ethanporcaro/eric-fulltext-meta huggingface dataset:
Moderating Effect of Technology Readiness towards Open and Distance Learning (ODL) Technology Acceptance during COVID-19 Pandemic
Author: Rahim, Nur Nadiah Abdul
Date: 2022-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Readiness,Distance Education,Open Education,Higher Education,College Faculty,Teacher Attitudes,Educational Technology,Electronic Learning,Foreign Countries,Online Courses,Usability,Value Judgment,Correlation

The COVID-19 pandemic has impacted higher education in Malaysia that requires the academics to transform their teaching style to online teaching. Hence, it is essential for them to be skillful in using new technology in teaching and learning. In Open and Distance Learning (ODL), the academic staff must learn a new environment of learning technology in terms of giving lectures and managing all related ODL documents. In this perspective, technology readiness of the ODL technology plays an important role to enhance the acceptance of using the latest technology in ODL among them. This study was conducted to test the moderating effect of the Technology Readiness of the academic staff towards their acceptance of ODL technology to manage teaching and learning process such as UFUTURE and Google Classrooms. The research model was developed based on Technology Acceptance Model (TAM) and Technology Readiness concept. The online survey was created and then emailed to the academic staff in UiTM Selangor, resulting in 321 responses were received subsequently. The results show that the Technology Readiness factors (Optimism and Innovativeness) strengthen the relationship between Technology Acceptance factors (Perceived Ease of Use and Perceived Usefulness) and intention behaviour to use the ODL technology. Additionally, the direct effect testing has also shown that the related factors influence the intention of the academic staff to use the ODL technology except Insecurity and Discomfort. Technology readiness does play an important role; therefore, it is essential for the university to train academic staff on new ODL technology and it should be planned accordingly.
Unfolding the Moving-In Experiences of International Students at a Malaysian Private Tertiary Institution
Author: Syed Ahmad, Shariffah Bahyah Binti
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,Foreign Students,Undergraduate Students,Student Attitudes,Student Experience,Student Mobility,Psychological Patterns,Aspiration,Expectation,Anxiety,Immigration,Friendship,Acculturation,Coping,Planning

This paper focuses on the experience of international undergraduate students as they move into a university environment. Utilising a phenomenological approach with Schlossberg's Theory of Transition as the framework, data was collected through semi-structured interviews with 19 undergraduate students, all enrolled in one private university. The study found that their moving-in experiences were influenced by their aspirations, feelings and expectations. Conflicting emotions accompanied their departure from their home country: sorrow and anxiety versus excitement for their new life. Aided by a relatively smooth immigration process, the students moved on to experience memorable moments where friendships were formed and exploration of the surrounding areas was acculturated. Challenges faced include those of physical nature (weather and food), academic, and perhaps the most serious of which, psychosocial: in the form of homesickness and feeling of foreignness.
Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students
Author: McKenna, Meaghan
Date: 2022-09-00
Type: Journal Articles
Subjects: Scoring Rubrics,Beginning Writing,Writing Evaluation,Test Construction,Test Validity,Writing Achievement,Age Differences,Interrater Reliability,Kindergarten,Young Children,Grade 1,Primary Education,Preschool Teachers,Elementary School Teachers

This article describes the development of the Early Elementary Writing Rubric (EEWR), an analytic assessment designed to measure kindergarten and first-grade writing and inform educators' instruction. Crocker and Algina's (1986) approach to instrument development and validation was used as a guide to create and refine the writing measure. Study 1 describes the development of the 10-item measure (response scale ranges from 0 = &quot;Beginning of Kindergarten&quot; to 5 = &quot;End of First Grade&quot;). Educators participated in focus groups, expert panel review, cognitive interviews, and pretesting as part of the instrument development process. Study 2 evaluates measurement quality in terms of score reliability and validity. Data from writing samples produced by 634 students in kindergarten and first-grade classrooms were collected during pilot testing. An exploratory factor analysis was conducted to evaluate the psychometric properties of the EEWR. A one-factor model fit the data for all writing genres and all scoring elements were retained with loadings ranging from 0.49 to 0.92. Internal consistency reliability was high and ranged from 0.89 to 0.91. Interrater reliability between the researcher and participants varied from poor to good and means ranged from 52% to 72%. First-grade students received higher scores than kindergartners on all 10 scoring elements. The EEWR holds promise as an acceptable, useful, and psychometrically sound measure of early writing. Further iterative development is needed to fully investigate its ability to accurately identify the present level of student performance and to determine sensitivity to developmental and instruction gains.
Motivation in Learning: A Case Study of Young Adult Learners in Kuala Selangor, Malaysia
Author: Hamzah, Lina Mursyidah
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Motivation,Student Interests,Academic Achievement,Student Attitudes

