ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo
Author: Gjelaj, Majlinda
Date: 2020-01-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Attitudes,Parent Attitudes,Information Technology,Child Development,Preschool Children,Preferences,Educational Philosophy,Technology Uses in Education,Risk,Early Childhood Education,Foreign Countries

The purpose of this study was to examine preschool teachers and parents' attitudes and their practices regarding the use of digital technologies during preschool education. The main research questions the study intended to address focused on teachers' and parents' attitudes and practices about the role of digital technology supplies in young children's development. The study used a mixed research approach, using in-depth interviews and an online questionnaire. The results have shown that only one of the eight preschool teachers reported a positive attitude regarding the impact of digital technology in children's development. Most of the interviewed preschool teachers showed preference towards authentic play and activities exercising children's psycho-motor skills. However, most of parents have suggested that their children, starting from early years of their development, are exposed to different digital technologies. In conclusion, there are two contradictory findings (progressive and regressive philosophies) among parents and preschool teachers regarding their perceptions and practices on the use of digital technologies in young children's learning and development. The study advocates for continuous cooperation between parents and teachers to ensure prospects of maximizing benefits and alleviating potential risks of using digital technologies in early childhood education.
Gauging the Level of Reflective Teaching Practices among Science Teachers
Author: Bawaneh, Ali Khaled
Date: 2020-01-00
Type: Journal Articles
Subjects: Reflective Teaching,Science Teachers,Physics,Chemistry,Biology,Foreign Countries,Gender Differences,Teacher Qualifications,Teaching Experience,Teaching Load

The study aimed at detecting the level of reflective teaching practices used by science teachers in classrooms. It sought to examine the potential alteration of these practices in terms of some variables, namely gender, qualification, experience, and load. The population consisted of all science teachers of physics, chemistry, and biology in the Bani Kenana educational directorate, Jordan. A representative sample of 256 teachers participated in this research work. The study adopted a twenty-seven-item questionnaire for data collection, used the SPSS program for data analysis, and provided statistical measures. The results indicated that the degree of employment of reflective teaching practices by science teachers was somewhat low but also varied depending on the kind of questions raised. They also demonstrated that there were statistically significant differences at the level of ([alpha] = 0.05) in the degree of employment of reflective teaching practices due to teachers' gender. However, the results also showed that there were no statistically significant differences for the variables of qualification, experience and load. Henceforth, the study recommended the urgent need of providing teachers with professional development programs for instructing them and raising their awareness of the utility of reflective teaching practices. The study also recommended the supplementation of all disciplinary teacher guides with efficient mechanisms for furthering reflective teaching practices.
Implementation of the Parenting Model to Improve Understanding of Reproduction Health of Vocational High School Students
Author: Hartati, Merri Sri
Date: 2020-01-00
Type: Journal Articles
Subjects: Vocational High Schools,High School Students,Health,Sex Education,Foreign Countries,Knowledge Level,Parenthood Education,Sexuality

Reproduction health did not mean absence of interference in reproduction functions and systems, but rather wider than that. This research aimed to compared the effects of the implementation of parenting models and conventional models toward the knowledge of reproduction health of SMK students. It was a quasi experiment research with pre-test post-test nonequivalent control group design. The population of research was the students of SMK Muhammadiyah 6 Lebong, Bengkulu, Indonesia. The sample of this research was taken by using cluster random sampling technique. The research instrument was a reproduction health knowledge test. The data was analyzed by using ANOVA. The results showed that the implementation of parenting model had the highest score and was significantly different from the scores of conventional models. Thus, the conclusion of this research had a significant effect on the enhancement of reproduction health knowledge of high school students.
Assessing Students&apos; Critical Thinking Skills in the Humanities and Sciences Colleges of a Middle Eastern University
Author: Al-Mahrooqi, Rahma
Date: 2020-01-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Humanities,College Students,Science Education,Foreign Countries,Cognitive Tests,Test Items,Gender Differences,Scores,Mastery Learning

