ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on Developing a Guide Material for Science Classes Supported by Out-of-School Learningi
Author: Bakioglu, Büsra
Date: 2017-00-00
Type: Journal Articles
Subjects: Guides,Science Education,Elementary School Science,Grade 5,After School Education,Learning Activities,Instructional Materials,Material Development,Needs Assessment,Student Educational Objectives,Curriculum Development,Science Curriculum,Field Trips,Teacher Developed Materials,Foreign Countries

The main purpose of this research was to develop a guide material in line with learning outcomes of the unit for the 5th Graders titled Solving the Puzzle: Our Body in order to be utilized during out-of-school learning activities by science teachers. There is no guide material developed in our country for science teachers to be used in out-of school learning activities. This research intended to contribute to the literature by developing such guide material. This research utilized the screening model. Prior to the development of a guide material, the literature has been reviewed to identify units and subjects for which guidance material is designed for. Moreover, the guide material is developed after completing the needs analysis, identifying the objectives and learning outcomes, organizing the content and learning activities and deciding on how to make assessment and evaluation. This research was designed to help develop guide materials that include other units related to out-of-school learning activities for different grade levels and for different classes.
The Level of Implementation of the Strategic Management in Primary Schools
Author: Yenipinar, Senyurt
Date: 2017-00-00
Type: Journal Articles
Subjects: Strategic Planning,Statistical Analysis,Foreign Countries,Elementary School Teachers,Principals,Program Implementation,Elementary Schools,Comparative Analysis

In this study, primary school principals and teachers apply determination of the degree to which the views of the primary institutions. The research was carried out in the scan; working population in Istanbul province, Turkey on the Asian side in the Atasehir, Kadiköy, Kartal, Maltepe and the townships of Sultanbeyli the academic year 2011-2012, who served 192 primary school principal, and 400 teachers. Primary school principal and teachers for the purposes of determining views are applied to the &quot;Strategic level of Management Schools Measuring Scale&quot; data collection tool was used. Statistical methods of evaluating identifier data (number, percentage, mean, standard deviation). Quantitative data to compare the difference between the two groups of T-Test, is the number of n low Mann Whitney U Test was used. In the case of more than two group comparisons between the groups of One-Way Anova Test and the diversity of the group, the number of cases where the Scheffe, Wallis Test has been used low Kruskal. Based on the findings of the research, the following conclusions: All subjects participating in the study, according to the average of: strategic management in primary schools; &quot;strategic thinking&quot;, &quot;creating a strategic analysis, routing, and strategy&quot;, &quot;a high level of strategic application and evaluation&quot;.
High School Students' Written Argumentation Qualities with Problem-Based Computer-Aided Material (PBCAM) Designed about Human Endocrine System
Author: Vekli, Gülsah Sezen
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Grade 11,Writing (Composition),Persuasive Discourse,Problem Based Learning,Computer Assisted Instruction,Human Body,Scientific Concepts,Secondary School Science,Semi Structured Interviews,Scoring Rubrics,Qualitative Research,Science Process Skills,Skill Development,Biology

This study investigated development of students' scientific argumentation levels in the applications made with Problem-Based Computer-Aided Material (PBCAM) designed about Human Endocrine System. The case study method was used: The study group was formed of 43 students in the 11th grade of the science high school in Rize. Human Endocrine System Argumentation Texts (HESAT) was used to determine the students' scientific argumentation levels made before and after the applications with PBCAM. Besides, &quot;PBCAM Student Records&quot; were investigated to determine students' scientific argumentation levels on three different problems in relation to Human Endocrine System during the applications with PBCAM. Within the scope of the research problem, semi-structured interviews were made with 10 students among the participants after the application as well. Students' scientific argumentation levels were assessed with a rubric prepared by one of researchers within the framework of the scientific discussion model Sampson and Clark. The qualitative results indicated that: applications made with PBCAM improved students' skills for presenting claims, proofs, reasoning and conceptual quality of the claims in scientific argumentation. Also, it was seen that &quot;the Observation&quot; section presented as a source of information in the PBCAM was effective on improving students' conceptual understanding. From this point of view, similar applications can be used also in teaching other biology subjects similar to endocrine system topic, which does not provide opportunities to conduct experiments and observations and which is hard to understand.
Development of a Yorùbá Arithmetic Multimedia Learning System
Author: Eludiora, Safiriyu
Date: 2017-00-00
Type: Journal Articles
Subjects: African Languages,Computer Software,Programming,Number Systems,Arithmetic,Questionnaires,Usability,Addition,Subtraction,Foreign Countries,Mathematics Tests,Language Maintenance,Databases,Language Role,Language Skill Attrition,Computer Assisted Instruction,Native Language Instruction

