ethanporcaro/eric-fulltext-meta huggingface dataset:
Predicting Academic Achievement with Machine Learning Algorithms
Author: Yildiz, Muhammed Berke
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade Prediction,Academic Achievement,Artificial Intelligence,Grade 9,High School Students,Accuracy,Data Analysis,Foreign Countries,Predictor Variables

Education systems produce a large number of valuable data for all stakeholders. The processing of these educational data and making studies on the future of education based on the data reveal highly meaningful results. In this study, an insight was tried to be developed on the educational data collected from ninth-grade students by using data mining methods. The data contains demographic information about students and their families, studying routines, behaviours of attending learning activities, and their epistemological beliefs about science. Thus, this research aimed to solve a classification problem, two-class (successful or unsuccessful according to the exam result) was tried to be estimated from the collected data. In the study, the prediction accuracy of the supervised classification algorithms were compared and it was defined which variables were effective in the formation of classes. When the prediction accuracy of machine learning algorithms was compared, the findings indicated that the Neural Network algorithm (98.6%) had the highest score. The accuracy rate of the other algorithms are kNN (86.2%), Logistic Regression (78.4%), SVM (90.3%), Decision Tree (91.9%), Random Forest (90.0%), and Naive Bayes (81.7%). The information gain coefficient of the variables was examined to determine the factors affecting the prediction accuracy. It was revealed that demographic variables of the family, scientific epistemological beliefs of the student, study routines and attitudes towards some courses affected the classification. It can be concluded that there was a relationship between these variables and academic success. Studies on these variables will support students' academic success.
The Use of Mobile-Based Augmented Reality in Science Learning to Improve Learning Motivation
Author: Maulana, Iwan
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Simulation,Educational Technology,Instructional Effectiveness,Science Instruction,Learning Motivation,Junior High School Students,Handheld Devices,Educational Media,Foreign Countries

This study aimed to examine the effect of the use of mobile-based Augmented Reality media to improve student learning motivation in SMP Muhammadiyah Surakarta on the science subject. The study used a quasi-experimental method with pretest-posttest control design. The tests of mobile-based augmented reality media in learning and learning motivation were conducted on the research subjects, seventh-grade students of Muhammadiyah 1 Junior High School Surakarta, with cluster random sampling. It was found that, based on the scores obtained from the statistical test with SPSS 20 program, the sig. level was 0.002, smaller than 0.025 (0.000&lt;0.025). This shows that there is a different significant mean score between the control class and the experimental class. Therefore, the mobile-based augmented reality media influences the classroom learning process, which is shown by the increase in student learning motivation in the learning process.
Unlocking the Potential of ICT for Transformative Learning among Youth: A Path to 21st Century Competencies
Author: Ndibalema, Placidius
Date: 2020-00-00
Type: Journal Articles
Subjects: Transformative Learning,21st Century Skills,Soft Skills,Entrepreneurship,Skill Development,Technological Literacy,Technology Integration,Self Efficacy,Competence,Barriers,Internet,Access to Computers,Access to Information,College Freshmen,Student Attitudes,Youth,Foreign Countries

This paper reports the potentials of ICT in enhancing the acquisition of the 21st Century skills among youth in Higher Learning Institutions (HLIs). Within this broad aim, the paper highlights the possibilities of engaging youth in transformative learning tasks through technology as a necessary pedagogical tool for improving digital competence. The study employed quantitative and qualitative strategies in which both an online survey questionnaire and Focus Group Discussion were used for data collection. The link to the online questionnaire was distributed through Edmodo Learning Management System (LMS). A total of 133 respondents were purposively sampled. The SPSS version 21 was used to run the mean score and present findings in a tabular form. The qualitative data from the FGD were subjected to framework analysis. The findings included the prevalence of youth with moderate technological competence at the mean score of 2.83 while some lacked exposure to market-driven programmes and industrial attachment. Instructors integrate ICT in their teaching though they use very minimal tasks to promote youth entrepreneurship skills. Again, there are several stumbling blocks to the 21st Century skills acquisition. These include low accessibility of online resources, learning management systems, and unreliable internet. The paper concludes that deliberate efforts are required for critical investment in ICT at all levels of education. It recommends a collaborative approach among stakeholders in HLIs towards the acquisition of 21st Century skills among youth.
Teachers&apos; Perception of Crisis Management in Schools
Author: Debes, Gülyüz
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Crisis Management,Readiness,Middle School Teachers,School Safety,Inservice Teacher Education,Teacher Attitudes,Teacher Competencies,Intervention,Teamwork,Performance,Gender Differences,Teaching Experience,Faculty Development,Teacher Characteristics,Age Differences,Educational Attainment

