ethanporcaro/eric-fulltext-meta huggingface dataset:
The Contribution of Meta-Cognitive Guidance to Building Geometry Teaching Units and Improving Classroom Teaching Processes
Author: Nahmias, Erez
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Units of Study,Mathematics Instruction,Metacognition,Geometry,Thinking Skills,Skill Development,Learning Processes,Middle School Students,Mathematics Teachers,Grade 9,Independent Study

In this paper, we examine the importance of building instructional units that incorporate metacognition intent processes that contribute to the development of geometric thinking. We show that the implementation of metacognition processes in the initial stages of constructing tailored instructional units will improve students' geometric ability. The study was performed on middle school mathematics teachers of the ninth grade. The experiment we conducted shows that building instructional units that incorporate metacognition intent benefit learning processes on two levels: First, in the subject matter. Second, they contribute to a deeper understanding that improves student's ability to connect related subjects to mathematical geometry. moreover, we will present a practical model that incorporates different aspects that could operate a guideline for middle school mathematics teachers.
Changes in Safer Internet Use of Children in Turkey between 2010-2015 and Impact of Contextual Issues
Author: Aslan, Alper
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Child Safety,Children,Adolescents,Elementary School Students,Secondary School Students,Context Effect,Technological Advancement,Computer Use,Technological Literacy,Information Literacy,Risk,Coping,Age Differences,Time Management,Addictive Behavior,Social Networks,Video Technology,Computer Mediated Communication,Social Environment,Foreign Countries

The purpose of this study is to reveal the changes that occurred between 2010 and 2015 in the Internet activities performed, Internet use skills, online risks, and coping strategies related to such risks of children between the ages of nine and 16 in Turkey as well as the impact of the contextual issues on such changes. An explanatory design using mixed research methods was used for this study. In the quantitative part of the study, the data were collected from 784 children between the ages of nine to 16 who were selected, via a survey, from 12 regions in Turkey in 2015. The data were compared to 2010 data which used similar sampling method and instruments and which collected from 1018 children. In the qualitative part of the study, 84 participants were interviewed, including two children, two parents, two teachers, and a school administrator from each of the 12 regions. The results showed that the Internet access age for children has gradually decreased and that children's Internet access time has increased. An increase has also occurred in regard in the activities performed by children online, such as social networking and watching online movies or video clips, which adds up to an increase in the entertainment factor related to the Internet for children. A significant increase has also occurred in the number of children who feel uncomfortable when they are not online, seek new friends online, and receive general sexually explicit messages over the Internet due to the long hours that they spend online.
Cyber Bullying and Self-Disclosure: The Predicting Role of Cyber Bullying
Author: Yesilyurt, Ferahim
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Correlation,Self Disclosure (Individuals),High School Students,Verbal Communication,Social Isolation,Aggression,Sexual Harassment,Predictor Variables,Student Attitudes,Rating Scales,Foreign Countries

The research aims to examine the relationship between cyber bullying and self-disclosure. Participants of the study were 480 high school students who answered the scales. According to the results, the dimensions of cyber bullying; verbal cyber-aggression and exclusion, impersonation and visual-sexual cyber-aggression are negatively related to self-disclosure. Stepwise multiple regression analysis results showed that dimensions of cyber bullying affected self-disclosure and verbal cyber-aggression and exclusion was a strong predictor of self-disclosure. The findings of the research were discussed within the framework of literature.
Discovery of Course Success Using Unsupervised Machine Learning Algorithms
Author: Cam, Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Academic Achievement,Mathematics,Computer Science Education,Educational Technology,College Students,Foreign Countries,Learning Analytics,Student Characteristics

This study aims at finding out students' course success in vocational courses of computer and instructional technologies department by means of machine learning algorithms. In the scope of the study, a dataset was formed with demographic information and exam scores obtained from the students studying in the Department of Computer Education and Instructional Technology at Gaziosmanpasa University. 127 students, who took the courses of Programming Languages I and Programming Languages II, participated in the study. Model that was suggested in the study was implemented using open source coded Keras library. Students were split into clusters by K-means and Deep Embedded Clustering algorithms which are unsupervised machine learning algorithms. Effect of the attributes that enabled clustering was identified by Kruskal Wallis test. With this study, a model that helps educators and instructional designers build skills for predicting, assures discovering success patterns through data mining and facilitates assisting in the stages of lesson planning was proposed.
Improving Teachers&apos; Qualifications for Preparing ICT Based Educational Materials
Author: Özgür, Hasan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Instructional Materials,Material Development,Teacher Role,Inservice Teacher Education,Skill Development,Program Implementation,Program Effectiveness,Technological Literacy,Pedagogical Content Knowledge,Knowledge Level,Teacher Competencies,Gender Differences,Academic Rank (Professional),Foreign Countries,Educational Attainment,Intellectual Disciplines,Teaching Experience,Self Efficacy

