ethanporcaro/eric-fulltext-meta huggingface dataset:
Critical Thinking Skills, Critical Reading and Foreign Language Reading Anxiety in Iran Context
Author: Aghajani, Mojtaba
Date: 2019-07-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,English (Second Language),Second Language Learning,Second Language Instruction,Critical Reading,Anxiety,Reading Comprehension,Correlation,Foreign Countries,College Students,Student Attitudes,Cognitive Tests,Language Proficiency,Language Tests,Measures (Individuals),Males

Critical thinking is crucial to the learning process, cognitive development, and effective information seeking. People can use critical thinking skills to understand, interpret, and assess what they hear or read in order to formulate appropriate reactions or responses. The present study intends to investigate the predictive power of critical thinking skills on critical reading and foreign language reading anxiety of Iranian intermediate EFL learners. To this end, 177 intermediate adults male Iranian EFL learners from Khatam ol-Anbia university took part in the study by completing Michigan test of English language proficiency, the California critical thinking skills test, Critical reading scale and foreign language reading anxiety scale. Using KR-21 and Cronbach's Alpha, the reliability of questionnaires was re-estimated. Data were analyzed through multiple regression analyses. The results of multiple regression indicated there was a statistically significant predictive of critical thinking skills. Additionally, Results indicates that a negative relationship between critical thinking skills and foreign language reading anxiety exists as measured by FLRAS. The quantitative findings gathered through CTS and FLRA scales suggest that when there is an increase in CTS of the students, FLRA decreases and vice versa.
Development and Validation of Critical Thinking Disposition Test in Biology
Author: Syahfitri, Jayanti
Date: 2019-10-00
Type: Journal Articles
Subjects: Biology,Critical Thinking,Science Instruction,Science Tests,Multiple Choice Tests,College Students,Student Attitudes,Content Validity,Test Construction,Test Validity,Construct Validity,Thinking Skills,Foreign Countries

The purpose of this study was to develop the Critical Thinking Disposition Test in Biology as an alternative instrument in looking at the extent of one's disposition to critical thinking, especially in Biology University. Critical Thinking Disposition Tests in Biology are tests in the form of multiple choice based on biological cases. This research was applied at the University in Bengkulu which involved six experts as reviewers and 320 students as respondents, namely with the level of study: year 1, year 2, year 3, and year 4. This research refers to the design of development and validation. Data collection techniques used were content validation formats and questionnaire. The results of expert validation were analyzed by the Content Validity Ratio (CVR) method, while the results of the construct validation were analyzed through Confirmatory Factor Analysis (CFA). The results show that the Critical Thinking Disposition Test in Biology has good content validation and construct validation.
Assertiveness as the Predictor of Adjustment to University Life amongst University Students
Author: Parmaksiz, Izzet
Date: 2019-10-00
Type: Journal Articles
Subjects: Student Adjustment,Prediction,College Freshmen,Personality Traits,Foreign Countries,Measures (Individuals),Gender Differences,High Schools,Educational Background,Siblings,Family Size,Income,Majors (Students),Student Attitudes,Scores,Academic Achievement,Economic Factors,Place of Residence

The main purpose of this study was to examine whether or not assertiveness predicted adjustment to university by determining university students' adjustment levels to university. The study was conducted with first-year students who were attending a university in Central Anatolia in 2018. A total of 438 students, 322 females and 116 males, participated in the study. The data were collected using the University Life Scale, the Assertiveness Scale and the Personal Information Form developed by the researcher. For data analysis, t-test was employed for binary variables, and one-way ANOVA was employed for multiple variables. Whether or not students' assertiveness predicted adjustment to university was determined by regression analysis. The study findings revealed that students' sex, high school they graduated from, the number of their siblings, their source of income, social activity they engaged in prior to university and their accommodations did not have effect on their adjustment to university. However, choosing their major willingly, perceiving their income as sufficient, the city they lived in and perception of their economic situation had effects on their adjustment to university. Furthermore, the study determined that the university students' assertiveness total scores predicted their adjustment to university, emotional adjustment, personal adjustment, adjustment to the opposite sex, social adjustment, academic adjustment and total adjustment scores.
Development of Assessment for the Learning of the Humanistic Model to Improve Evaluation of Elementary School Mathematics
Author: Winarno
Date: 2019-04-00
Type: Journal Articles
Subjects: Humanistic Education,Models,Elementary School Mathematics,Mathematics Instruction,Mathematics Teachers,Elementary School Teachers,Elementary School Students,Formative Evaluation,Foreign Countries

