ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching and Learning Practices in Chemistry Practical Work of Malaysian Matriculation Programme: A Needs Analysis
Author: Abdussyukur, Nurul Fatni
Date: 2021-10-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Foreign Countries,21st Century Skills,College Readiness,Graduation Requirements,Secondary School Science,Program Design,Program Development,Knowledge Level,Student Motivation,Hands on Science

The importance of chemistry practical work in enhancing students' performance and 21st-century skills has been highlighted in the literature. However, Malaysian Matriculation chemistry lecturers were lack of knowledge in the 21st-century pedagogies and practiced the cook-book recipe teaching style which proved ineffective in enhancing students' 21st-century skills. Therefore, there was a need to develop a pedagogical module of chemistry practical work for the Malaysian Matriculation Programme based on 21st- century skills. To develop a comprehensive pedagogical module, it was aimed to identify the needs of the development of the module based on lecturers' views from the Matriculation Programme. Hence, this article focuses on the needs analysis phase attempted to identify lecturers' current teaching and learning practices in chemistry practical lessons. Therefore, there were five chemistry matriculation lecturers have been interviewed and data were analyzed using thematic content analysis. The emergent themes revealed that the current teaching and learning of chemistry curriculum in the Matriculation Programme is exam-oriented. The impacts of the exam-oriented curriculum are pronounced on the learning objectives, teaching and learning activities, assessment, learning hours were towards examination compared to the importance of practical work itself. Then, the issues on limited instructional media and teaching resources also emerged. Hence, it is proven that the 21st-century pedagogies were less been emphasized in the Matriculation Programme practical work lessons. As a result, the development of the pedagogical module of chemistry practical work in the next stage of the research need to be integrated with the 21st-century skills and pedagogies.
The Effectiveness of Self-Correction Strategy in Improving Primary School Students&apos; Mathematics Achievement
Author: Chee, Soo Mei
Date: 2021-10-00
Type: Journal Articles
Subjects: Error Correction,Learning Strategies,Mathematics Achievement,Mathematics Instruction,Instructional Effectiveness,Student Improvement,Elementary School Students,Grade 4,Preadolescents,Self Management,Metacognition,Self Efficacy,Problem Solving,Foreign Countries

The use of self-correction strategy helps students to detect their own mistakes and self-correct them, thereby students self-regulate their own learning processes. It is still a strategy that is rarely researched in mathematics learning, particularly at the primary level. This study attempts to fill in the gaps by determining the effectiveness self-correction strategy on primary school students' mathematics achievement. It also aims to determine the mediating roles of problem-solving self-efficacy on the relationships between the two variables. To assess the effects of self-correction strategy empirically, a Pretest-Posttest Nonequivalent Control Group design was employed. The study involved 62 primary school students. The experimental group (n=32) applied self-correction strategy during 12 mathematics lessons while the control group (n=30) did not. Achievement of both groups was measured by the mathematics test. Students' problem-solving self-efficacy was measured by the Problem-Solving Self-Efficacy Questionnaire. Results of Analysis of Covariance (ANCOVA) found that self-correction strategy was effective in improving the experimental group's mathematics achievement [F(1, 59) = 11.00, p &lt; 0.05, eta square = 0.157]. The results of regression analysis showed that self-efficacy was a significant mediator between the use of self-correction strategy and their mathematics achievement [F(1, 61) = 27.60, p = 0.046, [beta] = -0.201]. Implications of the findings from the educational and research standpoints were discussed and suggestions for future research were provided in this paper.
ANTS and POTS: Do They Change Lives? Students Perceptions on the Value of Positive Psychology Concepts
Author: Walters, Vikki
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Positive Attitudes,Psychology,Access to Education,Undergraduate Students,Resilience (Psychology),Foreign Countries,Transitional Programs,Adult Students,Personality Traits,Student Behavior

Positive psychology provides a different perspective to that of traditional psychology. There is a growing research base of scientific study to validate the significance of this psychological approach in people's lives. Enabling courses have an increased number of students utilising them as an alternative pathway to gain access to university. These courses have an important structural role in the development and up-skilling of students to assist with a positive transition into undergraduate studies. The Skills for Tertiary Education Preparatory Studies (STEPS) course offers a unique unit of study which introduces students to positive psychology as a means for students to develop the psychological resilience required on the student learning journey. Positive Learning for University (PLU), takes students on a personal and academic journey where they learn about theories that underpin positive psychology and can apply strategies to themselves personally and to their role as students. This article looks at three concepts that students found most beneficial: positive thinking, signature strengths, and resilience and considers why these resonate with students.
Excellent Outcomes for All Students: A Whole System Approach to Widening Participation and Student Success in England
Author: Thomas, Liz
Date: 2020-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Student Participation,Foreign Countries,Academic Achievement,School Holding Power,Learner Engagement,Commuting Students,Disproportionate Representation,College Students,Sense of Community

