ethanporcaro/eric-fulltext-meta huggingface dataset:
Use of Digital Learning Platform in Diagnosing Seventh Grade Students&apos; Mathematical Ability Levels
Author: Chinjunthuk, Samruan
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade 7,Mathematics Instruction,Mathematics Skills,Measurement,Geometry,Educational Technology,Student Evaluation,Foreign Countries,Models

This paper aims to describe the design and inspection of the quality of a digital learning platform to diagnose mathematical ability levels of seventh-grade students with regard to the topics of Measurement and Geometry. A total of 517 seventh-grade students from 23 schools in four regions, namely north, northeast, central, and south of Thailand were randomly chosen took part as test-takers. The researchers employed a design-based research approach incorporating three stages starting from designing a digital learning platform as an assessment model to diagnose students' mathematical ability levels, up to employing a Multidimensional Random Coefficient Multinomial Logit Model to inspect the quality of the seventh-grade students' mathematical abilities assessment model. The research tool consisted of three subjective questions and 15 multiple-choice questions which were used to develop two five-level construct maps ranging from unresponsive to tactical intelligent for the mathematical procedure dimension, and prolonged intellectual structure for the conceptual structural dimension. The findings verified that there were three forms of evidence to support the quality of the mathematical abilities assessment model. The results of the intersection of a mathematical procedure and conceptual structural dimensions' transition point from levels 1 to 5 as ranging from the lowest to the highest levels at -1.41, -0.69, 0.49, 1.34 and -0.98, 0.14, 0.44, 1.70 respectively. Finally, the empirical findings indicated that the digital learning platform was at a highly appropriate level in terms of its usefulness, suitability, and accuracy except for in terms of feasibility which was at a moderately appropriate level. In conclusion, the digital learning platform can be used to provide substantial information when it comes to diagnosing seventh-grade students' mathematical ability levels.
Environmental Education Learning for Enhancing Wetlands Management in the Northeast of Thailand Using Cooperative-Based Learning
Author: Praimee, Uraiwan
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Education,Ecology,Foreign Countries,Cooperative Learning,Instructional Effectiveness,Undergraduate Students,Knowledge Level,Student Attitudes

The purposes of this research were to develop environmental education learning plans to enhance wetland management in the Northeast of Thailand by using cooperative-based learning for being efficient and effective, to study and compare knowledge about wetland management in the Northeast of Thailand, attitudes and environmental ethics before and after learning of undergraduate students and to compare knowledge, attitudes and environmental ethics of undergraduate students with a different gender. The sample used in the research was 107 undergraduate students selected by purposive sampling in the 1st semester of the academic year 2020. The research tools were learning plans on wetland management in the Northeast of Thailand using cooperative-based learning, a knowledge test on wetland management in the Northeast of Thailand, an attitude test, and an environmental ethics test. The statistics used in the research were frequency, percentage, mean, and standard deviation, including hypothesis testing using Paired t-test and F-test (One-Way ANOVA). The results showed that: the efficiency of the learning plans on wetland management in the Northeast of Thailand using cooperative-based learning was 97.78/92.36 and the effectiveness index (E.I.) was 0.9430, indicating that the student's learning progress increased by 94.30%. The undergraduate students had an average score of knowledge about wetland management in the Northeast of Thailand, attitudes and environmental ethics in the post-test was higher than the pretest statistical significance (p &lt; 0.05). There was no difference in the knowledge score of wetland management in the Northeast of Thailand and attitudes of undergraduate students of different gender (p &gt; 0.05). And there was a statistically significant difference in environmental ethics of undergraduate students of different gender (p &lt; 0.05). Male' score of environmental ethics about wetland management in the Northeast of Thailand was higher than females.
Factors Affecting the Executive Function in Undergraduate Students
Author: Navayuth, Thadsnachai
Date: 2022-00-00
Type: Journal Articles
Subjects: Executive Function,Undergraduate Students,Self Efficacy,Self Concept,Interpersonal Competence,Predictor Variables,Foreign Countries

