ethanporcaro/eric-fulltext-meta huggingface dataset:
Videogame Construction by Engineering Students for Understanding Modelling Processes: The Case of Simulating Water Behaviour
Author: Pretelín-Ricárdez, Angel
Date: 2015-00-00
Type: Journal Articles
Subjects: Video Games,Engineering Education,College Students,Design,Models,Scientific Concepts,Concept Formation,Constructivism (Learning),Learning Activities,Case Studies,Water,Group Discussion,Experiential Learning,Questionnaires,Simulation,Teaching Methods,Cooperative Learning,Foreign Countries

We present some results of an ongoing research project where university engineering students were asked to construct videogames involving the use of physical systems models. The objective is to help them identify and understand the elements and concepts involved in the modelling process. That is, we use game design as a constructionist approach for promoting a modelling activity and the learning of the elements involved. In this paper, we focus on the case studies of two students, in their last year of studies, who built a videogame where they had to model liquid water behaviour while working within the restrictions of the game engine. By analysing students' written work and group discussions, we observed that students, through this videogame-building task, were able to deepen and refine how they conceive the process of mathematical modelling, in a fun and engaging way in which they were receptive and open to experimentation, and learned from other students, as well as from making mistakes.
Computer Simulations and Their Influence on Students' Understanding of Oscillatory Motion
Author: Spodniaková Pfefferová, Miriam
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Simulation,Motion,Mechanics (Physics),Educational Technology,Teaching Methods,Secondary School Science,Foreign Countries,Science Experiments,Computer Uses in Education,Energy,Instructional Effectiveness,Comprehension

Nowadays, the use of information technology (ICT) in education is nothing new. But the question is where the limit is when the use of ICT does not have the desired effect. In the paper we discuss the use of simulations in the teaching process that can positively influence students' achievements. At the beginning of the paper we present the results of a research aimed at exploring the impact of the use of computer simulations on secondary school students' understanding of oscillatory motion. The aim of the research was to explore the effect of the use of simulations on students' abilities to work with graphs and to find out relevant information. In the conclusion, the possibilities of integration of simulations into the teaching process are discussed.
Effects of Cloze Instructional Approach on Senior Secondary School Students' Achievement in Igbo Language Reading Comprehension
Author: Eze, Nneka Justina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cloze Procedure,Secondary School Students,Reading Comprehension,African Languages,Quasiexperimental Design,Pretests Posttests,Control Groups,Experimental Groups,Comparative Analysis,Discussion (Teaching Technique),Statistical Analysis,Gender Differences,Statistical Significance,Instructional Effectiveness,Readability,Predictor Variables

This study assessed the effects of cloze instructional approach on senior secondary school students' achievement in Igbo language reading comprehension. The study utilized a quasi experimental research design of the pretest posttest non-equivalent control group design. The study was conducted in Abakaliki education zone of Ebonyi State of Nigeria. A total of eighty nine research subjects from two intact classes of senior secondary class 1 students were used for the study. The treatment group was taught Igbo language using the cloze instructional approach while the control group was taught the same topics using the conventional class discussion method. Igbo Language Reading Comprehension Test (ILRCT) was used to collect data for the study. Data were analyzed both descriptively and inferentially. Research questions were answered using the adjusted mean while the hypotheses were tested at 95% confidence level using the Analysis of Co-Variance (ANCOVA). Results reveal that the cloze instructional approach is superior to the conventional discussion approach in fostering students' achievement in Igbo language reading comprehension. It was also revealed that although the mean scores of male students taught Igbo language reading comprehension using the cloze approach is higher than those of their female counterparts in the same group, the difference is not statistically significant. In addition there is no significant interaction between method and gender on students mean achievement in Igbo language reading comprehension. This implies that the cloze instructional approach is cost effective in teaching both male ad female students.
Perceptions, Attitudes and Institutional Factors That Influence Academic Performance of Visual Arts Students in Ghana's Senior High School Core Curriculum Subjects
Author: Opoku-Asare, Nana Afia
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Visual Arts,Core Curriculum,Standardized Tests,Low Achievement,Interviews,Questionnaires,Observation,Qualitative Research,Statistical Analysis,Principals,Secondary School Teachers,Attitude Measures,Student Characteristics,Social Bias,Grades (Scholastic),Mentors,Student Needs,Intellectual Disciplines

