ethanporcaro/eric-fulltext-meta huggingface dataset:
Gifted Students&apos; Performance on Algorithmic, Conceptual, and Graphical Questions
Author: Costu, Fatma
Date: 2023-00-00
Type: Journal Articles
Subjects: Academically Gifted,Concept Formation,Algorithms,Graphs,High School Students,Science Tests,Physics,Scientific Concepts,Data Interpretation,Cognitive Processes,Problem Solving

Several studies compared three different types of questions (conceptual, algorithmic, and graphical) across various topics, however, few focused specifically on gifted students. This study addressed this gap. The aim of the study, hence, was to determine whether there were notable differences in gifted students' performance in the three types of tests. The study involved 115 gifted students aged between 17 and 18 years old. They responded to the three different tests including 10 test items in each with the same content. Significant differences were observed in their performances between the conceptual versus algorithmic in favour of the conceptual test, the conceptual versus graphical in favour of the conceptual test, and the algorithmic versus graphical in favour of the algorithmic test. Moreover, the statistical analysis results revealed that the students performed markedly poorer performance on the graphical test in comparison to both the algorithmic and conceptual tests. These results suggest the need to enhance students' graphical skills to facilitate a better understanding of physics concepts. Proper steps should be taken to improve their proficiency in interpreting and analysing graphical representations.
Humanising Life Orientation Pedagogy through Environmental Education
Author: Swarts, Pieter
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,High School Teachers,Grade 10,Teaching Methods,Alignment (Education),Transformative Learning,Humanization,Science and Society,Caring,Material Development,Human Capital

In this article I focus on an initiative to determine how a group of 7 purposefully recruited Grade 10 in-service life orientation teachers in the Dr Kenneth Kaunda district of the North West province conceptualise socio-environmental issues and aim to determine whether their teaching-learning practices are aligned with the expectations of the Curriculum and Assessment Policy Statement. A qualitative research design was used to generate data through semi-structured interviews. The data were analysed thematically. A critical finding was that a need exists to include a situated knowledge approach to real-life socio-environmental issues for the purpose of humanising life orientation for learners. With this article, I wish to contribute to a particular discourse with regard to real-life socio-environmental issues through humanising life orientation pedagogies through environmental education. The potential merits of such a transformative approach, which is grounded in a critical pedagogical paradigm, are discussed as well.
The Factors That Influence the Motivation to Learn Chemistry of Upper-Secondary School Students in Indonesia
Author: Huda, Nur
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Chemistry,Learning Motivation,Scientific Attitudes,Social Differences,Grade 10,Grade 11,Grade 12,Influences,Gender Differences,Anxiety

The role of motivation in chemistry learning has long been explored and has become an exciting research topic worldwide. The aim of this study was to explore whether gender, class and students' anxiety influenced the motivation to learn chemistry among upper-secondary school students in Indonesia. The Chemistry Motivation Questionnaire II and the Chemistry Anxiety Questionnaire were used to examine the influence of multiple predictors through multiple linear regression analysis tests. Participants in this study were 1,211 upper-secondary school students in Indonesia. This study proves that gender has a significant influence on students' motivation to study chemistry, with female students being more motivated to study chemistry than male students. Interesting research results can be seen in the anxiety variable anxiety, specifically in the chemistry learning anxiety aspect, which has a negative correlation with motivation to study chemistry. The regression model of the three factors revealed in this study accounts for 13.8% of the overall proportion of upper-secondary school students' motivation to study chemistry in Indonesia. The results of this study were corroborated using the interview transcript data with 10 students, who extracted several other predictors to influence motivation to study chemistry, including learning experience, learning environment, and digital literacy.
The Feasibility of Authentic Assessment Instrument through Virtual Laboratory Learning and Its Effect on Increasing Students&apos; Scientific Performance
Author: Yakob, Muhammad
Date: 2023-00-00
Type: Journal Articles
Subjects: Performance Based Assessment,Feasibility Studies,Electronic Learning,Laboratory Experiments,Science Achievement,Problem Solving,Chemistry,High School Students,Foreign Countries,Scoring Rubrics,Test Validity

