ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Using the IMPROVE Program on the Achievements of Preliminary Students
Author: Alzahrani, Khalid
Date: 2022-04-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,Teaching Methods,Instructional Effectiveness,Mathematics Instruction,Mathematics Achievement,Metacognition,Cooperative Learning

The study aimed to investigate the effectiveness of the seven-stop IMPROVE program (Introducing new concepts, Metacognitive questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment) on the achievement of preliminary students at Taif University, Saudi Arabia, at the first three levels of the Bloom's taxonomy (Knowledge, Comprehension, Application). The researcher used the experimental design to achieve the objective of the study. In order to achieve the purpose of the study, the sample was chosen in a deliberate manner from groups that were taught using cooperative learning in mathematics classes. The experimental group (32 students) who studied using the IMPROVE program was compared with the second group (32 students) who were taught in the traditional lecture style. The results of the study showed the effectiveness of using the IMPROVE program in mathematics teaching at the knowledge, comprehension and application levels. This study recommends the use of this metacognitive strategy in mathematics teaching for other stages of education. It also recommends expanding awareness in educational institutions of the concept of metacognition and its importance in improving the learners' awareness to deal with mathematics problems.
Building STEM Inquiry-Based Teaching Proposal through Collaborations between Schools and Research Centres: Students&apos; and Teachers&apos; Perceptions
Author: Lupión-Cobos, Teresa
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Inquiry,Active Learning,Educational Cooperation,Student Attitudes,Teacher Attitudes,Research and Development Centers,Skill Development,Secondary School Students,Secondary School Teachers,Foreign Countries

This study presents an inquiry-based teaching approach using a rich methodology involving STEM (science-technology-engineering and mathematics) projects, developed using a cooperative way to work between schools and research centres. We describe the teaching pattern scenario with students, teachers, and scientists. We also illustrate the learning process, conducted through two inquiry-based problems in Biochemistry, the mutagenesis process and the transgenesis effects caused by inoculation of bacteria. The teaching sequence, as well as the scientific knowledge and students' competencies involved, are shown. We then analyse the students' and teachers' perceptions in this scenario regarding the development of students' STEM learning through their inquiry skills promoted and concerning predictors to vocational careers involved (students' identities as potential scientists, scientific attitudes, social implications towards science or students' agency). Finally, we add some conclusions and contributions to teaching STEM education, related to factors of the design teaching scenario that bring connections with the interests and motivations of students, such as the relevance of the projects to evoke understanding of processes or causal relationships of content or the teacher's professionalisation supported by a proper allocation between scientists and teachers.
Construction of the Character Assessment Instrument for 21st Century Students in High Schools
Author: Mistiani, Wiwin
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Personality,High School Students,Values,Test Validity,Test Reliability,Foreign Countries,Beliefs,Cooperation,Critical Thinking,Creativity

The study of character becomes a very important discussion in the 21st century. So that the integration of character values is very important both in the process and in educational assessment. The purpose of this study was to test the validity and reliability of the character assessment instrument for 21st-century high school students. The research approach used was quantitative with a sample of 200 high school students. Data analysis carried out includes validity and reliability tests. The test results of the instrument showed that the construct of the student character assessment instrument was declared valid and reliable. The content validity test shows the value of Aiken's &gt; 0.80 in the high category. In the construct validation test with EFA, all variables have a loading factor &gt; 0.5. In the CFA test, the model is declared fit with the estimated standard loading value of 0.40 and the t-count value &gt; 1.96. Meanwhile, while in testing the reliability of the instrument obtained composite &gt; 0.70 Cronbach's Alpha reliability &gt; 0.70 which means reliable. So that this instrument is declared valid and reliable to measure the character of students in high school.
Elementary Teachers&apos; Development in Using Technological Tools to Engage Students in Online Learning
Author: Daher, Wajeeh
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Faculty Development,Technology Uses in Education,Learner Engagement,Electronic Learning,Web Based Instruction,COVID-19,Pandemics,Synchronous Communication,Asynchronous Communication,Emergency Programs

