ethanporcaro/eric-fulltext-meta huggingface dataset:
Utilization of Information and Communication Technology among Male and Female Business Education Lecturers in Nigerian Universities
Author: Ohiwerei, Franklin Ohiole
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Uses in Education,College Faculty,Business Administration Education,Gender Differences,Marketing,Equipment

This study was conducted to study the level of utilization of information and communication technology (ICT) equipment in teaching of Business Education courses in Department of Business Education in Universities in Nigeria. A population of 117 business education lecturers in seven federal and state universities in Nigeria was used. The instrument for data collection was a four-point scale questionnaire. Two research questions were answered using mean and standard deviation. Hypotheses 1-2 were tested using t-test statistics. All the hypotheses were tested at 0.05 level of significance. The null hypothesis was rejected because the calculated tvalue was greater than critical t-value. Male and female respondents differed significantly in mean ratings of utilization of ICT equipment for teaching marketing education courses. Male teachers had a higher proportion of utilization of ICT compared to female teachers. Male and female respondents also differed significantly in the mean ratings of utilization of ICT equipment for teaching office technology and management education courses. Males had a higher proportion of utilization of ICT equipment compared to females. Based on the findings it was recommended, among other things, that the federal government as well as university authorities regularly sponsor female lecturers on various in service training
Geogebra as a Scaffolding Tool for Exploring Analytic Geometry Structure and Developing Mathematical Thinking of Diverse Achievers
Author: Khali, Muhammad
Date: 2019-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Computer Software,Comparative Analysis,Teaching Methods,Thinking Skills,Grade 12,High School Students,Males,Single Sex Schools,High Achievement,Low Achievement,Mathematics Achievement,Instructional Effectiveness,Scores,Teacher Role,Mathematics Teachers,Foreign Countries

One of the reasons to use technology in education is to visualize and explore the insight of mathematics with optimum possibilities. Geogebra gives visual meaning to symbolic ideas along with optimum dynamic possibilities. The purpose of this experimental study was to know about the potential effect of dynamic geometry software on diverse students' mathematical thinking behavior. For which a sample of forty students (grade-12) of F.G Inter College for Boys Mardan Cantt was selected. On the of their previous grade-11 standardized exams two groups along with their nested factors higher and lower achievers students were constructed. To investigate students' mathematical thinking basis in the subject of analytic geometry, a model behavior of thinking with its six aspects was constructed on the basis of this model a well-design criterion test was developed for data collection. The six dependent variables were combined together to form the total mathematical thinking in this research study. Further, six week experiments of 22 lessons were prepared and two teaching methods traditional vs DGS (Dynamic Geometry Software) aided instructions were tested for two groups with almost equal statistical background and with the same compatibility in the biological age. Two hypotheses were carried out i.e. Treatment does not significantly affect the higher and low achievers of the two groups in mathematical thinking mean scores. To check the significant effect of the treatment on the students' overall mathematical thinking variable across the groups, the two-way (ANOVA) was used and analyzed through as statistical tool SPSS. The study findings showed that treatment did significantly affect the higher and lower achievers of the two groups in mathematical thinking mean scores.
Placement of International English Language Learners: How Different Is It?
Author: Bostian, Brad
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Placement,English (Second Language),Second Language Learning,College Students,Foreign Students,English Language Learners,Language Tests,High Stakes Tests,Remedial Instruction,Correlation,English Instruction,Mathematics Instruction,Test Reliability,Grade Point Average,Comparative Analysis,Native Speakers

Amid profound changes to student placement systems at universities and colleges, the placement of English language learners has remained largely the same. Generally speaking, international students, and in some places other English language learners, face single measure testing and required remediation. Single measure high stakes testing goes against recommended practice, according to the test makers themselves, and the resulting remediation is often not demonstrably productive in terms of student success. ESL placement remains in much the same situation as traditional placement systems for native speaking developmental English and math students. This article explores parallels between developmental and ESL placement systems, so that improvements being made in the one arena can be extended to the other.
Confirmatory Model to Measure Attitude towards Mathematics in Higher Education Students: Study Case in SLP Mexico
Author: Escalera Chávez, Milka Elena
Date: 2019-00-00
Type: Journal Articles
Subjects: Models,Attitude Measures,Mathematics Instruction,Higher Education,College Students,Case Studies,Mathematics Anxiety,Mathematics Skills,Foreign Countries,College Mathematics,Student Attitudes

