ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Metacognitive Strategies Implementation on Students&apos; Reading Comprehension Achievement
Author: Muhid, Abdul
Date: 2020-04-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Reading Comprehension,Reading Achievement,Reading Strategies,Reading Tests,Scores,Effect Size,Advance Organizers,Self Management,Self Evaluation (Individuals),Reflection

Metacognitive strategies are known to be important in improving reading achievement. This study investigated whether there was any significant difference on students' reading comprehension achievement score by using metacognitive strategies and investigated what metacognitive strategies implemented on students' reading comprehension achieving. All participants of this study were students in the eleventh grade of Senior High School. The data were collected by means of Reading Comprehension Test (RCT) and Metacognitive Strategy Questionnaire (MSQ). The results indicated that metacognitive strategies had positive effect on students' reading achievement. Based on eta-squared calculation the effect size for the paired-samples t-test of the experimental group was 0.48. It means that there was a large effect, with a substantial difference in the students score before and after the treatment. There were nine sub-categories of metacognitive strategies on student's reading comprehension achievement. Such as: Advance Organizer, Self-management, Comprehension Monitoring, Production Monitoring, Self-assessment, Self-evaluation, and Self-reflection. While the high implemented of metacognitive strategies in reading comprehension consisted of two sub-categories: Selective Attention and Organizational Planning. And the highest strategy use was Selective Attention, while the least strategy was Self-reflection.
How Does &quot;To What Gender and Status One Talks&quot; Govern the Speaker&apos;s Strategy in Keeping on Their Conversation?
Author: Giyoto, Giyoto
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Social Status,Pragmatics,Discourse Analysis,Power Structure,Speech Acts,Interpersonal Communication,College Students,Islam,Institutional Characteristics,Foreign Countries,Religious Education,Theater Arts

&quot;To what gender and status one talks&quot; governs more the speaker, in deciding their culturally and socially accepted strategy in conversation, than &quot;who talks&quot;; as the airport runway dictates the pilot's landing strategy. This paper, employing conversational analysis, tries to explore how the gender and social status of the audience dictate the speaker's speech acts and moves in Muslim formal conversation in three functional topical units composed of 107 acts of directive, assertive, commisive, expressive, rogative, and 103 moves of initiations, responses, and follow ups. The finding shows that, to all female students, a male initiates and controls the conversation for materializing his social power by having more directive acts and initiation moves. To the high female, Low male uses assertive and response. While the female, regardless the social status and gender of the audience, uses assertive acts and response moves to support the interaction and social togetherness. The findings imply that the object to whom one talks is more crucial in describing the conversation strategy.
Meta-Analysis on the Effects of Teaching Methods on Academic Performance in Chemistry
Author: Sugano, Shalom Grace C.
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Science Instruction,Teaching Methods,Instructional Effectiveness,Science Achievement,Chemistry,Effect Size,Instructional Innovation,Achievement Gains,Meta Analysis,Secondary School Students

This study utilized the quantitative meta-analysis technique to integrate chemistry education research findings conducted in the Philippines covering the period 2005-2016. It aimed to describe and examine the effects of teaching methodologies on academic performance in the secondary chemistry teaching-learning process. A search procedure and broad literature review were conducted to identify the potential and qualified chemistry studies from both published and unpublished graduate theses, dissertations and journal articles. Meta-analysis was effectively and systematically carried out through study acquisition, study coding, determination of inter-rater reliability, establishing inclusion criteria, computation of effect size including mean and interpreting the analyses. A total of 51 studies met the criteria and have qualified in the meta-analysis. Results presented that a statistically significant positive effect (Cohen's d = 1.208) was observed in the use of teaching interventions on academic performance. The findings affirmed the effectiveness of the use of varied teaching strategies in chemistry education toward student achievement in contrast to the traditional teaching method. The meta-analytic review revealed that during the last decade, the incorporation of other avenues of learning via innovative teaching methods promotes academic gain. As far as quality of instruction is concerned, the findings give a holistic understanding of the current educational practices in chemistry instruction that would serve as basis for future educational reforms.
On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students&apos; Overall Achievement
Author: Magableh, Ibrahim Suleiman Ibrahim
Date: 2020-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Individualized Instruction,Academic Achievement,Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Middle School Students,Grade 8,Homogeneous Grouping,Experimental Groups,Control Groups,Effect Size,Educational Benefits

