ethanporcaro/eric-fulltext-meta huggingface dataset:
Identifying Scientific Reasoning Skills of Science Education Students
Author: Zulkipli, Zulinda Ayu
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Science Teachers,Science Process Skills,Thinking Skills,Science Education,Critical Thinking,Ability,Scientific Concepts,Conservation (Concept),Biology,Physics,Chemistry

This article discusses a study carried out to investigate scientific reasoning skills among 82 science pre-service teachers at the Faculty of Education, Universiti Teknologi MARA (UiTM), one of the public universities in Malaysia. Undeniably, the development of general scientific abilities is critical to enable students of science, technology, engineering, and mathematics (STEM) to successfully handle openended real-world tasks in their future careers. Teaching goals in STEM education include fostering content knowledge and developing general scientific abilities. One such important ability is scientific reasoning. Scientific reasoning encompasses critical thinking skills as a vital learning outcome in modern science education. Lawson (1978) categorized scientific reasoning into four domains: Conservative Concept, Proportional Concept, Control Variable and Probabilistic Thinking, and Hypothetical-Deductive Reasoning. An instrument by Lawson (1978) was adapted for this study. The findings show that a majority of the science pre-service teachers possess low ability in scientific reasoning. It is also found that there was no significant difference among the science pre-service teachers of the physics, biology and chemistry disciplines when examined. The findings showed that Physics students had developed a higher ability in Conservative Concept, Proportional Concept, and Hypothetical-Deductive Reasoning and chemistry students had a higher ability in Control Variable and Probabilistic Thinking, whereas biology students had a moderate ability in the four scientific reasoning patterns.
Enhancing Students&apos; Writing Performance in Higher Learning through Think-Write-Pair-Share: An Experimental Study
Author: Naim, Irwan Affendi Md
Date: 2020-10-00
Type: Journal Articles
Subjects: Writing Achievement,Teaching Methods,Cooperative Learning,Learning Activities,College Students,English (Second Language),Second Language Learning,Foreign Countries,Instructional Effectiveness,Student Attitudes

Think-Write-Pair-Share (TWPS) is a cooperative learning technique which introduced the idea of 'wait or think' time, a powerful factor in improving students' responses to questions. Although the effectiveness of cooperative learning is widely known, few studies have been conducted using TWPS especially at tertiary level ESL writing classrooms. This study investigated the effects of using TWPS on Malaysian tertiary students' writing performance and investigated their perceptions on the implementation of the technique in their writing lessons. A mixed method design was employed using both quantitative and qualitative data collection approaches. Data was collected from an experimental study (n=80) and semi-structured interviews (n=10). After receiving TWPS training, students from the experimental group displayed statistically significant improvement in test scores, and higher than those of the control group. Students' responses illustrated that cooperative learning enhanced students' learning experience, individual accountability, motivation as well as improved writing skills. Research findings suggest that TWPS should be considered as a promising technique in improving ESL tertiary students' performance in writing.
Filipino Teachers&apos; Compartmentalization Ability, Emotional Intelligence, and Teaching Performance
Author: Go, Marivel B.
Date: 2020-10-00
Type: Journal Articles
Subjects: Teacher Characteristics,Teacher Effectiveness,Performance Factors,Emotional Intelligence,Problems,Stress Variables,Coping,Teacher Student Relationship,Classroom Techniques,Well Being,Elementary School Teachers,Secondary School Teachers,Public Schools,Foreign Countries

Teachers, as individuals outside the classroom, deal with their problems, yet are still expected to display desirable dispositions during students' interaction. Thus, the strategy for regulating thoughts and emotions is vital for effective teaching. This study aims to measure the Filipino teachers' problem compartmentalization ability, their level of emotional intelligence, and teaching performance, mainly when they experienced personal issues. It also seeks to determine the relationship among variables. Validated researcher-made and adopted instruments were administered to 160 randomly selected elementary and secondary public school teachers from Cebu Province, Philippines, with a response rate of 87.5%. The tools were subjected to validity and reliability tests. The gathered data were analyzed with descriptive and inferential statistics using SPSS. Findings revealed that Filipino teachers have a high ability to compartmentalize their problems and a high level of perceiving, understanding, managing, and using their emotions. They also display positive disposition when they are in the classroom showing their good performance despite personal issues. Statistically, Filipino teachers' emotional intelligence and their problem compartmentalization ability were positively and significantly correlated to their teaching performance. Hence, these approaches may be included by the school leaders in teachers' training for the improvement of their well-being.
Word Order in Job Interviews: The Malaysian Perspective
Author: Ramalingam, Selvajothi
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Word Order,Employment Interviews,Job Applicants,College Graduates,Sentences,Language Usage,Grammar,Verbs,Language Proficiency,Form Classes (Languages),Error Patterns

