ethanporcaro/eric-fulltext-meta huggingface dataset:
Using the UTAUT Model to Analyze Students' ICT Adoption
Author: Attuquayefio, Samuel NiiBoi
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,College Students,Technology Uses in Education,Intention,Student Attitudes,Predictor Variables,Questionnaires,Statistical Analysis,Structural Equation Models,Social Influences,Expectation,Performance,Foreign Countries,Likert Scales,Case Studies

This paper seeks to provide further understanding of issues surrounding acceptance of information and communication technology (ICT) by students of tertiary institutions. The Unified Theory of Acceptance and Use of Technology (UTAUT) model Venkatesh et al (2003) was employed by the researchers to determine the strength of predictors for students' intention to accept and use ICT for learning and research. Questionnaires were administered to 400 students in the Social Studies and Business Administration Faculties of Methodist University College, Ghana, with 345 returned, a 86% return rate. Analysis of Moments Structures (AMOS) 20 and Statistical Package for the Social Sciences (SPSS) 16 were used to analyze the data collected. The measurement and structure model was appraised using Structural Equation Modeling. Effort Expectancy (EE) (0.4, p &lt;0.05) significantly predicted Behavioural Intention(BI) to use ICT, while Social influence (SI) and Performance Expectancy (PE) were statistically insignificant, as was Behavioural Intention (BI) on Use Behaviour (UB). However, Facilitating Conditions (FC) (ß = 0.26, p &lt;0.01) significantly influenced UB. We recommend that future studies should include students from other faculties and multiple universities for more reliable results and conclusions.
Mathematics Teacher Candidates' Metaphors about the Concept of &quot;Mathematics&quot;
Author: Erdogan, Ahmet
Date: 2014-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Figurative Language,Teacher Education Programs,Student Attitudes,Foreign Countries,Content Analysis,Language Usage,Mathematics,Phenomenology

The main purpose of this study was to research mathematics teacher candidates' perceptions about the concept of &quot;mathematics&quot; through the use of metaphors. The research is conducted during 2012-2013 academic year, on a group of 111 mathematics teacher candidates at the Education Faculty of a University in Turkey. To collect the research data, each participant was asked to complete the prompt &quot;Mathematics is like ... because ...&quot; The content analysis technique was used in this study in order to evaluate the data collected. As a result of the data analysis, it was found that 67 valid metaphors were developed by the participants. These metaphors were grouped under 14 categories. According to these categories, about 77% of mathematics teacher candidates perceived mathematics as &quot;Limitless&quot;, &quot;Interconnected&quot;, &quot;Basically needed&quot;, &quot;Fun&quot;, &quot;Cumulative&quot;, &quot;Indispensable&quot; figure and as a figure which laid the &quot;foundation for other sciences&quot;. The remaining 23% perceived mathematics as &quot;Hard-to-understand&quot;, &quot;Guiding&quot;, &quot;Universal language&quot;, &quot;Requiring continuity&quot;, &quot;Yet to be solved&quot;, &quot;Mind developing&quot; and &quot;Having single correct answer.&quot;
Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration around a Digital Game
Author: Van Eaton, Grant
Date: 2015-01-00
Type: Journal Articles
Subjects: Physics,Educational Games,Online Courses,Computer Mediated Communication,Computer Games,Logical Thinking,Scientific Concepts,Conventional Instruction,Comparative Analysis,Social Influences,Interaction,Teaching Methods,Science Instruction,Cooperative Learning,Video Technology,Nonverbal Communication,Middle School Students,Secondary School Science

Students playing digital learning games in the classroom rarely play alone, even in digital games that are ostensibly &quot;single-player&quot; games. This study explores the patterns of physics reasoning that emerge in face-to-face and online forum collaboration while students play a physics-focused educational game in their classroom. We observed five increasing levels of explicit articulation of physics reasoning across interactions in the face-to-face and online forum interactions. Additionally, we found that students were much more likely to explicitly articulate formal physics reasoning in their online forum interactions than they were in their face-to-face interactions. We discuss multiple possible explanations for these patterns of articulation in terms of differences in timing of interactions, affordances of medium, classroom scripts, and social norms. The findings and discussion extend our understanding of the structuring and contributions of peer interactions to student learning in digital learning environments in the classroom.
Different Modes of Digital Learning Object Use in School Settings: Do We Design for Individual or Collaborative Learning?
Author: Akpinar, Yavuz
Date: 2014-00-00
Type: Journal Articles
Subjects: Grade 7,Grade 9,Resource Units,Cooperative Learning,Independent Study,Teaching Methods,Comparative Analysis,Learning Strategies,Mixed Methods Research,Quasiexperimental Design,Foreign Countries,Science Instruction,Geography,Computer Simulation,Learning Activities,Pretests Posttests,Scores,Instructional Effectiveness