Senior High School (SHS) students in Ghana are required to pass all core and elective curricula subjects in the West Africa Senior School Certificate Examination (WASSCE) to qualify for higher education. Unfortunately, many Visual Arts students perform poorly or fail in English, Mathematics, Integrated Science and Social Studies, which constitute the SHS core curriculum subjects. To ascertain the factors that account for low performance of Visual Arts students in the WASSCE core subjects, this study employed interview, questionnaire and observation to gather qualitative and quantitative data from 20 core subject and 15 Visual Arts teachers, 5 heads of schools, 5 Heads of Visual Arts department and 50 Visual Arts students in five Senior High Schools (SHSs) in Ashanti Region. The findings revealed that some core subject teachers denigrate Visual Arts students as &quot;unintelligent&quot;, &quot;not serious&quot; and &quot;difficult to teach&quot; as compared to their peers in the Science, Business and allied elective SHS programmes; with some refusing responsibility in Visual Arts departments. Perceiving core subjects as &quot;theoretical&quot; and &quot;difficult to learn&quot;, many Visual Arts students neglect the learning of core subjects and concentrate time and effort on elective Textiles, Ceramics and allied Visual Arts subjects. Invariably, many Visual Arts students make poor WASSCE grades in core subjects and miss participation in higher education. Active monitoring of teaching, attitudinal change and motivation could build the capacity of Visual Arts students to participate fully in the economic development of Ghana.
Distributed Pair Programming Using Collaboration Scripts: An Educational System and Initial Results
Author: Tsompanoudi, Despina
Date: 2015-00-00
Type: Journal Articles
Subjects: Computer Science Education,Programming,Teamwork,Teaching Methods,Cooperative Learning,Feedback (Response),Student Attitudes,Learner Engagement,Computer Mediated Communication,Distance Education,Educational Technology,Computer Software,College Students,Likert Scales,Experimental Groups,Control Groups,Comparative Analysis,Student Role,Pretests Posttests,Questionnaires

Since pair programming appeared in the literature as an effective method of teaching computer programming, many systems were developed to cover the application of pair programming over distance. Today's systems serve personal, professional and educational purposes allowing distributed teams to work together on the same programming project. The current research focuses in distributed pair programming systems which are suitable for supporting students in learning computer programming. Systematic review of publicly available systems revealed that there is an absence of effective collaboration support for the students. The main drawbacks of pair programming, such as uneven workload distribution and infrequent role switches, cannot be addressed with available systems. While building an enhanced version of a distributed pair programming system, successful instructional strategies in similar collaborative learning systems were explored, in order to improve students' interactions when applying pair programming over distance. As a result, the new system allows students to practice distributed pair programming in the form of collaboration scripts. This paper presents the features and the underlying concepts of the system, and the results of its first evaluation. The study showed that distributed pair programming attracted positive feedback from students, and that scripted collaboration affected students' engagement in programming, and resulted in an evenly distribution of learning objectives among pairs.
An Analysis of Female Lecturers' Participation in Civil Engineering Research and Development Activities at One Polytechnic in Zimbabwe
Author: Chikuvadze, Pinias
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,College Faculty,Civil Engineering,Research and Development,Teacher Researchers,Case Studies,Males,Questionnaires,Interviews,Qualitative Research,Teacher Participation,Equal Opportunities (Jobs),Gender Bias,Focus Groups

This study sought to explore female lecturers' participation in civil engineering research and development activities at one polytechnic in Zimbabwe. Case study design was chosen for this study to make predictions, narration of events, comparisons and drawing of conclusions. The female lecturers were purposively sampled to participate in the study. For data triangulation purposes male lecturers from the same department were randomly selected to take part in the study. In data generation the researcher was the chief tool aided by questionnaire with open-ended items and personal interviews. The generated qualitative data was manually analyzed according to emerging themes. The findings of the study revealed that female lecturers' participation in research and development activities is of paramount importance as it enables them to show case their innovative skills in civil engineering. It was further noted that the institution in its quest to involve female lecturers in civil engineering research and development activities some challenges such as low self-esteem, lack of confidence and inadequate support are encountered. In general it can be concluded that at the institution under study, to a larger extent female lecturers have managed to participate actively in civil engineering research and development activities, despite various challenges encountered during the process. Civil Engineering lecturers' sensitization on the importance of females' participation in research and development activities through the provision of adequate support is recommended.
The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension
Author: Rahimi, Mehrak
Date: 2015-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Teaching Methods,English (Second Language),Second Language Instruction,Experimental Groups,Control Groups,Anxiety,Questionnaires,Listening Comprehension,Computers,Technology Uses in Education,Comparative Analysis,Statistical Analysis,Females,Adolescents,Young Adults,Foreign Countries