The present study was conducted to analyse the use of word order in job interviews. The data was collected from participants in an organisation in Kuala Lumpur, Malaysia. Ten candidates of different races between the ages of 23 and 25 participated in the study. Radford's syntactic theory of word order was employed to qualitatively analyse the data. It was found that positive sentences were predominantly used by the selected (n = 10; 47.4%) compared to the not selected (n = 10; 44.0%) and keep in view (KIV) (n = 23; 39.0%) job candidates. The findings further revealed that the types of word order used in utterances by the selected candidates were different compared to those who were not chosen for interviews. Selected candidates used more negative sentences, subordinate clauses, and time expression in sentences, whereas those who were not selected utilised adverbs of manner in negative sentences, subordinate clauses, and time expression in sentences, while the not selected candidates only used the position of adverbs. On the other hand, the KIV candidates used positive sentences, subordinate clauses and word order in questions in their utterances. The study can provide important contributions to knowledge on the use of English when developing employment course modules emphasising word order as an essential element in portraying good English language proficiency in job interviews.
The Relationship between Teaching Styles of English Instructors and Learning Styles of English Prep Class Students at a Turkish State University
Author: Durmus, Abdulkadir
Date: 2020-10-00
Type: Journal Articles
Subjects: Teaching Styles,Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Cognitive Style,Foreign Countries,College Students,Teacher Attitudes,Student Attitudes,College Faculty

It is necessary to be aware of both teaching and learning styles and employing them in teaching and learning processes and as the two important stakeholders of this process, both learners and teachers are expected to benefit from each other at maximum level especially in terms of considering the needs of learners. This study aims to find out if there is a relationship between teaching styles of instructors working at Anadolu University School of Foreign Languages (AUSFL) and learning styles of students studying at English prep class. Data of the study were collected through Grasha-Reichmann Teaching and Learning Style Scales which Saritas &amp; Süral (2010) have adapted to Turkish. SPSS package program was used in the descriptive analyses of the study and Pearson's moment correlation coefficients in correlation calculations. Significant relationships have been identified between formal authority teaching style and avoidant learning style, and between personal model teaching style and competitive learning style. As for the other teaching and learning styles, although there wasn't any significant relationship among each other, considering the average values, it can be said that there was a linear relationship among them which led to consider that a partial relationship existed.
The Relationship between Students&apos; MOOC-Efficacy and Meaningful Learning
Author: Ghazali, Norliza
Date: 2020-10-00
Type: Journal Articles
Subjects: Large Group Instruction,Online Courses,Undergraduate Students,Self Efficacy,Correlation,Foreign Countries,Technological Literacy,Value Judgment,Cooperative Learning,Active Learning,Authentic Learning,Constructivism (Learning),Intentional Learning

This research explored two important constructs in 21st century e-education--students' MOOC-efficacy and meaningful learning among undergraduate students in selected public universities in Malaysia. Its main objective was to examine the causal relationship of students' MOOC-efficacy on meaningful learning. The study conceptualized students' MOOC-efficacy in four dimensions (i.e. information searching, making queries, MOOC learning, and MOOC usability), while conceiving meaningful learning as having five dimensions (i.e. cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This research applied cross-sectional survey design. Data were collected with a 52-item questionnaire whose reliability indexes ranged from 0.822 to 0.890 for the dimensions. The study's population was identified as university students who have had some experience with MOOCs and who willingly volunteered to participate in the research. A sample of 603 respondents was drawn through simple random sampling. The full-fledged Structural Equation Modeling (SEM) was adopted for data analysis. The finding indicated that students' MOOC-efficacy was positively associated with meaningful learning. The results show that students' MOOC-efficacy explains 67% of the variance in meaningful learning. The fit indices indicate an adequate fit: RMSEA = 0.041, CFI = 0.923 and X[superscript 2]/df = 2.067. The finding provides further insights into what works in an open online environment. The insights may be used to fulfill learners' needs and preferences. MOOC-efficacy interventions are crucial in order to encourage students' meaningful learning in the e-learning platform.
Influence of Competitiveness Factor towards Graduate Competency Level
Author: Ma'dan, Marfunizah
Date: 2020-10-00
Type: Journal Articles
Subjects: Competition,Personality Traits,Graduate Students,Competence,Foreign Countries,Regression (Statistics),Employment Potential,Intellectual Disciplines