The aim of the study is to determine the crisis preparedness level of teachers in middle schools in North Cyprus Republic. The study provided a comprehensive review of crisis management in school in terms of its effects on middle school teachers, demographic variables and relationship to teachers' performance and teachers' crisis intervention abilities. The safety-related types of in-service training needs of teacher was also examined in the study. Based on the aims of the study, &quot;Crisis Intervention Scale&quot; which was developed by Debes (2020) was used to investigate teachers' perceptions about crisis management in schools. To analyze the data content and descriptive analysis was conducted. This was both quantitative and qualitative methodology. The interview technique was used in the study and descriptive analysis was also conducted as data analysis techniques. The participants of the study comprised 48 teachers in North Cyprus in 2020-2021 academic years. The questionnaire forms were delivered participants, 27 (%56.3) were female and 21 (%43.8) were male. The sample of the study was randomly selected. According to the arithmetic mean score of teachers' (2.00 to 2.48) about crisis situations that had few effect on their performance in school. Meanwhile, the arithmetic mean score of teachers' (2.06 to 2.63) about managing crisis situations with sufficient practice, teachers' were very good at managing crisis situations with sufficient practice. In addition, the arithmetic mean score of teachers' (1.92 to 2.92) about safety-related types of in-service training needs teachers' were very high.
Student Teachers Ask: Are We Workers or Colleagues?
Author: Kelesoglu, Serkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Practicums,Student Teaching,Student Teachers,Student Teacher Attitudes,Foreign Countries,Teacher Student Relationship,Mentors,Burnout,Collegiality,Cooperating Teachers

The Teaching Practice Course is the most important course for student teachers to gain professional qualifications. This course will be able to achieve its goals through the healthy communication that mentor teachers will establish with the student teachers. This research focuses on the communication and interaction between student and mentor teachers. The purpose of the research is to determine how the student teachers interpret the relationship between the two stakeholders. For this purpose, basic qualitative research was carried out. In two different universities and in different majors of Turkey joining the 35 student teachers teaching practice course with focus group interviews were conducted at different times. The interview texts were examined by two different experts were subjected to content analysis. In the study; some student teachers stated that they did not consider the mentor teachers professionally adequate and experience professional burnout; were seen as colleagues by the mentor teachers, while others were concluded that they thought they were perceived or ignored as assistants. Student teachers pointed out that in order for this process to be more effective, they should be perceived as colleagues by the mentor teacher and that the teaching staff should participate more actively in the process.
Teachers&apos; Awareness and Actual Practices of 21st Century Learning and Innovation Skills
Author: Orak, Suheyla Demirkol
Date: 2021-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Innovation,Creativity,Communication Skills,Cooperation,Critical Thinking,Thinking Skills,Skill Development,Knowledge Level,College Faculty,Language Teachers,English (Second Language),Teacher Motivation,Classroom Techniques,Alignment (Education),Institutional Role,Foreign Countries

This research study targets to examine Turkish teachers of English language awareness, motivation, organization (institution), and actual classroom practices in terms of 21st century learning and innovation skills which are named as communication, collaboration, critical thinking, and creativity skills. For this purpose, 26 Turkish teachers of English language at Firat University School of Foreign Languages were selected as the participants. With the aim of maintain the research study, mixed method descriptive case study was conducted. In order to gather data, a questionnaire (self-report instrument) and interviews were employed. Convenience sampling was administered in the phase of participant selection. Moreover, the collected quantitative data was analysed on SPSS program version 2.00 and qualitative data was analysed with reference to interview questions. At the result session, the analyses were explained and discussed in order to be a source, and present a different point of view for the further researches. The findings of the study proved that Turkish teachers of English Language in the context of the study were in short of theoretical and conceptual knowledge regarding 21st century learning and innovation skills, though they were excited to boost them up in the classrooms.
The Relationship between Fifth Grade Student&apos;s Writing Anxiety and Blocking with Their Written Expression Skills
Author: Turkben, Tuncay
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 5,Middle School Students,Writing Skills,Anxiety,Writing (Composition),Correlation,Foreign Countries,Gender Differences,Parent Background,Educational Attainment,Family Income,Eating Habits,Success

