ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Twitter Activities in a Blended Learning Classroom Guided by Activity Theory on Students&apos; Achievement and Attitudes
Author: Amry, Aicha
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Telecommunications,Social Media,Blended Learning,Educational Technology,Technology Uses in Education,Females,Student Attitudes,Conventional Instruction,Teaching Methods,Experimental Groups,Control Groups,Comparative Analysis,Academic Achievement,Student Participation,Statistical Analysis,Pretests Posttests,Likert Scales

Purpose: This research paper explores the effect of using Twitter activities to support a blended learning course (75% in-class and 25% Twitter activities) on the achievement and attitudes of female students compared to 100% in-class learning. Design/methodology/approach: In the 2016 academic year, the researcher compared an experimental group (34 students) and a control group (34 students). The learning process of the experimental group was based on continuity between 2 hours of in-class learning and 1 hour of learning activities that were mediated by Twitter activities each week. The control group's experience was 100% in-class with no app mediation. Findings: The principal results of the study are that the students in the experimental group performed better than those in the control group on the achievement test, learning tracks and attitudes. Learning track analysis shows that the students in the experimental group had greater participation in different topics of discussion in the Twitter space than did the control group. Originality/value: This research paper is useful for readers, parents, students and schools in exploring the effectiveness of Twitter activities to support blended courses in higher studies.
An Exploratory Study of the Factors Affecting the Perceived Usability of Algerian Educational Websites
Author: Benaida, Mohamed
Date: 2018-04-00
Type: Journal Articles
Subjects: Usability,Web Sites,Internet,User Satisfaction (Information),Foreign Countries,Undergraduate Students,Graduate Students,Pilot Projects,Questionnaires,Educational Technology,Statistical Analysis,Qualitative Research

Nowadays universities pay considerable attention to the use of websites to enhance the education process through the delivery of important information. The general aim of a website is to attract more target users. However, a poor website leads to fewer visits, less efficiency and less satisfaction from users. The present study explores the effects of four key factors including system usefulness, interface quality, content and satisfaction of users on the perceived usability of Algerian educational websites. A total of 200 students were tasked with four interaction tasks and subsequently asked to complete a usability questionnaire, consisting of 19 usability questions. Results indicate that the website usability perceptions amongst university website users are significantly affected by all four factors. In particular, website usefulness, information quality, interface quality and overall satisfaction all require more attention for the design of effective Arabic educational websites. Improvements to speed of Internet, structure of the website and quality of website contents were also advised.
Analyzing Students&apos; Views about Mathematics Teaching through Stories and Story Generation Process
Author: Altintas, Esra
Date: 2018-04-10
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Instruction,Story Telling,Mathematics Activities,Case Studies,Qualitative Research,Content Analysis,Elementary School Mathematics,Mathematics Teachers,Elementary School Teachers,Teaching Methods,Foreign Countries,Mathematics Achievement,Student Reaction,Teacher Surveys,Preservice Teachers

The purpose of this study is to investigate primary mathematics education students' views about mathematics teaching through stories and the story generation process. To this end, the study attempts to help primary mathematics education students to create stories for teaching middle school students mathematics and to gain experiences through the story generation process. Accordingly, the research question was formulated as follows: &quot;What are the views of 3rd grade primary mathematics education students about mathematics teachings through stories and the story generation process? This study is of importance as it involves the evaluation of the use of stories in mathematics teaching. Additionally, within the scope of the study, mathematics education students made stories of mathematics subjects according to middle school students' level and produced an instructional material that can be used in mathematics classes. The study group consisted of 12 third-grade students studying primary mathematics education. The study used a case study research design which is an interactive qualitative research design. The data were analyzed through content analysis. The views were presented under a set of themes and categories. According to the views of the participating students, mathematics teaching through stories arises interest in topics and provides clarity, promotes love for mathematics and imagination, fosters the reinforcement and retention of mathematics topics, facilitates establishing connections with everyday life, fosters student engagement, can be used as a tool of role-playing and as a technological support, promotes students' mathematics achievement, facilitates understanding abstract and difficult mathematical concepts, and offers such benefits as imagination and retention. The participating students also stated that the story generation process helped them to gain empathy, creativity, and the skills of concretization and level-setting, to reflect on their own story generation processes, to use their imagination, to discuss stories, and to digitize stories and convert them into a book.
Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment
Author: Brown, Carmen Sherry
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,College Faculty,Teacher Educators,Knowledge Base for Teaching,Teaching Skills,Teacher Certification,Early Childhood Education,Performance Based Assessment,Program Effectiveness,Methods Courses,Questionnaires,Focus Groups,Interviews,Coding,Assignments,Evaluation,Qualitative Research,Content Analysis

