ethanporcaro/eric-fulltext-meta huggingface dataset:
Comparison of Confirmatory Factor Analysis Estimation Methods on Binary Data
Author: Kilic, Abdullah Faruk
Date: 2020-00-00
Type: Journal Articles
Subjects: Factor Analysis,Computation,Methods,Sample Size,Test Length,Factor Structure,Maximum Likelihood Statistics,Least Squares Statistics,Bayesian Statistics,Correlation,Statistical Bias,Error of Measurement

This Monte Carlo simulation study aimed to investigate confirmatory factor analysis (CFA) estimation methods under different conditions, such as sample size, distribution of indicators, test length, average factor loading, and factor structure. Binary data were generated to compare the performance of maximum likelihood (ML), mean and variance adjusted unweighted least squares (ULSMV), mean and variance adjusted weighted least squares (WLSMV), and Bayesian estimators. As a result of the study, it was revealed that increased average factor loading and sample size had a positive effect on the performance of the estimation methods. According to the research findings, it can be said that the methods are sufficient to estimate average factor loading and interfactor correlations, regardless of the estimation methods, in most of the conditions where the average factor loading is 0.7. In small sample sizes particularly, the interfactor correlation was underestimated for skewed indicator conditions. According to the findings of the study, although there is not the most accurate method in all conditions, it can be recommended to use ULSMV method because it performs adequately in more conditions.
Investigation of the Effect of Online Education on Eye Health in COVID-19 Pandemic
Author: Kaya, Huseyin
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Health,Human Body,COVID-19,Pandemics,Foreign Countries,Predictor Variables,Psychometrics,Construct Validity,Test Construction,Test Reliability

The aim of this research is to evaluate the effect of online education on eye health in COVID-19 pandemic and to present a new scale on this subject. For this purpose, 402 students (257 females, 145 males) with a mean age of 20.26 from different faculties of Pamukkale university were asked about eye health by e-mail between 8-13 July 2020. Also, eye fatigue questionnaire was applied to evaluate eye fatigue. Corrected item-total correlations and Cronbach Alpha internal consistency coefficient techniques were used for reliability analysis. In this study, online education eye health scale in COVID-19 pandemic was found to be positively correlated with eye fatigue questionnaire. According to the results of simple linear regression analysis conducted to determine the predictive value of the online education eye health scale in COVID-19 pandemic to eye fatigue, it was found that the online education eye health scale in COVID-19 pandemic significantly predicted eye fatigue. Data analysis were conducted with SPSS 21.0 statistical package program in 0.01 significance level.
Reliability and Validity of TPACK Instruments in EFL
Author: Arslan, Abdullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Validity,Reliability,Databases,Research Reports,Pedagogical Content Knowledge,Technological Literacy,Questionnaires,Observation,Performance Based Assessment,Interviews,Self Evaluation (Individuals),Evaluation Methods,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Content Analysis

In this study, issues of validity and reliability of a wide range of instruments used to measure technological pedagogical content knowledge level of English teachers were discussed. To this end, the search in the databases of ERIC, ScienceDirect, Scopus, EBSCOhost, and Web of Science was conducted. As a result of applying a set of criteria to publications retrieved from the databases, 60 studies (including 40 articles, 14 dissertations and 6 conference papers) were found suitable for analysis in the current study. A two-level analysis was conducted. First one was study-level analysis focusing on general characteristics of each study and the second one was an instrument-level analysis that focuses on target audience and research instruments. As a consequence of the analysis at the study-level, 128 instruments were classified into five types of instruments including, open-ended questionnaire, observation, performance assessment, interview, and self-report instruments. At the instrument-level analysis, issues of validity and reliability of those instruments and target audience were investigated. The findings revealed that 60% of the reviewed studies did not provide any index of reliability, and similarly over 80% of the studies presented no evidence of validity.
Institutional Facilitation for Learning Improvement with Consideration of Students&apos; Voices
Author: Naeem, Rakhshanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Public Colleges,Private Colleges,Student Participation,Learning Processes,College Role,Intellectual Disciplines,Educational Improvement,Teaching Methods