In this study, the relationship between writing anxiety and blocking of middle school fifth grade students and their written expression skills was examined. The study group, which was formed by the simple random sampling method conducted with the relational screening model, consisted of 482 fifth grade students attending schools in the city center of Aksaray. Writing Anxiety Scale and Writer's Block Scale were used to collect data. The compositions written by the students were evaluated with the Writing Skills Analytical Rubric. As a result of the statistical analysis, it was determined that the students had a medium level of writing skills and a low level of anxiety. Writer's block was sometimes or occasionally observed in a significant part of the students. It was found that the higher the writing success was, the less writing anxiety and writer's block they had. It was determined that writer's block had a negative and significant effect on writing success. A significant and positive relationship was found between writing anxiety and writer's block. As the writing anxiety increases, the writer's block level also increases significantly. Moreover, it was also examined within the scope of the study whether students' writing anxiety, writer's block and written expression success differed significantly in terms of various variables. The findings obtained were discussed in light of the literature.
Students&apos; Perception of and Engagement in Reactive Online Education Provided during the COVID-19 Pandemic
Author: Kanik, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,School Closing,Educational Technology,Electronic Learning,Student Attitudes,Student Participation,Student Experience,Academic Achievement,Grade Point Average,Undergraduate Students,Correlation,Learner Engagement

One of the consequences of the COVID-19 pandemic was school closures, which was also the case in North Cyprus. As a response to school closures, universities switched to online education. This study aims to investigate students' perception of and engagement in this reactive online education provided during the pandemic. To investigate the issue, an online survey was used. Forty-six college students responded to the survey and the results indicate that students had an overall negative perception of their experience in online education. However, they demonstrated high engagement with online education and had higher academic achievement in the semester when education moved online than the previous semester. Results have implications for future online course offerings during moments of crisis in considering possible factors that contribute to positive attitude, motivation, engagement, and academic achievement.
A Comparative Study of Reading Strategies Used by Prospective Language Teachers
Author: Deregözü, Aysel
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Strategies,Preservice Teachers,Second Language Learning,Second Language Instruction,Language Teachers,English (Second Language),German,Teacher Education Programs,Educational Experience,Language Proficiency,Gender Differences,Departments,Student Attitudes,Majors (Students),Undergraduate Students,Comparative Analysis,State Universities,Foreign Countries

The study investigated reading strategies used by prospective foreign language teachers studying at a foreign language department of an education faculty in Turkey. It was explored how these strategies differ in view of the variables such as gender, department, education experience, and proficiency levels. For this aim, the Reading Strategy Use Scale is implemented to prospective foreign language teachers studying at a German and English as a Foreign Language Department in a state university in Turkey. The data were collected from prospective foreign language teachers majoring at two departments (English and German) during the academic year 2020-2021. The data were analyzed by using the PASW Statistics 18 program. As the data showed normal distribution, the parametric statistical analyses Independent Samples t-Test and one -- way ANOVA were used. The findings revealed that reading strategies used by prospective language teachers differ in terms of gender, but do not differ in terms of the department majored. Regarding education experience there were significant differences in planning and assisting strategies. Sophomores and seniors use more assisting strategies, while preparatory class student's use less planning strategies compared to freshmen. Furthermore, prospective foreign language teachers with proficiency levels of C use more reading strategies in the construction category compared to A level. Based on the findings of this study, it can be recommended to provide explicit instruction on reading strategies in language teacher education.
Teaching and Learning Bucket Model: Experimented with Mechanics Baseline Test
Author: Ndihokubwayo, Kizito
Date: 2021-00-00
Type: Journal Articles
Subjects: Mechanics (Physics),Science Tests,College Science,Foreign Countries,College Instruction,Scientific Concepts,Pretests Posttests,College Freshmen,Teaching Methods,Confidence Testing

Mechanics, as a large part of physics, shows the most basic concepts we encounter in our daily lives. With this regard, we implemented the mechanics baseline test (MBT) to the University of Rwanda - College of Education before and after the teaching mechanics module to track students learning. About 38 students participated in this study. We found the instructional strategies used to fit in a model we named &quot;teaching and learning bucket&quot; (lecturer backing and learners owning learning) during data analysis. The results showed that the performance occurred only in 12 out of 26 MBT items at a p&lt;.001, and Cohen's D effect size of 1.26. Such analysis also allowed us to identify areas of mechanics that need teaching improvement, such as (a) constant acceleration, (b) average velocity, (c) the first law of Newton, (d) work and energy, and (e) energy conservation. There was also a positive correlation (r=0.58) between students' confidence in answering questions and correct answers provided and vice versa. Therefore, the research significantly informs lecturers to use various teaching approaches to effectively employ the teaching and learning bucket (TLB) model.
Social Connectedness, Gratitude and Demographic Variables as Predictors of Teachers&apos; Perceptions of Organizational Cynicism
Author: Alanoglu, Müslim
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Teacher Attitudes,Teacher Characteristics,Positive Attitudes,Negative Attitudes,Organizational Climate,Social Environment,Interpersonal Relationship,Trust (Psychology),Gender Differences,Educational Attainment,Teaching Experience,Sense of Community,Correlation,Urban Schools,Public School Teachers,Foreign Countries

