ethanporcaro/eric-fulltext-meta huggingface dataset:
Summer Bridge Program: Helping Underserved Students Develop Social and Cultural Capital
Author: Simon, Nicolas P.
Date: 2022-00-00
Type: Journal Articles
Subjects: Summer Programs,Social Capital,Cultural Capital,Disadvantaged Youth,At Risk Students,First Generation College Students,Low Income Students,Undergraduate Students,Program Effectiveness,Peer Relationship

Social and cultural capital are critical components of success among college students. In this paper, we examine the creation, accumulation, and distribution of social and cultural capital by and among underserved college students who participated in a summer bridge program at one regional public state university. Using qualitative data from interviews with participants, the analysis highlights the importance of trust, sense of belonging and use of noncognitive strategies. We argue that in addition to traditional achievement measures such as GPA and test scores, social and cultural capital need to be considered. While quantitative measures often label these students as below benchmarks, this study highlights how social and cultural capital are assets to be nurtured and facilitated. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2022.]
The Relationship between Sleep Duration, Body Mass Index and Optimism Levels in Generation Z
Author: Biber, Duke D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Age Groups,Sleep,Psychological Patterns,Body Composition,Body Weight,Body Height,College Students,Correlation,Well Being

In this study, we examine the relationship between sleep duration and reported levels of optimism in Generation Z (i.e., born after 1996) students aged 17 to 24. This study hypothesizes that optimism and duration of sleep will have a statistically significant positive relationship. Participants in this study are Generation Z college students located in the Southeastern United States. The sample consisted of 1562 students enrolled in a required physical activity class. A Pearson's correlation determined that there was a statistically significant positive relationship between sleep and optimism. Research implications and future research trends on sleep and optimism are discussed. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2022.]
Developing Students&apos; Problem Posing Skills with Dynamic Geometry Software and Active Learning Framework
Author: Apari, Burcu
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Geometry,Computer Software,Active Learning,Grade 8,Mathematics Education,Geometric Concepts,Foreign Countries

In the present study, the effects of using dynamic geometry software in active learning framework on students' problem posing skills and their views about problem posing were examined. The participants consisted of 16 eighth-grade students. Data were collected by problem posing tests, open-ended questions, student diaries, and dynamic geometry software supported tasks. The study, designed with the embedded mixed method, lasted 13 weeks. The dependent t-test was used in the analysis of quantitative data, and descriptive analysis was performed in qualitative data. Problem posing skills of students examined according to use of mathematical language, grammar and expression, suitability to acquisitions, quantity and quality of data, solvability, originality, solution of the problem criteria. In the present study, it was determined that the use of dynamic geometry software in active learning framework developed students' problem posing skills. The problems that students posed in the dynamic geometry software during the implementation process indicated improvement in terms of problem posing skills as the weeks passed. It was found that students had positive views about the problem posing process, while they experienced some difficulties in this process.
Predictive Roles of Self-Regulatory Learning Strategies and Self-Efficacy Beliefs on English Language Learning Achievement
Author: Zorlu, Sinan
Date: 2022-00-00
Type: Journal Articles
Subjects: Prediction,Learning Strategies,Self Efficacy,Student Attitudes,English (Second Language),Second Language Learning,Academic Achievement,Grade 9,Predictor Variables,Foreign Countries,High School Students

The self-regulation and self-efficacy beliefs have a major effect on English language learning achievement. This study examines if self-regulatory learning strategies and English self-efficacy beliefs significantly predicted learning achievement in learning English. 542 ninth grade students studying at ten different Vocational and Technical Anatolian High Schools formed the sample. Data were gathered through the Self-Regulatory Learning Strategies Scale, the English Self-Efficacy Beliefs Scale and the ninth grade English Achievement Test. Pearson Correlation Analysis was applied to describe the relation between English self-efficacy beliefs and self-regulatory learning strategies and the students' learning achievement in English. Simple and Multiple Linear Regression Analysis was used to analyze the predictive role of self-regulatory learning strategies and English self-efficacy beliefs on learning achievement in learning English. Self-regulatory learning strategies and English self-efficacy were determined to be significant predictive variables in explaining English achievement. But also students' English self-efficacy beliefs (R[superscript 2] = 0.24) was found to be a more powerful predictor of explaining English achievement than self-regulatory strategies (R[superscript 2] = 0.04). Therefore, studies can be carried out to improve students' self-efficacy perceptions and self-regulation skills towards English in order to increase their success in English lessons. This research can be replicated regionally or nationally with a wider study population.
Preschool Children&apos;s Digital Media Usage and Self-Regulation Skill
Author: Canaslan-Akyar, Begüm
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Handheld Devices,Telecommunications,Self Control,Preferences,Time on Task,Computer Use,Violence