In recent times, the endangerment of Yorùbá has highly been speculated among Yorùbá intellectuals, indigenes and enthusiasts alike. In an effort to promote the learning and use of Yorùbá numeral system in carrying out day-to-day activities and transactions, the development of a Yorùbá arithmetic learning system will help bridge the gap between lost Yorùbá traditions of the transaction and modern day business activities. The design of this project was conceptualized using Unified modelling language (UML) tools. The resulting design and software specification was implemented using Python programming language due to its cross-platform compatibility and PyQt graphical user interface (GUI) module for the GUI. System evaluation was done using questionnaire to determine how the system is perceived by potential users. It was observed that 90% were unable to evaluate the addition expressions; 55% were unable to evaluate subtraction expressions, 65% were unable to evaluate multiplication expressions and 90% were unable to evaluate division expressions. It can be concluded from both research and the system developed that in order to make the Yorùbá language more relevant in the world today, attempts such as this project must be encouraged. The issue of the almost non-existent use of Yorùbá numeral must be addressed by producing learning systems or aids to help the teaching and learning of the Yorùbá numerals.
The Effect of Web Assisted Learning with Emotional Intelligence Content on Students' Information about Energy Saving, Attitudes towards Environment and Emotional Intelligence
Author: Ercan, Orhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Energy Conservation,Conservation (Environment),Student Attitudes,Web Based Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Grade 8,Academic Achievement,Correlation,Experimental Groups,Control Groups,Pretests Posttests,Conventional Instruction,Computer Software,Foreign Countries,Surveys,Elementary School Students,Achievement Tests,Statistical Analysis

For a sustainable world, it is very important for students to develop positive environmental attitudes and to have awareness of energy use. The study aims to investigate the effect of web assisted instruction with emotional intelligence content on 8th grade students' emotional intelligence, attitudes towards environment and energy saving, academic achievement related to the subject, the correlation between students' academic achievement and their emotional intelligence. Totally 60 students (35 female, 25 male) in experimental group and 60 students (37 female and 23 male) in control group participated in the study. Emotional Intelligence Scale (EIS), Environmental Attitude Scale (EAS) and the Academic Achievement Test (AAT) were administered as a pretest to experimental and control groups. The application was conducted two hours per week in three weeks time and the research was completed in 6 weeks time. While the experimental group was taught by the software enriched by EI content, the control group was treated with traditional teaching methods in the same subject (Environment and energy saving). Following to the application, EIS, EAS and AAT were administered as post test to the experimental and control groups. The findings of the study reveal that following to the application, there are statistically significant differences in favor of experimental group students' academic achievement, EI and attitudes towards environment.
The Relationship between Psychological Capital and Professional Commitment of Preschool Teachers: The Moderating Role of Working Years
Author: Lee, Hsing-Ming
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Efficacy,Resilience (Psychology),Positive Attitudes,Preschool Teachers,Foreign Countries,Structural Equation Models,Causal Models,Teaching Experience,Females,Work Attitudes,Questionnaires,Psychological Patterns,Work Experience,Experienced Teachers,Statistical Analysis

The purpose of this research mainly lies in exploration of influence of psychological capital of preschool teachers on professional commitment, and moderation effect of their working years on the influential relationship between psychological capital and professional commitment. 400 Taiwan preschool teachers took part in this research as the subject to receive measurement of Psychological Capital Questionnaire along with Professional Commitment Scale, and the extracted data underwent analysis of structural equation modeling with use of LISREL software. From the analysis results, it is found that psychological capital of preschool teachers has significantly positive influence on professional commitment, which means that as preschool teachers possess more psychological capital; their professional commitment will get higher correspondingly. In addition, for preschool teachers' working years demonstrates significant moderation effect in the causal correlation of psychological capital to professional commitment, signifying that as working years of preschool teachers increases, influence of their psychological capital on the professional commitment will become better. Finally, based on research findings, we proposed suggestions to preschool teachers, kindergartens, and governmental institutes in how to enhance psychological capital and professional commitment of preschool teachers.
An Investigation of Students' Perceptions about Democratic School Climate and Sense of Community in School
Author: Karakus, Memet
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Environment,Sense of Community,Foreign Countries,Democratic Values,Academic Achievement,College Students

