ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile Language Learning Applications from the Perspectives of Adult Language Learners in Turkey
Author: Ekoç, Arzu
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Computer Oriented Programs,Second Language Instruction,Educational Technology,Technology Uses in Education,Adult Learning,Student Attitudes,Access to Computers,Barriers,Access to Education,English (Second Language),Program Effectiveness

Mobile language learning applications have changed how language is learned and have opened new windows for potential learners. At the convenience of our time, place, comfort and pace, we can learn or revise a language through our mobile gadgets. From the reviewed literature, it is evident that more data is needed to understand the users' views about mobile applications. Instead of focusing on a single mobile application, the researcher attempted to elicit the general perceptions of Turkish adult learners about mobile language learning apps. In line with this thought, a self-administered questionnaire was sent to potential mobile app users and 231 participants replied to the questionnaire. The aim of this study is to find out what perceptions adult learners in Turkey have and what their suggestions are to enhance future mobile language learning applications. For the close-ended questions, frequencies and percentages were taken, while for the open-ended question, content analysis was done. Easy access was considered as the greatest strength, while internet connection requirements and scarcity of interactivity were considered among the shortcomings. The participants offered some suggestions which can yield new paths for application developers, teachers and practitioners in the field of English language teaching and adult learning.
How Higher Secondary School Students Perceive the NEET Examination: A Quantitative Report
Author: Arunkumar, K.
Date: 2021-09-00
Type: Journal Articles
Subjects: Secondary School Students,Medical Schools,College Entrance Examinations,Student Attitudes,Foreign Countries,Gender Differences,Family Income,Test Coaching,Place of Residence,Language of Instruction,Private Schools,Public Schools

The present study tries to determine the attitude towards the NEET examination among higher secondary school students in Erode District. The survey method is applied for this research study. 350 higher secondary students were selected as a sample by using a stratified random sampling technique. NEET Attitude Scale, which is constructed and standardised by Nithya (2017), was used for this study. This study found that Higher secondary school students studying in Erode district had neither a positive nor negative attitude towards the NEET examination.
A Comparative Examination of Two Online Programs
Author: Brown, Jennifer L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Online Courses,Nursing Students,Education Majors,Web Based Instruction,Student Satisfaction,Best Practices,Teacher Student Relationship,Cooperative Learning,Graduate Students,Active Learning,Feedback (Response),Time on Task,Expectation

With increased enrollment of non-traditional students and concerns about student retention and degree progression, the Seven Principles for Good Practice in Undergraduate Education could serve as a tool for improving course design and delivery within the online learning environment. The participants in this concurrent mixed methods study included 40 education and 68 nursing students. The results of the web-based survey data indicated group differences with the Cooperation among Students and Prompt Feedback subscales. Given professional development, the Seven Principles could be implemented into online courses at little to no cost for an institution to improve student satisfaction, which could lead to increased retention, progression, and graduation.
Investigation of Science Teachers&apos; Integrating Educational Technologies into the COVID-19 Pandemic Process
Author: Türkmen, Hakan
Date: 2021-09-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Educational Technology,Technology Uses in Education,Teacher Competencies,Science Teachers,Science Instruction,Foreign Countries,Barriers,Access to Computers,Internet,Discipline,Student Behavior,Educational Environment,Technological Literacy,Student Centered Learning,Time Factors (Learning),Teacher Attitudes

The ability to use educational technologies in distance education is very important during the COVID pandemic process. The aim of this study is to determine the competencies and needs of science teachers in using technology in the COVID-19 pandemic distance education process. The research was carried out with phenomenology techniques, one of the qualitative methods. Data were collected by applying semi-structured interview forms containing 7 open-ended questions to 21 science teachers working in the central districts of Manisa province, then analyzed via consent analysis method. Finally, by creating themes and codes, frequency and percentage distributions were revealed to understand and, when the findings were examined, the biggest obstacles to distance education were the internet connection, infrastructure-hardware problems and the inability to discipline students. Students entering the online lesson with their cameras closed, the noise from the home environment, and could not join online lesson were reflected in the opinions of the participants as problems. If our students are more active by making presentations, these problems will be minimized and the quality of distance education maximize. It was observed that although science teachers having experience in using technology are more active, science teachers with insufficient experience in using technology could not conduct scientific experiments for their students in the distance education process. In addition, integrating different student-centered educational techniques and measurement-evaluation activities with technology are other problems.
Evidence-Based Leadership Preparation Program Practices: From the Perceptions of Georgia Rural School Leaders
Author: Dickens, Kristen N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Administrator Education,Leadership Training,Rural Schools,Principals,Leadership Qualities,Program Effectiveness,Cultural Awareness,Experiential Learning,Diversity,College School Cooperation,Elementary Secondary Education