This study aimed to examine self-regulation skill of 4-6-year-old children regarding digital media usage. The data were collected through the questionnaire, which includes self-regulation skills of 4-6-year-old Children (Mother Form), and the demographic information section was filled by 911 volunteer mothers who live in Turkey. Children's digital media usage was examined in terms of the amount of time spent with digital media tools, the types of digital media tools used, and which content was preferred. Analysis of the results clearly showed that the more time children spent using digital media the more likely they were to have lower level of self-regulation. In addition, children who did not use smartphones exhibited higher levels of self-regulation than those who did. Moreover, preferring horror or violent content was associated with the low level of children's self-regulation. On the other hand, children's preference for educational and foreign language content on digital media appeared to be related to a high score in self-regulation. The study results show a relationship between digital media usage and self-regulation skill. The study suggests that children's amount of spent time with digital media tools might be limited, the content might be controlled, and types of digital media tools might be carefully chosen. Parents have an important role here. They should be aware that improper digital media usage is harmful to children's self-regulation skill.
The Impact of Rapid Adoption of Online Assessment on Students&apos; Performance and Perceptions: Evidence from a Distance Learning University
Author: Domínguez-Figaredo, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Academic Achievement,Student Attitudes,Distance Education,COVID-19,Pandemics,Electronic Learning,Foreign Countries,Undergraduate Students,In Person Learning

One of the most sensitive changes faced by universities due to the COVID-19 crisis was the remote assessment of student learning. This research analysed the case of a massive distance learning university that rapidly changed the final assessment (N=126,653 undergraduate students in 2020) from face-to-face exams to entirely online exams. The research focused on the influence of online assessment on academic performance and students' perception of the new method. Two data sources were used: the contrast of academic performance indicators (assessment, success and achievement rates, and average marks obtained) between the online examination call and the previous ones with face-to-face examinations; and a questionnaire to a sample of students (n=714) on their perception of the online assessment experience. The results show that all the academic performance indicators in the 28 Bachelor Degrees offered at the university increased when the final assessment method turned to online due to the pandemic crisis; and that a majority of students are more favourable to online assessment methods. The discussion places these findings in a context of rapid change, and concludes by identifying the possible implications of online assessment for student retention, organisational challenges, as well as possible further studies.
A Paperless Classroom: Importance of Training and Support in the Implementation of Electronic Textbooks in Gauteng Public Schools
Author: Masango, Michack Mandla
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Program Implementation,Electronic Publishing,Textbooks,Public Schools,Foreign Countries,Technology Uses in Education

The Gauteng Department of Education (GDE) is responsible for managing and administering public and registered private educational institutions within this South African province. The GDE has introduced a Paperless Classroom project where prioritised schools are provided with smartboards, laptops and tablets to teachers and learners in targeted grades. This study aims to add to the corpus of knowledge on Information and Communication Technologies (ICT) in education by establishing whether schools in Gauteng are ready to adopt and implement electronic textbooks in their classrooms in terms of support and training. The focus of this study is on the training and support, as the GDE received an influx of requests from these teachers on receiving additional training and better support shortly after receiving the ICTs. The study followed a pragmatic approach using a parallel concurrent mixed-method design where quantitative and qualitative data were collected using an online questionnaire and an interview protocol. Purposively sampling was used to collect quantitative data and 55 responses were received, whereas both purposive and convenience sampling were used to collect qualitative data and 20 participants were interviewed. The study used the Technology Acceptance Model as a theoretical framework through which the study was conducted. The Perceived Usefulness construct focused on the usefulness of electronic textbooks, while the Perceived Ease of Use and the External Factors are constructs facilitating and enabling the use of electronic textbooks. Quantitative data analysis was done using SPSS. Interviews were transcribed and thematically analysed. Most respondents were not satisfied with the training they received. It was entry-level basic training and did not help schools use ICTs and address the technical glitches they experienced pedagogically. The quality of the devices was not up to standard. The e-textbooks had licensing issues, and only a limited number were available. Although technical support was provided, it was not adequate. Many systemic issues such as maintenance and replacement plans of the devices, safety, update, and the licensing of the electronic textbooks should still be addressed for successful implementation. The results of the study may offer some insights before the roll-out of electronic textbooks is done to the whole province. Furthermore, the study may also provide clues to the South African provinces that may envisage introducing ICT in education. Within the nine provinces in South Africa and in the education community worldwide, the information provided by this study can be of great significance for the envisaged training and the support needs of the schools on the use of ICTs in education.
Acceptance of Serious Games to Develop Digital Competencies in Higher Education
Author: Sandí-Delgado, Juan Carlos
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Technological Literacy,Higher Education,Technology Integration,Technology Uses in Education,College Faculty,Teacher Attitudes,Teacher Characteristics,Foreign Countries,Administrators,Administrator Attitudes