The aim of the studies reported in this paper is to gain classroom based empirical evidence on the learning effectiveness of learning objects used in two types of study settings: Collaborative and individual. A total of 127 seventh and ninth grade students participated in the experiments. They were assigned into one of the study modes and worked with one of the four learning objects. The pretest and post test measures and observation data showed that though the learning objects were primarily developed for individual use, they may also help students working in peers. The comparison among different study modes did not strongly favor any of the study modes. However, the study provided evidence that using the learning objects in different modes is possible and designing and developing learning objects for the use of multiple modes is crucial. Implications on collaborative learning objects are discussed.
Constructed-Response as an Alternative to Interviews in Conceptual Change Studies: Students' Explanations of Force
Author: Schleigh, Sharon Price
Date: 2015-01-00
Type: Journal Articles
Subjects: Interviews,Sample Size,Change,Concept Formation,Inferences,Responses,Comparative Analysis,Science Education,Scientific Concepts,Introductory Courses,Evaluation Methods,Student Evaluation,Coding,Interrater Reliability,Writing (Composition),Physics,Gender Differences,Knowledge Level,Secondary School Students,Video Technology

Although interview formats support rich data collection in conceptual change studies, interview formats limit sample sizes. This study explores the possibility of using constructed-response formats as an alternative or supplement for collecting similarly rich data across larger pools of subjects in conceptual change studies. While research in physics education has successfully employed a variety of constructed-response formats to explore important questions, less research has explored the comparability and interchangeability of the data collected through constructed-response and interview formats. The current study compares analyses of data collected using both constructed-response and interview formats across a common pool of subjects. At its core, the current study explores the degree to which the data sets collected through the constructed-response and interview formats support similar inferences when coded with the rubrics from a recent series of studies on knowledge structure coherence. The results suggest that larger samples of students can be analyzed using the constructed-response format for this type of study. Future research is recommended to explore minor but significant differences that were detected in terms of tertiary variables that contribute to the focal outcome variables.
Effectiveness of Science-Technology-Society (STS) Instruction on Student Understanding of the Nature of Science and Attitudes toward Science
Author: Akcay, Behiye
Date: 2015-01-00
Type: Journal Articles
Subjects: Science and Society,Science Instruction,Technology Education,Instructional Effectiveness,Scientific Attitudes,Scientific Principles,Teaching Methods,Middle School Students,Teacher Education Programs,Professional Development,Workshops,Statistical Analysis,Attitude Change

The study reports on an investigation about the impact of science-technology-society (STS) instruction on middle school student understanding of the nature of science (NOS) and attitudes toward science compared to students taught by the same teacher using traditional textbook-oriented instruction. Eight lead teachers used STS instruction an attempt to improve student understanding of NOS concepts. The major findings of the study suggest that students experiencing STS instruction improve their understanding of the nature of science and attitudes toward science significantly more than do students who were instructed with traditional instruction. Analysis of the data indicates that students in STS classrooms attain more positive changes in their views about the NOS. Specifically, the STS students displayed powerful changes in their understanding of the ways in scientific theories and the scientist. Implications for improving teacher professional development programs are suggested.
Changing Preschool Children's Attitudes into Behavior towards Selected Environmental Issues: An Action Research Study
Author: Ertürk Kara, Gözde
Date: 2015-01-00
Type: Journal Articles
Subjects: Attitude Change,Conservation (Environment),Foreign Countries,Interviews,Preschool Children,Early Childhood Education,Teacher Attitudes,Student Attitudes,Preschool Teachers,Student Behavior,Action Research,Qualitative Research,Recycling,Life Style,Questionnaires,Behavior Change,Intervention,Picture Books,Puppetry,Story Telling,Childrens Literature,Video Technology,Visual Stimuli,Teaching Methods,Energy Conservation

The purpose of this study is to provide the transform of attitudes into behavior of 60-72 month of age children continued early childhood education toward environmental issues. Collaborative action research method of qualitative design was used. The whole participants of the study were 60-72 months of age children who were attending in an early childhood education center supervised by Ministry of National Education in Kartal District, in Istanbul. The data source of this study is the face to face interviews with 14 preschool children. In addition to the interviews with children, the teacher's reports were used. Besides, in the research, it was seen that children generally have ecocentric attitudes towards paper consumption, environmental protection, recycling and living habits especially in residence and transportation preferences. However, in observation report of classroom teacher, it was seen that they did not behave in an ecocentric manner. After the action plan applied, classroom teacher has indicated a difference in children's behavior.
An Evaluation of UNESCO Publications on Mathematics Education: From 1989 to 2013
Author: Yaman, Hakan
Date: 2015-01-00
Type: Journal Articles
Subjects: International Organizations,Professional Associations,Mathematics Education,Publications,Information Dissemination,Access to Information,Qualitative Research,Foreign Countries,Documentation