This study aimed at investigating the impact of mobile learning on EFL learners' listening anxiety and listening comprehension. Fifty students of two intermediate English courses were selected and sampled as the experimental (n = 25) and control (n = 25) groups. Students' entry level of listening anxiety was assessed by foreign language listening anxiety questionnaire and their listening comprehension was assessed by Key English Test (KET) prior to the study. For one semester the experimental group did their listening activities by using podcasts listened to on their mobile phones and/or portable digital media players. Meanwhile the control group used their desktop computers to do their listening activities. The results of data analysis showed that listening anxiety of the experimental group reduced significantly after the experiment. Further, a significant difference between the experimental and control groups' listening comprehension was found in favor of the experimental group at the end of the experiment.
Aspects of Tutor and Writing Ability
Author: Zaidin, M. Arifin
Date: 2015-00-00
Type: Journal Articles
Subjects: Tutors,Writing Ability,Correlation,Distance Education,Elementary School Curriculum,Teacher Education Programs,Sampling,Questionnaires,Writing Tests,Hypothesis Testing,Predictor Variables,Student Records,Regression (Statistics),Statistical Significance,Mathematical Formulas,Preservice Teacher Education,Foreign Countries

The purpose of this study is to assess the correlation between aspects of tutor and the students' basic writing outcomes of the Elementary School Teacher Education at the Distance Learning Program Unit, Open University of Palu. This is ex post facto correlation with the population research of 387 people and the total sample of 100 people. This research employed a multistage random sampling technique. Data were collected through questionnaire technique and score of final exams. Data were analyzed using regression analysis IBM SPSS I9 Statistics. The result of calculation of IBM SPSS 19 statistics was obtained regression equation, Y = 11.463 + 1.157X1. It shows that any increase in the scores of tutor aspect (X) caused an increase of 1,157 basic writing ability outcome scores (Y) at constant, 11.463. Then, based on the value of the R Square, it was obtained a value of 0.552. This means that 55.2% of the variation which occurred in the results of basic writing ability can be explained by variation in aspects of tutors through regression equation Y = 11.463 + 1.157X. The results of hypothesis testing, f and t test with a = 0.05 significance level based f test, 0.000&lt;0.05, it can be concluded that H0 was rejected and H1 was accepted. It means that there is a positive and significant correlation between aspects of the tutor and the results of the students' basic writing ability outcomes of the Elementary School Teacher Education (PGSD) at the Distance Learning Program Unit, Open University of Makassar.
Challenges Face Arab Students in Writing Well-Developed Paragraphs in English
Author: Rass, Ruwaida Abu
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Arabs,English (Second Language),Second Language Instruction,Majors (Students),Writing Skills,Writing (Composition),Paragraph Composition,Sentences,Interference (Language),Semitic Languages,Writing Instruction,Error Patterns,Teaching Methods,Undergraduate Students,Error Analysis (Language),Writing Assignments

This study aimed to investigate problems facing Palestinian Arab students from Israel who are majoring in teaching English as a Foreign Language (EFL) in developing well-written paragraphs in English. They usually transfer the stylistic features of their first language, Arabic to the target language, English. For example, they tend to write long sentences with coordinating conjunctions (Al-Khatib, 2001), repeat themselves and argue through presentation and elaboration (Almehmadi, 2013), and often talk around the topic and repeat phrases before stating the main points (Alsamadani, 2010). The data had been accumulated for the last fourteen years include samples of 205 students, which show similar repeated types of mistakes and errors made by the participants of the first year writing course. The accumulated data show that students face many problems in writing good topic as well as concluding sentences, supporting details by adding examples and reasons and using discourse markers appropriately. To help these learners write good samples of paragraphs in English, a variety of approaches such as contrastive analysis, error analysis, and the process approach have been employed. The findings indicated that by the end of their first school year, most of them succeed in writing topic and concluding sentences. However, (1) providing supporting details including examples and reasons is not fully mastered; (2) the style of English is not completely acquired: Some students continue transferring the style of Arabic writing; and (3) developing a cohesive paragraph using the right coordinators and transition words still needs a lot of practice.
The Repetition of Chunks in Korean Middle School English Textbooks
Author: Lee, Jinkyong
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Textbooks,Computational Linguistics,Phrase Structure,Teaching Methods,Nouns,Verbs,Language Patterns,Middle Schools