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.
Publication Trends over 10 Years of Computational Thinking Research
Author: Ilic, Ulas
Date: 2018-00-00
Type: Journal Articles
Subjects: Trend Analysis,Educational Trends,Periodicals,Databases,Computation,Evaluative Thinking,Problem Solving,Content Analysis,Educational Research,Statistical Analysis,Computer Science,Education,Educational Technology,Sampling,Data Collection,Data Analysis,Literature Reviews,Research Design,Case Studies,Research Methodology

The current study aimed to review studies on computational thinking (CT) indexed in Web of Science (WOS) and ERIC databases. A thorough search in electronic databases revealed 96 studies on computational thinking which were published between 2006 and 2016. Studies were exposed to a quantitative content analysis through using an article control form developed by the researchers. Studies were summarized under several themes including the research purpose, design, methodology, sampling characteristics, data analysis, and main findings. The findings were reported using descriptive statistics to see the trends. It was observed that there was an increase in the number of CT studies in recent years, and these were mainly conducted in the field of computer sciences. In addition, CT studies were mostly published in journals in the field of Education and Instructional Technologies. Theoretical paradigm and literature review design were preferred more in previous studies. The most commonly used sampling method was the purposive sampling. It was also revealed that samples of previous CT studies were generally pre-college students. Written data collection tools and quantitative analysis were mostly used in reviewed papers. Findings mainly focused on CT skills. Based on current findings, recommendations and implications for further researches were provided.
Results from a Study for Teaching Human Body Systems to Primary School Students Using Tablets
Author: Fokides, Emmanuel
Date: 2018-00-00
Type: Journal Articles
Subjects: Anatomy,Human Body,Elementary School Students,Teaching Methods,Guides,Constructivism (Learning),Student Motivation,Handheld Devices,Computer Assisted Instruction,Grade 6,Comparative Analysis,Student Attitudes,Positive Attitudes,Outcomes of Education,Quasiexperimental Design,Questionnaires,Foreign Countries,Pretests Posttests,Scores,Statistical Analysis

The paper presents the results from a study which examined whether tablets together with a mobile application with augmented reality features can help students to better understand the functions of the respiratory and the circulatory system. The target group was 75 sixth-grade primary school students, divided into three groups. The first group was taught conventionally; students studied using a printed handbook. In the second, a constructivist teaching model was used, but the instruction was not technologically enhanced. The third group of students used tablets and an application, and the teaching was based on a slightly modified version of Bybee's 5Es model. All three groups of students worked in pairs, they were taught the same learning material, and the teacher acted as a facilitator of the process. Data were collected by means of a questionnaire and evaluation sheets. Results indicated that students in the third group outperformed students in the other two groups. The results can be attributed to students' enjoyment, motivation, and positive attitude towards the use of tablets as well as to the teaching method. The study's implications are also discussed.
Opinions of Middle School Students on the Justice Concept within the Framework of Social Studies Education
Author: Haçat, Sibel Oguz
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Students,Crime,Justice,Student Attitudes,Content Analysis,Coding,Qualitative Research,Grade 7,Semi Structured Interviews,Guidelines,Social Studies,Case Studies,Ethics,Trust (Psychology),Foreign Countries,Laws,Welfare Services,Gender Differences

