ethanporcaro/eric-fulltext-meta huggingface dataset:
PBLPOE: A Learning Model to Enhance Students&apos; Critical Thinking Skills and Scientific Attitudes
Author: Fitriani, Apriza
Date: 2020-04-00
Type: Journal Articles
Subjects: Problem Based Learning,Critical Thinking,Thinking Skills,Scientific Attitudes,Grade 10,Foreign Countries,Biology,Science Instruction,Secondary School Science,Instructional Effectiveness,Student Attitudes,High School Students,Teaching Methods

The present study was an attempt to investigate the effect of Problem-Based Learning (PBL), Predict, Observe, Explain (POE), and the combination of both (PBLPOE) on students' critical thinking skills and scientific attitudes in Biology. A pretest-posttest nonequivalent control group design was employed in this study and 132 tenth-grade students from Bengkulu, Indonesia was involved. This study was carried out from February to June 2018. An essay test was administered to assess the participants' critical thinking skills, and a checklist and an interview guideline were used to observe the students' scientific attitudes. The results of the ANCOVA analysis showed that PBL, POE, and PBLPOE had an effect on the students' critical thinking skills and scientific attitudes in Biology with p-value&lt;0.005. The results of the LSD test indicated that PBLPOE was not significantly different from PBL, but differed considerably from POE and conventional in improving students' critical thinking. Also, LSD test on the students' scientific attitudes showed that PBLPOE differed significantly from PBL, POE, and conventional in enhancing students' scientific attitudes. The highest post-test score was observed in the PBLPOE classroom. Therefore, PBLPOE can be used to improve students' performance in Biology.
Saudi Education Preparation Providers Achieving CAEP Standards: Challenges, Recommendations, and Solutions
Author: Alkathiri, Mohammed S.
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Accreditation (Institutions),Standards,Pedagogical Content Knowledge,Student Teaching,College Admission,Admission Criteria,Teacher Education Programs,Program Effectiveness,Quality Assurance,Educational Improvement

The aim of the Council for the Accreditation of Educator Preparation (CAEP) is to assure excellence in teacher preparation by focusing on quality and continuous improvement through peer review and outcomes-based accreditation. This paper draws conclusions and recommendations from the literature on the challenges facing Saudi education preparation providers (EPPs) in achieving CAEP standards. The researcher explored the accreditation system in Saudi Higher Education, and the challenges that EPPs face on the way to becoming accredited by the CAEP. The study of current issues for Saudi EPPs will help teacher educators become better prepared to meet the CAEP standards and to provide more effective teacher education for students. Each CAEP standard is briefly identified and followed by a discussion of related challenges in Saudi higher education that might influence EPPs' abilities to meet the standard. Recommendations and solutions are offered in each instance. By way of conclusion, three priority areas for improvement are identified: faculty involvement and development; strategies for quality assurance; and strategy for curriculum improvement.
Science Teachers&apos; Views about Inclusion of Socio-Scientific Issues in UAE Science Curriculum and Teaching
Author: El Arbid, Sara Samir
Date: 2020-04-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Attitudes,Science and Society,Foreign Countries,Secondary School Teachers,Secondary School Science,Prior Learning,Faculty Development,Influences

The purpose of this study was to examine the views of secondary school science teachers regarding the inclusion of socio-scientific issues (SSI) in the curriculum, and the factors that may facilitate or impede their inclusion. A survey administered to 130 science teachers of different background and experiences. The findings revealed that science teachers had positive views on the inclusion of SSI in the curriculum. Participants identified resources, teaching strategies, and knowledge as factors that facilitated the inclusion of SSI in the curriculum. Factors that could impede the inclusion of SSI in the curriculum included the need to implement teaching strategies based on actual socio-scientific issues, students' lack of maturity, and cultural influences that might limit participation levels. There were statistically significance differences between the views of science teachers who had prior knowledge of SSI, and the SSI content provided in the professional development programs attended. Science teachers' prior knowledge and professional development programs attended have also affected their views about the factors that facilitate or impede the inclusion of SSI in the curriculum. The findings were discussed in the context of science education research and how science teachers might adapt the science curriculum to effectively incorporate SSI.
Students&apos; Result of Learning at Chemistry Department through Assessment of, for, and as Learning Implementation
Author: Muchlis
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,College Science,College Students,Student Evaluation,Learning,Formative Evaluation,Summative Evaluation,Outcomes of Education