This article is about improving student retention and success to achieve excellent outcomes for all students. It draws on research undertaken by the author about student engagement and belonging; differential engagement and success, with a particular focus on commuter students, who experience intersectional disadvantage; and the development of a whole institution approach (WIA) to widening participation and student success. The research has been undertaken in England, and is situated within this policy context, in particular two national policy tools: Access and Participation Plans (APP) and the Teaching Excellence and Student Outcomes Framework (TEF), which all higher education providers are required to engage with if they wish to charge fees above certain thresholds. The article demonstrates how in England both the policy framework and higher education institutions are working towards a system-wide approach to achieve excellent outcomes for all students, irrespective of their background or circumstances.
Grit-Ability: Which Grit Characteristics Enable Success for Mothers Entering University?
Author: Braund, Anne
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Characteristics,Student Motivation,College Students,Mothers,Personality Traits,Nontraditional Students,Academic Persistence,Academic Achievement,Resilience (Psychology),Goal Orientation,Transitional Programs,Program Effectiveness,Foreign Countries

Personal characteristics contributing to success in higher education has become an important area of focus in recent years. Duckworth's (2007) grit framework shows positive correlations with a range of academic outcomes. This article explores the characteristics of grit in a study of female students who identified as mothers during their enrolment in an enabling program at CQUniversity Australia. Data was gathered from 284 participants and findings suggest that despite mothers facing competing challenges that conflict with study; demonstrating grit-ability is what enables success. The courage to begin; conscientious determination to achieve; resilience to overcome obstacles; endurance to persist; and striving for excellence were identified as key contributors to positive academic outcomes and personal fulfilment. Framework Methodology underpinned this thematic analysis using the grit terms of reference to examine survey responses. These findings highlight the relevance of grit as desirable student characteristics for experiencing success in enabling education.
Adaptation Challenges Faced by Pakistani University Entrants
Author: Javed, Fareeha
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Adjustment,Educational Experience,College Freshmen,Barriers,College Environment,Social Adjustment,Academic Achievement,Student Attitudes,State Universities,Foreign Countries,Foreign Students,Likert Scales,Academic Failure,English (Second Language),Second Language Learning,Language Proficiency

This paper reports on a study conducted to explore the challenges faced by Pakistani university entrants in adapting to university culture. Several studies have been conducted on first-year experience and challenges faced by students in adaptation to university culture globally. However, this was the first study conducted on this topic in the Pakistani context. Key adaptation categories studied were: academic, social, linguistic, and environmental adaptation. The data was collected through a quantitative questionnaire dispensed to 180 first year undergraduate students enrolled in a public-sector university in Pakistan. The findings revealed that many of the adaptation challenges faced by the Pakistani university entrants in this study are similar to those in the Western contexts and other international settings. However, this study also found that some demands of the university culture pose bigger challenges to the Pakistani university entrants.
Bricolage and Student Learning. A Practice Report
Author: Blankenship, Bethany
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Strategies,Knowledge Level,Creativity

This practice report discusses the term &quot;bricolage&quot; and its relationship to student learning. The positive and negative perceptions of teachers and students as &quot;bricoleurs&quot; (those who practice bricolage) are discussed. An exploratory study that examines the application of bricolage in the classroom is discussed. In two different settings, the effects of bricolage instruction are shown to increase creativity and learning as student negotiate with various materials and ideas to construct new meanings.
When the Journey Is as Important as the Destination: Time-Averaged Retention as an Alternate Measure of Student Engagement and Program Impact
Author: Jones, Heath
Date: 2020-00-00
Type: Journal Articles
Subjects: School Holding Power,Learner Engagement,Program Effectiveness,Time to Degree,Student Participation,Institutional Evaluation,Evaluation Methods