Despite the fact that mathematics is present and necessary in any area of daily life, students have little interest in developing mathematical skills. Hence, the aim of the study is to check whether the variables motivation, usefulness, anxiety, confidence, and liking are determining in their attitude towards mathematics. The present research is quantitative, not experimental, transversal and confirmatory. The sample was of 362 students belonging to the Multidisciplinary Academic Area Middle Zone, in the city of Rioverde, San Luis Potosí. The participating students are from the Administration (154), Public Accounting and Finance (112) and Marketing (96). The data was collected through the test designed by Auzmendi (1992) the Attitude towards Mathematics Scale (EAM), which consists of 25 items. The results indicate that although it is true that students show a positive attitude (liking), they also admit that it causes them anxiety because they do not feel confident in their mathematical ability. It is necessary to add that the student does not feel any stimulus to have an interest in the subject.
Development of Learning Design for Mathematics Manipulatives Learning Based on E-Learning and Character Building
Author: Sulistyaningsih, Dwi
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Design,Instructional Materials,Electronic Learning,Mathematics Instruction,Foreign Countries,Manipulative Materials,Student Characteristics,Outcomes of Education,College Mathematics,College Students

Many types of e-learning are currently available for use in the education sector. E-learning can provide training and education to a large number of students with diverse cultural backgrounds and educational levels. However, e-learning can fail if forced to provide teaching material that exceeds what can be achieved by e-learning. Some people usually do not understand the weaknesses and limitations of e-learning and some of them might expect too much. Social conditions outside the educational regulations play an important role in the formation of student character. Thus the development of positive character can be created through a dynamic relationship between internal and external factors. This study aims to develop the learning design (LD) using mathematics manipulative based on e-learning and character building. The development of LD is carried out in five stages including the initial investigation phase, design, realization, a series of actions consisting of tests followed by evaluation and revision, and field trials of the product. The results show that the completeness of 89% can be achieved by both individuals and classical after learning using designs that have been developed. The high level of completeness is due to students being able to study independently through material that has been uploaded by the lecturer and if students are not clear they can directly ask the lecturer through the chat facilities provided without waiting for the next meeting. There is a significant difference between the learning outcomes of the experimental class and the control class. The learning outcomes of experimental class students have higher independence and responsibility. Students in the experimental class are able to produce more manipulatives and have better quality.
Development of Learning Materials Based on Realistic Mathematics Education to Improve Problem Solving Ability and Student Learning Independence
Author: Hasibuan, Ainul Marhamah
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Materials,Material Development,Mathematics Instruction,Mathematics Education,Problem Solving,Independent Study,Learning Processes,Middle School Mathematics,Middle School Students,Foreign Countries,Instructional Effectiveness,Validity

The purpose of this study is to develop learning materials based on realistic mathematics education approach that are valid, practical and effective to improve problem solving skills and learning independence of class VII students. This research is a development research that uses a design model for materials development according to Thiagarajan, et al. namely 4-D. This trial was carried out in classes VII-3 and VII-4 Padangsidimpuan 5 Middle School. From the results of the study, it was found that developed devices were valid with an average total validity of RPP = 4.46, student books = 4.41, teacher's books = 4.38, LAS = 4.31; then a practical device can be implemented, with an average of 85% and 91.25%. and effective devices, in terms of a) classical learning completeness of students in 62% I test increased in trial II has reached 92%; and b) student responses to the components of positive learning. Based on the results of the study it was suggested that mathematics teachers can facilitate mathematical learning using quality learning materials and especially by using learning based realistic mathematics education approach.
&quot;How You Like Me Now?&quot;: Exploring Teacher Perceptions of Urban Middle Schoolers&apos; Mathematical Abilities and Identities
Author: Flint, Tori K.
Date: 2019-11-00
Type: Journal Articles
Subjects: Teacher Attitudes,Middle School Students,Middle School Teachers,Urban Schools,Mathematics Skills,Algebra,Experiential Learning,African American Students,Student Motivation,Teacher Expectations of Students,Program Effectiveness,Attitude Change,Federal Programs,Manipulative Materials,Cooperative Learning

HEAT, an instructional program emphasizing a nontraditional hands-on approach to algebraic instruction for urban, predominantly African American middle schoolers, provides a space to explore teachers' beliefs about urban students' mathematical abilities and motivation and addresses how teacher perceptions can intersect with instruction, learning, and the construction of students' mathematical identities. Using a multiple case study design, we analyzed six urban middle school mathematics teachers' written reflections and interview responses. Findings suggest that teachers' instructional behaviors, along with their perceptions and expectations of urban, African American middle schoolers' mathematical abilities and motivation, interact with students' beliefs and work habits in ways that can promote and support students' positive mathematical identity construction. Thus, HEAT personified thriving learning subcultures and supportive mathematical communities of practice that are far too atypical in urban middle schools.
Understanding Achilles&apos; Heel: Information Dissemination, Readability, and Marketing in Urban School Choice
Author: Delale-O'Connor, Lori
Date: 2019-11-00
Type: Journal Articles
Subjects: Information Dissemination,Readability,Marketing,Urban Schools,School Choice,Information Sources,High Schools,Publications,Directories,Web Sites,Content Analysis