In the virtual laboratory learning process, students' scientific abilities in solving a problem are very important to explore. This study aims to develop classroom-based authentic assessment instruments through virtual laboratory learning in chemistry to see an increase in students' scientific performance. The research was conducted at a public high school in Langsa City with a sample of 11th-grade students Academic Year 2021/2022, the utilized subjects being a total of 118 students taken based on purposive sampling. The research data are needs analysis through interviews with chemistry teachers who have implemented technology-based learning, analyzing the feasibility of instruments through expert validation questionnaires before the learning process, and scientific performance through learning observation sheets during the learning process. The increase in students' scientific performance data was then analyzed using the N-Gain formula and t-test to see the difference in improvement after the authentic assessment was applied. The results show that authentic assessment is feasible to use an increase in students' scientific performance. From the small-scale test, the students' scientific performance was a high category and there is a significant difference in improvement. The use of authentic assessment through virtual laboratories is expected to provide active learning solutions to improve student learning outcomes.
Intrinsic Teaching Challenges Relating to Practical Investigations in Some Classrooms: An Instructional Design Perspective
Author: Akuma, Fru Vitalis
Date: 2023-02-00
Type: Journal Articles
Subjects: Instructional Design,Inquiry,Active Learning,Foreign Countries,Science Education,Science Instruction,Educational Planning,Physical Sciences,Curriculum Implementation,Teaching Methods

The inquiry-based strategy in science education is widely recommended and incorporated in practical work. However, contextual and intrinsic teaching challenges associated with practical investigations (inquiry-based practical work), occur in resource-constrained physical sciences classrooms in South Africa. The intrinsic challenges have previously been identified from the perspective of the pedagogical content knowledge framework and the concerns-based adoption model. In this article we present a novel approach, investigating the intrinsic challenges from a viewpoint of instructional design. The multi-method technique was used to collect data which was analysed by combining the deductive and the inductive approaches in thematic analysis. The findings consist of intrinsic teaching challenges in the initiation, planning, and implementation phases of practical investigations. Examples of the challenges include practical work being considered to have a confirmatory role, inadequacies linked to addressing learner safety, and unfamiliarity with well-known instructional models. While new challenges were identified, the findings add a new perspective to intrinsic challenges relating to practical investigations in the context of physical sciences education in South Africa. Also, the findings enhance global knowledge about the complexity of intrinsic teaching challenges linked to practical investigations. In addition, the findings inform teacher support while suggesting lines of future research linked to practical investigations in resource-constrained physical sciences classrooms in South Africa and beyond.
Motivation to Teach as a Predictor of Resilience and Appreciation: An Examination in Terms of the Self-Determination Theory
Author: Köksoy, Aylin Mentis
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Self Determination,Teacher Motivation,Predictor Variables,Resilience (Psychology),Theories,Incentives,Preservice Teachers,Student Attitudes,Professional Autonomy,Correlation

The aim with this research was to investigate the correlation between the intrinsic and extrinsic motivation of teacher candidates regarding their desire to teach, and the variables of resilience and appreciation. In order to establish this correlation, we used the resilience scale, originally developed by Wagnild and Young in 1993 and adapted to the Turkish context by Terzi in 2006. Additionally, the motivation-to-teach scale, developed by Kauffman, Yilmaz Soylu and Duke in 2011 and adapted to the Turkish context by Güzel Candan and Evin Gencel in 2015, as well as the gratitude, resentment and appreciation test-revised short (GRAT-RS), developed by Thomas and Watkins in 2003 and adapted to the Turkish context by Oguz Duran in 2017, were employed. The participants in this study comprised 328 fourth-year teacher candidates enrolled in undergraduate programmes in the Faculty of Education at the Ege University during the 2019-2020 academic year. According to the findings, the motivation to teach demonstrates predictive qualities for both resilience and appreciation. The teacher candidates with high motivation to teach, that is, the teacher candidates who studied at a faculty of education by choice, showed more positive emotions towards their profession (Ayik &amp; Atas, 2014). This research shows that the level of autonomy is effective over positive emotions. If we aim to have better education and teachers who inspire students with positive energy, it may be easier to achieve this with teachers who have a higher level of autonomy.
Parental Educational Support to Adolescents: Exploring the Role of Emotional Capital in Low-Income Single-Mother Families in South Africa
Author: Jacobs, Carmelita
Date: 2023-05-00
Type: Journal Articles
Subjects: Authoritarianism,Parenting Styles,Mothers,Parent Child Relationship,One Parent Family,Academic Achievement,Low Income Groups,Case Studies,Emotional Development,Emotional Response,Mother Attitudes,Participant Characteristics,Parent Participation,Foreign Countries