The preparation of ICT-Based materials is an integral part of teachers' daily learning and teaching processes. The aim of the study is to work with in-service teachers and a) determine their needs pertaining to ICT use, b) develop an in-service training program for improving their skills in terms of preparing ICT-based educational material c) to implement this program and d) to examine any improvement of teacher skills in this regard. The study has been conducted as action research and was carried out with a study group of 16 teachers. Findings obtained in the study revealed that teachers' scores on the TPACK-deep scale increased significantly compared to the pre-study. It was also shown that the in-service training activity that was carried out increased the knowledge and skills of teachers about current technologies that can be used in the learning-teaching process, as well as increasing their self-confidence and self-efficacy for developing ICT-based educational material. As they adopted the use of ICT-based educational materials prepared within the scope of in-service training during school courses, teachers have also been shown to report that students' interest, desire to participate, curiosity and excitement and motivation towards the lesson had increased. On the other hand, teachers who teach lessons with ICT-based educational materials stated that they felt their selves more useful in lessons, their performance increased, and that such materials facilitated the teaching in crowded classrooms.
Lessons from Principals of High-Performing Ethnically Diverse High-Poverty Schools
Author: Murakami, Elizabeth T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Principals,Minority Group Students,Poverty,Instructional Leadership,Educational Policy,School Effectiveness,Educational Practices,Capacity Building,Administrator Attitudes,Lunch Programs,State Standards,Mastery Learning,High Achievement,School Culture,Student Diversity,Case Studies,Hispanic American Students,Charter Schools,Magnet Schools,Elementary Schools,Parent Teacher Cooperation,Leadership Training,School Community Relationship,Teacher Administrator Relationship,Middle Schools,High Schools,Achievement Tests

This study examines practices of principals working in high-performing, high-poverty schools with a high representation of students of color in south central Texas. This study explores how leaders build individual and organizational capacity in high-needs schools. Using a criterion sample, and a conceptual framework focused on leadership for learning, three principals were included in this study. Their schools each had 85% representation of students of color, 85% or more of students qualifying for free/reduced lunch, and at least 85% of students demonstrating mastery on state assessments. Principals demonstrated that while it is paramount to set organizational structures and policies conducive to learning, building a collective effort to adapt such structures and policies is equally important. By building individual and organizational capacity, these principals focused on building a successful learning culture in order to generate high performance in high-poverty schools with a high representation of students of color. The implications and recommendations from this study may appeal to other school leaders who wish to adapt the lessons learned from this research and apply them to their own schools' unique contexts.
Effects of Redesigned Model Eliciting Activities on Seventh Grade Students&apos; Mathematics Success and Students&apos; Views about These Activities
Author: Karabörk, Mehmet Akif
Date: 2020-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Mathematics Instruction,Mathematical Models,Mathematics Achievement,Achievement Tests,Multiple Choice Tests,Mathematics Activities,Problem Based Learning,Student Attitudes,Secondary School Students,Grade 7,Attitude Change,Educational Environment,Foreign Countries

In this study, the effects of redesigned modeling activities on the academic achievement of 7th grade students and the student's view about these activities were investigated. We use explanatory sequential mixed method design that is one of the mixed research methodology for this investigation. The quantitative part of this research established according to semi-experimental study with pre-posttest, and qualitative part of this study execute with the case study. Quantitative data were collected with multiple choice academic achievement tests, and qualitative data were collected with study papers, observation forms, forms of student's view, and semi-structured interviews at the end of all activities. The quantitative data were analyzed with covariance analysis. Qualitative data were analyzed with content analysis. As a result, a statistically significant difference was found in favor of the experimental group on the academic achievement which influenced by modeling activities. This difference has been influenced by the presentation of the learning environment in which the students' attitudes and beliefs towards themselves and the lessons will be positively affected, and mathematical skills will be supported to increase success.
Awareness of Preservice Mathematics Teachers about Prehistoric and Ancient Number Systems
Author: Mersin, Nazan
Date: 2020-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,History,Mathematics,Numbers,Computation,Number Systems,Knowledge Level,Gender Differences,Foreign Countries,Mathematics Teachers,Elementary School Mathematics,Elementary School Teachers