This study aims to investigate students' perceptions about democratic school climate and sense of community in school. In line with this purpose, it aims to find answers to the following questions: How democratic do students find the school climate? What is students' sense of belonging level at school? What is the academic success level of students? Is there a significant relationship between students' democratic school climate scores and sense of community in school scores? The study, which was designed as a descriptive one to identify the present situation, made use of democratic school climate scale as data collection tool. Students' academic success was evaluated based on their grade point averages. The participants were students in a School of Foreign Languages department in a university in southern Turkey. The study utilized descriptive statistics and Pearson product-moment correlation coefficient analysis techniques. It was found that students' sense of community in school perceptions were higher than their perceptions about democratic school climate. Although there was not a high relationship between academic success and perceptions about sense of community in school and democratic school climate, students with very low academic success had low perceptions about democratic school climate and sense of community in school. As for those with very high academic success, they were found to have high perceptions in relation to these variables. In line with the findings obtained from the study, some recommendations were made for democratic school climate. [This study was presented at VI. International Conference on Critical Education (August 10-13, 2016, London, England).]
Happiness and Values in the Formation of Personal Identity in Students of the Fifth and Sixth Grade at Primary School
Author: Chorro, Estefanía Gomis
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Grade 6,Psychological Patterns,Positive Attitudes,Self Concept,Child Development,Family Influence,Values,Qualitative Research,Questionnaires,Visual Aids,Student Attitudes,Friendship,Definitions,Learning Activities,Critical Thinking,Reflection,Creativity,Cultural Awareness,Multicultural Education,Civil Rights,Interpersonal Competence,Intercultural Communication,Racial Bias,Observation

The objective of this research is twofold: first intending to assess the level at which students prioritize happiness; and second discerning how the experience of happiness affects the formation of their identity and their relationship with their environment, taking into account the values deduced from their perceptions, and understanding from where these values come, as well as how they are applied in their daily life. The findings indicate that students in fifth or sixth grade value happiness as a necessary aspect of life, derived from criteria such as health, and friends and family. The concept of happiness, however, is learned at home with parents and families.
The Ever Challenging Environment of Producing Knowledgeable and Skillful Graduates: Changing the Culture of Higher Education of Institutions in Teaching and Learning Approaches
Author: Zakaria, Sabarudin
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Educational Innovation,Teaching Methods,Learning Strategies,Focus Groups,Likert Scales,Student Centered Learning,Direct Instruction,Questionnaires,Preferences,Foreign Countries

The education system of modern society can be understood as an institution whose functions include its capacity to reproduce its host society, both economically and culturally. Higher institution of learning is no more seen as a place of mass production of graduates willingly believes that they are now ready to perform their duties. The newly developing higher education system has expanded to prepare a new workforce which can assist in the economic growth of the nation and thus the outputs that fulfill this must be able to perform to the needs of the industry. What the industry wants is students too show that they have entered and translated into what they have learned practically. Thus, today educators and academicians has to aggressively re-look and change the teaching and learning approaches and environment in order to make the teaching and learning process more effective and relevant. It is not sufficient by merely changing the content of the curriculum but it is more than that. This paper analyses the feedback of students on the current method of teaching and learning in comparison to the contemporary approach of teaching such as active learning, outcome-based learning and problem-based learning. The study will also explore the process of integrating these active learning strategies into traditional lecture-based courses and also intend to underscore the motivation and incentives required for bringing about changes, and the support needed for sustaining and disseminating active learning approaches among the educators.
Identifying Demographic Variables Influencing the Nature of Science (NOS) Conceptions of Teachers
Author: Karaman, Ayhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Demography,Scientific Principles,Scientific Attitudes,Science Teachers,Elementary School Teachers,Questionnaires,Likert Scales,Epistemology,Multivariate Analysis,Componential Analysis,Statistical Significance,Scores,Gender Differences,Educational Attainment,Teaching Experience,Statistical Analysis