Teachers sometimes fail to give varied teaching instructions that are suitable for a mixed-ability classroom because these instructions do not match students' proficiency levels. The current quasi-experimental quantitative study investigated the effectiveness of differentiated instruction strategies on students' overall English achievement. 60 grade 8 students from 2 different randomly selected schools from Irbid, in Jordan participated in this study. The experimental group (N=30) were taught English following differentiated instruction of homogeneous grouping, tiered assignments and tiered instruction in the areas of content, process and product of the Grade 8 text books with supplementary materials and differentiated reading texts. However, the control group (N=30) were taught english from grade 8 Jordanian English text book, Action Pack following the one size-fits-all method. Following the pre-test/post-test quantitative design, t-test results indicated that there was a statistical significant difference between the experimental and the control group in favour of the experimental group. Moreover, the results showed that differentiated instruction had a sizable effect size in reduction classroom diversity. The researcher recommended implementing differentiated instruction over a longer period and on a larger sample.
A Comparison Study of Learner Autonomy and Language Learning Strategies among Thai EFL Learners
Author: Iamudom, Tirada
Date: 2020-04-00
Type: Journal Articles
Subjects: Learning Strategies,Personal Autonomy,English (Second Language),Second Language Learning,Second Language Instruction,Measures (Individuals),Public Schools,Student Attitudes,International Schools,Institutional Characteristics,Foreign Countries,High School Students,Comparative Analysis

Learner autonomy is a way to promote students to perform their learning ability effectively and it is essential for students to acquire this skill for a lifelong learning journey. The present study aimed to investigate the learner autonomy level and observe in detail language learning strategies use of Thai EFL learners comparing international school students and Thai public-school students in a tutorial school in Bangkok. 200 senior high school level students, 100 international school students and 100 Thai public-school students, in a tutorial school participated in the study. The study design is mix-method research. A learner autonomy questionnaire and the Strategy Inventory for Language Learning (SILL) questionnaire by Oxford (1990) were the quantitative data collection instruments in this study. Interviews were conducted for more information in detail as qualitative data collection. The data analysis was carried out through quantitative analysis techniques. The findings from the learner autonomy questionnaires revealed that Thai public school students have a higher level of learner autonomy. Moreover, the findings from the SILL questionnaires also showed that Thai public school students employ language learning strategies more than the international school students. The cognitive strategies are mostly employed by the international school students whereas the compensation strategies are widely used by Thai public school students.
Students&apos; Evaluation on Teaching in Vocational and Technical Schools
Author: Supriyadi, Edy
Date: 2020-04-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Vocational Schools,Program Development,Teacher Effectiveness,Student Attitudes,Foreign Countries,Online Surveys,Program Implementation,Program Design,College Students

This study developed an Electronic Evaluation System (E-ES) for students' teaching evaluation in Vocational and Technical Schools (VTS). The E-ES model consisted of an application program and an instrument of students' teaching evaluation. This study employed the Analyse Design Develop Implement and Evaluate (ADDIE) model. The implementation of the E-ES model was carried out in 12 VTSs, with the sample of 312 students and 32 teachers selected randomly. The data were collected through questionnaires and interviews and analyzed by using descriptive statistics and t-test. The data collection was conducted twice, at the end of the sixth week and the twelfth week of the odd semester. The results of the study showed that (1) the E-ES application program was successfully developed and was considered feasible at a moderately high degree and; (2) the teaching evaluation instrument was valid (V-Aiken Coefficient Index=0.78), and its reliability with Alfa Cronbach was [alpha]=0.74; (3) the usability of the model was in a moderately high degree; (4) the students' satisfaction with E-ES was classified into the a moderately high degree, and the teachers' satisfaction of the E-ES was in a moderately high; (5) There was an increase of the teaching quality after the E-ES implementation.
A Meta-Analysis of Constructivism Learning Implementation towards the Learning Outcomes on Civic Education Lesson
Author: Candra
Date: 2020-04-00
Type: Journal Articles
Subjects: Constructivism (Learning),Citizenship Education,Educational Research,Effect Size,Outcomes of Education

