ethanporcaro/eric-fulltext-meta huggingface dataset:
Partial Least Squares Modelling of Factors Influencing Empathy among Malaysian Secondary School Students
Author: Hashim, Rosnani
Date: 2023-01-00
Type: Journal Articles
Subjects: Empathy,Secondary School Students,Least Squares Statistics,Foreign Countries,Psychometrics,Self Efficacy,Self Control,Problem Solving,Student Attitudes,Correlation,Affective Behavior,Likert Scales,Sense of Community,Intervention

Purpose: The importance of the affective domain in holistic human development, in particular empathy, is an increasing concern today especially after the Covid-19 pandemic. The purpose of this study was threefold: (1) to investigate the attitudes of school students toward competencies associated with human consciousness; (2) to validate the psychometric properties of the model of Malaysian school students' empathy, and (3) to examine the influence of school students' self-efficacy, emotion regulation, sense of belonging and problem-solving on their empathy. Methodology: Using a quantitative survey approach, data were collected from 911 students drawn from 10 schools throughout Malaysia using a four-point Likert scale instrument. The study employed variance-based SEM by using Smart-PLS to achieve the objectives. First, the measurement model was employed to test the psychometric properties (such as convergent validity, divergent validity, and reliability) for all constructs. Second, the structural model was conducted to test the direct and indirect hypothesized relationship. Results: The measurement model provided evidence for the convergent and discriminant validity of the study constructs. The hypothesized structural model exhibited that three out of the four constructs, i.e., emotion regulation, sense of belonging and problem-solving have a direct influence on Malaysian school students' empathy. Furthermore, emotion regulation showed a mediating role in the relationship between the exogenous variables (sense of belonging and problem-solving) and students' empathy. The model explained 58.6 percent of the variance in the Malaysian school students' empathy. Significance: This study is a pioneering work in Malaysia. With the identification of the factors that influence Malaysian school students' empathy, i.e., students' emotion regulation, sense of belonging and problem-solving, more effective support and interventions can be provided by teachers and the Ministry of Education to help in enhancing school students' empathy.
Blended Learning and Simulation for Teaching Electrical Concepts to High School Pupils
Author: Chekour, Mohammed
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Electronic Equipment,Concept Formation,Energy,Foreign Countries,Science Instruction,COVID-19,Pandemics,Simulation,Science Laboratories,Comparative Analysis,Multiple Choice Tests,Science Tests,High School Students,Physics,Taxonomy

Teaching physical science has been challenging for educators for quite some time, and with the COVID-19 pandemic, the situation has even worsened which made the adoption of blended learning in the different cycles of education only a matter of time. This paradigm requires nevertheless a certain command when it comes to using some specific tools dedicated to the simulation of some physical science knowledge laboratories. The objective of this research is to study the effect of integrating the &quot;Simulation Program with Integrated Circuit Emphasis&quot; simulator tool in a blended learning environment on the conceptual learning of electricity. To achieve this goal, we adopted a quantitative methodology to assess the outcome of the experience which involved 40 pupils. The experimental group teacher used blended learning and integrated the simulation to teach the electricity module. The same teacher adopted traditional teaching with the control group (40 pupils). The instrument used is a test instrument in the form of a quiz which consists of 20 questions. All questions were in the form of multiple-choice questions to facilitate a more efficient analysis. The results of this research report the positive effects of integrating simulation into a blended learning environment with a statistically significant difference. Moreover, the experiment shows that 90 per cent of the pupils in the experimental group passed the test, as opposed to 75 per cent of the control group.
&apos;Teacher, Am I Empathetic?&apos; Instilling Empathy in Adolescents
Author: Narinasamy, Ilhavenil
Date: 2023-01-00
Type: Journal Articles
Subjects: Empathy,Foreign Countries,Ethical Instruction,Secondary School Students,Teaching Methods,Cognitive Processes,Affective Behavior,Perspective Taking,Multicultural Education,Mass Media Use