This study aims to explore motivation factors that contribute to learning among young adult learners in selected schools in Kuala Selangor, Malaysia. Four focus group discussions had been conducted to collect the data via a semi-structured interview. The selection of participants in the interview was based on learners who experienced the motivational session conducted by the researchers. Using thematic analysis to analyse data, six themes were found in this study. The themes that emerged from the analysis are reasons for coming to school, interest in schooling, disinterest in schooling, subjects of interest, effort to increase academic performance and factors contributing to academic achievement. The findings show that although teachers and friends can be motivating factors that encouraged the learners to go to school, these factors were also hindrances influenced success or failure. Being young adult learners, their cognitive level is still developing and they are influenced by physiological changes. Hence, educators and policy makers need to ensure that young adult learners, especially those who are at risk of dropping out of school, are motivated to complete their secondary education.
Novice Chemistry Teachers&apos; Instructional Strategies in Teaching Mixed-Ability Classrooms
Author: Salleh, Muhamad Furkan Mat
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Science Instruction,Science Teachers,Teaching Methods,Preservice Teachers,Active Learning,Instructional Materials,Academic Ability,Formative Evaluation,Student Evaluation,Individualized Instruction,Preservice Teacher Education,Teacher Competencies,Secondary School Science,Game Based Learning,Cooperative Learning,Visual Aids,Educational Technology,Prior Learning

This qualitative study sought to explore Malaysian novice chemistry teachers' experiences in teaching mixed-ability students during their teaching practicum, focusing on their instructional strategies for dealing with those learners in the class. The researchers employed purposive sampling to select 12 trainee teachers to be involved in semi-structured interviews. The data collected were analysed using the constant comparative method. As a result, two themes emerged regarding participants' instructional strategies: the whole-class approach and adjustment to the learners' needs. This paper discusses the first theme, which consists of three sub-themes: active learning activities, the use of stimulating learning materials, and assessment practice. Even though novice chemistry teachers primarily engaged mixed-ability students through whole-class instruction, the study found they emphasised active classroom engagement and collaboration between students in their classroom. Besides, they did consider students' interests and preferences when selecting activities and materials for their lessons. However, the study found that novice teachers mainly did not utilise the data from the formative assessments to inform their decisions in differentiating instruction for mixed-ability learners in class. Though there are differences in students' ability in class, the teachers generally opted for a 'one-size-fits-all' strategy for all students in most lessons. The study recommends that teacher training institutions and related stakeholders provide adequate training for novice chemistry teachers to improve their knowledge and skills in practising differentiated instruction.
Psychometric Properties of the Malay Translated and Adapted Multicultural Experience Inventory-Revised in the Malaysian Context
Author: Harun, Maizatul Mardiana
Date: 2022-04-00
Type: Journal Articles
Subjects: Psychometrics,Indonesian Languages,Foreign Countries,Test Construction,Measures (Individuals),Factor Analysis,Factor Structure,Test Reliability,Test Validity,Counselor Training

Personal multicultural experience may contribute to an individual's competency in working with multicultural clients. Individuals with higher multicultural exposure and interactions are expected to have greater cultural resources that are crucial when working with diversity. Thus, this study aims to examine the psychometric properties of the Malaysian version of the Multicultural Experience Inventory-Revised (MEI-R). The MEI-R is a self-rated questionnaire that measures individuals' multicultural exposure and interactions during their formative years and current multicultural encounters. This study involved 205 counsellor trainees who were selected using cluster random sampling. Previously the Malay translated and adapted MEI-R had undergone the preliminary exploratory factor analysis. In this study, the focus is to examine and confirm the factor structure, reliability and validity of the translated and adapted MEI-R. This study also reported the value of external validity. In this study, the results confirm the factor structure, reliability, and validity of the translated and adapted MEI-R. All in all, the translated and adapted MEI-R has high reliability and sufficient validity values, indicating that it may be used successfully on counsellor trainees of all genders.
Snapticon: Developing Effective Listening Skills for Group Oral Discussion
Author: Ngah, Ezihaslinda
Date: 2022-04-00
Type: Journal Articles
Subjects: Listening Skills,Skill Development,Group Discussion,Oral Language,College Students,English (Second Language),Second Language Learning,Game Based Learning,Instructional Effectiveness