Phenomenological analysis was used to explore Georgia rural school principals' lived experiences of effective school leadership preparedness. Four overarching themes were found: productive/favorable leadership preparation program culture, bridge theory and practice in educational leadership preparation program, multicultural competencies for practice, and recommendations for effective principal preparation. The findings revealed that school leaders need increased experiential learning opportunities, increased assignments applicable to daily leader tasks, and increased cultural awareness and diversity training in their preparation programs. Principal preparation programs should work with school districts to provide purposeful, collaborative, and sustainable professional learning to prepare competent school leaders. Further research includes recruiting more rural school principals to share their experiences and perceptions with principal preparation program providers in an effort to advance aspiring principal training. Implications for practice include equipping aspiring principals with the knowledge and skills to lead for equity to continue to have a pipeline of effective school leaders to serve in Georgia's traditionally underserved areas.
Critical Reading Self Efficacy and Information Pollution on the Internet: Preservice Teachers&apos; Perceptions
Author: Alan, Yakup
Date: 2021-09-00
Type: Journal Articles
Subjects: Critical Reading,Self Efficacy,Internet,Information Literacy,Credibility,Preservice Teachers,Undergraduate Students,Student Characteristics,Student Attitudes,Predictor Variables,Foreign Countries

The purpose of this research was to examine the critical reading self-efficacy (CRSE) perceptions of prospective teachers and their awareness of information pollution on the internet. A relational survey model was utilized in the research. The study sample, whose universe was prospective teachers studying at Kilis 7 Aralik University, consisted of 296 teacher candidates and was determined using the simple random sampling method. The data were collected through the &quot;Critical Reading Self-Efficacy Perception Scale&quot; and the &quot;Information Pollution on the Internet Scale.&quot; The data analysis was done by calculating the arithmetic mean and standard deviation values, t-test, ANOVA, and Pearson correlation analysis. The results showed that prospective teachers' self-efficacy perceptions for critical reading are high. The variables of gender and the number of books read in the previous year were not determinative in the perception of critical reading self-efficacy. It was also found that the variables of the department, year of study, and participation in online activities affect perceptions of prospective teachers' self-efficacy. In addition, their awareness of information pollution on the internet is above the medium level. It was determined that the variables of gender, department, year of study, number of books read in the previous year, and online activities did not have a decisive effect on awareness of information pollution on the internet. The correlation analysis showed that the sum of the scales was not related to each other, but there was a positive relationship in the sub-dimensions. Suggestions for future research and practitioners were provided.
Regulatory Focus on Higher Secondary School Teachers with Reference to Classroom Climate with Selected Variables -- A Study
Author: Subrahmanyam, Jeyanthi
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Environment,Gender Differences,Teacher Qualifications,Teaching Experience,Secondary School Teachers,Academic Degrees,Intellectual Disciplines

Classroom climate is an important factor in the teaching and learning process. Both physical and psychological aspects of the classroom should be conducive to learning. Less number of students, student-teacher ratio and undivided attention of the teachers have a great influence on students' academic performance. The study is conducted to find out whether gender has any impact on the performance of teachers in classrooms and their qualifications based on the subject they studied have any influence on their teaching. Experience enhances everybody's learning. So, the teaching experience is an important factor that should be considered in managing a class. This study is done with 150 teachers selected from 10 higher secondary schools from the Kancheepuram district. A simple random technique is used to collect the sample. The teaching experience is classified as below 5 years and above 5 years. The tool, Classroom climate inventory, is standardised by the investigator. T-test and Correlation were used to analyse data.
The Production of Instructional Videos for Teaching Kammalor Drawing for Thai University Students Majoring in Arts Education
Author: Luangmongkol, Kiattisak
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Video Technology,Educational Technology,Technology Uses in Education,Teaching Methods,Art Education,College Students,Majors (Students),Instructional Effectiveness,Student Attitudes,Folk Culture,Painting (Visual Arts)