Technological tools are means by which online teaching could encourage the engagement of students, especially elementary students. The present research studies how elementary teachers develop their use of technological tools in their asynchronous and synchronous online teaching, specifically when this online teaching occurs during emergency education. The research was conducted in the academic year 2019/2020. We interviewed two elementary teachers, where one of them taught asynchronous lessons more than synchronous, while the second taught synchronous lessons more than asynchronous. We analyzed the data using two frameworks: one for interaction type and one for engagement type. The research results indicated that different interaction types influenced teachers' decisions to use technological tools. In addition, what concerned the teachers' use of tools at the beginning was the cognitive engagement, but they advanced towards focusing on behavioral and the affective engagement.
How Students Use Cognitive Structures to Process Information in the Algebraic Reasoning?
Author: Basir, Mochamad Abdul
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Structures,Cognitive Processes,Algebra,Mathematical Logic,Mathematics Education,College Students,Logical Thinking,Foreign Countries,Mathematics Skills,Abstract Reasoning,Generalization

Cognitive processes are procedures for using existing knowledge to combine it with new knowledge and make decisions based on that knowledge. This study aims to identify the cognitive structure of students during information processing based on the level of algebraic reasoning ability. This type of research is qualitative with exploratory methods. The data collection technique used began by providing a valid and reliable test instrument for algebraic reasoning abilities for six mathematics education student programs at the Islamic University of Sultan Agung Indonesia. Subjects were selected based on the level of upper, middle, and lower algebraic reasoning abilities. The results showed that (1) students with the highest level of algebraic reasoning ability meet the logical structure of Logical Reasoning which shows that students at the upper level can find patterns and can generalize; (2) Students at the intermediate level understand the cognitive structure of Symbolic Representations, where students can make connections between knowledge and experience and look for patterns and relationships but have difficulty making rules and generalizations; (3) students at lower levels understand the cognitive structure of Comparative Thinking, where students are only able to make connections between prior knowledge and experience.
It Is the Shared Aims, Trust and Compassion That Allow People to Prosper: Teacher Educators&apos; Lifelong Learning in Competence-Based Education
Author: Nissilä, Säde-Pirkko
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Education,Lifelong Learning,Competency Based Education,Faculty Development,Teacher Persistence,Teacher Educators,College Faculty,Foreign Countries,Teacher Student Relationship,Teacher Administrator Relationship,Cooperation,Psychological Patterns,Work Environment,Professional Identity,Well Being,Collegiality

Teachers' life-long learning and occupational well-being is significant in promoting educational goals and professional development. The aim of the study was to determine which factors contribute to teacher educators' commitment to work and give them energy for work and self-development. The research data consisted of 24 teacher educators in Oulu University of Applied Sciences. The research method of this case study was a qualitative, thematic content analysis, the research approach phenomenography. The most important single factor seemed to be the community of teachers, students and the administrative staff which are included in dialogue and collaboration. Emotions, meaningfulness, and interaction play an important role, often via pedagogical fellowship. Committed teacher educators take responsibility for workplace culture and transformation of teaching. Positive attitudes, motivation, reflection, and dialogue seem to be connected to professional capability and the ethos of teacher educators' work.
Motivation and Grit Affects Undergraduate Students&apos; English Language Performance
Author: Wu, Yun Tao
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes,Student Motivation,Academic Persistence,Language Skills,Correlation,Language Proficiency

This study aims to explore non-English speaking major students' perceptions of Motivation and Grit and the relationship between these two factors and students' English language performance at a public university in China. The research was conducted by quantitative research design to collect 624 non-English speaking Major students' answers to multiple questionnaires at a public university in China. Data analysis is used by SPSS and AMOS. The study shows that Motivation and Grit all have a positive correlation with English language performance. One major conclusion of this study is Grit has the most significant effect on the English language performance of non-English speaking major students in multiple regression analysis and is also the best predictor of the relationship between these two factors and English language performance in the path analysis in Structure Equation Modeling (SEM) analysis. The finding also revealed that male students' perception of motivation and grit is slightly stronger than that of female students. These findings highlight the need for English as a foreign language (EFL) teacher to understand students' affective factors in learning English, and hence help them utilize different teaching methods to enhance students' English learning and promote sustainable development of English learning in a public Chinese university.
An Instrument Development to Evaluate Teachers&apos; Involvement in Planning the Schools&apos; Budgeting at Elementary Schools of Yogyakarta Province
Author: Hadi, Samsul
Date: 2022-04-00
Type: Journal Articles
Subjects: Test Construction,Participative Decision Making,Budgeting,Elementary School Teachers,Foreign Countries,Factor Analysis,Educational Finance,Test Validity

