ethanporcaro/eric-fulltext-meta huggingface dataset:
Potential of E-CoPAL Strategy to Improve Analytical Problem Solving and Teamwork Skills in Accounting Education
Author: Sumaryati, Sri
Date: 2020-04-00
Type: Journal Articles
Subjects: Problem Solving,Teamwork,Accounting,Business Administration Education,Foreign Countries,Instructional Effectiveness,Cooperative Learning,Electronic Learning,College Students

This study aims to examine the effect of E-CoPAL model implementation on analytical problem solving and teamwork skills. This research is a quasi-experimental research with a control group pretest-posttest in Accounting Education Program, Universitas Sebelas Maret, Surakarta, Indonesia in 2018/2019 academic year. The population in this study were all students taking the Educational Study Program as part of the Sebelas Maret University Accounting Education Study Program in Surakarta, Indonesia. The research sample comprised 72 students who were divided into class A (as an experimental group applying the E-CoPAL model) and class B (as a control group that was not treated). The data were obtained by using observation instruments which has analytical-problem solving and teamwork skills, and questionnaires expert validated and the certified senior lecturers in introductory accounting courses. The results show that the application of the E-CoPAL model was effective in improving analytical problem-solving and teamwork skills.
Identifying Learning Styles of Language Learners: A Useful Step in Moving towards the Learner-Centred Approach
Author: Payaprom, Sudarat
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,Student Centered Learning,Preferences,Gender Differences,Majors (Students),College Freshmen,Foreign Countries,Learning Modalities,Correlation,Second Language Learning

Knowing students' learning styles provides a good start for the design of effective instruction. The purpose of this research is to determine the preferred learning styles of undergraduate students and to determine the relationship between learning style preferences, gender, and educational majors. A cross-sectional descriptive study was conducted among the first-year undergraduate students enrolling in the Languages Program at Chiang Rai Rajabhat University, Thailand. The VARK questionnaire in a printed form was distributed to 472 first-year undergraduate students in Languages Program at Chiang Rai Rajabhat University. The frequency of students' learning styles was identified using descriptive statistics, and chi-square analyses were carried out to examine the relationship between students' preferred learning styles, gender and academic majors. A total of 372 completed questionnaires received from the students, giving a response rate of 78.8%. The findings revealed that most language learners (64.0%) had multimodal learning style preferences. Only 36.0% of the students preferred a uni-modal learning style, and kinesthetic was the most preferred learning style. A statistically significant correlation between educational majors and learning styles was observed (p = 0.02). However, no association was found between gender and student's learning style preferences (p=0.45). The findings of this study suggest that various teaching strategies need to be used in the classroom to accommodate learners with diverse learning styles, making learning more engaging and meaningful to students.
Developing an Alternative Listening Comprehension Test to Benchmark Malaysian Undergraduates&apos; Listening Performances
Author: Ahmad, Irma
Date: 2020-04-00
Type: Journal Articles
Subjects: Listening Comprehension Tests,Benchmarking,Listening Skills,Undergraduate Students,Foreign Countries,Public Colleges,Test Construction,English (Second Language)

Listening is a fundamental skill in which students are required to gain adequate proficiency for their successful academic achievement. Since 2010, reports from a national exam have exhibiting a worrying trend in listening component where most of the candidates scored level 1 and 2 which indicating them as limited and very limited users. In view of this situation, this study aimed to develop an alternative listening comprehension test to benchmark and profile learners' listening performance. Test constructed was based on Weir's socio-cognitive framework for validating tests and Geranpayeh and Taylor's Cognitive Processing Model. It consists of 50 items with 7 types of response formats and administered to 380 students from a public university. Students' performances were benchmark based on their test score and profiled according to 5 performance standards. From the findings, 37.4% of the participants cleared the listening performance benchmark where 142 met the expectations and 129 exceeded the expectations. A total of 102 of the participants fell below the expectation level. Benchmarking and profiling the students have offered comprehensive information on the students as early as possible in identifying who might be at risk or need help.
Transformation of Classroom Teaching in Modern Russian Schools: State of the Art
Author: Andreeva, Natalya
Date: 2020-04-00
Type: Journal Articles
Subjects: Educational Change,Teaching Methods,Foreign Countries,Active Learning,Educational Objectives,Information Technology,Biology,Science Instruction,Science Teachers,Teacher Attitudes,Lesson Plans,Standards,Barriers,Technology Integration