In many higher education institutions (HEIs) around the world, one of the popular English oral assessments for ESL learners is group discussion. In group discussions, it is vital that they have the ability to manage topics in a discussion by knowing how to initiate a topic, expand on the topic, seamlessly shift from one topic to another as well as close the topic appropriately. Students are therefore required to utilise their verbal and non-verbal skills to actively interact with all group members. Listening and speaking skills are equally important for effective communication including participating in group oral discussion. In order to help ESL learners to be active participants in group discussions, a card game called Snapticon was created. Open-ended questionnaires were distributed to 25 respondents in the study and observations were made while the game was being played. It was found from the findings that the respondents were positive as they regarded the game as interesting and fun. Therefore, it can be concluded that &quot;Snapticon&quot; has the potential to be used as a learning material to help develop ESL learners' effective listening skills in group oral discussions. Moreover, the use of Snapticon enables learners to be interactionally competent when participating in group oral discussions.
Sustainable Development Goals Knowledge and Sustainability Behaviour: A Study of British and Malaysian Tertiary Students
Author: Zhou, Ronghui
Date: 2022-04-00
Type: Journal Articles
Subjects: Sustainable Development,Sustainability,College Students,Foreign Countries,Cross Cultural Studies,Student Attitudes,Knowledge Level

This paper explores Sustainable Development Goals (SDGs) knowledge and behavioural differences of university students in the United Kingdom and Malaysia. The researchers also explore gender as an indicator of students' SDG awareness and behaviours as few studies to date have explored this area. This study employed a sustainability consciousness questionnaire (SCQ) that was developed to measure SDG knowledge based on the UNESCO framework for sustainability behaviour. Questionnaires were distributed to 156 university students in the UK and Malaysia. Malaysian university students reported higher scores for understanding SDG content and scope and the specific SDGs of their country compared to British students, although British students have been receiving formal education on SDGs. University students in the UK were also unable to transform their SDG knowledge into sustainability behaviours, although they had a certain level of understanding of the topic covered by the SDGs. Malaysian university students exhibited a closer relationship between SDG knowledge and sustainable behaviours given the sufficient institutional and policy support and customised university programs. SDG knowledge and sustainability behaviours were the same for male and female students in both countries. In conclusion, integrating SDG knowledge into university education will inevitably lead students to work towards SDG goals in the future. This can be achieved with proper planning of the university curriculum and the enforcement of educational policies.
Unintended Short- and Longer-Term Consequences of Assignment to College Readiness Courses: Evidence from Florida
Author: Leeds, Daniel M.
Date: 2022-09-00
Type: Journal Articles
Subjects: High School Students,College Bound Students,College Readiness,Course Selection (Students),Outcomes of Education,Academic Achievement,State Policy,Transitional Programs,Enrollment Rate,Enrollment Influences,Scores

High school course selection can affect student outcomes in high school, college, and beyond. Policymakers therefore must consider whether policies affecting course selection may have unintended consequences for students with different levels of preparation. We use regression discontinuity analysis to examine the impact of Florida's College and Career Readiness Initiative on high school coursetaking and subsequent success in college-level courses. To determine which students were most likely to comply with and benefit from the FCCRI, we run subgroup analyses based on students' course-taking histories, finding that the initiative was beneficial for some students but may have had inadvertently harmed others.
The Adoption of Public Pre-Kindergarten among the American States: An Event History Analysis
Author: Cohen-Vogel, Lora
Date: 2022-09-00
Type: Journal Articles
Subjects: Preschool Education,Educational Policy,Public Education,Educational Finance,Predictor Variables,Adoption (Ideas),State Aid,State Programs,Political Influences,Unemployment,Family Income,Expenditures,Minority Groups

Over the past few decades, we have witnessed a surge in publicly funded pre-K programs in the United States. Today, policy makers in 45 states and the District of Columbia have adopted them. Combining information from twelve datasets, we use event history analysis (EHA) to examine the influence of a set of predictors on states' decisions to adopt public pre-K. Findings indicate that party dominance in the legislature, legislative professionalism, and unemployment rates are associated with pre-K adoption; regional proximity to previously adopting states is also significant. The authors discuss implications for policy makers and advocates considering future legislative action in the early childhood education sector, including the expansion of pre-K eligibility requirements.
Turkish and Refugee Students&apos; Views on Their National Belonging
Author: Ugurlu, Nihal Baloglu
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Refugees,Elementary School Students,Middle School Students,Language,Nationalism,Group Unity,Identification (Psychology),Citizen Participation,Citizenship Responsibility

