ethanporcaro/eric-fulltext-meta huggingface dataset:
E-Learning for Elementary Students: The Web 2.0 Tool Google Drive as Teaching and Learning Practice
Author: Apergi, Angeliki
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Elementary School Students,Web 2.0 Technologies,Teaching Methods,Active Learning,Student Projects,Grade 6,Foreign Countries,Information Technology,Models,Technology Uses in Education,Technology Integration,Technological Advancement,Creativity,Thinking Skills,Problem Solving,Information Storage

It is a well-known fact that during recent years, the new economic and technological environment, which has emerged from the dynamic impacts of globalization, has given rise to the increased development of information and communication technologies that have immensely influenced education and training all over Europe. Within this framework, there is an ever growing need for educators worldwide to effectively prepare their students for the associated technological and social challenges; something that in reality will constitute the springboard towards achieving future employment and social welfare. It thus becomes evident that technology in the new pedagogies is pervasive and is used as a means for discovering and implementing the deeper learning goals, namely those relating to the creation of new knowledge in the world. In relation to the above, the present study focuses on the impact of the New Pedagogies as perceived through the 21st century skills prism which are highly relevant to students' future academic progress so as for them to achieve, on a long-term basis, personal and professional excellence. Specifically, in the context of creating new knowledge by using the power of digital tools, a case study which explores the exploitation of the web 2.0 Google Drive tool in 6th graders' classes (elementary school) within Project-based learning (PBL) framework is examined. The research is expected to prove that the involved German educator is going to assist her students via a promising PBL activity so as for them to realize the value of ICT in the learning process.
Counselling Strategies for Curbing Examination Malpractices in Secondary Schools in Enugu State, Nigeria
Author: Egbo, Anthonia Chinonyelum
Date: 2015-00-00
Type: Journal Articles
Subjects: Counseling Techniques,Questionnaires,Foreign Countries,Surveys,Principals,Administrator Attitudes,Sampling,Teacher Attitudes,Counselor Attitudes,Secondary School Teachers,Secondary School Students,Educational Strategies,Student Attitudes,Testing Problems,Cheating,Intervention

This study investigated the Counselling strategies for curbing &quot;Examination Malpractices&quot; in Secondary Schools in Enugu State Nigeria. The researcher used three research questions. The Design used was a descriptive survey design. Sample consisted of 335 respondents comprising principals (N = 19), PTA secretaries (N = 19), teachers (N = 276) and Counsellors (N = 21) selected through stratified random sampling. A researcher-developed questionnaire containing 27 items was validated by experts, subjected to reliability tests using Cronbach Alpha coefficient method to collect the data. Data was analyzed using mean ratings which revealed that out of the 27 proposed strategies investigated, the respondents agreed that 24 personal/social, educational and teachers' forum strategies will be useful in counselling students against examination malpractice in secondary schools in Enugu State. This means that unless several social, educational and teacher sensitization strategies are vigorously implemented, School counselling might not contribute much in the fight against Examination malpractice as one and evil practice in Secondary Education Sector. Recommendations included that Educational Management bodies, principals and PTA should sponsor and mount campaigns through the use of posters, bulletin boards, seminars and jingles to change student's attitude towards examination malpractices.
A Suggested Model for Developing and Assessing Competence of Prospective Teachers in Faculties of Education
Author: Alqiawi, Dalal A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Models,Preservice Teachers,Teacher Competencies,Inservice Teacher Education,Schools of Education,Teaching Methods,General Education,Teacher Education Programs,Foreign Countries

Background: Competence assessment of teachers has long been a concern for teachers in the Faculties of Education. The decision makers have been looking for a model to assess the competence of prospective students. Tools and assessment models are used to gauge the competency of teachers in all disciplines. Objective: The present study aimed at providing a model to assess the competencies necessary for teachers in the Faculties of Education. Methods: Relevant literature on the topic would be reviewed and professors, supervisors, and teachers in the general education schools would be consulted. Results: In light of the reviews and the jury members' responses, the researchers concluded that good teacher competencies center on three main elements: Academic, Professional and Personal. The three dimensions are divided into a number of standards and under each standard there are a number of indicators; all organized in a model. Conclusion: It is aspired that the model items will serve as a guide in the training and evaluation of prospective and in-service teachers.
Examining the Differences between the Responses of the Students to a Digital Game and Its Active Version According to Their Mathematics Grades
Author: Inan, Mehmet
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Secondary School Students,Student Attitudes,Mathematics Instruction,Correlation,Grades (Scholastic),Semi Structured Interviews,Qualitative Research,Coding,Video Games,Educational Games,Mathematics Achievement,Comparative Analysis,Statistical Analysis,Physical Activities,Educational Technology,Technology Uses in Education,Foreign Countries