Education is getting more informed, digitalised and person-centred. The transition to active learning blurs the boundaries of traditional classroom teaching and encourages the development of new teaching formats. As a result, more and more teachers are turning from &quot;rigid&quot; teaching formats to ones that are more flexible. However, new teaching formats and their role in achieving the goals of education remains little studied. New teaching formats in Russian school education emerge due to the awareness of the need to establish a proper subject-object relationship between the participants of the educational process. Another factor is the growing profile of electronic resources and technologies as means to train effective approaches to information processing (both textual and non-textual). The article aims to analyse advantages and disadvantages of the new formats of teaching and their possible application in a school (evidence from teachers of biology). It will also determine the readiness of teaching community to grasp and implement new formats in teaching practice in a school.
Investigating the Effectiveness of Planned Focus on Form Method in Teaching Young Learners English as a Foreign Language
Author: Arslan, Recep Sahin
Date: 2020-00-00
Type: Journal Articles
Subjects: Grammar,Pretests Posttests,Achievement Tests,English (Second Language),Second Language Learning,Second Language Instruction,Instructional Effectiveness,Language Tests,Scores,Teaching Methods,Textbooks,Secondary School Students,Foreign Countries

This study aimed at investigating the effectiveness of planned focus on form method in the acquisition of target language forms in English. The study specifically examined the planned focus on form method and the teaching model in the textbook of the 5th graders in terms of the attainment of the objectives of the target unit 'Health'. The participants of the study were 5th grade learners (n= 60) studying at a state secondary school in Milas in the district of Mugla province in Turkey. The research was a quasi-experimental research design in which two intact 5th grade classes were assigned as experimental and control groups. The data collected from pre-test, progress achievement tests, and the post-test were analysed using the SPSS 17.0 statistical programme. The progress achievement test scores and post-test scores of the subjects were analysed through independent samples t-test in order to analyse which instructional treatment was more effective in reaching the objectives of the unit. Repeated measures ANOVA test was also administered in order to measure the effects of the treatment in time, which indicated that both treatment types were effective in increasing the learners' scores from pre-test to post-test. The statistical analysis of data indicated that planned focus on form was significantly more effective than the regular instruction according to the results of the progress achievement tests [t(58)= 2.67; p=0.010]. The results of the post-test did not indicate a statistically significant difference between the two groups [t(58)= -1.058: p= 0.294], the experimental group (M=60.86) performed better than the control group (M=55.06) in the post-test, though.
Dimensionality and Predictive Validity of Schommer Epistemological Questionnaire among Philippine Pre-Service Teachers
Author: Vecaldo, Rudolf T.
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Predictive Validity,Epistemology,Questionnaires,Preservice Teachers,Beliefs,Factor Structure,Factor Analysis,Structural Equation Models

Schommer Epistemological Questionnaire (SEQ) has been widely used in varying purposes providing significant input to the growing body of epistemological research. However, there is no consensus regarding its factor structure. Since researchers in teacher education still use the said instrument, the study aimed to investigate both the dimensionality and predictive validity of SEQ. Data came from 229 pre-service teachers of a public university in Cagayan Valley Region, Northern Philippines. The dimensionality of SEQ was analyzed using Confirmatory Factor Analysis (CFA), and its predictive validity was examined through Structural Equation Modeling (SEM). CFA results showed a one-dimensional structure, which contends the multidimensionality of epistemological beliefs as initially theorized by Schommer. Moreover, SEM analysis provides evidence that the one-dimensional epistemological beliefs extracted in the study possess predictive validity as the theoretical model successfully accounts for the observed relationship between epistemological beliefs and professional education grade. Hence, SEQ may still be used as a valid measure in the context of the study only if treated as a one-dimensional scale.
Establishing the Profesionalism of Geography Teacher through Authentic Assessment Field Study
Author: Munandar, Aris
Date: 2020-04-00
Type: Journal Articles
Subjects: Professionalism,Performance Based Assessment,Geography Instruction,Preservice Teachers,Foreign Countries,Evaluation Utilization,Field Experience Programs,Preservice Teacher Education

The purpose of this study is to find an authentic assessment in field study activities that can be used to shape the professionalism of geography teacher candidates. The method used in this research is Research and Development. Research instruments: documentation study guidelines; model authentic assessment; Instruments for prospective professional teachers with peer ratings. Authentic factual model assessment limited testing of students at the Jakarta State University Geography Education. The factual model was improved to be retested. The hypothetical model was tested on 120 respondents in geography education students at Jakarta State University &amp; Indonesian Education University. Data analysis used by path analysis, with the help of AMOS software program 5. The type of authentic assessment is positively related, namely the performance appraisal of tool use (0,36) and project assessment (0,24), which has a negative relationship namely attitude assessment (-0,13), presentation performance (-0,14), and portfolio assessment (-0,40). Teacher professionalism includes four competencies. Field study can make personality and social competencies of geography teacher candidates, but it lacks in making pedagogic and professional competences.
Effects of Worksheets Base the Levels of Inquiry in Improving Critical and Creative Thinking
Author: Muskita, Marikke
Date: 2020-04-00
Type: Journal Articles
Subjects: Worksheets,Inquiry,Critical Thinking,Creative Thinking,Instructional Effectiveness,Science Education,Biology,Foreign Countries,College Students,Experimental Groups,Control Groups,Plants (Botany)