This study investigates the students' perceptions regarding their voices towards improvement in learning at public and private sector universities in Pakistan. These voices are collected by the Quality Enhancement Cells of the varsities through either technological tools or other ways. To understand how this data is utilized, a self-constructed and validated tool was utilized to get information about four categories; understanding of the term student voices, inquiry of learning process; university facilitation for best learning and implementation of student voices. Using purposive sampling technique, a survey of 112 under graduate students from four fields of studies (social sciences, natural sciences, business administrations and languages) from a Public and Private Sector University each from District Lahore was conducted. Data was analyzed by using SPSS version 22, and t-test and chi-square was performed to measure the difference in institutional facilitation of public and private sector universities. One-way ANOVA was applied to check the effects of student's status in the class on the inquiry of learning process. The study indicated statistically significant effect of public and private sector on students' perceptions regarding institutional facilitations for learning improvement. The study also reported the significant effects of student's status on the inquiry of learning process. It is suggested that further studies need to explore how and where the students' voices are being used for planning, assessment and course development.
The Effect of Educational Digital Games on Education, Motivation and Attitudes of Elementary School Students against Course Access
Author: Sabirli, Zülkif Eser
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Games,Educational Games,Teaching Methods,Student Motivation,Student Attitudes,Elementary School Students,English (Second Language),Second Language Instruction,Foreign Countries

The use of computer games is becoming more and more common among children thanks to its many features; from multimedia opportunities to motivation. This increase in its use also increases the importance of educational games. The purpose of this study is to investigate the effect of the use of educational games in education on the academic success, motivation and attitudes of elementary school students. The participants of the research consist of 90 students studying in a public primary school in the 2017-2018 academic years. The research is also important for carrying out with primary school students as younger individuals who are missing in the literature. In the research designed in the quasi-experimental model, an experimental process was carried out with two different units (&quot;In the Classroom&quot; and &quot;Numbers&quot;) in the English lesson, and it was observed that the educational games increased the students' access to the lesson. On the other hand, while educational games caused a difference in motivation towards the English lesson, no difference was found in the attitudes towards the lesson. [Note: The page range (326-338) shown on the PDF is incorrect. The correct page range for this article is p325-338.]
Participatory Video: A Non-Formal Education Tool for Adult Educators
Author: Vezne, Rabia
Date: 2020-00-00
Type: Journal Articles
Subjects: Adult Educators,Teacher Attitudes,Adult Students,Student Needs,Students with Disabilities,Disadvantaged,Inclusion,Teaching Methods,Nonformal Education,Educational Benefits,Professional Development,Video Technology,Film Production,Group Activities,Foreign Countries

Adult education is a wide field which is dealing with the educational needs of adult learners from a diversity of groups, including people with special needs, women, refugees and asylum seekers. The aim of this study is to understand and analyse the opinions of the educators regarding their understanding of the participatory video method, the usage, the benefits and the contribution of the participatory video method to their professional development, and finally their thoughts on the participatory video method. The qualitative study and the case study with a holistic single case were used. Face-to-face interviews using semi-structured interview forms were used to collect data. The results show that the understanding of the participatory video method by the educators was the inclusion of different groups of people, collaborating and learning new skills; the benefits gained by educators were learning new things and skills; the participatory video method has contributed to their professional development and the majority of the educators are eager to implement it in their workshops and practices; and the educators perceived the participatory video method as an inclusive, connecting, tutorial and a generally positive phenomenon. These findings will inspire adult educators to use this method in their training organised for disadvantaged groups.
Conceptualising Gifted Student (Dis) Engagement through the Lens of Learner (Re) Engagement
Author: Ronksley-Pavia, Michelle
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Learner Engagement,Underachievement,At Risk Students,Student Characteristics,Individualized Instruction,Foreign Countries,Self Actualization,Talent Development

It is well-recognised that disengagement is a growing problem in schools across the globe. Furthermore, statistics show that nearly 60% of all gifted students are not actualising their potential, exposing the loss of potential for both the individual and society. While disengagement and underachievement are complex issues with no one root cause, it is well-established that when students are actively engaged in their learning, they learn more effectively. Talent actualisation is not guaranteed just because a student is gifted. As such there is heightened concern about student (dis)engagement, where there is a failure to adequately support (re)engagement so that gifted potential can develop into talent actualisation, which is evidenced through mastery. This conceptual article provides a new lens through which to explore (re)engagement opportunities for gifted students by conceptualising the interrelationship between three interconnected constructs: (1) four engagement dimensions (behavioural, affective, social, and cognitive); (2) Neihart and Betts' six profiles of the gifted; and (3) appropriate pedagogical approaches aimed at (re)engagement. The authors' focus on proposing new conceptualisations of these three interdependent constructs through a framework titled the &quot;(Re) Engagement Nexus Model.&quot; This model is intended as a starting point for future research in personalising (re)engagement opportunities for gifted learners and preventing underachievement and disengagement before it becomes entrenched.
Problems of Preservice Teachers on Technological Pedagogical Knowledge Skills
Author: Tugelbayeva, Zhazira
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Technological Literacy,Educational Technology,Educational Diagnosis,Thinking Skills,Skill Development,Foreign Countries