This study aims to develop instruments and evaluate teachers' involvement in planning the schools' budgeting at elementary schools of Yogyakarta Province. The teachers' involvement in planning the school's budgeting was crucial because teachers knew what activities that can increase the schools' quality and budgeting are needed for every activity. This research was development research and evaluation. The population in this study were elementary school teachers of Yogyakarta Province. The samples of this research were some teachers who are taken randomly proportionally from every sub-district of Yogyakarta Province. Data were collected using a survey technique. Instruments that have been developed and validated in terms of content and constructs are distributed to teachers to evaluate the budget planning carried out by each elementary school of Yogyakarta Province. There were three data analyses used in this study, namely Aiken validity analysis, Confirmatory Factor Analysis (CFA), and quantitative descriptive data analysis by determining the percentage of answers and comparing them with the evaluation criteria proposed by the evaluation expert. The analysis results showed that the 10 indicators obtained from the theoretical exploration resulted in 35 items and only 29 items were valid and reliable both in terms of content and constructs, while the remaining 6 items were discarded. The evaluation results show that the teachers' involvement in planning schools' budgeting is in the quite good category.
Using Explicit Instruction of the International Phonetic Alphabet System in English as a Foreign Language Adult Classes
Author: Trinh, Quoc Lap
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Phonetics,Alphabets,Second Language Learning,Second Language Instruction,English (Second Language),Adult Students,Pronunciation,Pronunciation Instruction,Vietnamese People,Comparative Analysis,Student Attitudes,Foreign Countries,Educational Benefits,Language Tests

The effects of international phonetic alphabet (IPA) instruction on English as a foreign language (EFL) adult learners' pronunciation have been well-recognized. However, not many studies on the topic were conducted in the Vietnamese context. Therefore, the current study aims to investigate (1) the impact of IPA learning on Vietnamese EFL adult learners' pronunciation and (2) adult learners' perceptions of the effects of learning the IPA system on their pronunciation. The study was designed as an experimental study, following a mixed-methods approach, using the pre- and post-tests, questionnaires, and interviews to collect quantitative and qualitative data. Thirty-eight adult learners took part in this investigation; they were divided into two groups, nineteen in the control and nineteen in the experimental group. The experimental study lasted ten weeks before the questionnaires and interviews were administered with the participants in the experimental group. The results demonstrated a significant improvement in adult learners' pronunciation in the experimental group. The participants in the experimental group also highly perceived the positive effects of learning the IPA system on their pronunciation. Pedagogical implications and suggestions were presented at the end of the paper.
Faculty Input on the Benefits of and Support for Teaching Accelerated Developmental Mathematics
Author: Saxon, D. Patrick
Date: 2020-00-00
Type: Journal Articles
Subjects: Developmental Studies Programs,Mathematics Instruction,College Faculty,College Students,Faculty Development,Teaching Methods,Acceleration (Education),Remedial Mathematics,Teacher Attitudes,Success,Time,Student Attitudes,Academic Persistence,Time on Task,Knowledge Level,Training,Educational Technology,Technology Uses in Education

The redesign of the instructional delivery of developmental mathematics courses is currently commonplace. This study reports the results of a survey of faculty who teach various models of accelerated developmental mathematics (ADM) courses in 2- and 4-year colleges across the United States. Findings reported and described include the positive outcomes encountered by faculty in ADM courses, the training and support offered to instructors to prepare for and teach these courses, the support services believed to work best for students, and the technology applied in conjunction with these interventions. The goal was to address a research gap pertaining to faculty input regarding developmental education (DE) instructional redesign.
Analysis of the Reliability and Validity of the Self-Determination Questionnaire Using Rasch Model
Author: Muslihin, Heri Yusuf
Date: 2022-04-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Item Response Theory,Questionnaires,Self Determination,College Students,Foreign Countries,Test Bias

Self-determination can affect students to have a positive way of thinking and acting, also to make realistic choices so they can make a decision responsibly. This study aimed to develop a questionnaire to measure student self-determination and validate it. This study was conducted in 2019, involved 406 university students as participants consisting of 78 males and 328 females, aged 20-24 years in Universitas Pendidikan Indonesia. This study utilized the quantitative approach as its method and there are 18 questionnaires with a 7-point Likert scale as an answer choice. The data analysis used the Rasch model, &quot;i.e.&quot; Winsteps software. Study results show that the Cronbach Alpha value, which measures the interaction between the person and items, is 0.96, which falls into the excellent category of performance. In addition, the Person Reliability of 0.94 demonstrates that the respondents have consistently correctly answered questions, even in the outstanding category. The items in the self-determination questionnaire have high reliability so that they can be used to measure the self-determination of university students.
Teacher Collaborative Metacognitive Feedback as the Application of Teacher Leadership Concept to Scaffold Educational Management Students&apos; Metacognition
Author: Asha, Lukman
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Teacher Leadership,Feedback (Response),Teacher Collaboration,Learning Processes,Teaching Methods,Comparative Analysis,Critical Thinking,Thinking Skills,Scaffolding (Teaching Technique),Educational Administration,Problem Solving,Student Attitudes,Undergraduate Students,Pretests Posttests,Course Descriptions,Foreign Countries