Purpose: Empathy portrays a pivotal role in moulding an individual into an affectionate human being. Numerous studies examine empathy in multicultural settings; however, it is still clouded with scarcity, especially in the Asian context. This study aims to explore the approaches two teachers had undertaken to develop empathy among multicultural students in their Moral Education lessons in Malaysian schools. Methodology: This study adopted a case study approach to investigate empathy development among multicultural 16-year-old students. The participants were two teachers who taught Moral Education (ME) in their respective schools. Data were collected for eight months through observations, interviews, teachers' journals, and documents until saturated. Analysis was done using NVivo 8 software. Findings: Five categories were formed from the emergence of a single theme, 'instilling empathy' that revealed the representation of the approaches to be homogeneous between the two teachers. The categories were role-taking, watching movies, sharing stories, social activity, and discussion. The findings revealed the existence of limited strategies employed by the teachers in instilling empathy among the students, illuminating cognitive empathy over affective empathy. Significance: This study implied that teachers need more training on various methods to instil empathy, especially among students from multicultural backgrounds. This could lead to empathy training programmes that is relatively new in Malaysian schools that could benefit the young to enable them to work effectively in multicultural settings reflecting the diversity of this country.
Banking on the Future: Student Academic Performance, Retention, Graduation, and Instructor Type
Author: Heath, Sarah E.
Date: 2022-12-00
Type: Journal Articles
Subjects: Academic Achievement,School Holding Power,Graduation,College Students,Adjunct Faculty,Faculty,General Education

Students experience challenges with persistence, retention, graduation, and overall academic success in colleges and universities, particularly when courses are taught by adjunct instructors. Using a sample of 21,274 student results in three different general education disciplines from 2010 to 2019, the authors found that there was a disparity between adjunct and full-time faculty members in those key outcomes. The purpose of this study is to analyze data about student persistence, retention, and academic skills and its relationships with type of instructor (adjunct or non-adjunct) to consider the means by which the results may help to respond effectively to negative indicators in those areas. In addition to including adjunct instructors in professional development and student engagement activities on campuses, strategically hiring full-time faculty may result in gains that offset the higher financial outlay for those instructors.
The Effect of Professional Learning Community Mediators on Trust and Self-Efficacy of Islamic Education Teachers in Malaysia
Author: Dzul, Haswani
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Islamic Culture,Religious Education,Muslims,Elementary School Teachers,Communities of Practice,Trust (Psychology),Self Efficacy,Relationship

Purpose: The purpose of this study was to determine the relationship between trust, professional learning community, and self-efficacy. Methodology: This study used a quantitative approach via a survey that consisted of 47 items to collect relevant data. This survey included 112 primary schools with 642 Malaysian Islamic education teachers. A multilevel analysis was carried out to investigate the effect of group level variables (trust and professional learning community) towards the individual level variable (self-efficacy). Whereas, the mediator test used the Monte Carlo bootstrapping method. Findings: Findings of the study suggests that the professional learning community mediates the relationship between trust and self-efficacy. Significance: The results of this study showed that the professional learning community is the most important element in determining teacher self-efficacy. The outcomes of this study should also assist administrators in maintaining the professional learning community in schools so that it can work more efficiently and effectively
Bringing Face-to-Face Engagement to Online Classes: Developing a High-Presence Online Teaching Method
Author: Gimpel, Gregory
Date: 2022-12-00
Type: Journal Articles
Subjects: In Person Learning,Learner Engagement,Distance Education,Electronic Learning,Technology Uses in Education,Teaching Methods,Asynchronous Communication,Synchronous Communication

The trend to shift courses online is accelerating. Some students are gravitating toward asynchronous online classes; however, many still prefer in-person educational experiences. These students often are less engaged when taking online courses, and their willingness to pay for online courses is frequently less than for in-person courses. There is a need to bridge the gaps between online and traditional class delivery formats. This paper reports on a high-presence online teaching method that approximates the in-person experience by affording face-to-face conversations, real-time interaction, and features the instructor placed front-and-center with the lecture material. The paper reports a case study test of this method as applied to a graduate process reengineering course. Students in the course report that the method provides better student-instructor interaction and overall engagement than they expect from in-person classes. Students also report that the method approximates what they expect from in-person courses regarding the quality of interactions they have with their classmates.
The Dichotomization of Objective and Subjective Outcome Measures of Academic Performance in an Online Learning Environment
Author: Singh, Parmjit
Date: 2023-01-00
Type: Journal Articles
Subjects: Outcomes of Education,Academic Achievement,Electronic Learning,COVID-19,Pandemics,College Students,Student Attitudes,Self Efficacy,Interpersonal Relationship,Learner Engagement,Educational Environment,Grade Point Average,Predictor Variables,Public Colleges,Foreign Countries