This paper focused on describing students' result of learning through assessment of, for and as learning implementations. The subjects of research were 35 students on Chemistry Department, Mathematics and Science Faculty of Surabaya State University, Indonesia. The technique of data collecting was paper test 1, 2 and 3, that it was used to measure students' result learning 1, 2 and 3. The student was called mastery in learning if the student got value 55 or above. Student value was achieved from score achieved divided score maximum. Means' result of learning was found amount of all students value divided amount all of students. The range of the highest value is A and the range of the lowest value is E. Classical mastery was found from student amount of mastery in learning divided amount all of students. The research result showed that 1) percentage of student amount that's mastery in learning through assessment of, for, and as learning implementation successively were happened increasing 2) percentage of students amount for result of learning through assessment of, for and as learning implementation successively for value A were happened increasing and value E were happened decreased 3) means' result of learning through assessment of, for and as learning implementation were happened increasing respectively; and 4) based on Friedman test, students' result of learning through assessment of, for and as learning implementations were difference significantly.
Student Perceptions towards the Use of YouTube as an Educational Tool for Learning and Tutorials
Author: Maziriri, Eugine Tafadzwa
Date: 2020-04-00
Type: Journal Articles
Subjects: Student Attitudes,Social Media,Web Sites,Usability,Video Technology,Correlation,Intention,Student Behavior,Foreign Countries,College Students,Tutoring,Affordances,Multimedia Instruction

YouTube as an educational tool has been recently receiving a great deal of attention from researchers and teachers. The study in question therefore investigates this phenomenon. To this end, a modified conceptual model based on the technology acceptance model (TAM) was proposed to test student perceptions, attitudes and intentions to adopt YouTube as an educational tool. The study was quantitative in nature where 377 registered students from a selected university were chosen through non-probability sampling. In order to analyse the data SPSS 25 and AMOS 25 were utilised for descriptive statistics and structural equation modeling respectively. Perceived usefulness of YouTube and perceived ease of use where proposed as antecedents of attitudes and intentions while adoption of YouTube as an educational tool was anticipated to be the outcome. The main findings suggested that perceived usefulness was observed to have a more significant impact on student perceptions toward learning through YouTube in comparison to the perceived ease of use. In addition, it was also discovered that intention to use YouTube and adoption of YouTube as an educational tool had the strongest relationship of all tested hypotheses. Implications for educators and researchers were established from the findings. Thereafter, suggestions for further research were proposed.
Receptiveness of Spanish and Flamenco Professional Dancers in Their Training and Development
Author: de las Heras-Fernández, Rosa
Date: 2020-04-00
Type: Journal Articles
Subjects: Dance,Dance Education,Artists,Coaching (Performance),Higher Education,Professional Personnel,Age Differences,Foreign Countries,Leadership,Teacher Student Relationship,Interpersonal Relationship

The concept of coaching is an important object of study in the development of sports coaches, and the relationship between athletes and coaches may define the professional life of the former. In the area of dance, the figure of the coach is represented by teachers, choreographers and directors; however, there are few studies that analyse the different forms of coaching and receptiveness in the training of dance professionals. Therefore, the aim of this study was to ascertain the receptiveness of professional Spanish dance and flamenco dancers to the coaching abilities of their respective teachers, directors or choreographers. The sample consisted of 143 dancers, 96 women (67.1%) and 47 men (32.9%) aged between 18 and 51 (30.52±7.86), who were students in their last year of a Higher Degree, or professionals from different companies specialising in Spanish dance and flamenco. The most relevant results show that there were significant statistical differences in receptiveness to coaching according to age, with the older dancers showing less receptiveness. Similarly, there were significant statistical differences according to the company in which the dancers carried out their professional work.
Assessment of Items Prone to Guessing in SSCE Economics Multiple-Choice Tests among Students in Kwara State, Nigeria
Author: Jimoh, Mohammed Idris
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Guessing (Tests),Test Items,Multiple Choice Tests,Exit Examinations,Economics Education,Test Wiseness

The study investigated items that were prone to guessing in Senior School Certificate Examinations (SSCE) Economics multiple-choice tests among students in Kwara State, Nigeria. The 2016 West African Senior Secondary Certificate Examinations (WASSCE) and National Examinations Council (NECO) Economics multiple-choice test items were subjected to guessing parameters. This study adopted a descriptive survey research design, carried out in 25 randomly selected public Senior Secondary Schools in Kwara State. A multi-stage sampling technique was used to sample 768 Senior School III students. The instruments used for data collection were 2016 WASSCE and NECO multiple-choice Economics items. Guessing parameter was computed using WinGen IRT software package used to compute and answer research question 2 (What are those 2016 WASSCE and NECO Economics multiple-choice test items prone to guessing?). The hypothesis was tested using the chi-square statistic at 0.05 level of significance. One of the findings revealed that items prone to guessing in WASSCE and NECO were of the same rate. The finding also revealed that no significant difference existed in items guessed in WASSCE and NECO. One of the recommendations revealed that the classroom teachers and professional developers should avoid clauses such as &quot;except&quot;, all of the above&quot;, &quot;none of the above&quot; and &quot;not&quot; to mention a few. This could reduce the guessing tendency in multiple-choice items.
Social Emotional Learning: Key to Career Readiness
Author: Paolini, Allison C.
Date: 2020-04-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Career Readiness,Standards,Communication Skills,Empathy,Self Control,Interpersonal Competence,Work Environment,Leadership,Diversity,Conflict Resolution,Stress Management,Accountability,Resilience (Psychology),Positive Attitudes,Program Descriptions,Elementary Secondary Education,Kindergarten,Teaching Methods