The level of critical thinking skills of Omani tertiary-level students is an area that has received only a limited amount of investigative attention. This study employed an adapted version of the Cornell Class-Reasoning Test, Form X to assess the critical thinking skills of students in the humanities- and science-based colleges of Sultan Qaboos University, Oman. The test featured 36 questions across six item groups that were associated with five critical thinking principles. Descriptive analysis was used to calculate overall correct percentages for the entire test and for each item group in order to determine whether participants had mastered or failed to master the critical thinking principle. Independent samples t-tests were also used to explore if statistically significant differences existed on item group totals based on the independent variables of gender and college of study, while a one sample t-test compared overall test results with those reported for foundation students at the research site who took the same test in a previous study. Results indicate that participants had either failed to master, or had neither mastered nor failed to master, all five of the assessed principles. However, they recorded significantly higher scores on four of the six item groups than foundation students in the earlier study. Female participants received higher overall test scores than their male counterparts, although there was no difference based on college of study.
Feedback and Mobile Instant Messaging: Using WhatsApp as a Feedback Tool in EFL
Author: Soria, Sara
Date: 2020-01-00
Type: Journal Articles
Subjects: Computer Software,Telecommunications,Handheld Devices,Second Language Learning,Second Language Instruction,Teaching Methods,Feedback (Response),Case Studies,Elementary School Students,Teacher Student Relationship,English (Second Language),Visual Aids,Error Correction,Student Attitudes,Vocabulary Development,Foreign Countries,Synchronous Communication

Mobile assisted language learning (MALL) has developed and gained importance over the years in foreign language learning settings. However, mobile phones are still perceived as distracting devices in most of the schools. Within the field of second and foreign language learning, one of the most difficult things for school teachers is to give feedback to students when using a mobile device. In the present paper we present a case study research, which will investigate the best form of giving feedback via WhatsApp to students in primary education. Mobile instant messaging (MIM) has been used to practice vocabulary as well as the speaking and listening skills, but the study focuses on the feedback that the students have received. 30 primary (volunteer) students were selected to participate in the 3-week study and were divided into 3 groups, according to their age (low, middle and upper primary). A mixed approach method was employed to analyze the data (quantitative and qualitative). Results indicated that the most popular form of feedback among young students were smileys and images and not written feedback, and the study reveals that a set of varied images, even to send corrective feedback was an engaging element for the young students. Upper-primary students considered the written feedback more interesting, since they received more language-related details with this type of feedback than with a simple image.
Developing an Instrument to Measure Pedagogical Content Knowledge Using an Action Learning Method
Author: Alimuddin, Zulfikar
Date: 2020-01-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Measures (Individuals),Teacher Characteristics,Experiential Learning,Test Reliability,Test Construction,Foreign Countries

Pedagogical content knowledge (PCK) is a category of teachers' knowledge that encompasses knowledge used by teachers to successfully deliver subject materials to students in classroom practice. To examine the extent to which teachers have developed their PCK and how they could improve, they need a tool to measure such a concept. This study, therefore, aimed to provide an instrument which can be used as a reference to measure teachers' PCK from a general perspective. This study constructed an instrument which consists of open-ended questions, exemplary answers and a five-level rubric. The instrument uses action learning and PCK as the foundation concept in its development. The instrument was developed based on Watkins and Marsick's continuous learning model and Morine-Dershimer and Kent's interpretation of PCK. Validation of the instrument content was conducted by experts in the education field. Test--retest reliability was carried out to examine the reliability. A Wilcoxon signed-ranking analysis indicated that pretest and post-test answers to the questions show no significant differences, which indicates that the instrument is reliable for use.
Relationships between Cognitive Flexibility, Perceived Quality of Faculty Life, Learning Approaches, and Academic Achievement
Author: Toraman, Çetin
Date: 2020-01-00
Type: Journal Articles
Subjects: Correlation,Cognitive Ability,Academic Achievement,Quality of Life,Teaching Methods,Comparative Analysis,Foreign Countries,Undergraduate Students,Measures (Individuals),Cognitive Style,Educational Environment,Grade Point Average,Role,Student Attitudes,Path Analysis

This study aims to explore the relationships between cognitive flexibility (CF), perceived quality of faculty life (PQFL), learning approaches (LA) and academic achievement (AA). This correlational comparison study was conducted with 1573 undergraduates at Ankara University. The data collection tools were &quot;Cognitive Flexibility Scale (CFS)&quot;, &quot;Quality of Faculty Life Scale (QFLS)&quot; and &quot;Approaches to Learning Questionnaire (ALQ)&quot;. Grade point average (GPA) was used as a measurement of AA. The three subscales of QFLS; satisfaction from faculty (SF), faculty members (SFM), and school climate and student relationships (SSCSR) were found positively correlated with deep approach to learning (DAL), CF and AA, and negatively correlated with surface approach to learning (SAL). DAL was also found positively correlated with CF and AA, but negatively correlated with SAL. CF and AA were positively correlated with all variables, except SAL. Although CF showed a positive correlation with AA, it assumed a negative explanatory role for AA when it was included in the model as a mediating variable. The regression estimates in the path analysis model revealed that DAL, SAL and SF were positive explanatory variables for AA, whereas SSCSR was a negative explanatory variable for AA and SAL was a negative explanatory variable for CF.
Attitudes toward Chemistry, Self-Efficacy, and Learning Experiences of Pre-Service Chemistry Teachers: Grade Level and Gender Differences
Author: Wahyudiati, Dwi
Date: 2020-01-00
Type: Journal Articles
Subjects: Chemistry,Self Efficacy,Preservice Teachers,Science Instruction,Gender Differences,Learning Experience,Case Studies,Science Teachers,Teacher Attitudes,Comparative Analysis,Positive Attitudes,Undergraduate Students,Islam,Universities,Foreign Countries