This research aims at finding the way to develop the assessment for learning of the humanistic (AfL-H) model in Mathematics at elementary schools. This is developmental research of the Hopkins &amp; Clark model. The experimental subjects are 67 mathematics teachers and 375 elementary students in Grade. The data were analyzed in two stages using qualitative and quantitative methods. The experiment of the AfL-H model uses repeated measures analysis. The research results indicate that the AfL-H model developed here has the following main characteristics: 1. the learning provides greater fairness and respects all (learners), and 2. The assessment respects each student's varied abilities based on their own abilities. Several findings in this research are: (1) students receive greater respects regarding the abilities they have in the assessment; (2) the information obtained using the AfL-H model is accurate and as actually needed by students, (3) the application of the AfL-H model in mathematics learning improves student's motivation, confidence, self-awareness, behavior during learning, and ability in Mathematics, and (4) students' learning progress is shown by individual and class profiles.
Differentiated Instruction in Relation to Pupils&apos; Learning Style
Author: Malacapay, Marjon C.
Date: 2019-10-00
Type: Journal Articles
Subjects: Individualized Instruction,Correlation,Cognitive Style,Teaching Methods,Foreign Countries,Grade 5,Academic Achievement,Student Characteristics,Profiles

Differentiating of instruction is salient as learners absorb information at their own styles. Differentiating of instruction is salient as learners absorb information at their own styles. Thus, determining their preferred mode of instruction as to their learning style is important. In attaining this, the researcher first determined the respondents' (n=30) demographic profile, academic achievement, and learning styles by distributing a survey questionnaire and further sought significant association among them. Being an action research by design, the researcher used both descriptive and inferential statistics such as frequency and percentage distribution, mean and Chi-square to treat the data. Findings show that the respondents are partly Indigenous Peoples, mostly male, whose favorite hobby is drawing, and radio is the primary source of information. Among them, auditory learners with very satisfactory academic achievement dominated. Furthermore, findings revealed that there was no significant difference between the demographic profile and learning styles. Thus, no significant relationship was also flaunted between learning styles and academic achievement. Lastly, it shows that both visual and auditory learners learned best when the teacher used audio-visual presentations while kinesthetic learners learned best when applied to real objects. This implies that learning styles are independent, not limited, nor not driven by a demographic profile and are not influenced by academic achievement. [This paper was presented at the 19th CEBU-International Conference on Economics, Education, Humanities and Social Sciences (CEEHSS-19) on January 29-30, 2019 in Cebu City, Philippines.]
Construction of Test Instrument to Assess Foreign Student&apos;s Competence of Indonesian Language through Objective Test
Author: Rahmawati, Laili Etika
Date: 2019-10-00
Type: Journal Articles
Subjects: Indonesian,Second Language Learning,Second Language Instruction,Scores,Language Tests,Difficulty Level,Objective Tests,Language Proficiency,Correlation,College Students,International Cooperation,Program Descriptions,Test Format,Foreign Countries,Foreign Students,Study Abroad

Evaluation on the foreign student's competence of Indonesian language is required to assess their achievement. This research aimed to identify the difficulty level of test instrument, analyze the difference of foreign students' competence for Indonesian language and to analyze the correlation of students' competence over various objective test formats. This research was carried out between August 2017 to August 2018 to the 16 students of Muhammadiyah Universities involved in the Darmasiswa scholarship and the developing countries cooperation program. The formats of objective test were: true-false, directed gap filling, multiple choice, correct-incorrect, gap filling and matching. Kruskal-Wallis and bivariate correlation were carried out as the statistical analysis. The difficulty level of test instrument was between the very easy to moderate level. As the impact, students' score achievement was ranging from medium to high. Significant difference was identified both in the difficulty level and score achievement.
Exploring the Implementation of Weblog-Based Flipped Classroom in Teaching Civics: Is It Feasible and Effective?
Author: Yuliyatno
Date: 2019-10-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Civics,Instructional Effectiveness,Pretests Posttests,Case Studies,High School Seniors,Web Sites,Islam,Educational Technology,Instructional Innovation,Foreign Countries

Although there are some studies revealing the effectiveness of the implementation of flipped classroom, but a study investigating the feasibility and effectiveness of weblog integration during the implementation of flipped classroom for teaching civics is still scarce. This study aimed at investigating the feasibility and the effectiveness of the implementation of weblog-based flipped classroom model. This study used the combined approach (Creswell, 2012) of qualitative and quantitative. The qualitative approach was in the form of a case study design. Meanwhile, the quantitative approach was in the form of experimental with preand-post test design. The participants of this study were 42 students of Social Class of Islamic Senior High School. The data were gathered through semi-structured interview, questionnaire, and test, i.e. pre-and-post test. The qualitative data were analyzed descriptively; and the quantitative data were analyzed by using paired sample t-test formula. The results revealed that the implementation of weblogbased flipped classroom is feasible and applicable. Furthermore, it has been statistically proven that it is effective to teach civics indicated by the raise of students' achievement in civics. This study implies that innovation of technologybased learning has great influence in students' achievement and this should be taken into account by the related parties.
Bilingual English Education: Expectation of Parents Who Enrol Their Children in Bilingual Primary Schools
Author: Dos Santos, Luis Miguel
Date: 2019-10-00
Type: Journal Articles
Subjects: Bilingual Education,Parent Attitudes,English (Second Language),Elementary School Students,Decision Making,Second Language Learning,Kindergarten,Language of Instruction,Second Language Instruction,International Schools,College Admission,Foreign Countries,Parent Aspiration,Language Skills,Private Schools,Educational History

