary school. The subject was taken from two classes in order to meet the whole levels of the mental model. The subject of the research was given a test to know their comprehension of the concept of the integer. From the subject, there were 6 students who were interviewed because they have already fulfilled the six levels of the mental model. To guarantee the validity and reliability of the research, the triangulation technique was done by comparing the video recording of the interview with the results of the test. The results reveal that there are six levels of students' mental model in comprehending the concept of integer, i.e. pre-initial mental model, initial mental model, the transition 1, synthetic mental model, the transition 2, and formal mental model.
Effect of Mastery Learning Approach on Senior School Students&apos; Academic Performance and Retention in Circle Geometry
Author: Adeniji, Saidat Morenike
Date: 2018-10-00
Type: Journal Articles
Subjects: High School Students,Mastery Learning,Mathematics Achievement,Geometry,Retention (Psychology),Foreign Countries,Mathematics Tests,Achievement Tests,Outcomes of Education,Teaching Methods

This study examined the effect of mastery learning on senior secondary school students' achievement and retention in circle geometry. The study was conducted in Ilorin, Kwara state, Nigeria. It adopted a quasi-experimental, non-randomized, pre-test, post-test control group design. A sample of 172 senior school II students was drawn from four co-educational schools using multi-stage sampling technique. Instrument for data collection was Circle Geometry Achievement Test (CGAT) which was validated by experts and reliability index of 0.82 was obtained using test-retest method. The result showed that senior school students' achievement in Geometry improved significantly when taught circle geometry using mastery learning approach. There was no gender difference found as well as no difference in the achievement of low, medium and high scoring students when taught with mastery learning approach. There was also a significance difference in the post test mean score and retention score of students taught circle geometry using mastery learning approach. It was recommended among others that trainings should be given to mathematics teachers on how to effectively use mastery learning approach in mathematics classroom if better performance is desired.
Development and Validation of Student&apos;s Responsibility Scale on Mathematics Learning Using Subject Scaling Model
Author: Hidayati, Kana
Date: 2018-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Learning Processes,Foreign Countries,Student Responsibility,Junior High School Students,Content Validity,Measures (Individuals)

The character of responsibility is an important character that Indonesian students must possess. The attempts to strengthen the character of student responsibilities require in-depth information about the actual state of student's responsibility. The use of relevant, valid, and reliable instruments is necessary to obtain accurate and accountable information about the conditions of student's responsibility. A scale for measuring student's responsibility in mathematics learning was developed through this study. The scale was developed by using subject scaling models and tested on junior high school students in Yogyakarta, Indonesia. The first trial involved 688 students and a second trial involved 696 students. Based on this study, the result of Student's Responsibility Scale on Mathematics Learning (SRSML) consisted of 14 items in the form of subject scaling which theoretically and empirically proved to be of good quality. The scale has good content validity supported by V Aiken index of 0.88-0.92. The scale has good construct validity. Scale reliability is also categorized as good with Omega coefficient of 0.89. SRSML has a lot of potential to be used both in the character assessment activities of students in learning mathematics to strengthen character education and educational research, especially related to the student's responsibility character.
Linking Homework to Achievement in Mathematics: An Examination of 8th Grade Arab Participation in TIMSS 2015
Author: Abdelfattah, Faisal
Date: 2018-10-00
Type: Journal Articles
Subjects: Correlation,Homework,Mathematics Achievement,Grade 8,Arabs,Cross Cultural Studies,Computer Use,Achievement Tests,Foreign Countries,Elementary Secondary Education,International Assessment,Mathematics Tests,Science Achievement,Science Tests,Item Response Theory

Homework is generally one factor that has been discussed and claimed to have a relationship with achievement; it has a central role in providing students with opportunities to continue learning out of the school. This study forms one of cross-cultural investigations that analyze the links between homework variables and achievement in mathematics. Data was drawn from TIMSS database 2015, including 477 schools and 73,987 eighth grade students from 10 Arab countries. Analysis showed that the majority of Arab students spend less time doing homework (less than 60 minutes) and do not need to take homework every day to strengthen their knowledge and get better scores in mathematics. Two-level analyses revealed that different associations were seen in most of Arab countries between homework time, homework frequency, computer use, and internet use in doing homework with achievement in mathematics. The result was interpreted in terms of the consistency between instruction and homework evaluation.
Perceptions of Secondary School Students of the Social Science Class: A Study in Three Colombian Institutions
Author: Mena, Nancy Palacios
Date: 2018-10-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Social Sciences,Foreign Countries,Educational Experience,Grade 11,Teacher Student Relationship