University retention and completion rates underestimate true levels of student participation because of their reliance on measurements taken at commencement (or census date) and end of a program. As a result, these statistical snapshots miss what happens in between, failing to capture the true reach of the teaching and learning process, as well as the effort and resources involved. This is problematic when these numbers drive debate over higher education policy or institutional decisions over resource allocation. Here we propose a way of turning retention statistics into a more meaningful measurement of student participation, that we term engagement. In the context of this article, engagement is a calculated quantity based on the time-averaged student retention of a program or course. We argue that it addresses the shortcomings of snapshot metrics and provides some much-needed insight into student participation. We motivate its adoption and illustrate its use with worked examples, as a guide to practitioners, researchers and policymakers in the field.
Transformative Learning: Developing Agency, Independence and Promoting a Strong Sense of Self in Teen Mothers
Author: Cheung, Lilliemay
Date: 2020-00-00
Type: Journal Articles
Subjects: Transformative Learning,Personal Autonomy,Self Efficacy,Academic Aspiration,Adolescents,Mothers,Early Parenthood,Mentors,Program Effectiveness,College Preparation,Foreign Countries

Adolescents who become pregnant during their secondary education experience a range of challenges that intersect and limit their opportunities to complete schooling and take up university places. One approach to addressing this issue at an Australian regional university is through the Tertiary Preparation Pathway (TPP) which has been delivered within the Supporting Teenagers with Education, Mothering, and Mentoring (STEMM) program, since 2008. The STEMM program offers teen mothers an opportunity to continue or re-engage with education during and beyond pregnancy. Adopting an intersectionality lens, interviews with adolescent mothers identified three key elements underpinning the success of the TPP/STEMM program: recognising the educational aspirations of teen mothers, developing agency and independence and promoting a strong sense of self. This article aims to provide practical implications for educators wishing to establish or develop programs based on this transformative teaching.
The Importance of Highly Engaged School-University Partnerships in Widening Participation Outreach
Author: Zacharias, Nadine
Date: 2020-00-00
Type: Journal Articles
Subjects: College School Cooperation,Universities,Partnerships in Education,Outreach Programs,Student Participation,Secondary School Students,Dropouts,Socioeconomic Status,Disadvantaged Schools,Regional Schools,Rural Urban Differences,Geographic Isolation,College Applicants,College Attendance,Academic Aspiration,Decision Making,Disadvantaged Environment,Foreign Countries

In Australia, there has been a sustained investment in widening participation activities by the federal government through the Higher Education Participation and Partnership Program (HEPPP) and a sustained effort by universities and their partner schools to create high-quality widening participation programs. However, there is limited longitudinal evidence on if and how these widening participation activities influence the application rates to university by school leavers from low socio-economic status (SES) backgrounds. This article draws on a large mixed-methods study which aimed to investigate differences in university application rates between students from low SES backgrounds in urban versus rural, regional and remote (RRR) schools in Queensland. The research found that widening participation programs had a positive and statistically significant influence on application rates to university in highly engaged schools. We propose the concept of a virtuous circle of sustained widening participation activity to explain the positive results in highly engaged schools.
First Year Transition through a Cultural Lens: Face Strategies of Vietnamese Students
Author: Nguyen, Linda
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,College Freshmen,Vietnamese People,Student Adjustment,Business Administration Education,Multicampus Colleges,Language of Instruction,English (Second Language),Cultural Context,Confucianism,Collectivism,Individualism,Behavior Standards,Social Behavior,Defense Mechanisms,Foreign Countries

While Vietnamese students continue to enrol in international branch university campuses in Vietnam, little is known about the Vietnamese first year transition into these institutions, especially from a cultural perspective. This article presents the findings of four case studies that explored the face strategies used by Vietnamese undergraduate business students in transition to an international branch campus based in Vietnam. The use of collectivist and individualist face strategies was examined in three phases: at commencement, mid-way and at the end of the first year of studies. The findings suggest that collectivist face strategies might not be employed as often as expected by Vietnamese first year students in this context even though they transition from a Confucian heritage culture. Understanding face strategies can help anticipate challenges of Vietnamese students studying in English-medium environments and inform culturally sensitive practices in teaching and learning.
Exploring Coping Strategies of Transfer Students Joining Universities from Colleges
Author: Foster, Monika
Date: 2020-00-00
Type: Journal Articles
Subjects: Coping,College Transfer Students,Undergraduate Students,Student Adjustment,Barriers,Expectation,Peer Influence,Cues,Foreign Countries,Social Media,Technology Uses in Education,Time Management,Efficiency