The purpose of this study was to look at the effect of constructivism learning on civic education learning outcomes. Constructivism learning is a process of cognitive construction through learning by actively involving a series of student activities using diverse learning models. This research includes quantitative research with a meta-analysis approach that is calculating the correlation with the fixed effect model. First, formulating the research problem, then proceeding to explore relevant research, then research that does not publish the value of r is converted to the t and F values. The research sample of 25 student thesis, with thesis criteria studying the correlation of constructivism learning approaches to citizenship education learning outcomes. The result of the funnel plot fixed-effect model shows that twenty-five thesis has varied sample sizes with asymmetrical distribution, so the conclusions of the study regarding the relationship between constructivism learning and citizenship education learning outcomes are free from potential publication bias. This conclusion is strengthened by the appearance of forest plots before and after using the Trim and Fill method as well as the results of the summary effect display. Thus the level of validity of information based on a fixed-effect model of the relationship between constructivism learning and citizenship education learning outcomes is valid.
Analysis of Language and Scientific Literacy Skills for 4th Grade Elementary School Students through Discovery Learning and ICT Media
Author: Winarni, Endang Widi
Date: 2020-04-00
Type: Journal Articles
Subjects: Language Skills,Scientific Literacy,Grade 4,Elementary School Students,Children,Discovery Learning,Conservation (Environment),Instructional Effectiveness,Foreign Countries,Electronic Learning,21st Century Skills,Multimedia Instruction,Consciousness Raising

This study aims to determine the effect of discovery learning using ICT in bamboo conservation topics on students' language and scientific literacy. The matching only pretest and posttest control group design was used in this research. The participants were fourth-grade students in the academic year 2017-2018 with a total of 36 students. The research instrument for language literacy is essay questions, and scientific literacy is multiple-choice questions. Data were analyzed using the T-test. The analysis results show that there are differences in language and scientific literacy skills in students who were taught using discovery learning with ICT media and students who were taught using a conventional approach with visual media. The findings exhibited that: (1) there is an influence of the use of discovery learning with ICT media on students' language and scientific literacy, and (2) there is an influence of the interaction of discovery model with ICT language and scientific literacy in fourth-grade students. It is recommended for elementary school teachers and further researchers that the discovery learning model be adopted with ICT media, because: (1) scientific literacy can be developed through the understanding ability or part of language literacy, and (2) ICT media as the bamboo identification application as learning media can attract students' attention by creating an active and pleasant learning atmosphere.
Strategies of Metacognition Based on Behavioural Learning to Improve Metacognition Awareness and Mathematics Ability of Students
Author: Salam, Mohamad
Date: 2020-04-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Behavioral Objectives,Mathematics Achievement,Foreign Countries,College Students,Calculus,College Mathematics,Teaching Methods,Cooperative Learning

This study aims to develop student metacognition strategies based on behavioural learning in improving the mathematical abilities of students of mathematics education. There are two components developed in this study, namely: (1) Development of strategies to foster student metacognition based on behavioural learning, and (2) Development of learning tools consisting of: (a) test and search interview guidance levels or levels of student metacognition, and ( b) test students' mathematical abilities. The stages of developing this learning model refer to the four stages of developing a model known as the 4-D model, namely define, design, develop, and disseminate. Based on the process of developing the model, the following behavioural-based metacognition models/strategies were established. (1) Selection of learning approaches using a cooperative approach of Think Pair Share (TPS) type. (2) Studying lecture material by discussing with their partners. (3) Presenting lecture material by group members appointed in turn in front of the class. (4) Member response another group of material offerings from the presenter group. and (5) Giving a summary or affirmation of the material as well as positive reinforcement and negative reinforcement.
An In-Depth Qualitative Study of Teachers&apos; Role Identities: A Case of Iranian EFL Teachers
Author: Aghaei, Pouria
Date: 2020-04-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Professional Identity,Role Perception,Foreign Countries,Teacher Characteristics,Teaching Methods,Teacher Role,Models,Teacher Education

EFL teacher's identity plays a significant role in the construction of teachers' characteristics in educational settings. In the Iranian EFL context, the study of teachers' role identity has been given more attention in recent years. The present study has two objectives. First, it aimed to investigate Iranian EFL teachers' perception of their role identity. The study also intended to determine the dominant role identities among participants. To this end, 19 Iranian EFL teachers were chosen through purposive sampling from three universities in Shiraz, Iran. Three data collection methods including semi-structured interview, classroom observation and narrative inquiry were used to collect data. The data were analyzed through Wellington's (2000) staging method. The findings revealed that various EFL teachers' role identities could be categorized under three main themes of teacher as a manager, professional and acculturator based on Farrell's (2011) model. The results of chi-square analysis also revealed that two role of teacher as a knowledge transmitter and caregiver were more dominant EFL teachers' role identities among Iranian EFL teachers in the present study. The findings can have pedagogical implications for EFL teachers, educators and educational staff to better understand teachers' role identities in various contexts.
Reading and Critical Thinking Techniques on Understanding Reading Skills for Early Grade Students in Elementary School
Author: Ardhian, Trio
Date: 2020-04-00
Type: Journal Articles
Subjects: Reading Strategies,Critical Thinking,Reading Skills,Reading Comprehension,Elementary School Students,Foreign Countries,Grade 4,Directed Reading Activity