The word &quot;UNESCO&quot; was created by being taken the initials of &quot;United Nations Educational, Scientific and Cultural Organization&quot;. UNESCO has undertaken two main objectives as it can be understood from the name of the organization. This organization is an international organization that works for the expedience of the world in long term and as a whole aims to serve to the aims of United Nations including humanitarian purposes. Moreover, the organization aims to support and develop all aspects of the concepts of education, science and culture. Based on these purposes, UNESCO has provided the preparation of many publications as book, journal, report, and article etc. in the field of education. It is seen that some of these publications are related with mathematics education. The aim of this study is to examine the publications of mathematics education published by UNESCO from &quot;Standards and Principles for School Mathematics&quot; document of NCTM issued in 1989 to present. These publications are comprised of article, book, report and documents placed in the publications of education in the web site of the organization. 272 publications of UNESCO were examined with document analysis. In the study, document analysis method, one of qualitative research methods, was used. Investigated publications were analyzed in terms of publication years, publication types, subject areas, contents and related countries. Descriptive analysis method was used in the process of analysis of publications. As the result of investigation of these publications of UNESCO about mathematics education, it is revealed that the publications focused especially on mathematics education programs of countries, international measurement and assessment exams as TIMMS, PISA and subjects about teaching and learning mathematics.
Agro-Students' Appraisal of Online Registration of Academic Courses in the Federal University of Agriculture Abeokuta, Ogun State Nigeria
Author: Lawal-Adebowale, O. A.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Information Technology,Management Systems,Course Selection (Students),Questionnaires,Sampling,Eligibility,Student Records,Databases,Correlation,Educational Background,Agricultural Education,Academic Achievement,Regression (Statistics),Online Systems,College Students

With integration of information technology tool for academic course registration in the Federal University of Agriculture, Abeokuta, the study assessed the agro-students' appraisal of the online tool for course registration. A simple random sampling technique was used to select 325 agrostudents; and validated and reliable questionnaire was used for collection of data on the study objectives. Results of the analysis data showed that the use of online registration tool was appraised valuable for convenient course for registration (x¯ = 4.47; SD = 0.682), reduction of attendant stress/rigour of manual course registration (x¯ = 4.59; SD = 0.573), guaranteed eligibility to write examination on registered courses (x¯ = 4.06; SD = 0.992) and creation of database for students' record of registered courses (x¯ = 4.03; SD = 0.993). The Spearman's rho correlation analysis of the study hypothesis showed a significant and positive association between the agrostudents' appraisal of online registration of academic courses and their academic performance (r = 0.155, p &lt; 0.05); educational background (r = 0.128, p &lt; 0.05); mode of entry into FUNAAB (r = 0.127, p &lt; 0.05). The linear regression analysis showed that the students' appraisal of the online tool for registration of courses was significantly determined by their frequency of usage of the eduportal (ß = 2.185, p &lt; 0.01). It was thus concluded that online registration of academic courses in FUNAAB is a worthwhile development, and recommended that it should be sustained; and the students should be well trained on usage of the eduportal in order to develop skillful and efficient use of the online tool for registration of their academic courses.
The Effect of Computer Based Instructional Technique for the Learning of Elementary Level Mathematics among High, Average and Low Achievers
Author: Afzal, Muhammad Tanveer
Date: 2014-00-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Assisted Instruction,Low Achievement,High Achievement,Mathematics Achievement,Courseware,Textbooks,Rural Schools,Single Sex Schools,Pretests Posttests,Scores,Algebra,Geometry,Statistical Analysis,Foreign Countries