This research aimed to 1) study the level of self-efficacy, self-awareness, social skills, and executive function of undergraduate students, 2) study the relationship among self-efficacy, self-awareness, social skills, and executive function of undergraduate students, and 3) investigate the effect of self-efficacy, self-awareness, and social skills on executive function in undergraduate students. The sample used in the study was 400 undergraduate students from Mahasarakham University in the academic year 2021, selected by multi-stage random sampling. The research instruments included four questionnaires including self-efficacy, self-awareness, social skills, and executive function questionnaire. The statistics used in the data analysis were percentage, mean (M), standard deviation (S.D.), and multiple regression analysis. The results revealed that 1) students' self-efficacy, self-awareness, social skills, and executive function, in general, were at a very high level. 2) There were statistically significant at the 0.01 level correlations between students' self-efficacy, self-awareness, social skills, and executive function. 3) Students' self-efficacy (SELE), self-awareness (SELA), and social skills (SOCS) affected executive function, with a prediction of 70.20%.
Metacognitive Online Reading, Navigational Strategies, and the Reading Performance of the Grade 11 HUMMS of Pedro T. Mendiola Sr. Memorial National High School
Author: Domingo, Melanie M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Metacognition,Electronic Publishing,Reading,Navigation (Information Systems),Information Seeking,Information Skills,Reading Comprehension,Reading Strategies

This predictive, cross-sectional study aimed to determine the metacognitive online reading and navigational strategies and their relation to the reading performance of Grade 11 HUMSS Students of Pedro T. Mendiola Sr. Memorial National High School. Furthermore, the study also investigated which factors of metacognitive online reading and navigational strategies significantly influence the respondents' reading performance. One hundred twenty-five (125) students selected through simple random sampling participated in the study. Data were gathered using a Google Form and reading fluency test. Descriptive Statistics such as weighted mean, Pearson-Product correlation, and regression analysis were used to interpret the data. The students' extent of the metacognitive online reading and navigational strategies is high, while the students' reading performance is instructional. The metacognitive online reading strategy is strongly related to reading performance. The navigational strategy is moderately related to reading performance. All indicators of metacognitive online learning strategy significantly predict reading performance. Only mixed overview as an indicator of navigational strategy significantly predicts the reading performance. Senior High school students who used metacognitive online reading navigational strategies had definite reading goals in mind and knew how to accomplish them. Students need teacher support at the instructional reading performance level. The metacognitive and navigational strategies significantly predict and influence the respondents' reading performance.
Organizational Development Level Determination Scale: A Validity and Reliability Study
Author: Çetin, Münevver
Date: 2022-00-00
Type: Journal Articles
Subjects: Organizational Development,Likert Scales,Measures (Individuals),Test Construction,Construct Validity,Test Reliability,Factor Analysis,Factor Structure,Higher Education,College Faculty,Teacher Attitudes,Test Items,Item Analysis,Psychometrics,Foreign Countries

The aim of this study was to develop a scaling instrument for measuring organizational development level in the Turkish higher education context depending on perceptions of the faculty. The sample consisted of academicians of higher education institutions in the 2020-2021 academic year. Data were gathered in two stages. Exploratory Factor Analysis (EFA) was conducted in the first stage and Confirmatory Factor Analysis (CFA) was conducted in the second stage. The EFA sample consisted of 216 academicians working in 6 higher education institutions while the CFA sample consisted of 501 academicians working in 6 higher education institutions. Maximum Likelihood extraction and Varimax rotation methods were used in EFA. Results of EFA showed that the scale had a four-factor structure with 21 Items. The four-factor structure was confirmed with CFA. Cronbach's alpha, Spearman Brown, and Guttman (G) were calculated in order to determine the reliability of the scores obtained from the scale. Item discrimination was verified by calculating Item-total correlation and item-remainder correlation. Also, t-test was carried out between upper and lower 27% to check item discrimination. Analyses were conducted making use of IBM SPSS 22 Statistical Package for the Social Sciences and AMOS Analysis of Moment Structure programmes. Overall, the results showed that the structure of the Organizational Development Level Determination Scale was valid. The measurement tool was concluded to have three factors and 18 Items, all in affirmative form.
The Development Executive Functions for Early Childhood in 21st Century
Author: Poowanna, Bongkotrat
Date: 2022-00-00
Type: Journal Articles
Subjects: Executive Function,Child Development,Early Childhood Education,Preschool Teachers,Foreign Countries,Guidelines,Instructional Design,Teacher Attitudes,Classroom Techniques,Content Analysis,Lesson Plans,Learning Activities,Student Evaluation