This study aims to explore grade level and gender differences in the attitudes toward chemistry (ATC), self-efficacy (SE), and learning experiences (LE) of pre-service chemistry teachers. A total of 191 pre-service chemistry teachers were taken as the sample through cluster random sampling technique. This cross-sectional survey collected the data using CAEQ questionnaire and interview. MANOVA test was carried out to analyze the quantitative data on the significance level 0.05, while the qualitative data were analyzed using Patton qualitative data analysis procedure. The findings showed that: (1) the LE level of the pre-service chemistry teachers was the highest compared to SE and ATC ; (2) there was a difference of ATC and SE between the freshman and sophomore groups, and there was a difference in terms of ATC between freshman and junior categories, yet no different in terms of LE based on this category; and that (3) there was no difference of ATC, SE, and LE based on gender. The results accord with the interview findings in which both male and female student teachers have positive attitudes toward learning chemistry, and there was a difference of ATC, SE, and LE between freshman, sophomore, and junior.
Self-Image of In-School Adolescents in Offa Local Government Area of Kwara State, Nigeria: Implications for Counselling Practices
Author: Odebode, Aminat Adeola
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept,Adolescents,Secondary School Students,Gender Differences,Age Differences,Secondary School Curriculum

Many adolescents are anxious, depressed and have poor psychological well-being due to their self-image. This study therefore, investigated the self-image of inschool adolescents in Offa Local Government Area of Kwara State, Nigeria. The study also examined the influence of gender, age and class type on the respondents' perception. This study employed a descriptive survey method. A total of 400 secondary school students in Offa were selected through purposive and systematic sampling techniques. The participants responded to a researcherdesigned instrument entitled 'Self-image Inventory&quot; (SII). The validity of the instrument was done by team of experts. The reliability of the instrument was established using test re-test reliability method which yielded a coefficient of 0.76. Data were analyzed using descriptive and inferential statistics. Analysis of Variance and t-test statistical tools were employed to test the hypotheses at 0.05 level of significance. Results showed that in-school adolescents in Offa LGA have negative self-image. Similarly, a significant difference existed based on class type. It is recommended among others that counsellors in schools should be allowed to perform their therapeutic roles so they can help in-school adolescents to develop positive self-image.
The Development of a Metacognition Instrument for College Students to Solve Physics Problems
Author: Haeruddin
Date: 2020-01-00
Type: Journal Articles
Subjects: Physics,Problem Solving,Metacognition,Cognitive Tests,College Science,Test Construction,Foreign Countries,College Freshmen,Goodness of Fit,Test Validity,Test Items,Test Reliability,Content Validity,Questionnaires

This study aims at developing an instrument to measure metacognition in solving physics problems among college students. This study used Research and Development (R &amp; D) model with the non-test instrument development model. The instrument was in the form of a questionnaire that consisted of four choices with the scale was ranging from 1 to 4. There were 664 first-year college students participating in this study which were chosen with purposive sampling technique. They had taken a basic physics course at Tadulako University. Before completing the questionnaire, the students were asked to solve the two physics problems. The expert judgment conclusions were analyzed by means of Aiken formula. The empirical data analysis employed the Quest program to test the Goodness of Fit (GoF) to Partial credit model (PCM) and item validity, while the instrument reliability and the analysis factors for the validity of the metacognition dimension in solving physics problems were tested with the assistance of the SPSS program. The results of the content validity with the Aiken's V value was .81 and the reliability was .90, and the mean of INFIT MNSQ 1.00 with a standard deviation of .18 respectively. It was identified that eight factors of metacognition that contributed to solve physics problems, such as declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring, evaluation, debugging and information management. These results can be used as the guidelines to measure students' metacognitive abilities in solving physics problems.
Effectiveness of Cooperative Learning on English Communicative Ability of 4th Grade Students in Bhutan
Author: Dendup, Tashi
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Second Language Learning,English (Second Language),Interpersonal Communication,Language Proficiency,Grade 4,Elementary School Students,Rural Areas,Communication Skills,Listening Skills,Reading Skills,Writing Skills,Speech Skills,Teaching Methods,Second Language Instruction,Instructional Effectiveness