The purpose of this study is to explore the reasons why parents decide to send their children to privately funded primary schools providing a bilingual English language program (BELP) after completion of native language-oriented kindergarten education (i.e. Chinese language). This study was guided by one research question: Why do parents decide to send their children to a primary school with a BELP after the completion of native language-oriented kindergarten education? In order to engage with the nature of the qualitative inquiry, 35 parents were invited to share their understanding and decision of BELP for their children with a semi-structured, face-to-face, and one-on-one interview. Three themes were emerged for reporting: 1. the expectation of advanced English language skills; 2. preparation for international schools, overseas schools, and university admission; and 3. the satisfaction of parents themselves. The findings indicated that parents tend to select programs, which satisfy their own interests instead of being the most appropriate for children. These findings imply that the decision to study in a school with a BELP after native language-oriented kindergarten education is affected by a combination of factors: globalization, advanced English language skills, preparation for further education, career development, and more importantly, the satisfaction of parents.
Development of a Scale for Students in Evaluating 2017 Information Technology and Software Curriculum
Author: Demir, Elif Bugra Kuzu
Date: 2019-10-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Computer Science Education,Secondary School Curriculum,Test Validity,Test Reliability,Attitude Measures,Foreign Countries,Curriculum Evaluation

The purpose of this study was to develop a valid and reliable instrument measuring the views of secondary school 5th grade students on the curriculum of 2017 Information Technology and Software (ITS) course. The study was carried out with 528 5th grade students (15 for pilot application, 320 for exploratory factor analysis (EFA), 203 for confirmatory factor analysis (CFA) studying in the spring semester of 2017-2018 school year. Implementation of the scale was realized with participants who were determined through the combination of criterion and convenience sampling. In order to determine the content validity and face validity of the scale, expert opinions were obtained, while both EFA and CFA were performed to assess the construct validity of the scale's measures. Analyses revealed one-factor structure which sheltered 30 items, which explained 39.92 percent of the total variance with a high internal consistency coefficient. The CFA on the one-factor structure revealed acceptable fit indices as well. Based on these findings, it could be concluded that the scale is an instrument that produces valid and reliable measures, and that can be used to determine fifth grade students' views on the curriculum evaluation of 2017 ITS course. For further studies, the scale can be implemented to a random sample form the population of 5th grade students to reveal their views on the curriculum and studies can be conducted in order to investigate in terms of different variables.
Analyzing Languages and Communication Textbooks in the Context of Achieving Competence: Student as a Critical Thinker
Author: Ismajli, Hatixhe
Date: 2019-10-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,English (Second Language),Second Language Learning,Second Language Instruction,Textbook Evaluation,Critical Thinking,Teaching Methods,Indo European Languages,Thinking Skills,Content Analysis,Competency Based Education,Inferences

This research aims at examining and analyzing the potential that textbooks in the field of Languages and Communication provide in achieving the competence: student as a critical thinker. The data on the textbooks is collected according to the Delphi report, which is used as a standardized report in available published research on the development of critical thinking. The file extracted from this report is used as a research tool. In Kosovo, 85 Grade-5 students were involved as participants in the report as well, while the data was collected through a survey by the questionnaire for students utilized as a research tool. Mixed method was selected for research design since it includes both quantitative and qualitative research methods, while descriptive analysis method was also used during the textbooks review. The results obtained from the research indicate that the textbooks used by Kosovo students in elementary school which contain the highest potential for critical thinking development are Reading 5 and Exploring English 1, while the textbook that has the lowest potential for critical thinking, is Albanian Language 5. The most developed dimensions in these textbooks are Interpretation and Analysis, while the least developed dimensions are Assessment and Inference of knowledge.
New National Initiatives of Modernizing Education in China
Author: Zhu, Yiming
Date: 2019-09-00
Type: Journal Articles
Subjects: Educational Development,Educational Policy,Educational Change,Policy Analysis,Strategic Planning,Educational Improvement,Foreign Countries,Economic Development,Sustainable Development,Elementary Secondary Education,Higher Education,Preschool Education,Enrollment Trends,Ethics,Lifelong Learning,Educational Philosophy,Risk,Educational Innovation