Serious games are the focus of the current research agenda. They show promise for allowing students to learn and practice skills. In fewer studies, they are used for the development of academic competencies. Therefore, it is of interest to deepen the research on the benefits of serious games in academic education and training. This article presents a study using serious games aimed at higher education academics' training for the development of digital competencies. The study was carried out with 56 academics, using the serious game called AstroCódigo. The study analyzed the level of acceptance of serious games using the TAM model and what factors the academics believe affect this acceptance. It is important to know possible barriers that affect the development of actions oriented to the formation of academic competencies through serious games, which can also affect the adoption of games as a resource for teaching situations. None of prior studies have focused on analyzing the technological acceptance of serious games used for the development of academic competencies. The results of this research indicate that participants believe that using serious games can be beneficial to drive digital competencies. However, there are aspects such as the highest academic qualification, work experience, professional development, perceived usefulness, ease of use, and fear of change associated with age rank which can play a negative role in the use and acceptance of digital technologies by academics, particularly serious games. These results may be a clue to the barriers linked to the fact that most of the participants in this study do not use serious games in their classes or for their digital skills training. Additionally, the possibility to try and fail and the increased level of challenges proposed in the serious games, related to enjoyment, were valued by academics, during the sessions with AstroCódigo. These findings open the door to organize strategies for academic training in digital competencies within higher education institutions. They can also impact the design decisions of new serious games.
A Predicting Analysis of Academic Staff&apos;s Motivation to Teach Online in a Nigerian University
Author: Itasanmi, Sunday A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Prediction,Teacher Motivation,Web Based Instruction,College Faculty,Foreign Countries,Teacher Attitudes,Teacher Behavior

This study examined the predictors of academic staff motivation for online teaching in a Nigerian University. Theory of Planned Behaviour served as the conceptual foundation for the study. A survey design was adopted and a total of one hundred and nine-five (195) academic staff participated in the study from a university that was purposefully chosen for the study. A questionnaire tagged 'Academic Staff's Motivation for Online Teaching Survey (SMOTS)' adapted from Chi (2015) was used for data collection. The questionnaire consisted of six domains - demographics, online teaching consideration, perception of online teaching, motivation for online teaching concerning resources, motivation for online teaching with respect to external factors and general motivation to teach online. Data were analyzed using percentages and frequency distribution, mean, standard deviation, multiple regression analysis, Pearson Correlation, T-test, One-Way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). Results of the study revealed that the perception of online teaching and academic staff's motivation for online teaching regarding external factors had a positive significant contribution to the general motivation of academic staff to teach online. Also, age was found to have a significant influence on academic staff's motivation to teach online indicators (perception of teaching online, motivation to teach online regarding resources, and motivation to teach online regarding external factors). Hence, it was concluded that adequate consideration must be given to these identified contributing factors to motivation for online teaching among academic staff by those who design and implement online teaching initiatives in the university to sustain academic staff's interest in online teaching over time. Equally, policy decisions on online teaching in the university should be based on clear objectives for the generality of the academic staff irrespective of age, gender, marital status, and faculty rank.
College Students&apos; Preferences on Principles for the Effective Instructional Video Design for Online General English Classes in Korea
Author: Seo, Ji-Young
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Instructional Design,Instructional Effectiveness,Video Technology,Electronic Learning,College Students,Learner Engagement,Gender Differences,Age Differences,Multimedia Instruction,Preferences