The purposes of this study were to develop instructional videos for Lai Kammalor Drawing, to assess their effectiveness, and to compare students' ability before and after learning through instructional videos for Lai Kammalor Drawing. The participants in this study were undergraduate students who were majoring in Arts Education from a public university in Thailand. The study's purposefully selected sample was divided into two groups: 1) the sample group, which consisted of 43 students, and 2) the treatment group, which consisted of 20 students. The descriptive statistics (mean and standard deviation) as well as the t-test for dependent samples were used in this study. Three major results arose as a result of the research. To begin, the evaluation of the instructional video creation for Lai Kammalor Drawing yielded findings that were much higher than the usual average of 3.50 (mean=4.76, SD=0.34). Furthermore, the content and design were at excellent levels. Second, the instructional videos for Lai Kammalor Drawing were 80.67/83.88 percent efficient, above the necessary set of 80/80 percent. Finally, the posttest score was significantly greater than the pretest score at the 0.05 level.
Metaphorical Perceptions of High School Teachers Regarding the Hidden Curriculum
Author: Aycicek, Burak
Date: 2021-09-00
Type: Journal Articles
Subjects: High School Teachers,Teacher Attitudes,Hidden Curriculum,Figurative Language,Public School Teachers,Foreign Countries

The aim of this study is to reveal the perceptions of high school teachers about the concept of &quot;hidden curriculum&quot; through metaphors. The phenomenological research design was applied in this study. The study was carried out with the participation of 128 high school teachers. The study group was determined using a convenience sampling model. The study data were obtained by completing the blanks in the sentence 'hidden curriculum is like …because...'. The participants were asked to write a metaphor about the hidden curriculum in the first blank and explain why they wrote this metaphor in the second blank. Content analysis was used to analyze the obtained data. Categories were constituted by classifying the metaphors according to their common characteristics. Metaphors of the participants regarding the hidden curriculum were gathered in the categories of &quot;invisible factor&quot;, &quot;negative associations&quot;, &quot;guiding for school&quot;, &quot;school climate&quot;, &quot;an object&quot;, &quot;acting as a function&quot;, &quot;powerful authority&quot;, &quot;a part of daily life&quot;, &quot;integral element of curriculum&quot; and &quot;building commitment&quot;. The participants mostly used metaphors of &quot;invisible power&quot;, &quot;atmosphere of school&quot;, &quot;soul'', &quot;virus&quot;, &quot;rainbow&quot;, &quot;guide&quot;, &quot;secret message&quot;, &quot;law&quot; and &quot;custom&quot;. When the sentences of metaphors made were examined, it was determined that the participants had both positive and negative perceptions regarding the hidden curriculum.
The Effect of Environmental Education Training Course in Soil, Water and Forest Conservation on the Concept of The King Rama IX of Thailand
Author: Sookngam, Kannika
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Conservation (Environment),Ethics,Volunteers,Environmental Education,Training,Natural Resources,Knowledge Level,Gender Differences,Grade Point Average,Undergraduate Students,Program Effectiveness

