ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Selection in the Scenario of Democratization of Higher Education Reforms in India
Author: Toms, Bini
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Admission Criteria,Higher Education,College Students,Open Education,Distance Education,College Admission,Selective Admission,Academic Achievement,Scores,Student Evaluation,College Entrance Examinations,Access to Education,Academic Ability,Student Motivation,Educational Quality

In the conventional system of education, a student can regularly interact with teachers and peers and effectively and smoothly carry on with the learning process. However, in the Open and Distance Learning (ODL) system, students have to learn by themselves with the self-instructional materials and with the minimum guidance received from counselors, making the system more demanding. In other words, although opportunities are created in an ODL system for student interaction with faculty and peers, these are less frequent as compared to the conventional system, making effective learning challenging. Besides the facts placed above, this paper is also based on the premise that the admission process in conventional institutions/universities are highly selective where decisions at the entry level is influenced by the academic performance of the students and/or scores at assessment/screening examinations; therefore, the students so selected are relatively academically stronger students capable of better academic performance. Due to its inherent constraints of providing space and infrastructural facilities, conventional higher education is more selective and consequently more merit and excellence based in its approach. At the other end of the spectrum are the institutions of open learning which are primarily addressing the issues of access and equity in education and therefore have more open and flexible admissions. While following basic eligibility criteria and/or standardized test scores, it is seen that students would not have to be outstanding or even necessarily academically strong students to be admitted to the various programmes of study. As a result, a major chunk of the students who enter the ODL system are those who are filtered and are unable to get admission into the traditional and conventional system of education. It becomes very difficult for these students to manage with the demanding ODL system contributing to low pass out rates. On this premise, the paper tries to discuss the possible mechanism/s for student screening for all programmes run in the ODL mode too so that justice is ensured to students. The authors also try to reason that use of ODL would be successful only for those learners who have a certain level of intelligence, competence and capability and are self-motivated to put in more effort. Further, the authors attempt to highlight that democratization of education is actually being misinterpreted and is targeting mass enrolment. If self-learning is achieved in its true sense, which can be attained just by competent, self-motivated and select students, only then can we say that ODL system is effectively contributing to educational development of the country.
Teaching Mathematical Word Problem Solving to Students with Autism Spectrum Disorder: A Best-Evidence Synthesis
Author: Root, Jenny R.
Date: 2021-12-00
Type: Journal Articles
Subjects: Mathematics Instruction,Word Problems (Mathematics),Autism,Pervasive Developmental Disorders,Teaching Methods,Intervention,Problem Solving,Students with Disabilities,Evidence Based Practice,Task Analysis,Instructional Materials,Prompting,Direct Instruction,Schemata (Cognition),Technology Uses in Education

This systematic review provides a synthesis of intervention research that taught mathematical word problem solving skills to students with autism spectrum disorder between 1975 and April of 2020 by evaluating the body of research in terms of &quot;what works&quot;, &quot;for whom&quot; and &quot;under what conditions&quot;. The Council for Exceptional Children (CEC, 2014) quality indicators were used to evaluate methodology of the 20 included studies. The 18 studies that met the criteria to be classified as &quot;high quality&quot; were further analyzed in terms of intervention components (i.e., the &quot;what&quot;), how effectiveness was measured (i.e., defining &quot;works&quot;), characteristics of individuals included in the research (i.e., &quot;for whom&quot;) and the tasks, settings, and instructors used (i.e., &quot;under what conditions&quot;). While six practices met the CEC criteria for classification &quot;evidence based&quot;, including task analysis, system of least prompts, graphic organizers, explicit instruction, schema-based instruction, and technology assisted instruction, these practices were consistently used in combination as &quot;treatment packages&quot;. Implications for practice and future research are discussed.
The Impairment of Body Image of the Students of Agri Ibrahim Çeçen University Faculty of Sports Sciences and the Effect of the Anxiety of Caught Corona Disease on Their Nutrition Habits
Author: Sajedi, Heidar
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept,Human Body,COVID-19,Pandemics,Anxiety,Eating Disorders,Attitudes,Student Athletes,College Students,Psychological Patterns