The present study investigates the preferences of students regarding the principles for the effective design of instructional videos to identify factors that influence engagement. A questionnaire was distributed to 232 students enrolled in online liberal arts classes at a private university in South Korea. Frequency analysis was conducted to determine preferences, whereas an independent sample t-test and one-way analysis of variance were administered to verify any differences in preferences according to gender and grade. The findings are as follows. First, out of the 12 principles that should be considered in the design of instructional videos, the students most preferred the review quiz principle. Moreover, this factor was found to exert the greatest influence on engagement. Second, incorporating real-life situation principles into instructional videos also had a significant impact on engagement. Third, female students expressed higher levels of preference than did male students in terms of the preview, course content on screen, and review quiz principles. Fourth, sophomores preferred the review quiz principle more than the freshmen did. The results of the present study are in line with those of previous research in that the effective instructional design of multimedia lessons requires reducing extraneous processing, managing essential processing, and fostering generative processing. Particularly, the study found that Korean students value video lectures with generative activities for meaningful learning. Based on the findings of the study, pedagogical considerations of the design of recorded lectures and its structure for active engagement, and suggestions for future studies are provided.
School-Based Factors Affecting Grade 12 Accounting Learners&apos; Performance in the General Certificate Secondary Examination (GCSE) in Eswatini
Author: Mkhize, Msizi Vitalis
Date: 2022-02-00
Type: Journal Articles
Subjects: Institutional Characteristics,Grade 12,Accounting,Foreign Countries,Secondary School Students,Exit Examinations,Academic Achievement,Influences

In the sequential explanatory mixed methods study reported on here we examined school-based factors contributing to the poor performance of Grade 12 accounting learners' the GCSE in the Lubombo and Manzini regions of Eswatini. The random sample for the quantitative phase comprised 400 accounting learners and 80 accounting teachers from 10 schools performing well, achieving good results, and 10 schools performing poorly, achieving low quality results. Purposive sampling was used for the qualitative phase to select 6 learners and 4 teachers from schools that performed well, and 6 learners and 4 teachers from schools that performed poorly. The data collection instruments were questionnaires and semi-structured interviews. Quantitative data were analysed using the Statistical Package for Social Sciences (SPSS), while thematic analysis was used for the qualitative data. Incongruities existed between learners' and teachers' perceptions of the school-based factors affecting Grade 12 accounting learners' performance in the GCSE in Eswatini. The quantitative results indicate the variables contributing to poor learner performance in accounting as lower period allocation; checking of learners' work; setting a minimum on the number of tests per term; timely delivery of textbooks; provision of study time; discussion of results, and motivation of teachers and learners. Teachers, on the other hand, felt that the variables affecting learners' performance were setting a minimum on the number of tests per term; awarding pupils for good performance; placing emphasis on science subjects; the provision of reference material; motivation of teachers and learners; checking of learners' work; subject combinations; lower period allocation; discussion of results, and timely delivery of textbooks. The qualitative results reveal that learners identified common school variables contributing to their poor performance as not receiving textbooks on time, their work not being checked, and a lack of parental involvement. Teachers identified delivery of textbooks, emphasis on science subjects, and teachers' poor motivation and administration as school variables contributing to learners' poor performance in accounting. The relationships between school variables and demographic variables were found to be low. This study offers insight into what secondary school accounting teachers in emerging economies may experience as variables that affect learners' performance in accounting, and the need to pursue pedagogical practices that can respond to these variables.
Identity Formation of Non-Native English-Speaking Teachers and Prospective Teachers through Perceptions towards Native-Speakerism: The Turkish Cypriot Story
Author: Akinmulegun, Taye Emmanuel
Date: 2022-02-00
Type: Journal Articles
Subjects: Professional Identity,Self Concept,English (Second Language),Second Language Instruction,Language Teachers,Self Efficacy,Beliefs,Native Speakers,Foreign Countries,Teacher Attitudes,Student Attitudes,Preservice Teachers

In this article we report on a study in which we used native-speakerism as a lens to investigate the identity formation of nonnative English-speaking teachers and prospective teachers in Northern Cyprus. A qualitative method through narratives was used to access the thoughts and experiences of the participants. In the study the participants' identity formation was revealed by 3 concepts: self-image, self-efficacy, and beliefs about teaching and learning. The findings reveal that the participants had positive and high self-efficacy and self-image with regard to teaching English. Weaknesses often create self-doubt; the participants recognised their weaknesses which propelled them to invest more in themselves. Wheatley (2002) states that teachers' learning and professional growth can be instigated through a level of self-doubt and weaknesses about their abilities. Similarly, their beliefs, a core reflection of their identity, were catalysts to being English language teachers.