The purpose of this study is (1) examining the effectiveness of worksheets based the three levels of inquiry in improving the critical and creative thinking skills of biology education students, (2) analyze implementation worksheets are based on the three levels of inquiry. The research was quasi-experimental: pre-test post-test non-equivalent control group design. The sample of this research consists of 80 students of biology education from Pattimura University, Indonesia. The data were collected by using critical thinking and creative tests an observation sheet. The data were analyzed by using hypothesis testing by using the Mann-Whitney U-test. The research results indicate that there is a significant difference in the effectiveness between the three levels of inquiry based worksheets and the conventional strategy in improving the critical and creative thinking skills of biology education students. The results of the analysis showed that the experimental class had a significantly higher difference in the average critical and creative thinking skills compared to the control class. The implementation of the worksheets based on three levels of inquiry is very good.
Exploring the Implementation of Local Wisdom-Based Character Education among Indonesian Higher Education Students
Author: Hidayati, Nur Alfin
Date: 2020-04-00
Type: Journal Articles
Subjects: Curriculum Implementation,Indigenous Knowledge,Values Education,Foreign Countries,Social Values,Moral Values,Community Characteristics,Cultural Background,Private Colleges,Teacher Education,Native Language Instruction,College Freshmen,Role Models,Habit Formation

Samin is an Indonesian tribe at Mount Kendeng, exactly in the cities of Blora and Bojonegoro. Samin people reject school, fez, polygamy, long trousers, and trade. Although they look like out of date, they have 7 good characters i.e discipline, honesty, responsibility, cooperation, tolerance, social care, and environmental care. This research aimed at investigating the strategies for implementing local wisdom-based character education among Indonesian higher education students by focusing on the values sated in Jamuskalimasada book of Samin Community. The data of this phenomenological research were collected by observation, interview, questionnaire, and documentation. The findings demonstrated that teaching character education in the higher education based on local wisdom could be conducted by integrating values and aesthetics in the course, internalizing positive values to students, habituation and training, providing example and model, creating characterized-situation based on local wisdom, and civilizing. Value-based vision of study program or campus can be achieved through educational strategy formulation including value habituation, value role model, value internalization, value integration in learning, and cultural value. Teaching character education was related to both character actualization programmed in the lesson plan and good example provision in the classroom and daily campus activities.
Foreign Language Writing in the Context of Modern Language Education in Non-Linguistic Majors
Author: Melikhova, Irina
Date: 2020-04-00
Type: Journal Articles
Subjects: Accuracy,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Teaching Methods,Nonmajors,Writing Skills,Essays,College Students,Writing Evaluation,Connected Discourse,Guidelines,Writing Instruction,Foreign Countries

The article is devoted to the actual problem of teaching students of non-linguistic majors to write in a foreign language. The purpose of the study is to assess the students' level of written language competence. In 2018 and 2019, the Academic Competition (AC) of foreign languages &quot;Prometheus&quot; was held at South Ural State University (SUSU). In the qualifying round of the AC, students of 1st and 2nd courses took part: in 2018 -- 1,300 people, in 2019 -- 1,600. Participants who scored more than 60% of the correct answers were allowed to the &quot;Writing&quot; section. The essay was chosen as the format to test written speech. The number of students who wrote an essay in 2018 was 186, in 2019 -- 294 of the total number of participants. Evaluation of written works was carried out on the basis of the requirements to the similar task in the international IELTS exam. 4 criteria were assessed: Task response, Coherence and Cohesion, Lexical resource, Grammatical Range and Accuracy. The analysis of the participants' written works has revealed that the most difficult thing in creating written speech works in a foreign language is the ability to express and argue one's own opinion. The study examines the psychological and pedagogical features of writing in a foreign language. The authors formulate guidelines for teaching students to write in a foreign language.
High School Teachers&apos; Perceptions and Implementations of Group Work in English Speaking Classes
Author: Hung, Do Minh
Date: 2020-04-00
Type: Journal Articles
Subjects: High School Teachers,Teacher Attitudes,Cooperative Learning,Second Language Instruction,English (Second Language),Curriculum Implementation,Foreign Countries,Learning Activities,Active Learning