The major objective of the study was to elicit the effect of three instructional methods for teaching of mathematics on low, average and high achiever elementary school students. Three methods: traditional instructional method, computer assisted instruction (CAI) and teacher facilitated mathematics learning software were employed for the teaching of three chapters of six class mathematics textbook (Integers, Algebra and Geometry). Interactive software was developed, using the contents of these three chapters. Two urban and two rural schools were selected containing a male and a female school. Seventy eight students from each of the four randomly selected schools were randomly selected and assigned in to three groups. On the basis of pretest the students were identified as low, average and high achievers. After the treatment a post test was conducted. The score of the students were analyzed that revealed teacher facilitated mathematics instructional method produced better score when compared with CAI and traditional instructional methods of teaching mathematics for low and average achievers, but no significant difference was observed between instructional techniques for high achievers. It raises the questions; why instructional techniques not affected the high achievers scores? What kind of provisions may be added in the next version of the instructional software?
Evaluation of a Pilot Project on Information and Communication Technology for Rural Education Development: A Cofimvaba Case Study on the Educational Use of Tablets
Author: Phiri, Acheson Charles
Date: 2014-00-00
Type: Journal Articles
Subjects: Pilot Projects,Program Descriptions,Educational Improvement,Handheld Devices,Educational Technology,Foreign Countries,Qualitative Research,Case Studies,Teacher Attitudes,Disadvantaged Schools,Electronic Learning,Educational Trends,Trend Analysis,Teacher Surveys,Social Networks,Peer Relationship,Individual Development,School Districts,Laptop Computers,Telecommunications,Technology Uses in Education,Grounded Theory

In an endeavour to find solutions to the country's improving but ailing education system the South African government through some of its departments is attempting to find out if the introduction of technology in the class room has the potential to improve teaching and learning. The paper is based on a pilot study currently underway in Cofimvaba in Eastern Cape Province where tablets were introduced to teachers in eleven schools. The paper used the Cofimvaba ICT4RED initiative as a case study to ascertain how teachers accepted the introduction of tablets at their schools for teaching and learning. The main research methodology is qualitative multiple case study research with interpretivism as paradigm. Data were gathered though the use of questionnaires administered to teachers. The results showed that most teachers embraced tablets and were using them in the classroom, for their own professional development and personal use. Therefore, within the South African education system the introduction of tablets in learning and teaching is an important step towards improvement of education particularly in poorly resourced schools.
Disposition of Students to Online Counselling: The Obafemi Awolowo University, Nigerian Experience
Author: Adebowale, Olusegun
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Measures (Individuals),Computer Software,Student Surveys,Feedback (Response),Questionnaires,Discriminant Analysis,Positive Attitudes,Trust (Psychology),Personality Traits,Computer Attitudes,Web Sites,Age Differences,Gender Differences,Colleges,Counseling Techniques,Computer Mediated Communication,Mixed Methods Research,Counseling,Phenomenology,Factor Analysis

An online guidance and counselling services was established at the Obafemi Awolowo University (OAU) in December, 2010. This study was designed to examine the undergraduates' disposition to the online counselling services after 24 months. It also investigated the prevalent disposition, dispositional types and distribution of students across the types. 1200 undergraduates of the University participated in the study comprising 900 students who made use of the site during the period and 300 students who were selected by proportionate stratified random sampling from the students' hostels and two clusters off campus. The instruments for the study were the OAU online counsellors software purposefully developed for this study, an online feedback questionnaire and a self-constructed questionnaire. Data collected were analysed using simple percentages, RSI, ANOVA, factor, cluster and discriminant analyses. The results showed that students were mostly (94.9%) favourably disposed to online counselling services in OAU, particularly in form of trust (44.4%), curiosity (31.9%) and enthusiasm (13.9%). Although, the students' disposition was not affected by their age and level in the university, sex and their awareness of the weblink significantly influenced their disposition to online counselling.
Creation of Audiovisual Presentations as a Tool to Develop Key Competences in Secondary-School Students. A Case Study in Science Class
Author: Ezquerra, Ángel
Date: 2014-00-00
Type: Journal Articles
Subjects: Secondary School Students,Audiovisual Aids,Audiovisual Instruction,Multimedia Instruction,Multimedia Materials,Competency Based Education,Active Learning,Student Projects,Physics,Chemistry,Motion,Video Technology,Documentaries,Capacity Building,Science Achievement,Science Education,Teaching Methods,Instructional Effectiveness,Foreign Countries

New curricular plans based on key competences create the need for new educational proposals that allow their development. This article describes a proposal to develop key competences through project-based learning. The project's objective is the creation of a digital video. The following study was carried out with students in their final two years of non-mandatory secondary-school, in the subject of &quot;Physics and Chemistry&quot;. The students created didactic documentary videos describing different aspects of kinematics. The planning of the project focused on to involve the students in all steps of the process, in order to be able to evaluate the competences developed during each part of the project. The results showed an important improvement in both the digital and science competences. It was also shown that the necessary stages to create an audiovisual presentation involve the use of the competences related to communication, personal initiative or learning to learn; this provides an opportunity for the student to develop said capacities.