ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology Addiction among UiTM Puncak Alam and UNNES Semarang Students
Author: Johan, Zaimy Johana
Date: 2021-10-00
Type: Journal Articles
Subjects: Addictive Behavior,Foreign Countries,Undergraduate Students,Predictor Variables,Well Being,Handheld Devices,Video Games,Internet,Use Studies,Social Networks

Technology addiction has become an alarming disorder that has increasingly caught the attention of researchers, mental health counsellors and doctors. Unfortunately, those who are having the disorder do not realize that they are going through the phase of pleasurable, addictive experience of appealing themselves by long hours of social networking, gaming, and internet browsing; and affecting their psychological well-being. The symptoms of depression, anxiety, loneliness, avoidance of work and procrastination may be overlooked and hence be left untreated. The purpose of this study is to identify the factors contributing to technology addiction among UiTM Puncak Alam and UNNES, Semarang students applying SPSS v. 23. Data were collected from 656 undergraduate students of the two universities who participated in the survey: 317 and 339 questionnaires were collected from UiTM Puncak Alam, Selangor, Malaysia and UNNES, Semarang, Indonesia students respectively. The results show technology usage influenced technology addiction but psychological well-being did not affect technology addiction. Additionally, UiTM Puncak Alam students are more technology addicted compared to UNNES Semarang students. This distressing condition could become worse during the current COVID-19 pandemic period and prolonged movement control order (MCO) for students, regardless whether they stay at home or on campus. Implications of the findings are further discussed.
Effect of the REACT Strategy on Senior High School Students&apos; Achievement in Molecular Genetics
Author: Quainoo, Benedicta Abeka
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,High School Students,Academic Achievement,Genetics,Science Education,Instructional Effectiveness,Foreign Countries

Molecular genetics, a key concept in biology, is found to be very difficult for students at the senior high school level. A situation largely blamed on teachers' instructional approaches. Since the Relating, Experiencing, Applying, Cooperating and Transferring (REACT) strategy is reported to be an effective pedagogical approach for improving students' understanding of science concepts, in this paper, we sought to explore its effectiveness on Senior High School students' achievement in molecular genetics in Ghana. To do this, the embedded mixed methods research design was employed. Two intact biology classes selected through simple random sampling were assigned as experimental and control groups and taught with the REACT strategy and the conventional approach respectively. Quantitative data were obtained with pre-test-post-test control group design and analysed with Independent sample t-test and ANOVA. The qualitative data on students' perception of learning with the REACT strategy was obtained through interviews and analysed thematically. The findings showed that the REACT strategy was more effective for teaching molecular genetics compared with the conventional approach. Although REACT could not bridge the gap between low and high achievers in that group, the performance of low achievers in the REACT group was at par with high achievers in the conventional group. Students perceived the opportunity to search and share information as well as relate new concepts to prior learning provided by the REACT strategy to have facilitated their understanding of concepts in molecular genetics. It is recommended that biology teachers use the REACT strategy to teach concepts students find problematic.
Linking to the Real World: Contextual Teaching and Learning of Statistical Hypothesis Testing
Author: Lago, Jeanne Marie L.
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Statistics Education,Hypothesis Testing,Student Attitudes,Mathematics Achievement,Authentic Learning,Grade 11,Direct Instruction,Instructional Effectiveness,Relevance (Education),Foreign Countries

The study used experimental research design to randomly selected senior high school students in analysing their attitude and achievement in statistics when contextual teaching is implemented. In addition to structured questionnaires, semi-structured interviews with the students were also conducted to provide rich descriptions about learning experiences with contextual teaching. Results revealed that students have positive attitude towards statistics and that students learn better with contextualized instruction than direct instruction. With this, contextualized instruction must be promoted in teaching statistics. By linking it to the real world, students would be able to view statistics more than just a subject. Thus, it makes the statistical hypothesis testing learning more enjoyable and exciting.
Effect of Resource-Based Instructions on Pre-Service Biology Teachers&apos; Motivation toward Learning Biology
Author: Mukagihana, Josiane
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Teaching Methods,Preservice Teachers,Biology,Science Teachers,Student Motivation,Foreign Countries,Multimedia Instruction,Cooperative Learning,Educational Resources