Developing executive functions (EF) is a crucial issue in early childhood development which is also important in 21st-century learning. EF guideline was developed by Permsubhirunya and co to provide a guide for teachers who seeks to develop learning activities that could improve executive functions in children under the age of 6. The purpose of the study was to investigate the effect of the utilization of the EF guideline on the development of early childhood teachers' abilities in designing learning experiences for EF development. The study was conducted with a qualitative approach. The participants were 65 teachers in public early childhood centers in Thailand. The participants were purposively selected using the criteria of their work status and experience. The instruments were the EF guideline, an evaluation form for learning management design ability and learning material selection, and an interview form. The data were analyzed using content analysis and thematic analysis. The results of the study were in the descriptive presentation. The findings could be summarized that the use of the EF guideline was beneficial in developing teachers' knowledge of the early childhood executive functions, abilities to design learning management, and ability in selecting or creating learning material. The findings also suggested that teachers perceived the EF guideline as potential learning material that help them make a connection between the plan, activities, and evaluation. Therefore, it also helped them control the process of learning management and contribute to a meaningful learning environment.
The Role of Organizational Development in the Effect of Intra-Organizational Entrepreneurship on Innovativeness: A Mixed-Method Study in Higher Education Institutions
Author: Karaokur Akdag, Seyma
Date: 2022-00-00
Type: Journal Articles
Subjects: Organizational Development,Entrepreneurship,Innovation,Higher Education,College Faculty,Teacher Attitudes,Foreign Countries,Scores

The study aims to examine the effect of the level of intra-organizational entrepreneurship in higher education institutions on the level of organizational innovation and to determine whether the perceived organizational development level has a mediating role in this effect. In the research, it is examined whether the academicians' perceptions of intra-organizational entrepreneurship, organizational innovation, and organizational development differ significantly according to demographical and professional variables. It also examines the subject in depth according to the views of academicians qualitatively in accordance with the results of the quantitative research. The research is carried out with an explanatory sequential design, one of the mixed design methods. The correlational survey, causal comparison, and Structural Equation Modeling (SEM) are used to test the theoretical relationships empirically. The qualitative part of the research is conducted according to the phenomenological design. The quantitative sample of the research is a total of 501 faculty members having various academical degrees selected from foundation and state universities in the 2020-2021 academic calendar through proportional stratified sampling. The qualitative study group of the research is 15 academicians who were selected by using purposive sampling among the participants who constitute the quantitative sample group. As a result of the research, while the average scores of the Organizational Entrepreneurship Scale were found to be high, the Organizational Innovation Scale and the Organizational Development Level Determination Scale mean scores were found to be moderate. When all the findings were evaluated together, it is found that the academics' perceptions of intra-organizational entrepreneurship in higher education institutions indirectly affect organizational innovativeness through their perceptions of organizational development.
Construction of Diagnostic Test in Mathematics on Addition and Subtraction Basic for Primary Students
Author: Homjan, Suchart
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Diagnostic Tests,Addition,Subtraction,Elementary School Students,Foreign Countries,Test Validity,Test Reliability,Elementary School Mathematics

The objectives of this research were to construct and verify a mathematics diagnostic assessment on addition and subtraction basis for grade 4 students in Buriram Primary Educational Service Area Office 3. The research samples consisted of 440 Prathomsuksa 4 students selected by adapting the multi-stage random sampling method. The research instruments employed in this research comprised of two types of examinations constructed according to strand 1: number and algebra in Mathematics 1.1. The tests were to examine test and diagnostic test. The examining test was a subjective test, consisted of 80 items which divided into addition part for 40 items and subtraction part for 40 items. The diagnostic test was a multiple-choice with 4 choices tests, consisted of 48 items which divided into addition part for 24 items and subtraction part for 24 items. The diagnostic test. The results showed that the content validity, determined by the expert, had the IOC score at 0.60-1.00. The addition part in the 1st test had a difficulty score of 0.21-0.79, the discrimination score at 0.23-0.89, and the reliability score at 0.89. The subtraction part in the 2nd test had the difficulty score at 0.31-0.72, the discrimination score at 0.32-0.72 and the reliability scores at 0.32-0.81.
Coronavirus and Study Abroad: A Detailed Account of the Suspension of a Program
Author: Gibbs, Benjamin
Date: 2022-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Study Abroad,Foreign Countries,School Closing,Futures (of Society),Educational Planning,Crisis Management,International Education,Disease Control,Travel,Universities,College Students,Public Policy,Program Administration