The purpose of this study was to examine students' responses to the digital and the active version of Angry Birds™ according to students' mathematics grades. The relational screening model was used to reveal the relationship between the students' responses and their math grades. The participants were 26 elementary and secondary school students enrolled in a state or a private school. Data was collected during the 2012-2013 academic year using a three-question semi-structured interview. First, the responses of the students were analyzed using the qualitative method of content analysis. The responses of the students were examined in two categories based on being either positive or negative. 39 codes were emerged from the responses to the digital games and active games. 27 of the codes were positive while 12 of them were negative. Students whose mathematics grades were 70 and above on a 100 point scale were grouped as high achievers. Those whose mathematics grades were below 70 were grouped as low achievers. Later, the chi-square test was employed to compare the categories with the students' mathematics grades. No significant difference was found between high and low achievers. After playing the digital version, low achievers gave more positive responses while high achievers gave more positive responses after playing the active version.
Material Teaching Aids: Enhancement Tool for Teaching Essay Writing in Secondary Schools
Author: Fidelia, Okonkwo Adaobi
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Essays,Writing Instruction,Secondary Education,Foreign Countries,Likert Scales,Questionnaires,Language Teachers,Statistical Analysis,Hypothesis Testing,Instructional Materials,Gender Differences,Teacher Attitudes

The purpose of this study is to investigate the use of material teaching aids as enhancement tool for teaching essay writing in secondary schools in Ebonyi State. A 4-point Likert-scale questionnaire was used as the instrument. A trial test was conducted and tested for reliability and a value of 0.75 was obtained from the test. The instrument was further subjected to face validation. The population comprised of 1553 language teachers--English, Literature, Igbo and French and out of this number 240 teachers were selected using simple random sampling technique and it was done to reflect male and female teachers--120 males and 120 females. Mean and standard deviation were used to answer the research questions while Analysis of Covariance ANCOVA was used to test the hypothesis at an alpha level 0.05 of significance. Result obtained from the data indicated that (1) Most material teaching aids are not available in schools (2) teaching of essay writing requires application of effective material teaching aids. (3) most teachers do not teach essay and do not apply the use of material teaching aids. Male and female teachers are not different in application of material teaching aids in teaching essay writing. It was therefore recommended that (1) careful plan of essay writing using effective material teaching aids should be done. (2)Teachers should be resourceful enough to create improvised materials teaching aids. (3) school authorities and the government should help in procuring material teaching aids in secondary schools to enhance learning of essay writing.
Impact of Jos Crises on Pattern of Students/Teachers&apos; Population in Schools and Its Implication on the Quality of Teaching and Peaceful Co-Existence in Nigeria
Author: Jacob, Sunday
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geographic Regions,Conflict,Population Trends,Educational Quality,Instruction,Peace,Questionnaires,Religion,Demography,Population Distribution,Land Settlement,Religious Cultural Groups,Ethnic Groups,Social Integration,Intergroup Relations,Enrollment Trends,Student Characteristics,Teacher Characteristics,Diversity (Institutional),Muslims,Christianity,Elementary School Students,Secondary School Students

This study examined the pattern of students/teachers' population in schools as a result of the crises witnessed in Jos and its consequences on quality of teaching as well as peaceful living in Jos. Stratified simple random sampling technique was used to select the 18 schools that were used for this study. Questionnaire was used to collect qualitative and quantitative data on students' enrolment/population by religion; teachers' mix by religion; and on general information on how the crises affected the schools. The data collected were analyzed using percentages and frequencies as presented in tables and charts. The study revealed that a significant difference exists between the students' population before 2001 and from 2001 to 2014 along religious lines in schools as a result of the crises. It was also revealed that quality of learning was affected negatively in many schools as a result of movement of Christian teachers from their earlier settlements to seemingly new safe places. The paper recommends among others that the pattern of settlement along ethnic and religious lines should be discouraged by the government. In order to achieve this, result oriented dialogue should be facilitated by the state and local government, where ethnic, religious groups and individuals should be encouraged to embrace peaceful co-existence. Besides this, to assuage the scourge of the crises, houses and other properties burnt and destroyed during the crises should be built by the government or adequate compensation paid where necessary.
Responses to Information Systems Graduate Preparation and Job Needs: Implications for Higher Education
Author: Simon, DeShea
Date: 2015-00-00
Type: Journal Articles
Subjects: Information Systems,Majors (Students),College Graduates,Undergraduate Students,Employment Potential,Career Readiness,Job Skills,Research Design,Student Attitudes,Outcomes of Education,Education Work Relationship,Alignment (Education),Programming Languages,Semi Structured Interviews