The aim of this study was to investigate the effect of body image and Corona disease anxiety on athlete's eating disorders. The method of this research is descriptive and correlational. The statistical population Agri Ibrahim Çeçen University Faculty of Sports Sciences, which is equal to 340 people. To determine the sample size, Cochran's sample size estimation formula was used and the number of samples was equal to 181 people who were selected by simple random sampling method. Corona Disease Anxiety Scale (CDAS) by Alipour et al. (2019), Body Image Questionnaire by Cash et al. (1990) and Eating Disorders Questionnaire by Garner D, and Olmsted (1982) were used to collect data. SPSS software was used to analyze the data and regression coefficient was used to analyze the research hypotheses. The results show that body image has a significant negative effect on eating disorders (p &lt;0.05, Beta = -0.44). Corona anxiety also had a significant positive effect on eating disorders (p &lt;0.05, Beta = 0.56). Therefore, it can be concluded that with more attention to the body image, reflection on physical characteristics, satisfaction with different body parts and attitudes about weight, eating disorders decrease and with increasing Corona disease anxiety, eating disorders increase. Attitudes toward the body should be controlled and ways to get into Coronavirus anxiety should be limited.
The Impact of COVID-19 Pandemic on Students with Special Needs: A Case Study of Kakamega County, Kenya
Author: Angode, Claudia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Student Needs,Students with Disabilities,School Closing,Distance Education,Educational Technology,Inclusion,Access to Education,Dropouts,Barriers,Online Courses,Social Bias,Elementary Secondary Education,Equal Education

Many countries suspended physical learning due to COVID-19 and switched to virtual learning to mitigate the spread of the pandemic. Grounded on social learning theory, this quantitative study examined the effect of the COVID-19 pandemic on the education of students with special needs in Kenya. Statistical analysis revealed negative consequences of school closure on the academic performance and the level of inclusion of remote learning of students with special needs. COVID-19 affected academic performance of participants distinctly 90% (n = 27), greatly 36.7% (n = 11), considerably 16.7% (n = 5), moderately 26.7% (n = 8), slightly 10% (n = 3), and not at all 10% (n = 3). Besides, school dropout after lockdown showed that COVID-19 significantly affected the education of students with special needs, 60% (n = 6). Additionally, COVID-19-induced remote learning hurt the education of students with special needs--P-value = 0.00403&lt;0.05. Education is a significant component in poverty eradication. However, the sudden change to virtual learning created accessibility difficulties that compounded the historical deficit culture-induced schooling problems students with special needs faced. Then, the Kenyan government should include children and youth with special needs and their families in all the community disaster management and recovery programs.
Urban Secondary Science Teachers and Special Education Students: A Theoretical Framework for Preparing Science Teachers to Meet the Needs of All Students
Author: Colley, Kabba E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Science Teachers,Special Education,Urban Education,Students with Disabilities,Student Needs,Preservice Teacher Education,Teacher Competencies,Pedagogical Content Knowledge,Teacher Education Curriculum,Active Learning,Student Projects,Alignment (Education),Academic Standards,Teacher Student Relationship,Educational Legislation,Equal Education,Federal Legislation

Implicit in all US science education reform efforts in the past, is equal access and opportunity to learn science for all students regardless of their background and status. However, most science teacher preparation programs (with some exceptions, i.e., those that offer dual endorsement/certification), do not have the capacity or resources to prepare teachers to serve special education students. The paper examines the relationship between urban secondary science teachers and special education students. It interrogates the notion of &quot;Highly Qualified Teacher&quot; (HQT), by comparing a sample of science teacher preparation programs in the Greater New York City area, the standards for science teacher preparation and the needs and requirements for serving students with special needs in the science classroom. Using teacher preparation program data published on institutional websites, cross-referenced with data published on the New York State Education Department website, the paper reviews thirteen secondary science teacher preparation programs based on four criteria relating to science content and pedagogical content knowledge, special education courses/practicum offered, multicultural pedagogy and preparation in action research and reflection. The paper demonstrates that despite best efforts, there is a misalignment between the preparation of urban science teachers and the needs and requirements of the special education students they serve. To meet the needs of all learners in the science classroom, including special education students, the paper proposes that urban science teachers must demonstrate knowledge and competencies in planning, implementing and evaluating project-based science instruction. A framework for accomplishing this is discussed, including assumptions, limitations and policy implications.
Turkish EFL Teachers&apos; Perspectives on Web 2.0 Applications: Benefits and Potential Challenges
Author: Özcan, Metin
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Social Media,Web 2.0 Technologies,Second Language Instruction,Language Teachers,Teacher Attitudes,College Faculty,Educational Technology,Technology Uses in Education,Barriers,Program Effectiveness