Scholars have long acknowledged that the information parents have about schools is the &quot;Achilles' heel&quot; of school choice. Although much has been written about school choice, far less is known about the information disseminated to help families make choices. I construct a case study of the dissemination and accessibility of choice information in the Chicago Public Schools. I find that both the readability and content of the information disseminated limit its usefulness. In addition, a lack of centralized resources leads to both limited and disparate access. I conclude with modifications for improving information dissemination and accessibility.
The Postsecondary Educational Plans of Rural Youth with Disabilities and Their Nondisabled Peers
Author: Weiss, Margaret P.
Date: 2012-12-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Grade 12,Students with Disabilities,Rural Youth,Academic Aspiration,Postsecondary Education,College Preparation,Career Exploration,Career Counseling

A national sample of students with disabilities and their nondisabled peers in rural high schools responded to a survey about their postsecondary plans and how they were preparing for them. The study included 3,318 11th- and 12th-grade students from 73 randomly selected schools. Findings indicate that 78.5% of students with disabilities and 90.7% of their nondisabled peers plan to continue their education after high school. Only 4.5% of students with disabilities were enrolled in a college preparatory program. A greater percentage of students with disabilities participated in career exploration activities such as job mentoring, internships, and cooperative education programs than expected, and they found teachers and school staff important sources of information. Implications of these findings are discussed.
An Exploration of Calculus Students&apos; Beliefs about Mathematics
Author: Ayebo, Abraham
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Education,Calculus,Universities,Undergraduate Students,Factor Analysis,Factor Structure,Correlation,Student Motivation,Reliability,Mathematics Instruction

This study explored the mathematics beliefs of students enrolled in a first year calculus class at a Midwestern university in the United States. The Indiana Mathematics Belief Scale was administered to 162 students enrolled in a first year calculus class during the first week of school. An exploratory factor analysis (EFA) was performed to examine the factor structure of the survey instrument. Five factors were extracted: &quot;Effort,&quot; &quot;Usefulness,&quot; &quot;Difficult problems,&quot; &quot;Understanding,&quot; and &quot;Steps.&quot; Students' responses were analyzed for inter-item correlation and internal consistency reliability (Cronbach's a). The results were compared with similar studies conducted by Kloosterman and Stage (1992) as well as Berkaliev and Kloosterman (2009). The reliability obtained in this study was consistent with the previous studies. In particular, the Steps subscale was quite low (0.52). It might therefore make sense to drop the &quot;Steps&quot; subscale in future studies.
Children&apos;s Coordination of Linguistic and Numeric Units in Mathematical Argumentative Writing
Author: Kosko, Karl Wesley
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Persuasive Discourse,Writing (Composition),Algebra,Semiotics,Elementary School Mathematics,Elementary School Students,Multiplication,Mathematics Achievement,Scores,Grade 2,Grade 3,Equations (Mathematics)

Mathematical argumentation and proof has long been identified with algebraization. Much literature discusses the relationship between the two, but with little specificity on how particular semiotic features in argumentation relate to coordination in early algebra. Further, there is a particular lack of research on this topic in the elementary/primary years of schooling. The present study examines how children's unit coordination in early algebra (particularly the concepts of equivalence and multiplicative reasoning) co-occurs with their coordination of grammatical information units. Coordination of information units was examined through reference use via the semiotic tool of detailing. Results suggest that second and third grade students who coordinate reference chains to support a mathematical claim in their argumentative writing tend to have higher multiplicative reasoning and conception of equivalence scores on several tasks. However, features of certain tasks may influence whether and how such unit coordination interacts with reference use.
Implementing a First-Year Experience Curriculum in a Large Lecture Course: Opportunities, Challenges, and Myths
Author: Ahadi, Daniel
Date: 2019-00-00
Type: Journal Articles
Subjects: College Freshmen,Curriculum Implementation,First Year Seminars,Large Group Instruction,Lecture Method,Communication Skills,Foreign Countries,Educational Benefits,Barriers,Curriculum Evaluation,Workshops,Curriculum Design,Neoliberalism