The objective of this article is to analyze the perception of secondary school students of their social science class in three different Colombian educational institutions. It is important to identify the significant aspects valued by students concerning their experience in the aforementioned class and to describe analytically the meaning that they give to the teaching and learning of the subject. A mixed methodological design was used that allowed the processing of quantitative (survey) and qualitative (interviews) data. The systematization of these data was carried out with the Nvivo and Stata programs. A prevalence of negative over positive perceptions was observed as well as the students' low motivation for the subject, due to non-significant experiences in their classes. The students consider that the class is important and could help them enhance their skills and understanding of the world in which they live; however, the methodologies used, the contents, and the evaluation procedures are not the most pertinent, to which they add some conflicts in the relationships with their teachers.
Problem Solving Skills on Direct Current Electricity through Inquiry-Based Learning with PhET Simulations
Author: Yuliati, Lia
Date: 2018-10-00
Type: Journal Articles
Subjects: Problem Solving,Inquiry,Active Learning,Science Process Skills,Energy,Physics,Computer Simulation,Preservice Teachers,Science Teachers,Memory,Foreign Countries

The purpose of this research was to explore students' problem-solving skills through inquiry-based learning with PhET simulation, focussed on direct current electricity matter. The research used a mixed method approach with an embedded experimental model with 34 prospective physics teacher at the State University of Jambi, Indonesia. The data was obtained by using open-ended questions. Data were collected using tests and interviews regarding inquiry-based learning with PhET simulations. Data analysis was done by using Kruskal Wallis test and rubric for physics problem-solving skills. Problem-solving skills were classified into the scientific approach, plug and chug (structured manner and unstructured manner), memory-based approach, and no clear approach. The research showed that there are many students with solving problems using unstructured methods, memory-based approach and no clear approach, which then influences students' problem-solving skills. The students who applied a scientific approach had better problem-solving skills than students using the other approaches. Thus, student problem-solving skills are influenced by the type of approach used in solving the problem.
The Effect of Communicative Activities on Libyan Secondary School Students&apos; Speaking Performance in Malaysia
Author: Owen, Eman Abdussalam
Date: 2018-10-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Communication Skills,Private Schools,Speech Skills,Gender Differences,English (Second Language),Second Language Instruction,International Schools

This study was conducted to investigate whether implementing communicative activities, in particular information gap and language games, in Libyan secondary schools affect students' speaking performance. A quasi-experimental, nonequivalent, pre-test-post-test design was conducted on 42 first year Libyan secondary school students in a private Libyan international school in Malaysia. Eight different information gap and language game activities based on communicative language teaching (CLT) principles were implemented for 15-20 minutes during eight sessions. The results from the paired sample t-test indicated that there was a significant difference between the pre-test compared to the post-test. Students' speaking performance improved after implementing the communicative activities in the classroom. However, the results from the independent sample-test illustrate differences in mean scores between male and female students, which are in favour or female students. Nevertheless, the differences between genders were not statistically different.
The Impact of Educational Material Use on Mathematics Achievement: A Meta-Analysis
Author: Kul, Ümit
Date: 2018-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Instructional Materials,Mathematics Achievement,Meta Analysis,Mathematics Instruction,Foreign Countries,Mathematical Concepts,Academic Achievement,Elementary School Students,Middle School Students,High School Students,College Students

As a result of rapid development in technology, utilizing materials in education has become important. To date, researchers have often explored the effects of using educational materials in mathematics instruction on academic achievement. The purpose of this study was to combine the empirical evidence regarding the effectiveness of educational materials in mathematics. For this aim, a meta-analysis method was used in the current research. In line with the aim of the research, 54 experimental studies published between years of 2005 and 2016 were included in the meta-analysis and 58 effect sizes were calculated from these studies. The results of the meta-analysis showed that using materials in mathematics has a positive and high influence on achievement. According to analysis of mediator variables that are related to instructional characteristics, significant differences are found in the variables of mathematics topic, type of material, and application time. However, teaching with materials in mathematics did not seem to differ in effectiveness from teaching without materials, in terms of methodological characteristics of the studies.
The Impact of Using Authentic Videos on Prosodic Ability among Foreign Language Learners
Author: Namaziandost, Ehsan
Date: 2018-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Intonation,Suprasegmentals,Video Technology,Control Groups,Experimental Groups,Pretests Posttests,Foreign Countries,Teaching Methods,Scores,Pronunciation,Rhyme