The aim of this study is to reveal the opinions of middle school students about the justice concept. The study was carried out in accordance with the document review technique, which is one of the qualitative research methods. The study group consists of 82 students attend in 7th grade receiving education at a middle school in the city of Kastamonu in the school year 2016-2017. Data was obtained using semi-structured interviews consisting of open-ended questions. This data was interpreted using content analysis and by way of coding. Middle school students' opinions on justice concept are represented in 8 different categories and they use 7 different sayings relating to the justice concept. Whereas the justice concept is most often explained as &quot;Rightfulness&quot;, it is least often conceived as &quot;Abstinence from Committing Crimes&quot;. It is observed that the saying &quot;Justice can do what swords cannot&quot; is used by middle school students most often, and the saying &quot;No merit can be more noble than justice&quot; least often. In light of this information, middle school students can be provided with environments in which they can internalize the justice concept. Furthermore, results about justice can be drawn when its content is broadened. We can do scientific study about justice in more detail by increasing sample group.
Out-of-Class Instruction in Higher Education--Impact of Approaches to Teaching and Discipline
Author: Päuler-Kuppinger, Lena
Date: 2018-00-00
Type: Journal Articles
Subjects: Higher Education,Teaching Methods,College Faculty,Regression (Statistics),Intellectual Disciplines,Learning Strategies,Content Analysis,Teacher Attitudes,Independent Study,College Students,Correlation,Quasiexperimental Design,Foreign Countries,Teacher Student Relationship,Online Surveys,Statistical Analysis

Many debates in higher education center around the role of approaches to teaching (measured with ATI-R) and impact of academic disciplines (soft vs. hard) on teaching practice, e.g. advice giving. An online study with N = 70 academic teachers was conducted and the advice given was content analyzed. Regression analyses showed that academics with a higher student focus (ATI-R) advised more deep learning strategies. Academics from the soft disciplines wrote longer answers, advised more resource management strategies, and provided more reasons for student self-learning that contained fewer external motivators. Hence, the study supports the role of approaches to teaching and academic disciplines on teaching practice.
The Efficiency of Administrative CPD Courses towards School Managers
Author: Bozak, Ahmet
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Administrator Education,Phenomenology,School Districts,Mixed Methods Research,Administrator Surveys,Administrator Attitudes,Interviews,School Administration,Knowledge Level,Skill Development,Independent Study,Teaching Methods,Efficiency,Foreign Countries

The aim of this study is to define the points of view of the schools directors on administratorship CPD training course organized by local educational directorates. A mixed model was used in this study and related data was evaluated both at quantitative and qualitative dimensions. The sample group was formed by 174 participants among 567 school directors who participated to the administratorship CPD training course organized by Sanliurfa Local Educational Directorate in Bozova, Haliliye, Siverek and Viransehir districts in educational year of 2015 and 2016, and study group was formed by 149 school directors who participated the CPD training course in the same educational districts. Data was collected via a survey in quantitative dimension and by phenomenological interviewing technic in qualitative dimension. In the study, it was concluded that CPD course led the participants acquire new knowledge and skills, and have new perspective and understanding related to school management, the content of training course and qualification of the instructors were efficient enough according to the participant school managers, the CPD course was sufficient in terms of educational tools and equipment, school managers pay more attention to self-learning and find the CPD course sufficient enough in terms of self-learning opportunities, participants are concerned about the teaching methodology of the training course and they demand to have teaching methods which will depend on practical and operative activities rather than theoretical and academic information, the participants were not satisfied with the facilities supplied by the CPD organization, the timing of the CPD course was not welcomed and many participants stated their negative concern about the timing of the CPD course as it was held within educational year and as they had to manage their school simultaneously.
The Effect of Multiple Intelligence Theory on Students&apos; Academic Success in the Subject of Geometric Shapes in Elementary School
Author: Karaduman, Gülsah Batdal
Date: 2018-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Experimental Groups,Elementary School Students,Test Construction,Pretests Posttests,Mathematics Instruction,Grade 2,Teaching Methods,Geometric Concepts,Control Groups,Curriculum Development,Mathematics Achievement,Foreign Countries,Comparative Analysis,Statistical Analysis