Linking motivation and learning is central to understanding students' motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students' motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers' academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher training University and received a pre- and post-assessment. Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre- and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=0.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically significant difference was found with animation instruction (df=18, p=0.002) and lab instruction (df=18, p=0.014). The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers' intrinsic and extrinsic--career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers' motivation toward learning biology.
The Effects of Retrieval Practice across Levels of Thinking and Retention Interval on Reading Comprehension
Author: Alicia Nero, Corrin
Date: 2021-10-00
Type: Journal Articles
Subjects: Information Retrieval,Thinking Skills,Retention (Psychology),Reading Comprehension,Undergraduate Students,Learning Strategies,Cognitive Psychology,Foreign Countries

The present study examined the effect of different types of retrieval practice on reading comprehension across levels of thinking and retention interval in a classroom setting. One hundred undergraduates divided into two retention interval groups (short- and long-retention interval) were asked to read a passage on a topic in Cognitive Psychology and were then required to engage in a retrieval practice learning strategy using the two types of question format (production test and recognition test) and different levels of thinking (lower-order thinking and higher-order thinking). A three-way mixed ANOVA statistical test was used to analyse the data and found no significant differences in reading comprehension across the different types of retrieval practice, suggesting that the performance when using the recognition test is equivalent to when using the production test. The difference in reading comprehension between the different types of retention interval also was not observed, indicating that students in the short-retention interval group retained just as much information as those in the long-retention interval group. Additionally, the present study observed a significant difference in students' reading comprehension between different levels of thinking, signifying that the students' performance for the lower-level thinking questions was better than that for the higher-level thinking questions. The present finding contributed to the existing body of knowledge in which it suggested that the performance in reading comprehension when using a recognition test, particularly a well-constructed one, with competitive alternatives was equivalent to when using a production test.
Communicating Mathematics through Images: A Multimodal Study of Year One Students&apos; Meaning-Making When Working with Mathematics Textbooks
Author: Norberg, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Textbooks,Visual Aids,Elementary School Mathematics,Affordances,Computation,Symbols (Mathematics),Grade 1,Subtraction

This article focuses on how Swedish Year One students (age 7-8) make meaning when working with images in mathematics textbooks. Images include textbook images, but also students' self-drawn images used as support for calculation. The focus was (1) what the images in the exercises were designed to offer (the designed affordance), and (2) what the students discovered when working with them. The data material consisted of video transcripts of 18 students working with subtraction exercises from mathematics textbooks. The results showed that the students sometimes discovered the designed affordance and sometimes did not. The students who discovered the designed affordance sometimes used the image when performing the calculations, while others did not. Some students expressed that images in mathematics textbooks are for those who find mathematics difficult, and that completing exercises without using the images was desired. The students' approaches to images were discussed in two specific cases: First, the students' desire to use mathematical symbols rather than images may lead to students not discovering the mathematics content that the exercise is designed to offer. Second, the use of mathematical symbols rather than images may lead to students not discovering themselves as mathematical individuals.
Adaptation Analysis in Students with High Mathematical Ability: Preliminary Work in the Field of Giftedness
Author: García-Perales, Ramón
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematics Achievement,High Achievement,Academic Ability,Academically Gifted,Ability Identification,Gender Differences,Diversity,Inclusion,Grade Repetition,Elementary School Students

This study focuses on the child adaptation processes of a group of 22 students who were identified in academic year 2011/12 as having high mathematical ability. The subjects' schooling and adaptation were tracked over six school years, with a specific psycho-pedagogical evaluation test in the final year to assess their adaptation via various analytical dimensions. The results demonstrate the influence of variables related to repeating school years and academic performance on adaptation. There was also evidence of the in-fluence of diagnoses of giftedness and the type of school on adaptation, but no influence related to gender or school environment. Monitoring students' educational transition is essential for their personal and academic futures. The most capable students should be part of a comprehensive approach to diversity and inclusion for all. The academic progress of the students in our sample indicates that there is educational practices must be improved for this student.
Inspiring or Confusing -- A Study of Finnish 1-6 Teachers&apos; Relation to Teaching Programming
Author: Pörn, Ray
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Science Education,Programming,Elementary School Teachers,Teaching Methods,Teacher Attitudes,Readiness,Positive Attitudes,Mathematics Education