This study examined the perspectives on academic preparation and job skill needs of Information Systems program graduates from an Eastern state in the US. A historical review of the literature surrounding information systems skill requirements was conducted for this study, to provide an understanding of the changes in information systems over the past several decades. This historical look at the literature placed into perspective the fact that the field changes rapidly, causing the need for the information systems professional to also continuously change. The study employed a non-experimental, research design to allow a descriptive interpretation of the views of recent IS graduates. The results of the study revealed that a consensus exists regarding the perceptions of the skills needed for the information systems worker. However, graduates are concerned about how these skills are being delivered to develop competent information systems professionals for the work force.
Examining the Effect of Automatic Promotion on Students&apos; Learning Achievements in Uganda&apos;s Primary Education
Author: Okurut, Jeje Moses
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Outcomes of Education,Foreign Countries,Educational Policy,Literacy,Numeracy,Scores,Rural Urban Differences,Gender Differences,Academic Achievement,Reading Achievement,Mathematics Achievement,Regression (Statistics),Social Promotion,Educational Practices,Human Capital,Quasiexperimental Design,Statistical Analysis,Least Squares Statistics

This study employed a difference-in-differences analysis technique to estimate the average treatment effect of automatic promotion on students' cognitive learning outcomes in Uganda's primary education. Regression results indicate a positive policy effect on learning achievements in literacy and numeracy at primary three (P3) and primary six (P6). Specifically, the implementation of automatic promotion policy has translated in to an increase in learning outcomes in reading and mathematics at P3 and P6, all statistically significant at conventional levels. Decomposing the effect along gender and school location (rural or urban) dimensions reveals positive and statistically significant effect on literacy and numeracy in both grades. The effect on students' scores in rural areas is higher than that on students' in urban schools. In terms of gender, the effect is relatively similar for female students and their male counterparts. These results are contrary to the popular belief among many Ugandans, but consistent with earlier scholarly works that have attributed automatic promotion with positive impact on learning outcomes.
Lecturers&apos; Perception of Constraints Facing the Teaching of Entrepreneurship Education in Colleges of Education in South South Nigeria
Author: Okoro, James
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Methods,Entrepreneurship,Hypothesis Testing,Scores,Foreign Countries,Surveys,College Faculty,Business Administration Education,Educational Facilities,Questionnaires,Educational Quality,Teacher Evaluation,Schools of Education,Statistical Analysis

The study investigated the constraints facing the teaching of entrepreneurship education in colleges of education in South South Nigeria. A research question was raised and three hypotheses were formulated for the study. A descriptive survey design was used for the study. The population which also served as sample comprised 206 Business Education lecturers. The researcher used a questionnaire which has 24 items. The content and face of the instrument was validated by experts in business education and measurement and evaluation. The questionnaire has a reliability value of 0.92 using Cronbach alpha. Mean score and standard deviation were used to answer the research question while t-test was used to test the hypothesis at 0.05 level of significance. The findings are ineffective monitoring, ineffective evaluation, insufficient time, poor welfare package and inadequate teaching facilities are some of the constraints facing the teaching of entrepreneurship education in colleges of education. It was, therefore, recommended that adequate teaching facilities should be provided by the school authorities to enhance quality teaching of entrepreneurship education. Adequate teachers should also be employed by school authorities.
Factor Analytic Study of Lecturer&apos;s Teaching Assessment Scale in Obafemi Awolowo University, Nigeria
Author: Jegede, Olu Philip
Date: 2015-00-00
Type: Journal Articles
Subjects: Factor Structure,Undergraduate Students,Psychometrics,Foreign Countries,Teacher Effectiveness,Reliability,Measures (Individuals),Attitude Measures,Factor Analysis,Construct Validity,Student Surveys,Student Attitudes,Item Analysis,College Faculty,Statistical Analysis

This study presents a validation report of the Lecturer's Teaching Assessment Scale (LTAS) developed for the assessment of lecturer's teaching effectiveness in Obafemi Awolowo University, Ile-Ife, Nigeria. It also examined the factor structure of the LTAS, its construct validity, and internal consistency reliability coefficients. The study adopted the survey research design. A total of 13,000 students that completed the LTAS online constituted the sample for the study. The 34-item LTAS was used to collect data for the study. Collected data were subjected to reliability and factor analyses. Results showed that the LTAS has two subscales--Attitude to Teaching and Lecture Presentation and Organisation. The LTAS was adjudged to possess construct validity, and it was established through experts' judgement. The results also revealed that the LTAS was reliable (Cronbach Alpha reliability coefficient of 0.985, Spearman Brown's Split-half reliability coefficient of 0.998 and Gutman's Split-half coefficient of 0.997). Thus, the LTAS possessed adequate psychometric qualities that make it suitable for use among Nigerian undergraduate students.
Sex and Age-Level Differences in Preschool Children in Walking Times on a Course and on a Balance Beam with Obstacles
Author: Aoki, Hiroki
Date: 2015-00-00
Type: Journal Articles
Subjects: Gender Differences,Age Differences,Preschool Children,Physical Activities,Time,Psychomotor Skills,Barriers,Statistical Analysis,Measures (Individuals),Foreign Countries