In this survey research study, the views of practicing teachers in select aspects of NOS were investigated in connection with the effects of several variables (teaching discipline, gender, education level, teaching experience and regional work location). The instrument used to collect data was an adapted version of &quot;Scientific Epistemological Views&quot; questionnaire originally developed by Liu and Tsai. The data collected from a total of 647 in-service teachers was analyzed conducting MANOVA statistical test. The results revealed that the variable, &quot;teaching discipline&quot;, had a statistically significant multivariate effect on the overall NOS conceptions of the participant teachers. Teachers' mean scores exhibited a statistically significant difference in three out of five sub-dimensions of the questionnaire. The variables, &quot;gender&quot; and &quot;education level&quot;, yielded a statistically insignificant result, which indicated the ineffectual nature of those variables on participant teachers' views of NOS concepts. The variables, &quot;teaching experience&quot; and &quot;regional work location&quot;, were found to be statistically significant in only one of the sub-dimensions of the questionnaire. At the end of the paper, these results were discussed in connection with the relevant education literature.
Teaching Intervention Strategies That Enhance Learning in Higher Education
Author: Machera, Robert P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Intervention,Higher Education,Foreign Countries,Peer Evaluation,College Students,Self Evaluation (Individuals),Feedback (Response),Questionnaires

[Sadler (2006)] argues that self-assessment and peer-assessment are becoming popular and valuable to students and lecturers as this approach prepares the students to be accountable and responsible. There are benefits that accrue to this intervention if it is properly administered and some of the benefits include self-directing, cooperation and collaboration among the learners. [McDonald (2007)] agrees that self-assessment and peer-assessment, assist students to be competitive in the job market, as they are able to work with less supervision in their future employment opportunities. The aim of this paper was to investigate whether higher education should implement self-assessment and peer-assessment as part of enhancing students' opportunities for access to employment. This study used a purposive sampling method and a sample size (n) of 90 participants. The data for this study was collected from three classes enrolled in the Association of Accounting Technician (AAT) Programme at Botho University in Botswana. At Botho University each class consists of 30 students and therefore three classes constitute a sample size of 90 participants. The participants were given questionnaires in order to response on the effect of interventions that were administered by the researcher during class lessons. The main findings of this study reflected that there were benefits from proper and well-coordinated self-assessment and peer-assessment. These benefits accrue from both lecturers, students, institutions of higher learning and potential employers. The results have shown that they would be improvements in the administration of self-assessment and peer-assessment. Ultimately self-assessment and peer-assessment provide effective and prompt feedback, which invariably impacted positively to the quality of the teaching delivery. The significance of self-assessment and peer-assessment to all educational stakeholders has prompted the author to conduct this study. Furthermore, based on the results from the participants it was recommended that self-assessment and peer-assessment enhance learning in higher education hence the need to implement these teaching intervention strategies.
Interventions That Increase Enrolment of Women in Higher Education: The University of Dar es Salaam, Tanzania
Author: Kilango, Nasero Charles
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,Higher Education,Womens Education,Access to Education,Enrollment Management,Affirmative Action,Educational Policy,Position Papers,Web Sites,Transcripts (Written Records),Equal Education,Educational History,Remedial Programs,Admission Criteria,Sex Fairness,Foreign Countries

Gender equality and equity has long been a focus area in Tanzanian government, encouraging the increased recruitment of female students in to higher education. This article investigates the effectiveness of affirmative action policy interventions that introduced and designed to increase female students' enrolment at the University of Dar es Salaam. The study based on the data obtained from University of Dar es Salaam records and report, documentary of key policies, online articles, publications and ministry of higher education website. Using the case of the University of Dar es Salaam (UDSM) was justified by, is the oldest and largest institution of higher education in Tanzania that has a large in terms population and offers a verity of disciplines in both science and Humanities. The findings from this study reveal that affirmative action policy interventions have positive effect towards increasing recruitment female students at the University of Dar es salaam. However the date shows that the number of female students is still low in Sciences and Engineering disciplines compared to that of their male peers. This suggests that men dominated all specializations in the faculty of science.