There is limited research on teaching and learning of programming in primary school and even less about aspects concerning teaching programming from teachers' viewpoint. In this study, we explore how Finnish 1-6 primary school teachers (N=91), teaching at schools with Swedish as the language of instruction, relate to programming and teaching of programming, one year after the introduction of the new national curriculum that included programming. The teachers' relation to programming is studied by analyzing their view on programming, perceived preparedness to teach programming and their attitudes towards teaching programming. The main results of the present study are that the responding teachers approach programming in school with mixed emotions, but the majority claim to have sufficient preparedness to teach programming, and many of them have a positive attitude towards the subject. The findings indicate that the most important factor for high perceived preparedness and positive attitude is sufficient domain knowledge. The teachers' views on programming are very diverse, ranging from focusing only on the connection to elementary step-by-step thinking to more sophisticated reasoning connecting to central aspects of computational thinking and other educational outcomes. The findings suggest that there is a need for educational efforts to make the connection between mathematical content and programming more visible for primary school teachers.
Quadratic Equations in Swedish Textbooks for Upper-Secondary School
Author: Sönnerhed, Wang Wei
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,Textbook Content,Mathematics Education,Secondary School Mathematics,Equations (Mathematics),Algebra,Mathematics Skills,Knowledge Level,Mathematical Concepts,Learning Activities,Learning Processes,Visual Aids,Geometric Concepts

This paper analyzes the content and tasks involving quadratic equations in eight mathematics textbooks published during the period 2000-2012 at the uppersecondary level in Sweden. The study applies the theoretical &quot;hypothetical learning trajectory&quot; (HLT) framework combining &quot;conceptual&quot; and &quot;procedural&quot; knowledge. The analysis includes horizontal and vertical dimensions within an HLT. The aim is to explore embedded HLTs and learning opportunities from both dimensions in these textbooks. A total of 250 examples and 1,068 tasks have been examined. Results show that all the textbooks contain algebra identities and four different methods for solving quadratic equations as well as their applications as a core hypothetical learning trajectory but differ in how an HLT starts and ends. Geometrical representations for some algebra identities and completing the square are widely used in both theoretical presentations and tasks, which implies that conceptual learning is encouraged among the Swedish textbooks. At the same time, procedural knowledge is still emphasized as a basic but important learning process.
Student Participation in Peer Interaction -- Use of Material Resources as a Key Consideration in an Open-Ended Problem-Solving Mathematics Task
Author: Moate, Josephine
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Group Activities,Peer Relationship,Resource Materials,Secondary School Students,Mathematics Activities,Student Participation

This study explores how students deal with material resources in their peer interaction when working in pairs in an open-ended problem-solving task. The productive use of material resources can be expected to support successful peer work. However, research into social phenomena in peer interaction is needed in order to identify and describe productive and less productive forms of dealing with material resources as students participate in open-ended problem-solving tasks. Consequently, this explorative study responds to this research need. Based on multimodal data, including video recordings, transcribed talk and the written contributions from four pairs of Year 7 students aged 12-13 years, the analysis focuses on different ways in which students deal with material resources while negotiating their participation as they respond to the task. The findings indicate that aspects of participation are a key factor for describing productive and less productive ways of dealing with material resources by the student pairs. Foregrounding aspects of participation for an increased awareness of potential obstacles to student-centred work is among this study's contributions for classroom practice and theory development.
&quot;Books I Used as a Child Were Mathematically Incorrect&quot;: Reasons to Use Children&apos;s Shape-Related Books as a Resource to Improve Mathematical Knowledge for Teaching
Author: Nurnberger-Haag, Julie
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Preservice Teacher Education,Preservice Teachers,Geometry,Geometric Concepts,Childrens Literature,Books,Misconceptions,Teaching Methods,Pedagogical Content Knowledge,Concept Formation,Knowledge Level,Learning Activities,Student Attitudes