The University of Dallas Rome program, in the face of growing health and safety concerns, suspended its operations due to the accelerating COVID-19 pandemic in March of 2020. This brief article reflects on actions taken in the days and weeks leading up to the suspension of all activities and closes with a series of lessons learned and reflection questions. While universities and their study abroad programs are still responding to COVID-19 challenges, institutional leaders can learn a great deal from the experience and in preparation for future challenges. This article's reflections and open-ended questions seek to promote greater discussion and planning for those future challenges.
Crisis as Opportunity: Reimagining Global Learning Pathways through New Virtual Collaborations and Open Access during COVID-19
Author: Brandauer, Samantha
Date: 2022-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Study Abroad,Distance Education,School Closing,Open Educational Resources,International Cooperation,Foreign Countries,Higher Education,Educational Technology,Teamwork,Team Teaching,Communities of Practice,Teaching Methods,Interpersonal Communication,College Students,Student Attitudes,College Faculty,Teacher Attitudes

In the spring of 2020, as COVID-19 forced the suspension of most U.S. education abroad programs, study abroad students returned home, summer programs were canceled, and international educators pondered the unlikelihood of resuming fall 2020 study abroad; larger questions about the future of international education and global learning with limited student mobility weighed heavily, Dickinson and Haverford colleges in Pennsylvania and the membership of the Community-based Global Learning Collaborative started reimagining the future of global learning. What drove us was our collective commitment to building just, inclusive and sustainable communities, a spirit of collaboration and a desire to seek out future-forward and innovative opportunities for continued global learning. Around the world, xenophobia and nationalism were on the rise. One of the clearest continuous mechanisms for combating those horrors, student international mobility, would cease. It was clear that global educators had to do something, but what? This article is a case study about how we began to answer the question of what we could do. It follows the evolution of our thinking, emergent projects, lessons learned and new collaborative pathways.
Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings
Author: Zhang, Jingjing
Date: 2022-05-00
Type: Journal Articles
Subjects: Network Analysis,Interdisciplinary Approach,MOOCs,Electronic Learning,Distance Education,Engineering Education,Computer Science Education,Economics,Social Sciences,Diversity,Foreign Countries

In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners' access to learning online, given that there are thousands of courses freely available. Interdisciplinary networks were created by adding recommended courses into four disciplinary networks. The diversity of interdisciplinarity was measured by three attributes, namely variety, balance, and disparity. The results attest to interesting changes in how the diversity of interdisciplinary knowledge grows. Particularly remarkable is the degree to which the diversity of interdisciplinarity increased when new recommended courses were first added. However, changing diversity implied that neighbouring disciplines were more likely to come to the forefront to attach to the interdisciplinarity of MOOC offerings, and that the pace of synergy among disparate disciplines slowed as time passed. In the absence of domain experts, expert knowledge is not sufficient to support interdisciplinary curriculum design. More evidence-based analytics studies showing how interdisciplinarity evolves in course offerings could help us to better design online courses that prepare learners with 21st-century skills.
Evaluating the Long-Term Impact of a Taiwanese Study Abroad Program on Participants&apos; Career Choice and Professional Development in Healthcare: A Convergent Mixed Methods Study
Author: Drum, Lori
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Study Abroad,Career Choice,Professional Development,Outcomes of Education,Health Services,Undergraduate Students,Student Attitudes

A convergent, mixed methods study was used to explore the long-term impact on career choice and professional development in healthcare among Taiwan Study Abroad (TWSA) program participants between 2011 and 2015. Data were analyzed by prior study abroad and travel to Asia experience. We conducted an online survey in 2017 (n=38). Overall, 77-87% of the participants reported high impact on both career choice and professional development. Chi-square analysis showed that those who had not studied abroad before or traveled to Asia prior to the TWSA experience were significantly more likely to report the program had a more direct impact on their career choice. Qualitative data strongly supports the significant impact on both outcomes among all participants.
From Pre-Freshman Abroad to Freshman On-Campus: Examining Intercultural Competence Development through an Extended Journey
Author: Bittinger, Michael
Date: 2022-04-00
Type: Journal Articles
Subjects: High School Graduates,College Freshmen,Study Abroad,Cultural Awareness,Curriculum Design,Student Development,Student Attitudes,Attitude Change,Adjustment (to Environment),Intercultural Communication,Cultural Differences,World Views

As students transition from high school to college, their abilities to adapt and adjust are put to the test. This study examines the outcomes of a multi-stage study abroad program targeting first-year college students. The authors investigated student intercultural competence levels prior to matriculation, their development while abroad, and their continued expansion by means of a post-travel, on-campus component. Mixed-methods data collection and analyses indicated that students gained significant intercultural competence development through participating in a short-term overseas experience, which stretched into their transition to college life. This research contributes to the study abroad and intercultural learning literature by investigating the effect of an innovative program model and the understudied population of pre-freshman students. The findings provide practical implications for designing and assessing intercultural programing overseas and on campus.