This study aims to determine the effect of reading and critical thinking techniques on students' reading comprehension skills. This study uses quantitative research methods with experimental methods with treatment with a 2 x 2 level design with 40 samples. The data used analysis variance and continued with Tukey and Least Square Differences (LSD) tests. The results showed that: (1) reading comprehension skills of students who learn to use reading techniques Directed Reading Thinking Activity is higher than students who learn to use reading techniques Preview, Question, Read, Reflect, Recite, and Review; (2) there is no interaction effect between reading and critical thinking techniques to students' reading comprehension skills; (3) for groups of students who think highly critically and use the technique of reading Directed Reading Thinking Activity higher than students who use reading techniques Preview, Question, Read, Reflect, Recite, and Review; and (4) for groups of students who think critically low and use the techniques of reading Preview, Question, Read, Reflect, Recite, and Review are not higher than students who use the technique of reading Directed Reading Thinking Activity. Subsequent experiments are expected to find the right reading technique for students who think critically low on comprehension reading skills.
Self-Efficacy and Emotional Quotient in Mediating Active Learning Effect on Students&apos; Learning Outcome
Author: Kustyarini, K.
Date: 2020-04-00
Type: Journal Articles
Subjects: Self Efficacy,Emotional Intelligence,Active Learning,Outcomes of Education,Teaching Methods,Foreign Countries,Indonesian,Language Arts,Students

The purpose of this study is to analyze the self-efficacy and emotional intelligence in mediating the effect of implementing active learning methods on student learning outcomes. The population of this study is the population in this study were Indonesian language and literature education students in East Java who were taking Indonesian Language courses with a sample size of 160 students. Data analysis in this research uses Structural Equation Modeling. The results showed that the active learning method had a significant influence on the learning outcomes of students studying Indonesian. The role of students in active learning such as actively expressing opinions related to the material delivered by lecturers, participating groups in working/discussing the tasks given, interacting well during the lessons, being able to explain the subject matter well and having feedback on the learning process has an impact on increased self-efficacy such as encouraging students to have the ability to self-evaluate the ability or competence to carry out a task, achieve goals or overcome obstacles. The existence of active learning helps students improve emotional intelligence such as trying to hold excessive emotional emotions, trying not to do things from the encouragement of negative traits and think about what they want before acting, and have the spirit to become a better person, happy to face challenges to solve problems and not giving up when doing difficult tasks. When self-efficacy and emotional intelligence are achieved, it will have an impact on improving student learning outcomes through Indonesian Language courses.
Creating a Digital Writing Classroom: A Mixed Methods Study about a First-Year Composition Tablet Initiative
Author: Hembrough, Tara
Date: 2020-04-00
Type: Journal Articles
Subjects: Freshman Composition,Handheld Devices,Research Universities,College Freshmen,Program Effectiveness,Access to Computers,Disadvantaged,Technological Literacy,Student Attitudes,Technology Integration,Learner Engagement

Having a higher level of digital literacy can contribute to students' better outcomes in first-year composition. However, some underprepared and financially disenfranchised students may not have digital literacy skills nor own a portable computing device, such as a tablet, to engage their coursework. This three-year, mixed methods study of 292 first-year composition students and 46 instructors at a research university suggests that implementing an institutional initiative to offer students tablets and a digitized curriculum for first-year composition can facilitate many positive outcomes. At the study's university, a &quot;Tablet Initiative&quot; raised some students' digital-literacy proficiency levels, enabled their digital composition practices, and improved their course outcomes as they spent additional time both inside and outside of the classroom in reading course texts; researching their topic; planning, drafting, and revising their work; and conducting peer reviews of one another's essays. Surveys, interviews, and course observations indicate that for many students, the Tablet Initiative generated a writing-intensive, student-centered, classroom experience, with many students from underprepared or lower socioeconomic backgrounds depending on their tablets. The study's results have implications for teaching and learning with mobile digital devices in first-year composition.