In this article I explore the emotional resources activated by single mothers to support their adolescent children's educational journeys. Mothers' emotional work is often regarded as something that mothers must do (Gillies, 2006). However, this view does not recognise the power and influence that mothers exert to create opportunities for educational success. By centring the mother as the head of her family and drawing on the concept of emotional capital as a legitimate and valuable resource within single-mother families, it becomes possible to show how mothers in a low socio-economic community invest in their children's schooling. This article is based on a qualitative case study of single-mother families from a South African community. The findings show that the single mothers maintained strong bonds with their children, which enhanced perceived support and contributed positively to their education. Maintaining open communication channels, demonstrating authoritative parenting, and communicating pride in non-academic qualities were significant emotional practices that served to maintain these strong bonds. By engaging in these practices, these single mothers from low-income contexts activated their emotions strategically to support their adolescent child's education.
The Relevance of Learning Outcomes Included in Estonian Grade 7-9 Science Subject Curricula Associated with the Concept of Energy
Author: Kõlamets, Lauri
Date: 2023-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Middle School Students,Secondary School Science,Science Curriculum,Scientific Concepts,Energy,Foreign Countries,Interdisciplinary Approach,Psychomotor Skills,Affective Behavior,Cognitive Processes,Science Education,STEM Careers,Relevance (Education),National Curriculum

This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow's citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts.
Perceived Effects of Background Noise on the Learning Experiences of English First- and Second-Language Female Learners
Author: Goldschagg, Paul
Date: 2023-02-00
Type: Journal Articles
Subjects: Acoustics,Learning Processes,Second Language Learning,Second Language Instruction,Native Language,Language Acquisition,English (Second Language),Language of Instruction,Grade 10,Grade 11,Grade 12,Multilingualism,Foreign Countries,Screening Tests,Behavior Problems,Questionnaires,Child Behavior,Females,Secondary School Students,Single Sex Schools,Interference (Language),Comparative Analysis,Barriers,Cognitive Ability,Language Processing,Classroom Environment

Noise, although ubiquitous, is seldom considered as a factor that may impede learning. In South Africa, most learners are multilingual and learn in English, which is their second language. Most noise studies have been conducted in the Global North, where the school context differs from the Global South. In this article, using questions selected from the Strengths and Difficulties Questionnaire, we present a quantitative evaluation of the perceptions of background noise on learning of a purposive sample of 154 Grade 10 to 12 female learners attending 2 all-girls schools, who were either learning through English as their second, or as their first language. The responses of first language and second language learners were compared using Mann-Whitney U tests with Hodges-Lehman estimates. Second language learners reported greater interference and annoyance from noise, compared to their first language peers. This may be due to the additional cognitive demands required when processing complex information in a second language. Given the high proportion of learners who are learning through a language that is not their mother tongue, we highlight the importance of a good acoustic environment to counteract the negative effects of the increased cognitive demand when processing information in a second language. Educators should consider ways to mitigate interference from noise and to improve the saliency of the acoustic signal in their classrooms.
Your Feedback Procedure, My Inspiration: Enhancing Student Achievement through Assessment
Author: Kloppers, Magda
Date: 2023-02-00
Type: Journal Articles
Subjects: Feedback (Response),Academic Achievement,Evaluation Methods,College Students,Learning Strategies,Self Management,Foreign Countries,Metacognition

Lecturers often claim that time constraints cause tension regarding feedback on students' assessment opportunities. Assessment strategies for effective feedback procedures can lead to early identification of problem areas in student performance. Numerous students at higher education institutions (HEIs) do not complete their qualifications or take up to 6 years to complete a 3-year qualification. Situations like these may be avoided if lecturers provide informative feedback fostering self-directed learning, overall enhancing student achievement. In the quantitative, non-experimental descriptive research study reported on here, a set of questions was used to determine the following: (1) feedback procedures; (2) feedback inspiration; and (3) reflection on feedback. The data were collected from undergraduate and postgraduate students at a South African university. The 3 categories above revealed 3 tiers that form part of a metacognitive methodology which indicates that feedback procedures do play a role in student achievement. This study contributes to the body of knowledge on assessment and feedback as well as the implications for feedback on current practices of university lecturers and students' future learning endeavours.
Assessing the Impact of Differentiated Instruction on Mathematics Achievement and Attitudes of Secondary School Learners
Author: Bal, Ayten Pinar
Date: 2023-02-00
Type: Journal Articles
Subjects: Mathematics Achievement,Secondary School Students,Mathematics Tests,Attitude Measures,Student Attitudes,Teaching Methods,Individualized Instruction,Comparative Analysis,Outcomes of Education,Fractions