This study aimed to determine problems of preservice teachers on technological pedagogical knowledge skills. The socio-economic transformations taking place in the country indicate the presence of a society's need for a person who has the ability to set goals and achieve them independently. In this regard, education is faced with the task of forming the personality of the future teacher as a subject capable of diagnosing the process and results of its activities. However, the educational technologies used at the university most often alienate students from educational activities, offering ready-made goals, ways to solve them, and thereby exclude them from the diagnostic process. A change in the modern educational situation actualizes the formation problem of technological pedagogical knowledge skills in a future teacher. The article deals with the development of a scientifically-based system for preparing students for diagnostic activity, which includes theoretical and practical training at the university. The practical significance of the research results lies in the possibility of using the developed methodological recommendations in the practice of training specialists in the field of primary education.
Investigation of the Relationship between the Sports Status of Secondary School Students and Their Emotional Intelligence Levels
Author: Çelebi, Murat
Date: 2020-00-00
Type: Journal Articles
Subjects: Team Sports,Emotional Intelligence,Measures (Individuals),Secondary School Students,Scores,Interpersonal Competence,Positive Attitudes,Gender Differences,Stress Management,Adjustment (to Environment),Mothers,Educational Attainment,Correlation,Foreign Countries,Exercise,Student Attitudes,Fathers

The aim of this study is to investigate the sports status and emotional intelligence levels of secondary school students. 1027 secondary school students participated in the research. As a data collection tool in the research; personal information form, parent consent form and voluntary consent form were used. In measuring the emotional intelligence levels of students, a 60-item measurement tool developed by Bar-on, applicable to children and adolescents was used, and the scale was adapted to Turkish by Köksal (2007). Descriptive statistics, ANOVA and t-test techniques were used in the analysis of the data. As a result of the analyses, there was a statistically significant difference in interpersonal, adaptability and positive effect (p&lt;0.05) of the emotional intelligence sub-dimensions and the gender variable. When the emotional intelligence levels of the students were analyzed according to the variable of sports status, a significant difference was observed in the adaptability dimension and in the total score of emotional intelligence in favor of those who exercise sports (p&lt;0.05). When the emotional intelligence levels of the students were examined according to the class level variable, there were significant differences in the total score of emotional intelligence, stress management and adaptability (p&lt;0.05). Moreover, in the examination of the emotional intelligence levels of the students according to their mother's education levels, a significant difference was found only in the adaptability dimension (p&lt;0.05). For their father's education levels, there was a significant difference in the interpersonal and the adaptability dimensions (p&lt;0.05).
Daring to Speak, to Listen, and to Protest without Silencing
Author: Nossel, Suzanne
Date: 2020-00-00
Type: Journal Articles
Subjects: Freedom of Speech,Definitions,Government Role,Citizenship Responsibility,Activism,Student Responsibility,College Students

The case in favor of free speech goes above and beyond the rationale for filtrating government encroachments on expression. It also involves affirmative steps to make sure all individuals and groups have the means and opportunity to be heard. If free speech matters, one needs to ask not only whether the government is respecting it, but whether individuals feel able to exercise it in daily life. The nature of the societal advantages of free speech help explain why it is not enough to define free speech simply as the right to be shielded from government interference. To unleash both the individual and the collective benefits of free speech requires the creation of an enabling environment for a broad array of speech and a public discourse open to all. This article addresses speaking out on campus, free speech protections, and ways to protest without silencing and why it is important. [This article is an excerpt from the author's book, &quot;Dare to Speak: Defending Free Speech for All.&quot;]
Empirical Verifications of Web-Learning Environment to Enhance Learning Effectiveness and Motivation in Mechanical Drawing
Author: Sekine, Tsutomu
Date: 2020-00-00
Type: Journal Articles
Subjects: Drafting,Teaching Methods,Learning Motivation,Web Based Instruction,Engineering Education,College Students,Foreign Countries,College Instruction,Instructional Effectiveness,Educational Theories,Problem Solving

In mechanical drawing class, it is a problem that a lecturer has students get a wide range of knowledge and skills in a class whose time and place are limited in a semester. The situation surrounding the classes has led to insufficient understanding of students. Accordingly, it has been desired to reveal an effective learning method in mechanical drawing class. In this study, a web-learning environment was created on the basis of motivation-oriented teaching method using ARCS model and Gagne's 9 events of instruction. Then, the web-learning environment was introduced into mechanical drawing class, and the effectiveness was investigated with the comparison of results from paper-based and web-based tests. After that, learning motivation was also assessed using ARCS evaluation sheet. From the results, there existed the advantage of using web-learning environment. In addition, it was remarkable that attention-related factors greatly contributed the enhancement of learning motivation.
Face-to-Face and Online Classes in a Technology Management Program: A Comparative Study
Author: Mendoza-Diaz, Noemi
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Grades (Scholastic),Online Courses,Conventional Instruction,Administration,Business Administration Education,Information Technology,Human Resources,Information Security,Ethics,Blended Learning