Web 2.0 applications such as Wikis, Blogs, Podcasts, and social networking including Myspace, Facebook, YouTube and Instagram are important sources for Information and Communication Technology (ICT). in foreign language classrooms. This study investigates Web 2.0 tools used by English as a Foreign Language (EFL) teachers, and the teachers' perspectives of such tools in terms of their benefits and potential challenges. A mixed-method research design was adopted, and data was collected using The Web 2.0 Application Questionnaire and written interviews. English teachers (n:56) working in TED (Turkish Education Association, Türk Egitim Dernegi) colleges completed the questionnaire, and interviews were held with 12 volunteer teachers. Descriptive statistics was used to analyze the data from the demographic information of the participants, as well as the mean and standard deviation scores of the Likert-scale questionnaire items. Qualitative data from the interview questions were analyzed through content analysis. The findings suggest that teachers are aware of the potential uses of ICT technology, and they use various Web 2.0 applications for instructional purposes. In addition, teachers consider using Web 2.0 tools beneficial in enhancing student motivation, collaboration, and communication skills, keeping students engaged with classroom tasks, and enabling teachers to adjust their instructional practices to students' varied needs, hence creating an effective learning environment. Not much challenge is reported in using Web 2.0 tools, except technology-related difficulties.
Development and Evaluation of an Integrated Project-Based and STEM Teaching and Learning Module on Enhancing Scientific Creativity among Fifth Graders
Author: Siew, Nyet Moi
Date: 2018-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Evaluation,Active Learning,Student Projects,STEM Education,Creativity,Grade 5,Elementary School Students,Integrated Curriculum,Content Validity,Foreign Countries,Reliability,Developmentally Appropriate Practices,Student Attitudes

This research aimed to (i) determine the validity, reliability, and appropriateness of an integrated project-based learning and STEM teaching and learning module (PjBL-STEM), and (ii) evaluate its effects on the scientific creativity of Fifth Graders. The first phase of evaluation involved seven subject matter experts and 30 Fifth Graders. Data were captured through students' responses to two 5-point Likert scale questionnaires, open ended questions and scientific creativity test. The second phase of evaluation employed a pre- and post-test non-equivalent control group quasi experiment design. A total of 60 Fifth Graders from two primary schools were randomly assigned to a PjBL-STEM group (n=30) and a control group (n=30). The results of the PjBL-STEM evaluation indicated a good content validity and an acceptable reliability with alpha Cronbach's value of 0.65 to 0.87. Students showed a moderately high positive perception (m=4.37) towards the PjBL-STEM activities. The positive written responses of students indicated the appropriateness of the module. The result of independent samples t-test established the significant positive effects of the PjBL-STEM on all trait dimensions of scientific creativity. These findings showed that PjBL-STEM provides a reliable, valid, appropriate and effective teaching and learning module to foster the scientific creativity of Fifth Graders.
Development of an Attitude Scale to Measure Attitudes towards Organ Transplantation and Donation of Preservice Teachers
Author: Gürkan, Gülsah
Date: 2018-00-00
Type: Journal Articles
Subjects: Attitude Measures,Student Attitudes,Undergraduate Students,Preservice Teachers,Negative Attitudes,Positive Attitudes,Test Reliability,Test Validity,Test Construction,Donors,Human Body,Foreign Countries

Today, there is a great discrepancy between the number of recipient patients on waiting lists for an organ transplant and the number of donated organs. Negative attitudes toward organ donation are important factors in the lack of donors. Education is an important tool to change attitudes, so it is important to determine the attitudes of teachers and pre-service teachers. The aim of this research was to develop a reliable and valid scale to evaluate pre-service teachers' attitudes towards organ transplantation and donation (OTD). The attitude scale development process was conducted on three different pre-service teachers' groups for the purposes of performing the exploratory factor analysis (n=208), confirmatory factor analysis (CFA) (n=480) and test-retest correlation (n=62) of the scale. It was established that the scale had two factor structure consisting of a total of 20 items. It was determined that the two factors determined explain 61.749% of the total variance. The CFA values confirmed the two-factor model with acceptable goodness of fit indices. The Cronbach Alpha coefficient for the total scale was calculated as 0.900. Test-retest reliability was calculated as 0.951. Finally, the results demonstrated that this scale is able to measure pre-service teachers' attitudes related to OTD use reliably.
Development of an Optics Interest and Experience Scale (OIES) and Exploring Gender Differences in Prospective Teachers&apos; Interest and Experience
Author: Kaltakci-Gurel, Derya
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interest Inventories,Test Construction,Content Validity,Construct Validity,Test Reliability,Science Interests,Optics,Gender Differences,Preservice Teachers,Factor Analysis,Experience,Scientific Concepts