Purpose: Various recent studies are perplexed with the situation if subjective measures such as perceptions of learning reflect knowledge gains and whether they can be used as a surrogate for evidence of actual learning in an online learning environment. Due to a rising trend in current research studies interpreting perceptions of learning compared to actual learning as a measure of success, this study investigates the dichotomous measures of objective and subjective measures of academic performance in an online learning environment with selected predicted variables. This is followed by an investigation on the effect of online learning on students' academic performance prior to and during the COVID environment. Methodology: This cross-sectional study employed a correlation design for the purpose of data collection among 382 university students. The dependent variable of study comprised objective measures of CGPA scores while the subjective measures was based on a composite score from perceived items in a questionnaire. The predictive independent variables included, (1) satisfaction towards online learning, (2) online learning self-efficacy, (3) social interactive engagement in online learning, and (4) online learning environment. Findings -- The findings showed an extremely weak and nonsignificant relationship between actual academic performance (GPA) and perceived academic performance in an online learning environment. A statistically significant increase was notable in students' academic performance through GPA scores before and during COVID-19 academic semester and this increase was prevalent among low and intermediate achievers. Apart from environment, all other predictors were significant predictors of perceived academic performance. Engagement was a predictor for the subjective measure of CGPA scores. Significance -- Subjective measures data should not be considered as knowledge gain, and it should be used cautiously as a surrogate for evidence of actual learning. Educational research studies should be designed using more objective measures of learning rather than subjective measures in isolation as dependent variable. This should be seen as a caveat by policymakers in decision-making to practise consciousness in terms of judgemental modes employed in measurement and to exercise caution in collecting, analysing, and interpreting subjective data.
Understanding the Literary Element &apos;Character&apos; in Malaysian Picture Books: A Multimodal Analysis
Author: Rajah, Komathy Senathy
Date: 2023-01-00
Type: Journal Articles
Subjects: Picture Books,Semiotics,Foreign Countries,Literary Devices,Personality Traits,Discourse Analysis,Self Concept,Awards,Reading Comprehension,Young Children

Character is a fundamental literary element and it is defined as the act of describing characters in literature, particularly their physical attributes as well as personal traits. In multimodal texts, the visual and textual sign systems are interlaced together to exemplify meaningful characters. In this study, two picture books were examined to determine how semiotic meaning-making systems work together to develop the literary element 'character' based on an adaptation of Painter et al.'s (2013) multimodal discourse analysis framework. The findings showed a lack of detailed characterisation elements in the textual meaning-making systems for character attribution and affiliation between characters, but the visual depiction of characters in both the picture books addressed this shortcoming effectively. The textual mode helped to confirm the identity of characters especially when the visual manifestation is metonymic or incomplete. In short, knowledge of visual meaning making systems is necessary as it will enable young readers to attain a deeper understanding of the literary element 'character' and fully comprehend multimodal texts.
Validity and Reliability of the Situational Motivational Scale (SIMS) Instrument: Using Rasch Model and AMOS
Author: AL Muniandy, Uthaya Chanthira Kumar
Date: 2023-01-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Student Motivation,Physical Education,Indonesian Languages,Foreign Countries,Elementary School Students,Intervention,Flipped Classroom,Item Response Theory,Factor Analysis,Psychometrics

Self-determination theory (SDT) is a significant theoretical framework for investigating and comprehending student learning and motivation, which are crucial aspects of physical education. The purpose of this study is to identify the reliability and validity of the Malay language version of SIMS-14 items, as well as to determine the effect of four-week intervention teaching utilizing the flipped classroom method affects primary school students' situational motivation. A total of 421 students participated in this study. Reliability analysis based on the Rasch model found that the individual reliability value was 0.91 and the items reliability was 0.85. CFA analysis reported X[superscript 2]/df = 2.037, CFI = 0.969, GFI = 0.907 and RMSEA = 0.074 with internal validity for each variable based on Cronbach Alpha's ([alpha]) values ranging from 0.87 to 0.92. As for the value of Construct Validity (CR), the value of 0.88 to 0.95 is obtained by fulfilling the condition [greater than or equal to] 0.60 and the value of Average Variance Extracted (AVE) is between 0.70 to 0.86. Therefore, the data collected using SIMS-14 items were analyzed with One-Way ANCOVA and the results affirmed that students from the experimental group exhibited an enhancement in situational motivation based on flipped classroom method better than the control group. Besides, the results of the study revealed that the SIMS-14 items consist of four factors that are consistent and prove the quality of psychometry. In addition, the SIMS-14 items instrument attempts to represent constructs of intrinsic motivation, identified regulation, external regulation, and amotivation that can be widely used for assessment in the context of PE.
Exploring the Contribution of Self-Assessment Checklists to Improve Oral Presentations
Author: Cañete-Gutiérrez, Guillermo
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Check Lists,Public Speaking,Oral Language,English (Second Language),English Language Learners,Foreign Countries,Intervention,College Students,Student Improvement,Student Attitudes