This study examined the effect of using authentic videos on Iranian EFL learners' prosodic ability. To this end, the researcher selected 40 Iranian intermediate students and randomly assigned them in two equal groups; one experimental group and one control group. A pre-test was administered to both groups to make sure that they are homogeneous. Then, the control group was taught prosodic aspects of language using a traditional approach while the experimental group was taught through using authentic videos. The whole treatment lasted 12 sessions of 70 minutes. At the end of the study a post-test was administrated and the scores obtained from two groups were compared using paired samples and independent samples t-tests. The findings revealed that the experimental group significantly outperformed the control group (p &lt; 0.05) on the post-test. In other words, teaching through authentic videos showed to have a significant impact on improving learners' prosodic ability. Implications of the study suggest that using authentic videos could be more effective than other techniques in teaching prosodic aspects of language to intermediate EFL learners.
Approaching the Language of the Second Language Learner: Interlanguage and the Models Before
Author: Mahmood, Ayad Hameed
Date: 2018-00-00
Type: Journal Articles
Subjects: Interlanguage,Teaching Methods,Second Language Learning,Second Language Instruction,Pragmatics,English (Second Language),Contrastive Linguistics,Error Analysis (Language),Applied Linguistics,Doctoral Dissertations,College Students,Foreign Countries,Ethnic Groups

The present paper attempts to provide a critical evaluation of the most prominent pedagogical models that have dealt with the language of the second language (L2) learner starting from the second half of the 20th century. The three most influential approaches in the domain are investigated in this study: contrastive analysis (CA), error analysis (EA), and interlanguage (IL). Each of these models is tackled in terms of its beginning, psychological background, essential tenets, mechanism, and its pedagogical value. Prominently, this work is aimed at teasing apart the confusion that surrounds the fields of acquiring second/foreign language. It also endeavors to clear out the overlapping of both terminology and concept that cloud these areas. Focus is placed on IL owing to the dominant share of attention it has received from researchers and applied linguists who have found many of their questions answered and many information-gaps filled in with this theory. This review paper is an extract of an in-progress PhD dissertation on interlanguage pragmatics of Kurdish university EFL learners, which is an applied study addressing both the pragmalinguistic and sociopragmatic knowledge of the students.
Analysis of PISA 2012 Participant Countries&apos; Success Rankings in Terms of Their Patent Productivities
Author: Duygu Ileritürk,
Date: 2018-10-00
Type: Journal Articles
Subjects: Achievement Rating,Intellectual Property,Achievement Tests,International Assessment,Foreign Countries,Secondary School Students,Research and Development,Economic Development,Creativity,Innovation

It was thought in this study that it was important to analyze the countries' economic situation and patent production based on their information transfers via their success rankings in PISA, which determined their success internationally. Therefore, it was aimed to analyze the countries' success in participation into the PISA 2012. Case study design, one of the types of qualitative research, was used in the study. Document analysis was used for data collection instrument and data analysis. The countries in the study were analyzed according to PISA success rankings, patent application numbers, registered patents and gross national products. The study findings stated that patent application averages were parallel with their PISA success rankings for some countries like China, Turkey etc. Moreover, while the countries with the highest gross national product averages had parallel patent production, it was seen that the countries like Indonesia with high gross national product were not at similar levels in terms of both patent production and success rankings in PISA because of its population. According to the study results, it was suggested that Turkey's and other countries' patent circulations could be analyzed until 2012 comparatively, and the relationship between patent production and research-development works should be investigated.
A Review of Spelling Errors in Arabic and Non-Arabic Contexts
Author: Altamimi, Dheif Allah Hussain Falah
Date: 2018-00-00
Type: Journal Articles
Subjects: College Students,Spelling,Error Patterns,Error Correction,Semitic Languages,English (Second Language),Writing Evaluation,Native Language,Intercultural Communication,Interference (Language),Second Language Learning,Foreign Countries

The purpose of this review paper is to identify the core spelling errors in Arabic and Non Arabic Contexts. The most common difficulty that Arab learners may face during their English writing is correct spelling, for many different reasons such as the interference between English and Arabic language and the irregularity of the English language system. Several studies have been undertaken to evaluate writing mistakes and spelling errors in English, and most of them have classified spelling errors into three different categories: morphemic errors, where the errors occur in the morphemes parts (prefixes and suffixes); Intra-Morphemic errors, where errors occur in the word roots themselves such as deleting the final (silent) e vowel in the word write, and splits types, where the learners leave a space inside the word for example, write &quot;my self&quot; as two words instead of myself, one word. Apart from the three categories mentioned above, other studies claim that there are eight different types of error related to the abilities of the students and the nature of the error, and these include inversion, omission, substitution, segmentation, insertion, pronunciation, miscellaneous, and unclassified errors. In this review paper, we have found interlingual and intralingual--related errors where interlingual errors are mainly caused by the interference of the primary or mother language, while, intralingual errors are due to the system and instruction of the target language. Finally, suggestions are given based on previous research about how to review the spelling errors in Arabic and Non Arabic contexts to identify the error and also overcome the problem through alternatives that can be implemented to create a positive impact and can be furthermore used for all types of positive learning.