This study seeks to analyse the awareness of the pre-service teachers on the counting methods, systems and tools used in the prehistoric method and the Ancient period and to examine the distribution of this awareness by gender. A total of 42 sophomore-level students studying at a university in the Western Black Sea region, Turkey, participated in this exploratory case study. The data were obtained through a form consisting of 6 questions, one of which is open-ended, after the 14-week course of history of mathematics. The data collection tool included questions on the counting methods used in the pre-historic period and the Ancient Egyptian, Ancient Roman, Babylonian, Ancient Greek and Mayan number systems. The data were analysed through descriptive analysis and content analysis. The findings indicated that the pre-service teachers most reported the methods of tallying, tying a knot, token, circular disc. Also, the question on the Ancient Egyptian number system was answered correctly by all pre-service teachers, the lowest performance was observed in the question on the Mayan number system. Analysis of the answers by gender revealed that the male pre-service teachers were more likely to give false answers compared to the female pre-service teachers.
Comparative Study of Levels of Academic Self Esteem and Academic Achievement in Mathematics among Pupils of Two and Single Parent Families
Author: Unamba, E.
Date: 2020-10-00
Type: Journal Articles
Subjects: Comparative Analysis,Academic Ability,Self Esteem,One Parent Family,Mathematics Achievement,Self Concept Measures,Mathematics Tests,Educational Psychology,Specialists,Correlation,Family Structure,Foreign Countries,Secondary School Students

The study aimed at comparing levels of academic self-esteem and academic achievement in mathematics among students of two and single parent families. Based on the purposes of the study two research questions and two null hypotheses were formulated and tested at 0.05 level of significance. The design of the study was comparative survey research design. The population of the study comprised all 1,267 SS2 students in Owerri Municipal Council Area of Imo State. The instruments used for data collection were Academic Self Esteem Questionnaire (ASEQ) and Mathematics Achievement Test (MAT) to obtain relevant data. The validity of the instruments was done by experts in Measurement and Evaluation and one expert each from Educational psychology and Mathematics Education. The reliability of the instruments was 0.72 and 0.85, determined using Pearson Product Moment Correlational (PPMC) statistics were used. Data collected were analyzed using t-test at 0.05 level of significance. There is a statistically significant difference in levels of academic self-esteem and academic achievement in mathematics among students from single parent families and those from two parent families.
Correlation between Students&apos; Mathematical and Logical Spatial Intelligence in Terms of Understanding Concepts
Author: Zaiyar, M.
Date: 2020-10-00
Type: Journal Articles
Subjects: Correlation,Mathematical Logic,Logical Thinking,Problem Solving,Spatial Ability,Intelligence,Concept Formation,Mathematical Concepts,Computation,Junior High School Students,Foreign Countries

This study aims to determine the relationship of junior high school students' spatial and mathematical logical intelligence based on understanding the concepts. Spatial intelligence indicators in this study are reviewed from students' abilities in using images as a tool for solving problems, connecting data with concepts that have been held, and finding patterns in solving problems. On the other hand, the indicators of students' mathematical logical intelligence is observed by looking at students' abilities to mention and understand information that is known in a problem, to draw up a plan of completion and to do mathematical calculations correctly. The indicators of understanding concepts are restating a concept, providing examples and non-examples of concepts, and applying concepts or algorithms in problem solving. The research method in this research is the Ex Post Facto correlational type, with using a purposive sampling as the sampling technique. The results of the data analysis obtained a correlation coefficient is around 0.93 with 86% R square. The relationship between the spatial intelligence variables is shown by the understanding of concepts by 86%, the level of the relationship, with the correlation coefficient is 0.93, where mathematical logical intelligence with an understanding of 80%, with the level of the relationship of 0.89, and the relationship of spatial intelligence with a mathematical logical is described by a 77% level of the relationship, with 0.88, as the correlation coefficient. The results showed that there was a very strong relationship between spatial intelligence and logical mathematics in terms of understanding students' concepts.
Differences in Increasing the Ability of Reasoning in Problem Based Learning Model and Computer-Based Investigation Group
Author: Syafrizal, Agus
Date: 2020-10-00
Type: Journal Articles
Subjects: Thinking Skills,Logical Thinking,Mathematical Logic,Mathematics Instruction,Problem Based Learning,Computer Assisted Instruction,Interaction,Teaching Methods,Educational Technology,Foreign Countries,Grade 7,Secondary School Students,Instructional Effectiveness