This study aimed to test the predictive power of teachers' social connectedness and gratitude levels and their demographic characteristics to predict their organizational cynicism perception. The study was designed in a relational survey model. 304 teachers were reached sampled from the population through the snowball sampling method. Data were collected using the Organizational Cynicism Scale, Social Connectedness Scale and, Gratitude Scale. Correlation analysis and hierarchical regression were performed during the analysis. According to correlation analysis results, there were moderate and negative associations between organizational cynicism and social connectedness and gratitude, low and negative association between organizational cynicism and gender, and low and positive associations between organizational cynicism and level of education, and professional seniority. There was no significant association between organizational cynicism and marital status. From this study, it was found that the independent variable, which had the highest predictive value for organizational cynicism, was social connectedness followed by gratitude, and the variable group with the lowest predictive value was found to be demographic variables.
The Lived Experience of Principals for Managing Change in Their Schools: A Phenomenological Research
Author: Korumaz, Mithat
Date: 2020-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Educational Change,Principals,Phenomenology,Content Analysis,Barriers,Organizational Culture,Parent Attitudes,Parent Aspiration,Educational Opportunities,Foreign Countries,Administrator Role,Public Schools,Elementary Secondary Education

The aim of the study is to reveal the experiences of school principals in the process of change. Thus, this study employed a qualitative research approach through data collection and analysis procedure incorporating a descriptive phenomenological design. Participants of this research consisted of 15 volunteer school principals working in state schools in Istanbul. Criterion sampling as one of the purposeful sampling methods was preferred to determine the participants of the research. The researchers conducted in-depth face-to-face interviews with semi-structured interview questions. The content analysis technique was used to reveal codes, categories and themes from the transcribed interview records. The researchers discovered three themes so as to define the experiences of school principals in managing change as follows: 'procedure', 'barriers to change' and 'opportunities'. The conclusion of the study showed that principals define change management as a process in the school. Teacher resistance, organizational structure and parental expectation turn into barriers for managing change. Also, school principals define the outcomes of the change as an opportunity in their schools.
A Contrastive Analysis of Traditional Grammar Teaching and Communicative Language Teaching in Teaching English Grammar and Vocabulary
Author: Çiftci, Harun
Date: 2021-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Teaching Methods,Communicative Competence (Languages),Grammar,Translation,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Comparative Analysis,Error Analysis (Language),Pretests Posttests,Oral Language,High School Students,Grade 9,Foreign Countries

This study aimed to compare whether Traditional Grammar Translation Method (henceforward TGTM) or Communicative Language Teaching (henceforward CLT) was more effective in teaching English language grammar and vocabulary. The participants of this study were sixty-eight 9th grade students attending to a high school. Mixed methods research design was grounded comprising a pre-test and post-test quasi-experimental design. The results of the pre and post-tests, quizzes and the oral productions of the participants were analyzed based on error analysis. It was observed that the students, who were taught English grammar via TGTM made fewer errors than those who were taught via CLT in both their written and oral productions. Additionally, vocabulary production was higher for the students who were taught based on TGTM than those in CLT. As a result, the quantitative and qualitative findings of the study suggested that TGTM was more practicable and productive than CLT in teaching and learning English grammar and vocabulary.
Adapting the Scale of Cognitive Emotion Regulation Strategies for Children to Turkish: Validity and Reliability Studies
Author: Akfirat, O. Nejat
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Control,Turkish,Measures (Individuals),Middle School Students,Validity,Reliability,School Districts,Factor Analysis,Factor Structure,Foreign Countries,Metacognition

This study aimed to adapt the Cognitive Emotion Regulation Strategies for Children Scale (CERQ-k) developed by Garnefski et al. (2007) into Turkish, and to carry out validity and reliability studies of the Turkish version for children aged between 9-12. The research was carried out with 657 students attending a Middle School in Istanbul's Pendik district in 2018. As research instruments, Personal Information Form and Cognitive Emotion Regulation Strategies for Children Scale were used to collect data. According to the result of the confirmatory factor analysis conducted to test the construct validity of the scale, it was concluded that the 9-factor structure was confirmed. In the reliability studies regarding the scale, it was found that the Cronbach's Alpha coefficients for the sub-dimensions were between 0.43 and 0.80 and the total correlation values for the items were between 0.16 and 0.66. It was found that the test-retest coefficient values of the sub-dimensions of the scale ranged from 0.36 to 0.67. Based on the findings obtained, it was concluded that the Turkish version of the Cognitive Emotion Regulation Strategies for Children Scale is valid and reliable for children between the ages of 9-12.