ethanporcaro/eric-fulltext-meta huggingface dataset:
Noticing: Its Impact on Adult Users of English in a Non-Native Context
Author: Agor, John T.
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Usage,Undergraduate Students,Majors (Students),Accounting,English (Second Language),Second Language Learning,Pretests Posttests,Adults,Attention,Learning Theories,Business Administration Education,Foreign Countries,Student Attitudes,Metalinguistics,Linguistic Input,Second Language Instruction,Inferences

This paper presents one perspective of the conversation on noticing. It investigates the noticing experience of adult users of English in a non-native context. The respondents were forty final-year undergraduate students majoring in Accounting in a public tertiary institution. A questionnaire, a short-written test, and post-test verbal report sessions were used to source empirical data to probe the respondents' own noticing experience of ten linguistic features. Values were generated to approximate and represent the respondents' noticing experience, implicit knowledge, and their explicit knowledge of the linguistic features investigated. The study reveals that adult users of English in second language contexts may possess implicit knowledge of linguistic features they had not previously noticed, but they need to notice in order to have explicit knowledge of linguistic features. The study concludes that second language learners usually learn what they have first noticed, and that which has been noticed usually results in learning.
Should I Ask for Help? The Role of Motivation and Help-Seeking in Students&apos; Academic Achievement: A Path Analysis Model
Author: Algharaibeh, Salem Ali Salem
Date: 2020-00-00
Type: Journal Articles
Subjects: Help Seeking,Student Motivation,Academic Achievement,Grade Point Average,Correlation,College Students,Arabs,Foreign Countries

Academic achievement is considered as one of the major factors in the learning process, as it is one of the complex variables that have an important influence on learning. The purpose of the current study was to investigate the relationship between academic motivation, academic help-seeking and academic achievement. A total of 437 university students were selected randomly (simple random--online questionnaires) from many Arab countries (Jordan, Kingdom of Saudi Arabia, United Arab Emirates and Syria) who responded to the questionnaire on academic motivation (intrinsic, extrinsic and amotivation) and academic help-seeking (instrumental, executive, avoidance and benefits of help-seeking). Path analysis results showed direct effects from intrinsic motivation to instrumental help-seeking (0.291**), amotivation to executive help-seeking (0.709**), instrumental help-seeking to grade point average (GPA) (0.377**), executive help-seeking to GPA (-0.349**), intrinsic motivation to benefits of help-seeking (0.528**) and from amotivation to avoidance help-seeking (0.738**). Also, there were indirect effects from amotivation to GPA (-0.248**) and from intrinsic motivation to GPA (0.110**). The results illustrate the importance of academic motivation and help-seeking to provide a fuller understanding of students' academic achievement.
Promoting Students&apos; Learning Motivation through Project-Based Learning Using Muvizu in 21st-Century Education
Author: Muhammad, Muhammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Motivation,Student Projects,Active Learning,Second Language Learning,English (Second Language),College Students,Foreign Countries,Religious Education,Information Technology,Computer Uses in Education,Computer Simulation,21st Century Skills

The present research aims to investigate the implementation of project-based learning (PBL) in the ESP 21st-century education setting by using the Muvizu application that promotes students' motivation to learn English together with ICT and hadith. Hence, the researcher carried out descriptive quantitative research at the Manajemen Dakwah department of the State Islamic University Mataram by involving 132 students. The interview, observation and questionnaire were the instruments for gathering data. The results are as follows: first, students learned English, religion and ICT simultaneously; second, Muvizu PBL in English class had promoted students' intrinsic and extrinsic motivation as well as integrative and instrumental motivations; third, the Muvizu PBL had depicted the expected 21st-century education classroom setting, competences and skills; fourth, good students' responses and attitudes had raised the public's interest to study at the department and university. Future researches a re-expected to discuss the most contributive factors that influence students' motivation in asimilar learning design.
Exploring the Relationship between 8th Graders&apos; Assertiveness Levels and Family Functions
Author: Küçükkaragöz, Hadiye
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Grade 8,Elementary School Students,Public Schools,Assertiveness,Self Esteem,Family Relationship,Socioeconomic Status,Gender Differences,Siblings,Interpersonal Communication,Role Perception,Problem Solving,Emotional Response,Self Control,Measures (Individuals),Foreign Countries