The current study aims to examine the use of chunks and the extent of repetition in Korean middle school English textbooks. Also, the number of chunks shared by three publishers is examined. To create the corpora, 9 textbooks from three publishers were filed and processed by Simple Concordance Program. The results showed that chunk expressions were repeated 3.6 times on average. Most collocations occurred only one to two times throughout the same series of textbooks. Fixed-expressions showed similar results to those of lexical expressions, while semi-fixed expressions were shown relatively higher frequency rate than the other chunks. Regarding the repetition of chunks, most chunks were reused over 2 or 3 units. The number of chunks shared by three publishers in common was not many. It can be inferred that there were no agreed criteria for the selection and repetition of chunks among the textbook writers. The national curriculum works as a guideline, but the process of selecting items seems to be highly subjective and conducted without the consideration of repetition rate.
The Starting Age and Ultimate Attainment of English Learning in the Palestinian Context
Author: Dwaik, Raghad
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Age Differences,College Freshmen,Grade 1,Grade 5,Measures (Individuals),Grammar,Vocabulary Development,Listening Comprehension,Reading Comprehension,Writing Skills,Speech Skills,Statistical Analysis

The starting age of foreign language learning has been a controversial issue since the second half of the 20th century. Despite this long time, definite answers have not been found regarding the different aspects of the age issue, i.e., its influence on rate, route and ultimate attainment. Many researchers have explored the influence of age on the rate of language acquisition, its route and the level of ultimate attainment reached by the students. This study explores the third dimension, i.e., the level of ultimate attainment and compares this dimension between a group of students who started learning English from the first grade and another group which started learning English in the fifth grade, i.e., around the onset time of puberty. 1846 students participated in the study and the percentage of females among them was 40%. All participants sat for an English test that measured their competence in reading, writing, speaking, and listening as well as grammar and vocabulary. Results show that first grade starters had a significant advantage over fifth grade starters only in vocabulary and reading comprehension. As for grammar and writing, no significant differences were found between the two groups, yet a higher mean was achieved by the late starters. When it comes to the aural-oral skills (listening and speaking), no significant differences were detected between the two groups. It was noticed, however, that the mean of the fifth grade starters was slightly higher in the listening skill while the mean of the first grade starters was higher in speaking.
Pronunciation for the Arab Learners of EFL: Planning for Better Outcomes
Author: Hassan Al-Ahdal, Arif Ahmed Mohammed
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Pronunciation,Intervention,Intonation,College Students,Control Groups,Experimental Groups,Comparative Analysis

Arabic and English belong to two different linguistic families: resultantly, some Arabic speaking learners of English in both SL and FL situations have a major obstacle to overcome to be intelligible to other users, especially in the international context. Of the various skills one needs to acquire to become &quot;proficient&quot; in a language Pronunciation is perhaps the one most relevant to real time usage. However, this is ironically also an area of training that is relegated to the &quot;not so important&quot; category in the EFL classroom in Saudi Arabia as a result of which learner aspirations are not fulfilled in learning English. The current study empirically evaluates the present pronunciation proficiency of Saudi learners at Qassim University, KSA and checks the outcomes of a pronunciation intervention programme. Its aim is to document the specific linguistic elements of difference using empirical means. It further aims to suggest methods to bring the Arab learners' pronunciation closer to an optimum level of universal communication as well as arrive at generalizations to enable policy changes commensurate with learner aspirations.
Intentional Vocabulary Learning Using Digital Flashcards
Author: Hung, Hsiu-Ting
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocabulary Development,English (Second Language),Second Language Instruction,Second Language Learning,College Students,Cooperative Learning,Likert Scales,Questionnaires,Student Attitudes,Statistical Analysis,Computer Attitudes,Educational Technology,Comparative Analysis,Instructional Materials

As an attempt to follow through on the claims made by proponents of intentional vocabulary learning, the present study set out to examine whether and how digital flashcards can be incorporated into a university course to promote the vocabulary learning of English language learners. The overall research findings underscore the value of learning vocabulary with digital flashcards as an alternative to more conventional resources, and draw attention to the relative merits of embedding digital flashcards in collaborative learning tasks in classroom settings. This article then concludes by considering practical implications for supporting intentional vocabulary learning with the use of digital flashcards.