This manuscript is a literature review that addresses the significance of social emotional learning in regard to promoting career readiness by addressing the key components, interpersonal, and intrapersonal skills that are critical to possess in order to be successful in the workforce. Social emotional learning (SEL) is the process by which children and adults understand and manage emotions, set strength-based goals demonstrate empathy, establish positive relationships, and make healthy choices. Social emotional learning is vital for career success, as it emphasizes the intrapersonal and interpersonal skills that people need in order to be productive and efficient in their work setting including leadership, celebrating diversity, effective communication skills, accountability, assertiveness, conflict resolution, time and stress management, as well as motivation. This manuscript addresses the five SEL core competencies, the definition and importance of SEL, SEL learning standards, the SEL intrapersonal and interpersonal skills necessary for career success, guiding principles of SEL, as well as the significance of possessing soft skills in order to augment performance and foster success in the workplace.
Possibility of Cluster Strategy Use by Readers in Response to Filling the Blank Test
Author: Daftarifard, Parisa
Date: 2020-04-00
Type: Journal Articles
Subjects: English (Second Language),Reading Comprehension,Reading Strategies,Language Tests,Language Proficiency,Foreign Countries,Second Language Learning,College Students,Expertise

The present article reported an exploratory investigation into the nature of the reading comprehension strategies of English Foreign Language learners across proficiency levels. The aim of this study was to probe possible differences between elementary, intermediate, and expert readers' use of cluster strategy in the First Certificate English test. The collected data from 19 participants' Thinking Aloud on the gapped section of the test were analyzed both through content analysis and tabulation. The results indicated that readers at different language proficiency levels did not use a single profile strategy to answer a reading comprehension test item or to process a text, but rather used different combination or cluster strategies. The participants located in the intermediate language proficiency levels used more various strategy types to answer a single reading question than those who were located at the two extreme ends of the spectrum. Hence, focusing on teaching efficient cluster strategies rather than teaching single isolated strategies would be more productive in today's reading classrooms.
Psychosocial Problems and Academic Achievement of Deviant Pupils in Basic Schools in Oyo State, Nigeria
Author: Ayinde, Oluwafeyisayomi
Date: 2020-04-00
Type: Journal Articles
Subjects: Academic Achievement,Antisocial Behavior,Foreign Countries,Public Schools,Truancy,Incidence,Gender Differences,Middle School Students,Behavior Problems,Self Efficacy

Children with deviant behaviours display difficulties adjusting to the classroom environment and also show social skill deficits, and low academic performance. This paper examined the psychosocial problems and academic achievement of deviant pupils in basic schools in Oyo State, Nigeria. This study was a descriptive survey research method of the correlational type. Three purposes and three research questions were raised and two hypotheses were tested. The sample for this study comprised 171 deviant pupils in public basic six in the two selected senatorial districts. Twenty Basic Schools were selected from the four Local Government Areas using proportionate random sampling technique. Three instruments were used for this study: a checklist on the types of deviant behaviour, a researcher-designed questionnaire titled &quot;Psychosocial Scale (PS)&quot; and an Academic Achievement Test (AAT). The findings of the study were that: the most prevalent deviant behaviour among deviant pupils was coming late to school. There was no significant difference in the psychosocial problem and academic achievement of male and female deviant pupils in Basic Schools in Oyo state. It was recommended that parents should ensure that their children leave home as early as possible in order not to get late to school and also, punishment should be melted out to late comers in order to reduce the rate at which pupils come late to school, teachers should find out why pupils come late to school either by raising during Parent-Teachers' Association meeting and they dialogue and discuss the way out of it with the parents. Teacher should have positive attitude to deviant pupils because it helps to them have positive feelings about themselves. Deviant behaviours among pupils, if not checked, can lead to societal vices, because of this, seminars should be organized for teachers to enhance their knowledge on effective behaviour modification techniques. The schools should provide record book to keep details of cases and to monitor pupils' progressive behaviour changes and learning needs in order to know whether the rate of deviant behaviour is reducing or increasing.
Influence of Selected Variables on Mathematics Teaching and Learning in Ilorin South Local Government, Kwara State
Author: Enikanolaye, Ayodeji John
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Secondary School Students,Instructional Effectiveness,Teacher Qualifications,Instructional Materials,Teaching Experience,Educational Facilities,Educational Equipment,Mathematics Teachers,Predictor Variables