This research has been conducted to examine the relationship between primary school 8th grade students' levels of assertiveness and a) family function b) socio-demographic variables. In the research with the family assessment scale, rathus assertiveness and socio-demographic properties inventory has been used. The personal information form has been used for socio-demographic variables according to family assessment functions and social demographic properties, the students' levels of assertiveness have been studied whether significantly differentiate (p&lt;0.05/p&lt;0.01) or not. Socio-demographic properties are gender, number of siblings, birth order, self-confidence and lack of self-confidence, parents' education level, and family income level. In the sample group there are 195 girl students and 236 boy students classes of the society totally 431 students form the sample group. As a result, the level of assertiveness doesn't change according to the gender. Terms of roles, affective involvement and behaviour control, male students have higher average scores than female students. Generally the students who have got two siblings, have lower scores than the other number of siblings group (1,3,4,6); in terms of the relationship between the family function and assertiveness, the overall high scores have been found to cause a decrease in the communication, roles and general functions (sub-family functions) of the 8th grade students' levels of assertiveness.
Educational Communication Skills and Their Problems among Students of Princess Rahma University College at Al-Balqa Applied University
Author: Al-Omari, Jamal Fawaz Mansour
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,College Students,Speech Skills,Gender Differences,Instructional Program Divisions,Comprehension,Language Skills,Intellectual Disciplines,Listening Skills,Emotional Response

The study aims to determine the reality of practicing educational communication skills among students at Princess Rahma University College (Al-Balqa Applied University) and the problems they face in practicing communication skills. The researcher used the descriptive method and a questionnaire consisting of two parts: the student's communication skills and the communication problems they face. The researcher used the statistical analysis program SPSS to extract the results which were applied to Cluster random sample of (145) male and female students with the percentage of 14% of the sample population. The results showed that the degree of practicing communication skills among the students at Princess Rahma University College was (moderate), while the most practiced skill was the speaking skill and the least was understanding and accepting others. the results also indicate that there are significant problems in educational communication among students of Princess Rahma University College that came to a high degree, where the field of the university environment came in the first place, followed by the field of study materials, while the field of faculty members came in the last place. The study found that there are statistically significant differences in the degree of the existence of educational communication problems among the students of Princess Rahma University College due to gender, academic level, and specialization variables. The research recommended constructing a new building for the college, providing classrooms with electronic educational devices, and developing the content of the study materials.
A Correlational Study of School Report Card Grades and Degrees of Poverty
Author: Blanton, Morgan V.
Date: 2020-10-00
Type: Journal Articles
Subjects: Correlation,Report Cards,Public Schools,Institutional Evaluation,Academic Achievement,Poverty,Summative Evaluation,Scores,Educational History,Accountability,Kindergarten,Elementary Secondary Education

This study explores the ways in which public schools are evaluated and the results are reported in North Carolina. Currently using a formula that calculates a summative score based on academic achievement and academic growth, the impact of poverty and the complexity of school evaluation is investigated using demographic and testing data from schools across the state. Furthermore, recommendations to alter current practices of school evaluation and reporting as well as suggestions for future research are discussed based on this study's findings.
Scientific Publications in Muslim Countries: Opportunities and Challenges for Islamic Universities in Indonesia
Author: Munadi, Muhammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Scientific Research,Periodicals,Islam,Universities,Foreign Countries,Incidence,Journal Articles,Productivity,Arabs

This research has the objective to determine the profiles of scientific publications in Muslim countries, including: the position of Muslim countries developing scientific publications through scientific journals; an overview of scientific journals that develop in Muslim countries; and an overview of scientific journals that develop in Muslims countries as an indicator of opportunities and challenges of scientific publications for Islamic Universities in Indonesia. The research method used was content analysis with the main data source from The Islamic World Science Citation Center (ISC). The data analysis used descriptive statistics with percentage model, and it was described in qualitative descriptive. The results demonstrate that the most widely owned scientific publications are from Malaysia, followed by Iran and Pakistan, which is above 100. The scientific publications, over 40 in number, come from Turkey, Saudi Arabia, and Egypt. The scientific publications, at around 14-24 in number, come from India, Jordan, Indonesia, and Azerbaijan. In addition to the 10 countries mentioned above, 20 other countries have approximately 1-7 scientific publications on average. The lack of scientific publications in Muslim countries becomes a great opportunity and challenge for Islamic Universities in Indonesia for producing quality scientific publications.
The Relationship between Intrinsic and External Motivation towards Lesson Implementation and Application of Physical Education Content among Pre-Service Physical Education Teachers in Thailand
Author: Pimjan, Luckhana
Date: 2020-10-00
Type: Journal Articles
Subjects: Correlation,Teacher Motivation,Incentives,Curriculum Implementation,Lesson Plans,Physical Education,Preservice Teachers,Elementary Secondary Education,Practicums,Foreign Countries