The purpose of this study is to determine Turkish and refugee middle school students' views on their national belonging. The study employed the qualitative research approach aligned with the purpose; semi-structured interviews were conducted with Turkish and refugee students. Data were analyzed using the content analysis method. Results showed that the most important common features for national belonging of both Turkish and refugee students were the common language they spoke and the place they lived in and the difference of views regarding national belonging were in terms of discrimination. Regarding Turkish society's expectations of them, both groups emphasized universal values such as being hardworking and being a good person, but their perceptions of serving the state differed. As for what Turkish and refugee students should do for this society, Turkish students believed that they should be hardworking and refugee students thought that they should be good people. It can be said that the differences of opinion between Turkish students and refugee students who migrated to Turkey would decrease if both groups came together on the subject of universal values.
Analyzing Social Studies National Curriculum and Textbooks for the Concept of Global Citizenship: A Content Analysis
Author: Jalbani, Laraib Nasir
Date: 2022-06-00
Type: Journal Articles
Subjects: Social Studies,National Curriculum,Textbooks,Global Approach,Citizenship Education,Content Analysis,Foreign Countries,Educational Policy,Grade 4,Grade 5

This qualitative research study was an attempt to analyze the National Social Studies curriculum and textbooks of Grades IV-V in the context of Global Citizenship Education after reviewing the National Education Policies of Pakistan developed in 2009 and 2017. These two policies emphasize developing individuals who are critical thinkers, intellectuals, independent, and responsible global citizens. Data were collected with the help of a checklist for the relational content analysis of student learning outcomes, teaching and learning process, assessment, and evaluation process within the scope of 8 global citizenship dimensions given in the UNICEF global citizenship framework (2013). Major findings of the thematic analysis include the integration of global citizenship elements in the National Curriculum and textbooks of Social Studies to a great extent. Learning objectives as well as teaching and learning process designed for Grades IV and V emphasize the knowledge and understanding of 'Economic and political processes' and 'World Geography'. Similarly, the predominant dimensions identified in the assessment and evaluation exercises developed for Grade IV were 'Economic and political processes', 'Peace and conflict', and 'Human diversity and cross-cultural understanding,' whereas, knowledge and understanding of 'World Geography' and 'Awareness of diverse perspectives' had been emphasized in Grade V.
Influence of External Examination on the Teaching and Learning of Mathematics at the Secondary Level Education in Pakistan
Author: Bhutto, Muhammad Ashraf
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Education,Mathematics Instruction,Mathematics Education,Mathematics Tests,Standardized Tests,National Competency Tests,Influences,Cognitive Style,Teaching Methods,Student Attitudes,Teacher Attitudes

This study explores the influence of external examination on teaching and learning Mathematics at the secondary schools affiliated with provincial and private examination boards in Pakistan. This study was conducted in two phases by employing the explanatory sequential mixed-method. First, the Mathematics examination papers of the last five years from both provincial and private examination boards were reviewed and analyzed to understand (1) the cognitive complexities required to solve the questions, (2) the frequency and variety in which the questions were repeated, and (3) the chapters of prescribed books whereby the questions were selected in the examination of last five years. In the second phase, semi-structured interviews, with teachers and students were conducted, along with participatory observation to understand how the examination patterns shape their teaching and learning. The findings revealed that the external examination directly influences teachers' teaching, and indirectly students' learning. Both the positive and negative effects of the external examination were found on the teaching-learning strategies of teachers and students respectively. The study also contributes toward filling the gap in the existing literature on assessment practices. Furthermore, it aims to encourage external examination bodies and policy-makers to reflect upon their current policies as well provides suggestions to school teachers and management.
Perceptions of Organizational Politics among Public Sector University Faculty
Author: Khan, Muhammad Asif
Date: 2022-06-00
Type: Journal Articles
Subjects: Organizational Climate,Politics of Education,Public Colleges,College Faculty,Faculty Promotion,Teacher Attitudes,Educational Policy,Teacher Salaries,Teacher Motivation,Foreign Countries

The fact that politics exist in Pakistani organizations is true for the education sector too. This research distinguished whether maintaining and moving to higher positions in a brief time frame in the hierarchy of a higher education institution, is through belongingness or is it through labor and capability. This study investigated the existence of politics among the teachers of public sector higher education institutions and is structured around the Perceptions of Organizational Politics (PoPs) developed by Kacmar and Carlson (1997). The perceptions of organizational politics were measured by three variables, general political behavior, going along to get ahead, and pay and promotion policy. Data were collected in two phases: the first phase included the collection of quantitative data from 367 university faculty which was analyzed using SPSSv-22.0. and in the second phase, 15 university Deans/HoDs were interviewed for triangulation. The results of the research established that politics exists at the university level where teachers and professors act the same way as workers in any other organization. The research likewise brought to the fore a solid relationship between workers' apparent contentment with regards to paying and advancement and organizations' compensation and advancement guidelines.