The intense desire to produce good quality human capital is not sufficient by having basic skills for certain fields only. There is a need to have a competitive attitude to enhance their level of competency as it is a big concern for many employers today. Hence, the study was conducted to identify the competitiveness factors that influence the level of competency among graduates, especially those who are employed in the service sector in Malaysia. This study used the survey method for data collection. Stratified purposive sampling was applied and a questionnaire was distributed to 450 graduates from 13 service sectors based on the statistics obtained from the Ministry of Higher Education 2016. The findings from the exploratory factor analysis found that seven competitiveness factors consisting of 47 items formed the competitiveness attitude among graduates. However, based on a multiple linear regression analysis, only five models of competitiveness factors produced significant relationships with graduates' competency, which are job competitiveness, organizational management competitiveness, dominant competitiveness, goal competitiveness and self-improvement competitiveness. In fact, aggressive competitiveness and general competitiveness do not influence graduates' competency level significantly. Therefore, it can be concluded that graduates' competitive attitude such as having emotional control, innovation, and competitive enthusiasm to be the best, is one of the important characteristics for graduate marketability in the future. In addition, it is hoped that their level of competency can be enhanced through the development of competitive factors for the advancement of the country's higher education talents.
Project Based Learning Pedagogical Design in STEAM Art Education
Author: Hawari, Ahmad Dasuki Mohd
Date: 2020-10-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Art Education,STEM Education,Instructional Design,Instructional Effectiveness,Interdisciplinary Approach,Skill Development,Soft Skills,21st Century Skills,Curriculum Implementation,Art Teachers,Elementary School Teachers,Foreign Countries

This paper explores the potential of Project-Based Learning (PBL) approach in a multidisciplinary art classroom involving STEAM (Science, Technology, Engineering, Art, and Mathematics) education. The PBL approach involves a dynamic classroom approach, which emphasises on long-term learning, interdisciplinary and student-centred art activities. This implementation would benefit the teaching strategies in art projects; helping students understand lessons, improving communication and soft skills, as well as enhancing leadership skills and creativity. However, there are some concerns related to the PBL approach: (1) difficulties in finding appropriate teaching strategies; (2) choosing suitable projects; (3) selecting relevant measurement tools or assessing rubrics; and (4) developing learning content to suit the objective and the main purpose of the art curriculum. In identifying this approach's potential, a study was carried out involving two art teachers in their respective classrooms. Data was collected through interviews, observations, and document analysis of their teaching strategies, which included three main phases of PBL implementation in creating art projects. The findings suggest that the PBL pedagogical design has the ability to improve teaching strategies and with potential to replace a traditional, teacher-led art classroom. The approach is effective in guiding teachers to manoeuvre an authentic art lesson while benefiting the students through emphasis on the artistic process of creating a STEAM project, while focusing on culminating the necessary art content through active collaboration, exploration of real-world challenges and curricular activities' problem-solving. However, a number of challenges were identified, such as curriculum demand, learning content, teachers' and students' attitude, and access to instruments. Hence, a number of suggestions and recommendations are proposed to help resolve the challenges. The implications of the study on arts curriculum, school systems and other higher institutions are also discussed.
Business Graduate-Ness and Work-Readiness: A Comparative Analysis of Public and Private Universities in Bangladesh
Author: Akter, Hasina
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Private Colleges,State Universities,Comparative Analysis,Business Administration Education,Career Readiness,Educational Quality,Human Capital,Professionalism,Entrepreneurship,Curriculum Development,Institutional Evaluation,Employment Potential,College Graduates,Student Attitudes,Enrollment Trends

Quality education is a crucial component of human capital, which has emerged large in the theories explaining economic growth, in particular, and the development discourse, in general. However, in the new era of business today business studies are prime choices of most of the students, and accordingly, this study focuses merely on the quality of business education. This study compares public and private universities in terms of their efficacy in offering business education focusing on five major factors, namely developing business professionalism, updated curriculum, practical orientation, creating entrepreneurial ability and mindset, employability of business graduates. Data used in this study is primary as well as secondary. Primary data have collected from 600 respondents -- 300 from each category of universities. Different statistical tools, such as Chi-square test and two sample t-test, have been applied for analysing the data. Findings reveal that private universities slightly better perform in terms of developing business professionalism, updated curriculum, and creating entrepreneurial mindset. However, what most importantly matter are practical orientation and employability, in which public universities are more prompt compared to their private counterparts.
Impact of Web-Based Teaching on the Learning Performance of Education and Training in the Service Industry during COVID-19
Author: Tseng, Cheng-Jui
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Web Based Instruction,Service Occupations,Educational Technology,Video Technology,Computer Assisted Instruction,Student Attitudes,Learning Motivation,Individual Characteristics,On the Job Training,Achievement,Employees,Teaching Methods,Foreign Countries