This study examined the effectiveness of cooperative learning (CL) in enhancing the English communicative abilities (ECA) of 4th grade students in a remote Bhutanese school in South-west Bhutan. Traditionally, teaching in Bhutan has been by the rote method where students learn the material primarily to pass tests and have limited opportunities or follow through with application of language skills in real life. Although Bhutan has been using English as the medium of instruction for more than 5 decades, most Bhutanese students are found to have a very low ECA. CL is an accepted strategy in other countries for teaching with the application of skills. The study involved teaching the modalities of listening, reading, writing, and speaking with CL techniques to students not familiar with the CL approach. The study was conducted with 19 grade four students at a school located in a remote and scarcely populated area which is common for all rural schools in Bhutan. Pre and post testing (one group pretest-posttest design) was administered to assess increases in skills. The study revealed that the CL teaching style was effective in enhancing ECA. Therefore, cooperative learning may well be an effective teaching strategy to increase ECA in Bhutan.
Blending Problem Based Learning with Scientific Argumentation to Enhance Students&apos; Understanding of Basic Genetics
Author: Choden, Tashi
Date: 2020-01-00
Type: Journal Articles
Subjects: Problem Based Learning,Teaching Methods,Intervention,Persuasive Discourse,Science Instruction,Content Analysis,Genetics,Instructional Effectiveness,Foreign Countries,Misconceptions,Concept Formation,Scientific Concepts,Rote Learning,Small Group Instruction,Lesson Plans,Student Attitudes,Journal Writing,Secondary School Students

Genetics can be a difficult topic to teach and learn in a traditional classroom. The objective of this qualitative classroom action research was to examine the effectiveness of a blend of problem-based learning (PBL) with scientific argumentation to improve student understanding of basic genetics. The research participants were grade 9 Bhutanese students accustomed to rote learning placed in small groups to competitively achieve a solution utilizing PBL and scientific argumentation. The six-week teaching intervention process was teacher evaluated daily and at the end of each unit followed by strategy and lesson adjustments by applying the cycles of action research: planning, acting, observing, and reflecting while considering the pre- and post-genetic tests, lesson plans, semi-structured observations, pre- and post-semi structured interviews, reflective journals, and, student learning tasks. Content analysis and method triangulation were used to confirm that the blending approach was effective in helping students to acquire basic knowledge and to eliminate most misconceptions about five central subtopics in the study of genetics: inheritance, variation, genetic engineering, cloning and evolution. An assessment of teacher journals and outsider evaluations of teacher lessons and presentations revealed an increasing teacher appreciation for the blended method. This intervention helped students become independent and active learners.
Community Multicultural Integration Pattern in Environment-Based Learning
Author: Munardji
Date: 2020-01-00
Type: Journal Articles
Subjects: Cultural Pluralism,Environmental Education,Case Studies,Teacher Attitudes,Principals,Administrator Attitudes,Student Attitudes,Parent Attitudes,Religion,Socioeconomic Status,Interpersonal Relationship,Cooperation,Foreign Countries,Buddhism,Protestants,Muslims,School Culture

This study was aimed to analyze the cultural diversity of Madrasah Ibtidaiyah Negeri (MIN) of Tegalasri, a multicultural school community in Indonesia and synthesize patterns of multicultural integration of the Tegalasri community in environmental education. Two research questions were dealt in this study; they were (1) What forms of cultural diversity exist in the community in MIN? and (2) How is the pattern of environment-based school development in MIN? This research was qualitative in nature with a case study approach. 13 subjects were involved in the study consisting of the school principals, teachers, students, parents/guardians, and school committees. Data were collected through tin-depth interviews, documentation, and observation techniques. Data analysis was carried out in interrelated stages of data presentation, data reduction, conclusion drawing, and verification. The results showed that the Tegalasri community possessed a diversity of cultures that could be seen from religion, socio-economic, relationships between individuals and groups in society, and religion-based arts and culture. The patterns of multicultural integration of the community in the development of environment-based schools in MIN were in the form of forming a core team, formulating the school roadmap, establishing internal and external cooperation, conducting joint activities with the community, and integrating with the school curriculum. The theoretical findings of this study are an example of the development of environment-based schools.