Accomplished physical education (PE) teachers recognize teachers' motivation, lesson implementation as well as the application of PE contents. This is because these affect teaching effectiveness in PE class. However, a previous study from Koonsri (2016) found that the teachers lacked motivation and focused on extra money or bonus from their teaching. In addition, because the pre-service PE teachers had poor experiences in teaching and controlling the classes, these issues affected the implementation and integration of the PE contents (Claypan, 2014; Kanchana, 2010). Thus, this study examines the relationship between teachers' motivation, lesson implementation, and application of PE contents among pre-service PE teachers in Southern Thailand. The instruments regarding teachers' motivation in terms of intrinsic and external motivation, lesson implementation, and application of PE contents were adopted from Tulyakul (2019). The respondents were 157 pre-service PE teachers in five universities in the border provinces of Southern Thailand. The result shows that there is a relationship between intrinsic and external motivation towards lesson implementation and the application of PE contents among the participants. Finally, there are proposed guidelines for the pre-service PE teachers to adjust and develop their teaching performance to enhance students' achievement in the future.
The Relationship between Physical Education and Sports School Students&apos; Positive Thinking Skill Levels and Their Attitudes to Learning: Comparison by Gender and Years of Exercising
Author: Ince, Alparilan
Date: 2020-10-00
Type: Journal Articles
Subjects: Physical Education,Team Sports,Correlation,High School Students,Positive Attitudes,Student Attitudes,Gender Differences,College Students,Anxiety,Cognitive Style,Thinking Skills,Foreign Countries,Exercise,Attitude Measures

The aim of this study was to compare the relationship between physical education and sports high school students' positive thinking skill levels and attitudes of learning in terms of gender and years of doing sports. The study is a descriptive method, one of the quantitative research methods. The study group consisted of 280 (age: 20.98 ± 1.390) university students from School of Physical Education and Sports in Ordu university. As a result, it was concluded that the students' positive thinking skills were at a high level, and the nature of learning, anxiety, expectation, and openness to learning sub-dimensions of the attitude to learning scale were at high levels. It was concluded that there is a statistically significant and positive relationship between the nature of learning, Expectation, and openness to learning, and positive thinking skill from sub-dimensions of the attitude to learning scale, but there is a negatively significant relationship between anxiety and positive thinking skills.
Voices of the Disinvited: The Dream and Reality of Invitational Education for Underachieving and Apathetic Students. Reflections from a &quot;Long Marcher&quot; in Invitational Education
Author: Lang, Melvin
Date: 2016-00-00
Type: Journal Articles
Subjects: College Instruction,Teaching Methods,College Students,Student Attitudes,Psychological Patterns,Curriculum Development,Learner Engagement,Self Esteem,Motivation Techniques,Underachievement,Teacher Student Relationship,Teacher Characteristics,Caring,Helping Relationship

The purpose of this study was to see if invitational teaching techniques and procedures, used to help college students become clearer about their personal commitments to teaching and more purposeful in their course in school curriculum development, were related to their behavior patterns of (1) achieving far below their potential or (2) apathy or indifference to normally challenging course activities.
Illuminance Level Measurement at Lower Working Plane Height in Islamic Religious School
Author: Yazit, Raja Nur Syaheeza Raja Mohd
Date: 2020-10-00
Type: Journal Articles
Subjects: Islam,Religious Education,Foreign Countries,Lighting,Classroom Design,Semitic Languages,Handwriting,Secondary School Students,Writing Achievement

Islamic religious school is an institution that integrates Quran &quot;hafazan&quot; (memorization) in the curriculum. Between 2011 to 2017, estimated that 900 new Islamic religious schools were established in Malaysia due to high demands. Designing a classroom layout that receives sufficient daylight is important because it influences the students' task performance such as reading and writing. The standards recommend that any classrooms require an illuminance level between 300 lx to 500 lx when measured at working plane height between 800mm to 900mm, although the working plane height of &quot;rehal&quot; used for &quot;hafazan&quot; is between 250mm to 300mm. This study focused on the illuminance level measured at &quot;rehal&quot; working plane height for Arabic handwriting as a hafazan learning task in two selected standardised classrooms at Kolej Genius Insan. The students were required to rewrite the modified Balsam Alabdulkader-Leat (BAL) Arabic eye chart, where the students' Arabic handwriting performance were evaluated based on their word per minute (wpm) scores. Both classrooms' average illuminance level were 507 lx to 603 lx, which were too high based on standards and guidelines. The average Arabic handwriting scores for both classrooms were 9.4 and 12.6 wpm, which shows that the inefficient average illuminance level has caused the students' performance to be very low. It can be concluded that the existing standardised classroom layout design was not suitable for &quot;hafazan&quot; learning tasks at &quot;rehal&quot; working plane height. Thus, the classroom layout design for Islamic religious schools needed further studies, which implicated the unsatisfied built environment of the classrooms and the school education for Islamic religious schools in Malaysia.
STEM Facilitators Training Programme: Trainee Teachers&apos; Perceptions of the Impact on Their Personal Growth as Future Teachers
Author: Salleh, Muhamad Furkan Mat
Date: 2020-10-00
Type: Journal Articles
Subjects: STEM Education,Preservice Teachers,Student Attitudes,Program Effectiveness,Science Teachers,Mathematics Teachers,Student Development,Student Experience