The aim of the research is to investigate whether &quot;Teaching Mathematics for the 2nd grade of elementary school in an appropriate way for the theory of multiple intelligences on geometric subjects&quot; has any impact on students' academic achievement or not. The research was an experimental study and it was conducted with the students of the 2nd grade class in a primary school in Küçükçekmece province of Istanbul in 2016-2017 education year. A total of 60 students participated in the research, 30 in the experimental group and 30 in the control group. In the control group, while the subject &quot;geometric objects&quot; was taught using traditional methods, the same subject in the experimental group was taught by curriculums prepared in accordance with the Multiple Intelligence Theory. The study lasted for 4 weeks together with the applications of test development, pre-test, post-test and course work. The application was performed by researchers. The data obtained from the application were evaluated in the SPSS 22 Program. As a result of the evaluations made, the researchers concluded that the lesson which was taught by using the curriculums prepared according to the Multiple Intelligences Theory had a more positive effect on student achievement compared to the lesson which was taught using traditional methods.
Peer Learning amongst Students of Higher Technical Teachers&apos; Training College (HTTTC) of the University of Buea in Kumba, Cameroon
Author: Lyonga, Ngemunang Agnes Ngale
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Teacher Education Programs,College Students,Student Surveys,Group Activities,Questionnaires,Statistical Analysis,Communities of Practice,Student Attitudes

This paper examines the use of peer learning in students' success at the Higher Technical Teachers' Training College in Kumba, Cameroon. The study uses a quantitative descriptive data to determine the effectiveness of peer learning amongst students through the impact of study groups and peer tutoring on students' achievement. The study employed the descriptive survey design. Participants of the study were made up of 234 students drawn from both the first and second cycles of the 14 departments of the Technical Teachers' Training College (HTTTC), Kumba. The study sought to find out the effects of study groups and peer tutoring on students' achievement at HTTTC, Kumba. A structured questionnaire was used as the instrument for data collection. The data collected was analyzed descriptively using frequencies and percentages computed with the help of the SPSS V.20.0. Evidence from students' responses indicated that the importance of studying in groups with classmates and peer tutoring by other students in the success of their end-of-semester and final examinations cannot be overemphasized. By providing these learning environments in schools, students are able to form a cohesive group where they can express their ideas and help each other succeed. Based on the study findings, it is recommended that students who are more knowledgeable and have a good mastery of the subject or the concepts taught be paired by the teacher with other students for group work, class discussions and more purposeful structured learning. Teachers should also take advantage of the peer tutoring technique to encourage student-teachers to work in small mixed ability groups that will allow everyone whether fast or slow to share their ideas and build knowledge as well as interpersonal skills in the training process.
English in Public Schools Located in Metropolitan Lima, Peru: An Analysis of Eleventh-Grade Students&apos; Level and Perceptions
Author: Morales, Andrea I.
Date: 2018-00-00
Type: Journal Articles
Subjects: Public Schools,Metropolitan Areas,Language Tests,Standardized Tests,English (Second Language),Second Language Learning,Second Language Instruction,Mixed Methods Research,Student Attitudes,Student Placement,Structured Interviews,Learning Processes,Grade 11,High School Students,Educational Policy,Language Proficiency,Learning Motivation,Blended Learning,Language Role,Foreign Countries

English Language Teaching (ELT) public policies are present in most of the countries of the Americas due to the importance of said language in the international context. The objective of this research was to know the English level of eleventh-grade students in public schools located in Metropolitan Lima, Peru, as well as their perceptions of their own English learning process within the framework of the new national plan called &quot;Inglés, Puertas al Mundo&quot; (&quot;English, Doors to the World&quot;). The sample was composed of 72 students from four schools of the city. This study was conducted using a mixed-method (quantitative-qualitative) approach. The instruments used were a standardized English test (New Inside Out Quick Placement Test) and a structured interview guide. The results revealed that the students' English level is below the level outlined in the national policy. Regarding the perception of their own learning, students have different motivations to learn English, and enjoy the blended model introduced by the national English plan. However, they agree that their English level is very basic and that they would not be able to reach the established communication objectives after graduating from high school.