The aim of the study reported on here was to assess the impact of differentiated instruction in terms of mathematics achievement and the attitudes of secondary school learners to reveal their views on differentiated instruction. The study was designed according to a mixed method design in which both quantitative and qualitative methods were used. The study group, which constituted the quantitative dimension of the study, consisted of 2 control groups and 1 experimental group. The Mathematics Achievement Test, Mathematics Attitude Scale and a semi-structured interview form were used as data collection tools. One-way anova and descriptive analysis techniques were applied for the analysis of the data. We concluded that differentiated instruction in mathematics courses increases secondary school learners' mathematics achievement, but has no effect on their attitudes towards mathematics.
Developing a Research Instrument to Record Pre-School Teachers&apos; Beliefs about Teaching Practices in Natural Sciences
Author: Draganoudi, Aikaterini
Date: 2023-02-00
Type: Journal Articles
Subjects: Test Construction,Teaching Methods,Natural Sciences,Science Instruction,Test Validity,Test Reliability,Preschool Teachers,Public Schools,Foreign Countries

In the last 30 years, 4 distinct theoretical approaches have been described for early childhood science education. The approaches are, empiricist, Piagetian, socio-cognitive and socio-cultural. Drawing on the differences among these approaches regarding the theoretical framework adopted in teaching, the role that is assigned to the teacher during the activity and the actions that are expected from the children, we aimed to serve 2 purposes with this research. Firstly, to elicit the in-service pre-school teachers' beliefs about teaching practices for natural sciences and to record the approaches that these beliefs match. To fulfil this purpose, a new instrument was developed. Secondly, to examine the instrument's validity and reliability. The participants in the study were 94 pre-school teachers who served in public schools in 2 prefectures in Greece. Research findings suggest that pre-school teachers tend to state that they mainly adopt practices that fit the empiricist approach while practices that fit the socio-cognitive approach are not used so often. Finally, they seem to rarely follow practices that fit the socio-cultural and Piagetian approaches.
Learner Support for Reading Problems in Grade 3 in Full-Service Schools in the Gauteng Province
Author: Phala, Thembi
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Difficulties,Grade 3,Reading Instruction,Elementary School Teachers,Elementary School Students,Teaching Methods,Student Needs,Teacher Role,Barriers,Reading Teachers,Cooperation,Student Participation,Scaffolding (Teaching Technique)

In South Africa, the issue of learning to read is an area of concern. While studies have focused on reading problems in the Foundation Phase, little is known about this issue in full-service schools. In light of this, the aim of this study was to explore how Grade 3 teachers supported learners who experienced reading problems in full-service schools. Vygotsky's sociocultural theory was used to understand the meaning-making of Grade 3 teachers in the context of reading. This qualitative study with a case study design was conducted in 3 full-service schools in the Tshwane North district in the Gauteng province. Participants included 6 learner-support teachers and 11 Grade 3 class teachers. Data were produced using semi-structured interviews. The findings show that the methods of reading and modes of working to support learners are complex, varied, and largely teacher-driven. This set of circumstances highlight the need for co-construction of reading with learners and the addressing of specific barriers to learning to read. This was somewhat evident among the specialist teachers but not sufficiently robust. This study raises questions for professional development for reading problems in the Foundation Phase.
Comparing the Self-Regulation of Grade 9th Students with Different Personalities and Studying in Schools of Different Sizes
Author: Phusee-orn, Songsak
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Control,Grade 9,Student Characteristics,Personality Traits,School Size,Correlation,Foreign Countries

The objective of this research is to study and compare the self-regulation of grade 9 th students with different personality types and who study in schools of different sizes. The sample group used in this study consisted of 860 students from Sisaket province, Thailand, who were randomly selected through a multi-stage random sampling method. Of these, 185 students had an extroverted personality type, while 675 had an introverted personality type, and they were studying in special large schools (216 students), large schools (160 students), medium-sized schools (302 students), and small schools (182 students). The research tool used was a self-regulation assessment questionnaire, which is a 5-point Likert scale questionnaire with 9 questions, having an internal consistency (IOC) ranging from 0.60 to 1.00, item total correlation ranging from 0.62 to 0.82, and reliability of 0.93. The data was analyzed using statistical techniques such as mean, standard deviation (S.D.), Two-way ANOVA, and Bonferroni. The research findings revealed that: (1) there was no interaction between personality type and school size in relation to self-regulation, (2) grade 9th students with different personality types (extroverted vs. introverted) showed statistically significant differences in self-regulation, with introverted students having higher levels of self-regulation than extroverted students, and (3) grade 9th students who studied in schools of different sizes (special large, large, medium, and small) showed significant differences in self-regulation.