Effective teaching and learning and academic performance is affected by several factors which includes parent social economic status, school facilities, motivation, students' attitude towards mathematics. The study was a descriptive study of survey type and supported qualitatively. Questionnaire and interview were employed for data collection. The target population for this study comprised of all the three thousand four hundred and sixty (3,460) senior secondary school II (SS 2) mathematics students and their teachers in Ilorin South, Kwara State (Kwara State Universal Basic Education, 2019). Multi-stage sampling technique was used for the sampling process. In the first stage, four (4) wards in Ilorin south Local Government Area were selected randomly through balloting method namely: Akanbi ward III; Akanbi ward IV; Akanbi ward V and Okaka ward I. In the second stage, balloting method was used to select two (2) schools each from the four (4) wards making a total of eight (8) schools. In the third stage, twenty percent (20%) of the students in each of these schools were selected through systematic random sampling technique. The questionnaires were filled by three hundred and forty-six (346) students and ten (10) mathematics teachers making a total of 356 respondents. Furthermore, out of the 356 respondents eight (8) students and ten (10) mathematics teachers were interviewed. Demographic data of respondents were analysed using frequency counts and percentages while the research questions were also descriptively answered using frequency and percentage. The study revealed that: (i) teacher's qualification have an influence on effective teaching and learning of mathematics in schools (ii) teacher's experience does not have influence on effective teaching and learning of Mathematics in schools (iii) availability and use of instructional material influence effective teaching and learning of Mathematics in secondary schools (iv) school facilities and equipment and other teaching material was also found to have influence on effective teaching and learning of mathematics in secondary schools (v) Teachers' teaching experiences is the most influential factor affecting effective teaching and learning of mathematics.
Examination Stress and School Administrative Policies In-Service Teachers&apos; Motivation: It&apos;s Implication to Quality Education
Author: Gobena, Gemechu Abera
Date: 2020-04-00
Type: Journal Articles
Subjects: School Policy,Test Anxiety,Teacher Motivation,Educational Quality,Stress Management,Incentives,School Administration,Secondary School Teachers,Teacher Attitudes,Foreign Countries

The study was aimed to explore Examination Stress and School Administrative Policies on Inservice Teachers' Motivation: Its Implication to Quality-education. Correlational research design was employed. The target population for this study was one higher learning institution's three colleges. 358 in-service teachers were sampled out of 1078 through stratified random sampling technique. Descriptive and inferential statistics were used to analyse the quantitative data collected through close ended questionnaire. The first finding was that 61.45% of the in-service teachers were frustrated by examination stress; 57.54% of the them were influenced by school administrative policies; 70.30% of the them were not felt responsible for low results scored by their students; 79.05% of them were poorly motivated to the teaching profession; there was statistically a significant negative relationship between teachers' level of motivation and school administrative policies'. Finally, in order to sustain the quality education in the country, all concerning bodies in the study areas need to search effective mechanisms to minimize examination stress on the behalf of teachers, empower transparent school administrative policies and increase teachers' motivation through providing professional training, incentives and privilege them to different reinforcement in type and kind.
School Management Mechanisms and Control of Discipline among Pupils in Primary Schools: An Analysis of Discipline in Upper Primary Level
Author: Musa, Matovu
Date: 2020-04-00
Type: Journal Articles
Subjects: School Administration,Elementary School Students,Foreign Countries,School Counseling,Family School Relationship,Children,Early Adolescents,Discipline Policy,Student Behavior,Correlation

The aim of the study was to analyse the effect of school management mechanisms on the discipline of pupils in upper basic primary level. This study examined the effect of; (a) guidance and counselling on the discipline of pupils, (b) school-rules and regulations on the discipline of pupils, and (c) school-family initiative program on the discipline of pupils in upper primary basic level. A cross sectional survey design using both quantitative and qualitative approaches was adopted to obtain data from a sample of 291 participants from 11 primary schools. Both the Statistical Package for Social Sciences (SPSS) and thematic content analysis for quantitative and qualitative data analysis respectively, were used. The effect results highlighted by the multiple regression for guidance and counselling and discipline were; r = 0.628; p-value, 0.003 &lt; 0.05; 95%, school rules and regulations and discipline were; r = 0.671; p-value, 0.009 &lt; 0.05; 95%, and school-family initiative and discipline were; r = 0.601; p-value, 0.004 &lt; 0.05; 95%. It was concluded that guidance and counselling, school rules and regulation, and school-family initiative were significant predictors of pupils' discipline in upper primary basic level. It is recommended that school management should be committed in executing school management mechanisms in their hierarchy of importance to effectively implement discipline in upper primary basic level.