In response to the impact of the COVID-19 pandemic in 2020, companies around the world have suspended on-site jobs and adopted remote operations. Education and training in some companies are also being carried out through web-based teaching. In addition to bringing new challenges to traditional education and training, web-based teaching platforms also provide a wealth of information sources and application channels for corporate education and training. This study targeted service staff in the service industry as subjects, and incorporated three types of teaching methods into the research design, namely video tutorial, computer-aided teaching and web-based teaching. ANOVA and stepwise regression are then used to analyze the learning motivation, learning attitude and learning performance in an integrated comparison. The results showed that in the service industry, using web-based teaching to conduct employee training for service staff had a substantial impact on improving their learning performance.
Psychological Aspects of Digital Learning: A Self-Determination Theory Perspective
Author: Salikhova, Nailya R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Electronic Learning,Self Determination,Learning Motivation,Academic Achievement,Educational Technology,Online Courses,Psychological Needs

The purpose of this article was to compile a general map of existing research on digital education from the Self-determination theory (SDT) perspective, in order to understand SDT's contribution to the emerging field of research on digital technologies in education, the methods used to advance this research, the gaps in existing research, and the development of the theory itself in this context. Methods include searching in databases or search engines and chaining from known research papers. Papers were classed as relevant if their primary focus was to explore the Self-determination theory perspective for digital education. Articles published over the past twelve years in leading scientific journals were analyzed and synthesized. Results show that this theory is actively used both in studies on digital education and in the development of training programs. It makes a significant contribution to solving the problem of continuing digital learning and its motivation, to predicting the academic success of students, to increasing teachers' motivation to use digital resources. The ideas of SDT have become an important reference point in various formats of digital education: MOOC, hybrid virtual classes, mobile applications, etc. The study found that digital education technologies provide many opportunities to satisfy the need for autonomy whereas they pose the greatest challenge to the need for relatedness. Research in the context of digital education provides new perspectives for the development of SDT, clarifying the relationships of basic needs among themselves. The materials presented in the article are useful for planning further research from the point of view of SDT, as well as for use in the development of digital educational resources. The scientific novelty of this study is to collate, highlight and generalize the directions of application of Self-determination theory in the rapidly developing field of digital education. As an original result, a new general map of the main areas of such research has been created. The review categorizes the literature into five different areas: predicting motivation and intentions to continue digital learning, predicting student academic success, combining SDT ideas with other theories in digital education research, application of SDT for creating online courses, and teachers' readiness to use digital education.
Education Post-&apos;COVID-19&apos;: Re-Visioning the Face-to-Face Classroom
Author: Tarc, Paul
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Change,Electronic Learning,Educational Environment,Conventional Instruction,College Faculty,Synchronous Communication,Computer Mediated Communication,Foreign Countries

For better and worse, the COVID-19 crisis will necessarily advance a number of instrumental responses for online education under the global shutdown of face-to-face classrooms. COVID-19 has accelerated but did not begin the move to online education. This essay asks its readers to consider the online environment and the shutdown of face-to-face (f2f) classrooms as a condition that represents &quot;a new vantage&quot; for thinking, and particularly so for re-imagining and perhaps re-visioning f2f pedagogies.
Exploring a Qualitative Methods Approach to Measure Learning Gain in Teaching Assistants: A Chinese Case Study
Author: Xie, Jianmei
Date: 2020-10-00
Type: Journal Articles
Subjects: Qualitative Research,Measurement,Teaching Assistants,Graduate Students,Student Attitudes,Role Perception,Training,Skill Development,Prior Learning,Language of Instruction,English (Second Language),Teaching Skills,Foreign Countries,International Schools

This paper explores the use of a range of qualitative methods to measure learning gain of teaching assistants (TAs) in mainland China at a Sino-British University where the authors used to work. It uses a case study to report on an evaluation of TA training at the University, which is part of its Postgraduate Research Development Programme, to ascertain students' acquired skills and skills gaps. A key focus of this evaluation consists of exploring ways to measure learning gain for individual TAs. As teacher educators, the researchers delivered TA training, conducted specialist observations of TAs' teaching practice, as well as a series of 'Learning to Teach' groups. Measuring individual learning gain of TAs occurred during the semester and at the end of the semester. Criteria and measurements were tested to explore how learning gain of TAs could be measured in a Chinese higher education context. Implications outlined in this paper could be useful for TA training in higher education settings. Key findings include that evaluation of learning gain should occur at different points in time, as well as be continuous, consistent and comprehensive. In other words, multiple approaches, including both quantitative and qualitative methods, could capture a more objective picture of TAs' learning gains.