Students transitioning from colleges to universities in the United Kingdom (UK) into the second or third year of an undergraduate programme must quickly adapt to a new learning environment and new expectations. The process of transition includes intense demands on their time and, for many, a requirement to commute. The consequence can be a limited university experience compared to those who began their studies in the traditional first year. With the increase in the numbers of transfer students studying at universities in the UK, this study was set up to explore the challenges of transition at two universities using an online survey and focus groups. Results show that transfer students cope with their transition to university in multiple ways, categorised into the following themes: learning expectations, peer support, online engagement, cue-seeking and efficiency. By supporting the use of these coping strategies, universities can facilitate a better student experience and enhance student success.
Narratives of Access: A Critical Exploration of How Institutional Interactions with Students Affect Regional Student Participation in Higher Education
Author: Ostini, Jenny
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,College Students,Distance Education,Access to Education,Access to Computers,Internet,Educational Resources,Student School Relationship,Rural Schools,Student Diversity,Academic Persistence,Success,Inclusion,Interpersonal Relationship,Low Income Students,Student Needs,Barriers,College Role,Library Role,Public Libraries,Librarians

This article examines the narratives that drive university staff understanding of the concerns and experiences of regional and remote students at five universities in Australia. Interviews were conducted with thirty university staff members over a period of three months in 2018. Reflexive thematic analysis of the stories told by staff of supporting regional students found that staff used the lens of access to create meaningful stories for themselves and others in how they supported students. Access is defined as a multi-faceted term encompassing access to people, Internet, study materials and equipment and study environments. Access is facilitated by a sense of belonging or identity as a student and limited by the lack of this. Our analysis of &quot;belongingness&quot; draws on Bourdieu's concepts of &quot;habitas&quot; to start to unpick the interactions between higher education institutions and the student that develop student identities as scholars and centres the narrative on the student as a person, wrestling to gain many forms of access within complex social situations.
A Deep Active Learning Approach to Exploring Young Adults&apos; Learning in a Picture Book Elective
Author: Zhang, Nina
Date: 2021-07-00
Type: Journal Articles
Subjects: Active Learning,Preservice Teachers,Early Childhood Teachers,Picture Books,Foreign Countries,Teaching Methods,Student Experience,Cognitive Style,Educational Environment

This research investigates early childhood student teachers' learning in a picture book elective at a Chinese university. The elective was designed as an educational reform that encouraged students' choices, interests, and active explorations. Drawing on the concept of deep active learning (DAL), the research aims to identify whether and how these young adults adopted the deep active approach to learning. Data sources included student questionnaires, student interviews, and an interview with the course lecturer. The analysis identifies the tension between students' DAL capabilities and DAL experiences, illustrating the difficulty in making reforms in a single course, due to the influence of student accustomed learning style, the general learning environment, and student career plans.
Becoming a Social Entrepreneur: Individual and Collective Learning in Communities of Practice
Author: Eslahchi, Morteza
Date: 2021-07-00
Type: Journal Articles
Subjects: Entrepreneurship,Communities of Practice,Social Integration,Organizations (Groups),Foreign Countries,Innovation,Networks,Learning Processes

This article aims to analyse how one becomes a social entrepreneur. For this purpose, we interviewed the founders of five social entrepreneurial organisations active in the field of social integration in Sweden. To analyse our data we found situated learning theory in communities of practice to be a relevant lens. The results indicate that these social entrepreneurs' previous participation in integration activities was a critical factor in generating ideas for new and innovative activities. Moreover, the network of individuals and organisations that they obtained in this period assisted them on the way to learn essential skills and develop their social entrepreneurial organisations. Becoming a social entrepreneur thus seems to be a result of both individual and collective learning processes that entail learning from concrete experiences embedded in specific organisational settings.
Development, Implementation and Students&apos; Perceptions of the Effectiveness of an Interdisciplinary For-Credit Subject to Help Students Transition to University
Author: Schütze, Heike
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Adjustment,College Freshmen,School Holding Power,Academic Persistence,Interdisciplinary Approach,Course Descriptions,Student Attitudes,College Preparation,Outcomes of Education,Foreign Countries,Experiential Learning,Self Efficacy,Student Characteristics

The first year university experience is inherently linked to student retention and success. First year students are often unprepared for the academic requirements of university, which can result in stress, poor student outcomes and low student retention rates. Although there is considerable literature on the challenges students face when transitioning to university, there is limited research on successful interdisciplinary for-credit transition subjects that support students, particularly in Australia. An interdisciplinary for-credit transition subject for first year university students was designed, implemented and evaluated to determine students' perceptions of its effectiveness in preparing them for the academic demands of university. Thematic analysis of 36 qualitative interviews with students was conducted. Students reported having gained knowledge and confidence in the essential academic skills required for university and therefore felt more prepared. Implementing similar subjects in other settings may provide a strategy to support students' transition to university.