This study was conducted to find out the perceptions of Science and Mathematics trainee teachers on STEM Facilitator Training Program (SFTP) and to examine the impacts of SFTP on their personal growth as future teachers. The study employed a mixed-method design in which the data of the study were gathered through a short survey and group interview. The number of samples used for each method was dissimilar. 125 samples were selected by using stratified random sampling to answer the survey. The reliability of instruments used was determined by Cronbach's alpha coefficient = 0.944 &gt; 0.6. indicating that the items used are highly reliable. Additionally, the researchers selected 6 preservice teachers (3 respondents represented Science and Mathematics programmes respectively) to be involved in a semi-structured group interview. The study noted that they had high positive perception towards the programme. The design training programmes were suitable for the pre-service teachers as there is no significant difference in the respondents' perceptions. Irrespective of the semesters, the results specify that there is no difference in terms of their perception after participating in the programme. The pre-service teachers joined the program as most of them saw SFTP as a good platform to expand their ability as future teachers and to have a real experience dealing with school students. The study also reported that there were several skills and knowledge that the respondents gained throughout their involvement in SFTP. It is clear that SFTP has impacted the personal growth of the respondents as future teachers as they claimed to be more confident in delivering Science and Mathematics content, were able to speak with more control and order, found that their instruction had improved and knew the important aspects needed to give an effective delivery in class. Overall, they believed SFTP had helped them improve their skills as future Science and Mathematics teachers.
Investigating the Effects of Interactive E-Book towards Academic Achievement
Author: Lim, Bibiana Chiu-Yiong
Date: 2020-10-00
Type: Journal Articles
Subjects: Electronic Publishing,Academic Achievement,Textbooks,Interaction,Mathematics Education,College Students,Technology Uses in Education,Statistics

Universities are trending towards electronic books (e-books) as instructional materials, displacing traditional printed books. The rapid acquisition of e-books has changed the way information is presented and one of the improvements is to make e-books interactive. However, there is an incomplete body of knowledge on how interactive e-books affect students, particularly in the learning of statistics. This paper aims to examine the effects of interactive e-books on academic achievement. This paper adopted an experimental approach to test the causal effect of the two types of e-books, namely Traditional E-book (TE) and Interactive E-book (IE) on a sample of undergraduates enrolled in an introductory statistics unit. The experimental results indicated that students who learn statistics through IE produced higher scores in academic achievement than students who learn through TE. The findings of the study first extend the existing theory by showing that TE and IE can account for the variations in academic achievement. The study implied that e-books should not be static and e-book publishers and educators can choose to design their ebooks using interactive formats with animation components depending on available resources. The study offers new insights on how academic achievement of students can be better managed through the design of e-book types.
Parents&apos; Postsecondary Education Expectations for Students with Autism, Intellectual Disability, and Multiple Disabilities: Findings from NLTS 2012
Author: Qian, Xueqin
Date: 2020-12-00
Type: Journal Articles
Subjects: Longitudinal Studies,Special Education,Transitional Programs,Students with Disabilities,Predictor Variables,Parent Attitudes,Expectation,College Students,Student Needs,Autism,Pervasive Developmental Disorders,Intellectual Disability,Multiple Disabilities,Correlation,Socioeconomic Status,Family Income,Parent Background,Educational Attainment,Adolescents,Young Adults,Student Characteristics,Family Characteristics

This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple disabilities. Consistent with previous studies, chi-square tests revealed a positive relation between socioeconomic status such as household income or parental education level and parental expectations. Logistic regression analyses showed that whether parents have a college degree and whether students have participated in college entrance or advanced placement tests are factors that are positively associated with parental expectations toward children's future education.