This action research aims at exploring the contribution of self-assessment checklists on improving oral presentations of two participants that were taking an initial-level English as a second language course at a technician professional institute in Talcahuano, Chile. The intervention was carried out in four weekly sessions in which the participants were trained on the different criteria to assess their oral presentations. The participants self-assessed their work with a checklist and performed a second presentation based on their first self-assessment. Analytic rubrics were also used as an external assessment to compare results from the checklists. At the end of the intervention, a semi-structured interview was conducted to obtain the participants' perceptions about the process. Findings reveal that by developing autonomy, language awareness, and self-reflective skills, the use of the self-assessment checklist supported the participants not only to improve their oral presentation in overall aspects, mainly in fluency and pronunciation aspects, but also to make positive changes in their confidence and expectations about their performance.
Perceptions on the Use of the Flipped Classroom in the EFL Class
Author: Lagunes-Reyes, Nadia Lilian
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,High School Students,English Language Learners,Flipped Classroom,Intervention,Student Attitudes,Learner Engagement,Self Evaluation (Individuals),Speech Skills

The present action-research study analyzes students' basic perceptions about the use of the Flipped Classroom as part of their EFL class in a Mexican technical high school. To this end, 47 5th semester students took two versions of a survey, which combined provided an understanding of their views after having taken part of a six-week intervention. The intervention focused on what is typically considered the most challenging topic of the semester: the simple past and its functions included in the official syllabus. On the one hand, the 'flipped' part of the lessons was divided into before and after-class online activities following a set of principles for the Flipped Classroom, Communicative Language Teaching, and Multimedia Instruction. On the other hand, in-class activities focused on reviewing content and communicative oral practice. The Flipped Classroom was favorably regarded. Students perceived it as a technique to facilitate a rapid improvement of certain aspects of speaking performance, especially in regards to fluency, comprehension, and vocabulary.
Pre-Service Teachers&apos; Narratives: Why Did I Decide to Become an English Language Teacher?
Author: Garza-Rodríguez, Nallely
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Student Motivation,Career Choice,Second Language Instruction,Decision Making,Foreign Countries,Majors (Students),Student Attitudes,Teacher Education Programs

Choosing a major is one of the most important decisions in one's life. Understanding the aspects that intervene in this decision contribute to a better understanding of main motivational forces of English as a Foreign Language pre-service teachers. This qualitative descriptive study examined the personal, professional, and social motivations and experiences of 40 English as a Foreign Language pre-service teachers in the Mexican context that affected their decision to become English language teachers. Using an open written narrative (Language Learning History) instrument, participants wrote stories that showed the main reasons for choosing English teaching as a major. The results showed that personal and professional aspects including biographical experiences, a perceived ability to learn and teach English as well as teacher preparation program experiences are the most influential in this decision along with altruistic and intrinsic motives.
Project-Based Learning: The Promotion of Communicative Competence and Self-Confidence at a State High School in Colombia
Author: Becerra-Posada, Tatiana
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Active Learning,Student Projects,Grade 8,English (Second Language),Language Teachers,Second Language Instruction,Foreign Countries,Communication Skills,Self Esteem,Urban Schools,Middle School Students,Teacher Education Programs,Low Income Students,Second Language Learning

Project-based learning is a student-centered methodological approach that involves communication, cooperation, and autonomy. Even though project-based learning has been largely explored in foreign language teaching, little is known about its implementation in second-language beginner levels. This action research study describes the use of project-based learning by a pre-service teacher in a group of EFL eighth-graders at a secondary state school in Cordoba, Colombia. Data sources include video classroom observations, students' focus interviews and students' diaries. Findings reveal the affordances that project-based learning have in the development of the students' communicative competence, highlighting the strategies that they use to communicate and the way they construct confidence when planning and reporting their projects.
Profiling Academic Research on Language Teacher Identities
Author: Liu, Yi-Fen
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Professional Identity,Self Concept,Profiles,Correlation,Trend Analysis,Computer Software,Teacher Educators,Online Courses,Research Reports,Teaching Methods,Foreign Countries,Native Speakers,Computer Mediated Communication

Within the field of TESOL, language teacher identity (LTI) has been the focus of a myriad of studies in the previous two decades. Researchers need to trace back in order to move forward, it is an essential step towards a comprehensive understanding of what has been done in LTI research. This review article provides an overall literature review on conceptual approaches of how identity is defined and perceived in the context of recent history. It is then followed by an analysis of dominant trends on recent studies of Language Teacher Identity to profile what, why, when, and who constitute seminal works in LTI research by tracing scholarly literature from 1975 to the present. A dataset retrieved and analyzed from Scopus was further correlated using Vantage Point software. The findings not only revealed the conceptual approaches, dominant trends, and methodological development in LTI research, but also identified the underexplored areas in transnational teacher identities, teacher educator identities, and online teacher identities, which provided implications for future LTI research directions.