Teacher leadership theory has underlined the essence of teacher collaboration (TC) in helping students learn better. Also, many studies and theories have argued that TC can be an effective way to provide learning feedback. Thus, this mixed-method study aimed to experimentally examine the effect of teacher collaborative metacognitive feedback (TCMF) on educational management (EM) students' metacognition, to see the different effects on EM students' metacognition as affected by TCMF and by individual teaching metacognitive feedback (ITMF), and to qualitatively probe into students' perceptions of teacher collaboration. The quantitative study conducted a quasi-experimental method by involving 44 EM students. A valid and reliable scale of metacognition adopted from a previous study was utilized as the instrument of data collection. The qualitative study conducted interviews with 8 students selected purposively, and the data were analyzed interactively to reach credible information. This study revealed that TCMF positively and significantly affected EM students' metacognition. TCMF contributed to EM students' metacognition better than ITMF did. The students perceived that TC developed their collaborative skills, continuously supporting their critical thinking skills, intercultural communicative competence, and problem-solving skills. Limitations, implications, and recommendations for further research are discussed.
Determining Lower-Secondary Students&apos; STEM Motivation: A Profile from Turkey
Author: Dönmez, Ismail
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Motivation,Academic Persistence,STEM Education,Secondary School Students,Gender Differences,Place of Residence,Instructional Program Divisions,Institutional Characteristics,Parent Background,Educational Attainment,Family Income,Grade 5,Grade 6,Grade 7,Grade 8

The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students' STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, &quot;mothers' and fathers' education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students' STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education.
Development and Validation of an Instrument to Measure Upper-Secondary School Science Teachers&apos; Perceived Practical Knowledge about Practical Work
Author: Chen, Bo
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Secondary School Teachers,Science Teachers,Knowledge Level,Pedagogical Content Knowledge,Foreign Countries,Factor Analysis

Teachers' practical knowledge is closely related to teaching practice. The purpose of this research was to develop an instrument for assessing upper-secondary school science teachers' perceived practical knowledge about practical work. The development of this instrument was based on five components in the conceptual framework of PCK about practical work: orientations of practical work, knowledge of curriculum materials in practical work, knowledge of students in practical work, knowledge of educational strategies for practical work, and knowledge of assessment in practical work. After the questionnaire was developed, 636 Chinese upper-secondary school science teachers participated in this research voluntarily. The results from exploratory factor analysis, correlation analysis and confirmatory factor analysis provided sufficient evidence for the construct validity of instrument. The high Cronbach coefficient indicated that the instrument had good internal consistency reliability. Finally, an instrument with six factors and 25 items was documented. The instrument would benefit science teacher educators and researchers.
Actively Open-Minded Thinking, Personality and Critical Thinking in Spanish Adolescents: A Correlational and Predictive Study
Author: Merma-Molina, Gladys
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Thinking,Thinking Skills,Personality,Cognitive Processes,Listening Skills,Personality Traits,Perspective Taking,Middle School Students

Actively open-minded thinking (AOT) is a crucial aspect in the education of adolescents; however, it has been insufficiently researched in the Spanish context. The purpose of this study is to analyse AOT and its relationship to critical thinking skills and personality. The participants in this research comprise 877 Spanish secondary school students. The study design is multidisciplinary, correlational and predictive. The findings show that personality traits, especially honesty, empathy and solidarity, and critical thinking skills, the development of new knowledge, analytical skills, and not learning by memory, are directly related to AOT. Actively open-minded thinking is the synapse of critical thinking because it allows for the achievement of objectives, reflection on and/or consideration of alternatives before making decisions. It is concluded that AOT is significantly related to the projection and value of critical thinking skills. Personality traits as well as identified competences can be used to integrate specific skills of both kinds of thinking into the educational curriculum.