This study compared students' expectations, perceptions, and grades in two undergraduate technology management courses at a university in the United States. One course was a technical course taught by a single instructor in an online course section and in a face-to-face section, and the second was a nontechnical course taught by a different instructor in an online and in a face-to-face section. Different concerns were evident between online and face-to-face students and between those in a technical or nontechnical section of a course. For the technical course sections, grades were higher in the online section.
Activity Based Teaching of Concept Types
Author: Baserer, Dilek
Date: 2020-00-00
Type: Journal Articles
Subjects: Experiential Learning,Logical Thinking,Units of Study,Educational Games,Classification,Concept Formation,Teaching Methods

Learning with activities is a method of learning where learning process is much easier with practical applications rather than theoretical structure of information given to learn a subject. As learning with activities contain practical applications, it is of great importance in teaching a learning outcome of any teaching program. For that reason, it is likely to teach the outcomes in the program of logic teaching by means of learning with activities. The current study was carried out for this reason. In the study, how the learning outcome of &quot;Classification of the Types of Concept&quot; could be taught with activities in the unit of classical logic in the logic course of the latest 2009 program was elaborated. In this way, it was tried to form an easy learning module by given examples regarding such kind of activities of the outcomes in teaching logic. The study is of importance in terms of obtaining a learning outcome by means of teaching with activities.
Validity and Reliability of the Cancer Loneliness and the Cancer-Related Negative Social Expectations Scale
Author: Kara, Ebru
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Cancer,Expectation,Foreign Countries,Affective Measures,Psychological Patterns,Factor Analysis

There is a need for cancer-specific tools to evaluate loneliness and cancer-related negative social expectations before developing interventions for cancer patients. The purpose of this study was to examine the reliability and validity of the Cancer Loneliness and the Cancer-related Negative Social Expectations Scale. Data were collected from 300 cancer patients registered to an oncology outpatient clinic of a University Hospital for this methodological study. In the data collection, Patient Information Form, Cancer Loneliness Scale and Cancer-related Negative Social Expectations Scale and the General Loneliness Scale were used. The Cronbach's Alpha coefficient of the Cancer Loneliness Scale was found to be 0.88, Spearman-Brown correlation value was found to be 0.81, CFI, 0.98, GFI, 0.96, X[superscript 2]/SD, 2.99 and RMSEA 0.08. As for the Negative Social Expectations Scale, Cronbach alpha value was found as 0.82, Spearman-Brown correlation value 0.86, CFI 1.00, GFI 1.00, X[superscript 2]/SD 1.33 and RMSEA 0.02. The study revealed those both scales were highly reliable and indices of fit showed perfect fit. These scales are highly valid and reliable instruments for the Turkish society.
Assessing First-Year Engineering Students&apos; Pre-University Mathematics Knowledge: Preliminary Validity Results Based on an Item Response Theory Model
Author: Zakariya, Yusuf F.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Freshmen,Engineering Education,Knowledge Level,Mathematics Education,Item Response Theory,Prior Learning,Test Validity,Test Reliability,Foreign Countries,Standardized Tests,Student Attitudes

The importance of students' prior knowledge to their current learning outcomes cannot be overemphasised. Students with adequate prior knowledge are better prepared for the current learning materials than those without the knowledge. However, assessment of engineering students' prior mathematics knowledge has been beset with a lack of uniformity in measuring instruments and inadequate validity studies. This study attempts to provide evidence of validity and reliability of a Norwegian national test of prior mathematics knowledge using an explanatory sequential mixed-methods approach. This approach involves use of an item response theory model followed by cognitive interviews of some students among 201 first-year engineering students that constitute the sample of the study. The findings confirm an acceptable construct validity for the test with reliable items and a high-reliability coefficient of 0.92 on the whole test. Mixed results are found on discrimination and difficulty indices of questions on the test with some questions having unacceptable discriminations and require improvement, some are easy, and some appear too tricky questions for students. Results from the cognitive interviews reveal the likely reasons for students' difficulty on some questions to be lack of proper understanding of the questions, text misreading, improper grasping of word-problem tasks, and unavailability of calculators. The findings underscore the significance of validity and reliability checks of test instruments and their effect on scoring and computing aggregate scores. The methodological approaches to validity and reliability checks in the present study can be applied to other national contexts.