Pair/group work activities are now common in classroom and it is one of the prominent features of the learner-centred approach. This study aimed to investigate (1) teachers' perceptions toward group work and (2) their group work implementations in EFL speaking classes. The data were collected via a questionnaire from 105 high school English teachers within Dong Thap province (one of the remote provinces in the Mekong Delta, South of Vietnam) and video-recordings taught by 4 teachers who had answered the questionnaire and agreed to permit the researchers to record their instructions at 4 different high schools in the province, where they were working full-time. The obtained results showed that most teachers highly appreciated the significance of group work in speaking classes. They generally understood clearly its benefits, possible problems and teacher roles in supporting groups for success and enjoyment. However, for greater effectiveness in group implementation, some suggestions are given.
Implementation of Technology-Based Guided Inquiry to Improve TPACK among Prospective Biology Teachers
Author: Irdalisa
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Biology,Technological Literacy,Pedagogical Content Knowledge,Inquiry,Technology Uses in Education,Information Technology

The prospective teachers can effectively master Technological Pedagogical and Content Knowledge (TPACK) through the application of technology-based guided inquiry as an effort to enhance technology literacy, learning quality and also as a medium for problem-solving. This study aimed at analyzing the impact on the implementation of technology-based guided inquiry to improve students' TPACK ability. This study employed a one-group pretest-posttest design. The research population was the students of Biology Education Department, Syiah Kuala University, Indonesia. The research sample was 47 students taken with purposive sampling technique. The research instruments employed a test and a questionnaire. The data were analyzed using a paired sample t-test and quantitative descriptive. The results showed that students' understanding of TPACK according to all assessment aspects can be categorized as &quot;very good.&quot; In details, the content knowledge had a higher posttest score than the pretest. Therefore, it can be concluded that the application of technology-based guided inquiry has a significant impact to improve the students' understanding of TPACK including Content Knowledge (CK), Pedagogical Knowledge (PK) and Technological Knowledge (TK). The application of guided inquiry learning on TPACK can restructure teachers' experience for their professional development by designing their own learning materials with technology use.
Online Social Presence &quot;OSP&quot; Patterns Correlation with Students&apos; Academic Performance among Master of Education Program Students
Author: Al-dheleai, Yahya M.
Date: 2020-04-00
Type: Journal Articles
Subjects: Masters Programs,Graduate Students,Academic Achievement,Electronic Learning,Social Behavior,Foreign Countries,Interpersonal Relationship

More social presence in online learning environment was seen to be one of the important predictors of students' academic performance. However, patterns of students' Online Social Presence (OSP) when using social networking tools for learning has not been widely discussed in previous studies. Therefore, this study was aimed to investigate the patterns of students' OSP. Moreover, this study aimed to find which patterns of students' OPS that correlated to their Academic Performance (AP). The investigated patterns of OSP are Social Respect (SR), Social Sharing (SS), Open Mind (OM), Social Identity (SI) and Intimacy (I). The quantitative methods of data collection and data analysis were used in this study. The data were collected from 65 students in one of Malaysian Public Universities. OSP Questionnaire (OSPQ) was adopted to collect the required data. The data were analyzed using SPSS software to find mean, standard deviation for each pattern of students' OSP. Moreover, Pearson's Correlation Coefficient was used to analyze the correlation between each pattern of students' OSP and AP. The findings of this study showed that all patterns of OSP were highly perceived by the respondents of the study. Moreover, Pearson's Correlation Coefficient outcome showed high and significant correlation between SR, SS, OM and SI with students' AP while the correlation between Intimacy and AP was low.
Participants&apos; Perceptions of the Effectiveness of Online Continuing Professional Development for Principals in Central Java, Indonesia
Author: Sukarno
Date: 2020-04-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Program Effectiveness,Electronic Learning,Professional Continuing Education,Foreign Countries,Competence,Recruitment,Self Evaluation (Groups),Relevance (Education),Elementary Schools,Middle Schools,Barriers,Technological Literacy,Internet,Sequential Approach,Rural Areas

One of the education programs for principals in Indonesia is online continuing professional development or CPD. This research aims to understand the participant's perceptions of the effectiveness of online CPD for principals. This study applies the CIPP evaluation. The respondents were 69 principals of primary and secondary schools in Central Java. Quantitative and qualitative data were used in this research. The data were collected using the Likert Scale questionnaire and in-depth interview techniques. The results show that in general, the implementation of online CPD is suitable for the goal of educating the principals and fulfilling their needs. The problems that affect the effectiveness of online CPD are the recruitment system that is not based on participants' competencies in operating e-learning technology, unavailability of internet access in schools, and module determination systems. To ensure the effectiveness of the education process, recruitment of participants should be based on the principals' competencies and school self-evaluations of rather than school supervisor competencies. Furthermore, to ensure that the program is relevant to participants' needs, the sequence of learning material must be determined individually, rather than based on class and region.