Some goals of mathematics teacher education include ensuring that pre-service teachers (PSTs) have strong content knowledge, the skill to anticipate and interpret student thinking, the ability to plan how to respond, and the ability to critically select resources for instruction. These goals are especially challenging for the topic of geometric shapes. Thus, we share an instructional activity that focuses PSTs' attention on an inaccurate resource of geometric information, children's books, to accomplish these goals in mathematics content as well as methods courses. Analyses of surveys and content assessments conducted to assess efficacy of the Shape Book Critique Activity were interpreted with the Mathematical Knowledge for Teaching (MKT) framework. Based on the findings we suggest that this short 40-minute activity is a promising way to promote PSTs' growth in three aspects of MKT for geometric shapes.
Organizing the Mathematical Proof Process with the Help of Basic Components in Teaching Proof: Abstract Algebra Example
Author: Yesilyurt Çetin, Aysun
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Logic,Validity,Algebra,Mathematical Concepts,Concept Formation,Barriers,Mathematics Teachers,College Faculty

The aim of this study is to identify the basic components of the mathematical proof process in abstract algebra and to organize the proof process into phases with the help of these basic components. A basic component form was prepared by arranging a draft basic component form, which was created as a result of a document analysis in accordance with the opinions of three academicians, who were experts in algebra. The data obtained as a result of both document analysis and expert examination were analyzed by the descriptive analysis method and are explained here in a detailed manner. It is believed that this basic component form will facilitate the step-by-step addressing of such a complex process as proofs in a non-compulsory and non-hierarchical order.
Development of Concepts of Mathematical Functions: A Quasi-Experimental Study of Fourth- and Fifth-Grade Learners in Japan
Author: Nisawa, Yoshiki
Date: 2021-00-00
Type: Journal Articles
Subjects: Concept Formation,Mathematical Concepts,Grade 4,Grade 5,Elementary School Students,Foreign Countries,Mathematics Education,Experiential Learning,Intervention

According to the Programme for International Student Assessment, functions constitute an important part of mathematical literacy. In Japan, students start learning about bivariate relationships in the fourth grade (at the age of 9). However, reports suggest that elementary school students and lower-level secondary school (junior high) students have an inadequate grasp of the concept; therefore, an educational intervention that facilitates elementary school students' comprehension of functions is necessary. For this purpose, this paper reports a pilot study that applied an action-learning approach to two fourth graders and two fifth graders. The intervention avoided using numerical concepts so that the learners could form a qualitative understanding of bivariate relationships, which is a prerequisite for being able to solve quantitative problems. The results indicated that the intervention was effective and could facilitate the formation of bivariate qualitative relational concepts. These findings imply that the intervention could be effectively applied to elementary school classes through an action-learning approach.
Co-Designing Cross-Setting Activities in a Nationwide STEM Partnership Program -- Teachers&apos; and Students&apos; Experiences
Author: Kostøl, Kristine Bakkemo
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Units of Study,Partnerships in Education,Foreign Countries,Authentic Learning,Teaching Experience,Student Experience,Secondary School Students,Curriculum Development,Secondary School Teachers

STEM partnerships are popular initiatives but can be challenging to implement in practice. Accordingly, within the context of a nationwide, cross-setting STEM partnership program in Norway -- Lektor2 -- a co-design tool was introduced to support teachers to collaborate with STEM professionals in developing curriculum units involving authentic STEM problems and practices. Thus, the purpose of this study was to describe the teachers' and students' experiences from the curriculum units based on the co-design tool and how the tool might help facilitate partnerships in STEM education. Teacher and student data were collected in 2015-2018 (N=2479), and responses to open-ended questions were coded using a grounded theory approach. Findings indicate that the co-design tool, particularly &quot;the commission&quot; -- where students are commissioned by STEM professionals to design solutions to authentic problems -- enhanced teachers' collaboration with STEM professionals, led to changes in pedagogical approaches, and enabled the teachers to differentiate in their teaching. Student experiences from participating in the co-designed curriculum units are characterised as more expansive views of STEM, STEM learning, and increased STEM engagement. We discuss how the co-design tool enabled teachers to overcome partnership challenges and what aspects of the commission appeared to be important for the students' experiences. This study provides a specific example of a co-design tool that can enhance pedagogical designs developed through STEM partnerships.