This article documents the design, delivery, and evaluation of a first-year experience (FYE) course in media and communication studies. It was decided that CMNS 110: Introduction to Communication Studies would start to include elements to address a perceived and documented sense of disconnectedness among first-year students in the School of Communication at Simon Fraser University. These elements included coping, learning, and writing workshops facilitated by various services units across campus. We present results from surveys and focus groups conducted with students at the end of the course and discuss the predicaments that the new realities of an accreditation and audit paradigm--under the cloak of the neoliberal university--produce. On one hand the FYE course may help students transition into a post-secondary institution; on the other hand, too much emphasis on the FYE can result in an instrumental approach to education, jeopardizing the integrity of the course. We offer some insights into the challenges and opportunities of implementing FYE curricula within a large classroom setting.
Development of Learning Devices Based on Realistic Mathematics Education to Improve Students&apos; Spatial Ability and Motivation
Author: Putri, Shulha Kynanda
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Materials,Material Development,Mathematics Education,Mathematics Instruction,Spatial Ability,Learning Motivation,Instructional Effectiveness,Mathematics Achievement,Middle School Mathematics,Middle School Students,Foreign Countries

The aims of this research was to find the effectiveness of learning devices based on realistic mathematics education, as well as improving mathematic spatial ability and motivation of SMP Negeri 2 Pulo Bandring students' grade IX. This research is a development research using the Dick &amp; Carey development model. The results of the analysis of the data obtained indicate that learning materials based on realistic mathematics education met the criteria of effectiveness, it was found that students completed classically = 85% of students got a minimum score of =75, achievement of learning objectives, positive students responses and learning time equal to ordinary learning. Based on the results of the study, it was suggested that mathematics teachers make an effort mathematica learning using learning devices based on realistic mathematics education.
Practical Measures for Institutional Program Reviews: A Case Study of a Small Post-Secondary Institution
Author: Jayachandran, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Small Colleges,Program Evaluation,Foreign Countries,College Programs,Evaluation Methods,Curriculum Evaluation,College Instruction,Educational Resources,Educational Quality

Post-secondary institutions carry out cyclical program reviews (CPRs) to assess educational effectiveness. CPRs often use both qualitative and quantitative data analyses with the aim of improving teaching and learning. Though most of the CPR review studies identify various factors for this purpose, they fail to identify measures/indicators that are relevant and practical for the institutional decision-making process. Our main objectives for this article are two-fold: first, we identify and list variables that are measurable and sort them into clusters/groups that are relevant to all programs, and second, we critically assess the relevance of these indicators to program review in a small-sized, post-secondary institution.
The Impacts of Outlining and Free Writing Strategies on the Quality of Japanese L2 Academic Writing
Author: Shekarabi, Zeinab
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Strategies,Academic Language,Foreign Countries,Second Language Learning,Second Language Instruction,Linguistic Theory,Chinese,Native Language,Japanese,Research Universities,Essays,Writing Evaluation,Writing Processes,Transfer of Training,Connected Discourse,Comparative Analysis,Persuasive Discourse,Writing Research,Graduate Students,Scoring Rubrics,Writing Tests,Prewriting

Much research has been completed that focused on the role of drafting strategies in first language (L1) writing, but its role in second language (L2) writing is missing. The present study investigated the impact of outlining and free writing strategies on L2 academic writing in terms of overall quality, as well as more specifically in terms of content, organization, and coherence. Sixty Japanese L2 Chinese speakers, studying at a major research university in western Japan, were randomly divided into outlining, free writing, and control groups. They wrote argumentative essays. Using an academic writing rubric, two raters assessed the essays. Results revealed that free writing strategy improved the coherence of the text, which follows the Interaction Hypothesis. Outlining improved not only the overall quality of L2 academic writing but also the content and organization of the text. These findings, which are in contrast with some L2 writing research, support the Overload Hypothesis.
Culturally Responsive Lesson Plans by English Language Learners from the Eastern Highlands of Papua New Guinea
Author: Douglas, Cynthia
Date: 2017-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,English (Second Language),Second Language Learning,Curriculum Development,Self Concept,Foreign Countries,Second Language Instruction,Lesson Plans,Teaching Methods,Middle School Students,High School Students

This paper presents culturally responsive curriculum development for English language learners through the lens of the student and their cultural identity. The research presented in this paperdemonstrates the critical nature of developing English language skills through a connection tothe cultural identity of the learners. The significance of imbuing cultural identity in the process of learning English is relevant to all stratas of second language curriculum and instruction. This research demonstrates how culturally responsive curriculum can be guided by the needs of the language learner. These lesson plans are an unique example of emic-driven second language acquisition that produce inspired learners.