Purpose: This article aims to shed light on a latest education policy blueprint in China, titled &quot;China's education modernization 2035,&quot; which was issued by the Central Government of China in February of 2019. Design/Approach/Methods: This is an analytical policy review. Findings: The author argues that this new Chinese educational policy was driven by three factors--UN 2030 Agenda, China's national strategy, and Chinese educational reform and improvement. In &quot;China's education modernization 2035,&quot; eight key principles were rooted in the Chinese context and also recognized by international society. According to this policy initiative, 10 specific strategical tasks are outlined to reform Chinese education toward 2035. Originality/Value: The article will be useful to learn and understand the new directions and the future approaches of Chinese education development and reform toward 2035.
Post-PISA Education Reforms in China: Policy Response beyond the Digital Governance of PISA
Author: Yang, Wenjie
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Governance,Educational Change,Reports,Teaching Methods,Efficiency,Scores,Information Technology,Cultural Context,Educational Policy,Homework,Global Approach,Tutoring,Private Education,Parent Aspiration,Cross Cultural Studies

Purpose: This study analyzes the Programme for International Student Assessment (PISA) data, revealing that the test itself reflects China's educational problems as well as the resultant effect of digital governance. Examining the root cause of these problems, this study demonstrates that the education reforms implemented in response to the PISA have gone beyond digital governance. Design/Approach/Methods: This study conducts a text analysis of materials related to China's education system, including PISA data and analytical reports published by the Organisation for Economic Co-operation and Development since 2009. Findings: Reflected by PISA data, the main problems facing China's educational sector include the overburdening of students at school, emphasis on knowledge acquisition during the teaching process, and the prevalence of extracurricular tuition. The digital governance effect triggered by PISA is highly consistent with China's constant and excessive pursuit of efficiency, emphasis on scores, and the rate of students entering higher level schools. In the new era, China actively reflected on the disadvantages of digital governance before implementing a series of education reforms that go beyond it. Originality/Value: This study is based on China's cultural background and the latest contexts. It examines the impact of the large-scale international assessment on China's education governance and discusses the impact of digital governance on the education reforms in other countries. The implementation of China's post-PISA education reforms demonstrates that different countries can implement rational education reforms based on their own cultural traditions and social realities as well as by referencing and using PISA data with care and prudence.
The Future of Learning and the Future of Assessment
Author: Elmore, Richard F.
Date: 2019-09-00
Type: Journal Articles
Subjects: Educational Assessment,Learning,Neurosciences,Individual Development,Futures (of Society),Educational Trends

Purpose: The aim of this article is to point out that assessment should serve as useful information about the development of learners' capabilities, but not define, measure, evaluate, and confer &quot;merit.&quot; Design/Approach/Methods: By arguing the current assessments are institutionalized which have deeply embedded social, cultural, and political purposes and ignoring learning at the individual or collective level, this article redefines learning, schooling, and assessment. Learning should be embodied, highly individualized, highly contextual, and lifelong, so schooling and assessment should support such learning form rather than perform attainment, custody, and control. Neurological basis of learning in human beings supports the new definition. Findings: Assessment should provide valuable information to guide, give feedback, and support the dynamic feature of learning. Future assessment is a tool to reflect how learners judge their learning, how they develop as a learning organism, and how they have the ability to develop agency and control over learning. Originality/Value: This article gives learning, schooling, and assessment new definitions combining the current situation and neurological evidence. It would be a thorough and novel guideline for the designing of future assessment.
Side Effects of Large-Scale Assessments in Education
Author: Emler, Trina E.
Date: 2019-09-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Measurement,High Stakes Tests,Teaching Methods,Outcome Based Education,Equal Education,Educational Innovation,Negative Attitudes

Purpose: In line with a recent call for side effects research in education, this article aims to synthesize the major concerns that have been raised in the literature concerning large-scale assessments (LSAs) in education. Design/Approach/Methods: The researchers endeavored to complete a deep review of the literature on LSAs to synthesize the reported side effects. The review was synthesized thematically to understand and report the consequences of the ongoing push for the use of LSA in education. Findings: Thematic analysis indicated overarching side effects of LSA in education. We discuss why negative side effects exist and present evidence of the most commonly observed side effects of LSA in education, including distorting education, exacerbating inequity and injustice, demoralization of professionals, ethical corruption, and stifling of innovation in education. Originality/Value: While concerns about the use and misuse of LSA in education are not new and have been discussed widely in the literature, rarely have they been discussed as inherent qualities and consequences of LSAs that can do harm to education.