This study aimed to examine sex and age-level differences in preschool children with respect to walking times on a course and on a balance beam with obstacles. Subjects were 324 healthy preschool children: 4-year-old boys (51) and girls (51), 5-year-old boys (50) and girls (60), and 6-year-old boys (62) and girls (50). A 5- or 10-cm-high obstacle (depth, 11.5 cm; width, 23.5 cm) was set at the halfway point of a course (length, 200 cm; width, 10 cm) that was drawn on the floor and a balance beam (length, 200 cm; width, 10 cm; height 30 cm). The children walked to the end of the course and on a balance beam, and returned as quickly as possible under three conditions: no obstacle, low obstacle, and high obstacle. In all obstacle conditions, children aged 4-4.5 years walked on the course and the balance beam significantly slower than children aged 5 and 6 years, and children aged 4.5-5 years walked more slowly than children aged 5.5-6 years and children aged 6 years. Both walking was significantly slower in children aged 5-5.5 years than children aged 6 years (course: aged 6.5-7 years) in the high-obstacle condition, and was lower in the high-obstacle condition than in the no-obstacle condition in children aged 4 years. No significant sex difference was found in children in either walking time in all obstacle conditions. The walking time on the course showed a significant curvilinear regression with age in boys except for the no- and low-obstacle conditions. All balance beam walking times showed a significant curvilinear regression with age in both sexes in all obstacle conditions. Finally, 4-year-old children walked more slowly than 5- and 6-year-old children on a course and on a balance beam regardless of the presence of the obstacles. Both walking abilities develop markedly in 4-year-old children, and children between 5.5 and 6 years walk at a similar speed. The two forms of walking, regardless of the presence of an obstacle, showed little difference based on sex in children aged 4-6 years. A 10-cm-high obstacle affects walking in 4-year-old children, but not in children older than 5 years.
Assessment of HIV/AIDS and Life Skills Delivery in Primary Schools in Tanzania
Author: Rushahu, Bernadetha Gabriel
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Acquired Immunodeficiency Syndrome (AIDS),Daily Living Skills,Elementary School Students,Knowledge Level,Background,Questionnaires,Comprehensive School Health Education,Health Behavior,Qualitative Research,Statistical Analysis,Sex Education,Documentation,Student Attitudes

This study was conducted to assess the effectiveness of HIV/AIDS and the Life Skills Education delivery in primary schools in Tanzania. Specifically the study investigated pupils' views about the effect of HIV/AIDS and Life Skills teaching in primary schools in Tanzania; assessed pupils' knowledge related to HIV/AIDS and Life Skills education, and the effects of pupils' background characteristics on their knowledge about HIV/AIDS and Life Skills education. The study used mainly a questionnaire as the data collection instrument and involved 450 standard V, VI, and VII pupils from 10 schools in Morogoro Municipality. Findings showed that, though significant majority of pupils reported to have been taught about HIV/AIDS and related subjects, majority of them demonstrated a very low level of knowledge about HIV/AIDS. This raised some questions about the effectiveness of HIV/AIDS and Life Skills education in schools. On the basis of the findings of this study, it is recommended that there should be a review of the school curriculum with a view of strengthening the teaching of HIV/AIDS and Life Skills education.
Economic Literacy Levels of Social Studies Teacher Candidates
Author: Akhan, Nadire Emel
Date: 2015-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Foreign Countries,Economics Education,Teacher Education Programs,Mixed Methods Research,Comparative Analysis,Questionnaires,Preservice Teacher Education,Undergraduate Study,Universities

The purpose of this study is to determine the levels of economic literacy--an important component of being a good citizen--among seniors studying at social studies teacher program which aims at cultivating good citizens and to find out its relationships in terms of various variables. The quantitative sample of the study was comprised of 726 senior teacher candidates studying at Social Studies Teacher Education Program of the universities from seven different regions in 2013-2014 academic year. The qualitative sample included 436 teacher candidates from the quantitative sample. An Economic Literacy Questionnaire was used to determine the economic literacy levels of teacher candidates and the questionnaire was made up of 3 sections as personal data form, economic literacy test and a student opinion form on the topics of economic literacy. The results from the study revealed that economic literacy levels of social studies teacher candidates were found to be moderate, which also seemed to be supported by the responses of teacher candidates. Based on the results, it is thought to be helpful to increase the number of economics classes in the undergraduate program in order to the increase the economic literacy levels of teacher candidates.