This study was conducted to determine whether there were significant differences between students' reasoning abilities taught using the PBL model and with the Computer Multimedia Assisted GI, and to determine whether or not there was an influence of interaction between learning models and students' initial abilities on mathematical reasoning abilities. This research is a comparative research with treatment. The population in this study were students of MTs Al-Washliyah 28 Sergai. The variables in this study are mathematical reasoning abilities by collecting data using a questionnaire and tests of mathematical reasoning abilities as well as student achievement tests. The analysis prerequisite test uses the Kolmogorov-Smirnov normality test with a sig (2-tailed) value for the Computer Multimedia Assisted PBL class is 0.200*&gt;0.005 and the sig (2-tailed) value for the computer multimedia-assisted GI class is 0.132&gt;0.005. Hypothesis testing uses 2 path analysis of variance (Anova) with SPSS aids. The results showed that there were significant differences between students' reasoning abilities taught with the PBL and with the Computer Multimedia Assisted GI with a sig value of 0,000&lt;0.05. And there is no effect of interaction between learning models and students' initial abilities on students reasoning abilities with a sig value of 0.175&gt;0.05.
Impact of Instructional Scaffolding Approach on Secondary School Students Achievement in Mathematics
Author: Ihechukwu, Nwoke Bright
Date: 2020-10-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Secondary School Students,Public Schools,Mathematics Achievement,Achievement Gains,Mathematics Instruction,Instructional Effectiveness,Conventional Instruction,Gender Differences,Gender Bias,Foreign Countries

The study investigated the impact of instructional scaffolding approach on secondary school students' achievement in Mathematics. The study was carried out in Owerri Municipal Council of Imo State. The study was a quasi-experimental research type adopting the pre-test post test non equivalent control design in carrying out the study. A sample of 237 senior secondary school II (SS II) students consisting of 81 males and 156 females was used for the study. The instrument for data collection was a researcher made 30 items objective test questions titled &quot;Mathematics Achievement Test (MAT)&quot;. The instrument had reliability coefficient of 0.85 determined using Kuder Richardson 20 formula (KR20). The experiment group was taught mathematics using instructional scaffolding approach while the control group was taught using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result of the study revealed that instructional scaffolding is effective in enhancing secondary school students' achievement in mathematics and minimized gender bias. Based on the result it was recommended that mathematics teachers at secondary school level should apply instructional scaffolding approach in teaching to enhance students'achievement.
Incorporating Culture and Mother Tongue in Mathematics Learning: Counting Operation in Traditional Houses &quot;Using Banyuwangi&quot;
Author: Hariastuti, Rachmaniah M.
Date: 2020-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Culturally Relevant Education,Foreign Countries,Mathematical Concepts,Concept Formation,Indigenous Knowledge,Tribes,Geometric Concepts,Elementary School Students,Grade 2,Grade 1,Language of Instruction,Native Language

House of Using &quot;Banyuwangi&quot; is one of the cultural components of the Using tribe in &quot;Banyuwangi&quot;-Indonesia which contains a lot of mathematical concepts. The existence of mathematical concepts in culture, commonly known as ethnomathematics, can be the basis for the development of mathematics teaching materials for elementary school. In addition to the application of cultural components in the form of Using traditional houses, the use of Using language as a language of learning can also be a bridge for students to be able to more easily understand mathematical concepts that are still abstract.
Can Social Media Promote Social Presence and Attitude in EFL Classes?
Author: Elverici, Sibel Ergun
Date: 2021-01-00
Type: Journal Articles
Subjects: Social Media,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,High School Students,Student Attitudes,Positive Attitudes,Technology Integration,Interpersonal Relationship,Interaction,Private Schools,Foreign Countries

It is true that social media has a significant presence in today's world and has become an integral part of our lives. Researchers have been trying to find ways to integrate social media to language classes to take advantage of the possibilities social media can offer such as fostering students' engagement with the language, increasing their motivation and making them socially and collaboratively connected. The underlying idea behind this is to take advantage of the possibilities social media can offer to achieve a better learning environment resulting with more effective learning outcomes. Thus, this study seeks to understand and reveal the effects of integrating social media on students' social presence and their attitudes to it when social media is integrated in foreign language classes. Facebook was used as part of high school students' curriculum in English lessons. Explanatory mixed design was used. Data were analysed by using paired samples t-test and content analysis. The results of the study showed that there was no significant difference in students' attitude to social media but there was a significant difference in their social presence.