The purposes of this research were to study and compare knowledge about soil, water and forests conservation, environmental ethics and environmental volunteers using the environmental education training course on the concept of The King Rama ? of Thailand in soil, water and forest conservation before and after training of students having different genders and Grade Point Average (GPA). There were two sample used this research: one involved in the curriculum development consisting of 94 students in Environmental Education, Faculty of Environment and Resource Studies Mahasarakham University enrolled in the course Environmental Education Training Curriculum in the first semester of the academic year 2018, and the other composed of 67 first-year students in Environmental Studies who were enrolled in the course Environmental Education in the second semester of the academic year 2018. Both groups were selected through the purposive sampling. The research instruments were Environmental Education Training Course in soil, water and forest conservation on the concept of The King Rama ? of Thailand, knowledge test about soil, water and forest conservation, environmental ethics test and environmental volunteers test. The statistics used in the research were frequency, percentage, mean, standard deviation, including hypothesis testing using t-test, F-test One-Way MANOVA, One-Way MANCOVA, and Univariate Test. The results showed that: (1) The students' average score of knowledge about soil, water and forest conservation on the concept of The King Rama ? of Thailand, environmental ethics, and environmental volunteers in the posttest was higher than the pretest statistical significance (p&lt; 0.05); (2) There was significant different of average score of knowledge about soil, water and forest conservation on the concept of The King Rama ? science of Thailand, environmental ethics, and environmental volunteers between students with different gender statistical (p&lt; 0.05); and (3) There was significant different of average score of knowledge about soil, water and forest conservation on the concept of The King Rama ? of Thailand, environmental ethics, and environmental volunteers between students with different Grade Point Average (GPA) statistical (p&lt; 0.05).
The Effects of Electronic Feedback on Medical University Students&apos; Writing Performance
Author: Noordin, Nooreen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Feedback (Response),Computer Mediated Communication,Medical Students,Academic Language,Writing Skills,Program Effectiveness,Achievement Gains,Intervention,Educational Technology,Technology Uses in Education

This study was designed to see whether electronic feedback positively affects medical students' academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students' overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P &lt; 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students' academic writing ability and reported the effect of electronic feedback on medical students' writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners' practical clinical skills.
Web 2.0 Applications in the Teaching Process: A SWOT Analysis
Author: Arslan, Kevser
Date: 2021-09-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Technology Uses in Education,Public Schools,Private Schools,Teacher Attitudes,Educational Technology

This study, it is aimed to determine the strengths and weaknesses of the web 2.0 applications used in the teaching process through SWOT analysis and to reveal the opportunities and threats. For this purpose, the study group consists of 20 volunteer teachers working in public and private schools. The teachers benefited from web 2.0 tools in their lessons and could actively use web tools. Online interviews were conducted with the teachers. The data obtained from the interviews were evaluated by using descriptive content analysis. The themes and codes were created by analysing the interview data considering the SWOT analysis and its sub-themes. As a result of the research, it was determined that the strengths of the web 2.0 applications used in the teaching process are making the students active, providing permanence in learning, increasing success and creating a positive effect on the development of many skills. Weaknesses of web 2.0 tools; difficulties in creating the materials, time-consuming use in the course, not allowing everyone's access, lack of technology and access. Features such as being independent of space and time, creating the desired content, sharing information, using it as a measurement tool, getting quick feedback, and providing a flexible classroom environment are included among the opportunities of web 2.0 tools. It is under the threat of reducing the influence of the teacher, disrupting the dominance of the lesson, removing the subjects from the centre, causing distraction, experiencing internet and access problems, creating technology addiction in students and creating security problems.
The Effects of Bringing Interesting Materials into the Classroom on 4th Grade Students&apos; Mathematics Achievement: A Comparative Study Using TIMSS Data
Author: Akçay, Ahmet Oguz
Date: 2021-09-00
Type: Journal Articles
Subjects: Achievement Tests,International Assessment,Mathematics Tests,Foreign Countries,Mathematics Achievement,Grade 4,Elementary School Students,Scores,Instructional Materials,Cross Cultural Studies,Teaching Methods,Correlation,Mathematics Instruction,Elementary School Teachers,Teacher Attitudes

The aim of this study is examining the relationship between student achievement and bringing interesting materials to the classroom in 4th grade mathematics in Saudi Arabia, Qatar, Turkey, and Singapore. This study used TIMSS 2015 data to investigate the relationship between student achievement and bringing interesting materials to the classroom in 4th grade mathematics. The frequency of bringing interesting materials to the classroom is the independent variable and student achievement scores is the dependent variable of this study. The study selected four countries, each from different proficiency levels according to the TIMSS 2015 mathematics result, to see if bringing interesting materials to classrooms has different effects in different countries. SPSS in conjunction with the IDB analyzer tool, developed by International Association for the Evaluation of Educational Achievement (IEA), were used to analyze data. The result shows that a significant relationship between frequency of bringing interesting materials and student achievement in 4th grade. In addition, the study found that bringing interesting materials explains 3% of mathematics achievement in Qatar, Saudi Arabia, and Turkey; however it does not explain any portion of student achievement in Singapore.