In this research, the development of the Optics Interest and Experience Scale (OIES) was discussed in the first stage, and the gender differences of prospective teachers in their interest and experience were explored with OIES in the second stage. The data were collected from 228 prospective teachers from eleven universities in Turkey. For content and face validity, a theoretical framework for the OIES was established by a detailed literature review and expert opinions were consulted. For the construct validity, the principal component factor analysis was used. The final form of the scale was composed of 33 items and had two main factors namely: 'experience' and 'interest'. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of 0.906 for the whole scale, 0.886 for the experience factor, and 0.851 for the interest factor. MANOVA analysis was conducted to explore gender differences in interest and experience scores of prospective teachers in geometrical optics. There was a statistically significant difference between males and females on the combined dependent variables. When the results for the dependent variables were considered separately, the only difference to reach statistical significance was experience such that females reported slightly higher experience in geometrical optics than males.
Development of a Children Entrepreneurial Science Thinking Test for STEM Education
Author: Ahmad, Jamilah
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Children,Entrepreneurship,Thinking Skills,Science Tests,STEM Education,Elementary School Students,Test Validity,Test Reliability,Experiential Learning,Test Items,Freehand Drawing,Concept Formation,Grade 5,Urban Schools,Foreign Countries,Item Response Theory,Content Validity,Construct Validity,Goodness of Fit

There are limited research studies about the development of test instrument to assess the level of entrepreneurial thinking among children in STEM education. The purpose of this research was to develop an Entrepreneurial Science Thinking Test (ESTT) for primary school children in STEM Education and evaluate its validity and reliability. The ESTT was developed using experiential learning theory which comprised of five constructs, namely Observation, New Ideas, Innovation, Creativity, and Value. The ESTT consisted of ten open-ended question items that require children to answer questions in statements and draw sketches of ideas. The evaluation was conducted to determine the reliability and validity of ESTT which involved five subject matter experts and 166 11-yearold fifth graders from five urban schools in Sabah, Malaysia. The data obtained from fifth graders were computed using WINSTEPS software version 3.73 and analysed using the Rasch measurement model. The results indicated a high acceptable content validity and construct validity, high internal consistency, and excellent item reliability and item separation. Through item fit analysis, all items were retained. The finding established the reliability and validity of the ESTT and would therefore represent a valid and highly reliable instrument for measuring entrepreneurial science thinking among fifth graders in STEM Education.
The Effect of Using Computer Simulations on Grade 11 Learners&apos; Performance in Plants Biodiversity in South Africa
Author: Kibirige, Israel
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Plants (Botany),Biodiversity,Scientific Concepts,Concept Formation,Teaching Methods,Computer Simulation,High School Students,Grade 11,Student Attitudes,Adolescents,Performance Factors,Science Achievement,Rural Schools,Foreign Countries

Teachers use different pedagogies to improve learners' performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners' performance when taught Plants Biodiversity. A Solomon FourGroup design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from EG and six from CG. Quantitative data were analyzed using a T-test, Analysis of Variance (ANOVA), while qualitative data were analyzed using thematic analysis. The results show that EG outperformed CG (T-test; ANOVA; p &lt; 0.05). Boys' and girls' performance in EG did not differ significantly, suggesting that CS favour both gender to perform well. CS positively influenced EG learners' attitudes towards Biodiversity topic, but not CG. Thus, CS is an effective tool for enhancing learners' performance.
The Effects of Information and Communication Technology Engagement Factors on Science Performance between Singapore and Turkey Using Multi-Group Structural Equation Modeling
Author: Özkan, Batuhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Cultural Differences,Science Achievement,Student Interests,Competence,Self Concept,Personal Autonomy,Correlation,Social Influences,Secondary School Students

Information and Communication Technology (ICT) engagement, as a multidimensional construct, plays an increasingly important role in education. The main purpose of this research was to explore the effects of ICT engagement factors on science performance across Singapore and Turkey conditional to the sufficient degree of measurement invariance of ICT engagement scale. The multigroup confirmatory factor analysis results demonstrated strong factorial invariance of ICT engagement scale across Singapore and Turkey, so we were able to use ICT engagement scale to meaningful and valid comparisons between these countries. After obtaining measurement invariance, a multi-group structural equation modeling was used for the comparison of the effects of ICT engagement factors on student's performance of science between these two countries. While interest in ICT, perceived ICT competence and perceived autonomy in using ICT have significant positive direct effect on science performance in both countries, the direct effect of social relatedness in using ICT on science performance is negative in both Singapore and Turkey. Also, when compared with Singapore, the effects of all ICT engagement constructs on student's performance are higher in Turkey.