ethanporcaro/eric-fulltext-meta huggingface dataset:
Financial Literacy of &quot;Telebachillerato&quot; Students: A Study of Perception, Usefulness and Application of Financial Tools
Author: Moreno-García, Elena
Date: 2019-00-00
Type: Journal Articles
Subjects: Money Management,Factor Analysis,College Students,Foreign Countries,Tests,High School Students,Rural Areas,Factor Structure,Credit (Finance),Student Attitudes,Income,Salaries,Extracurricular Activities,Teaching Methods,Audiovisual Aids

The aim of this empirical study is to explain how students of a &quot;Telebachillerato&quot; in Veracruz, Mexico perceive financial variables like income, money management, savings, investment, spending and credit. &quot;Telebachilleratos&quot; are high schools for rural communities in Mexico assisted by educational audiovisual support and two or three teachers to explain material to students. Hence, the hypothesis raises the existence of a factorial structure that underlies and that allows to explain the perception and knowledge of students towards these financial topics. For this empirical study, the Financial Education Test by Contreras-Rodríguez et al. (2017) was used, which presented an internal consistency of [alpha] = 0.859, and was applied upon 368 students enrolled in different semesters of a school year. The data were analyzed by exploratory factor analysis with the criterion of extraction of main components. The findings show a favorable perception towards the variables that were analyzed. There is significant evidence in the &quot;income&quot; variable, for instance, about the clear conviction of students that study and training constitute a bridge that will help them earn a good income when they enter into a job. In addition, it was also perceived that extracurricular courses were another potential source to improve their income.
Key Challenges of Work-Based Learning Application in Teaching and Learning Strategies for Accounting Programs
Author: Ibrahim, Zuraeda
Date: 2019-00-00
Type: Journal Articles
Subjects: Accounting,Learning Strategies,Foreign Countries,Workplace Learning,Work Experience,Learning Activities,Barriers,College Faculty,Teacher Attitudes,Professional Education,Teaching Methods,Corporations,Program Implementation,Experiential Learning,College Students

Malaysian Institutions of Higher Learning (IHLs) are expected to provide effective and innovative teaching and learning practices. Academics are to be of high quality and equipped with vital knowledge and skills to assist the IHLs in producing holistic and work-ready graduates. In order to meet these expectations, the implementation of a work-based learning (WBL) strategy is a possible significant learning strategy. However, obstacles and challenges accompany any implementation process. Hence, the purpose of this study is to identify and understand the key challenges faced by a group of academics who have incorporated a work-based learning (WBL) strategy into their teaching and learning activities. In an attempt to reach an inductive conclusion, the researchers used observations as main research strategy, supported with indirect oral interviews as additional sources of evidence. The research processes observed those people who were directly or indirectly involved in implementation of WBL at the Teaching Accountancy Firm Salihin -- UiTM, Faculty of Accountancy, Universiti Teknologi MARA. Their observations and indirect oral interviews regarding the WBL implementation started on 1 March 2017, and data gathering processes were conducted during the first half of the second year of the WBL implementation. The main findings revealed that academic acceptance, industries? acceptance, operationalization, and talent are the key challenges faced by participants. In conclusion, smooth and effective implementation of the WBL can be achieved if these four key challenges can be resolved in advance.
A Case Study of Helping In-Service Science Teacher to Teach with the Science-Technology-Society Approach and Its Influence on Students&apos; Scientific Argumentation
Author: Pimvichai, Jirutthitikan
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Science and Society,Scientific Literacy,Persuasive Discourse,Inservice Teacher Education,Scientific Concepts,Instructional Effectiveness,Foreign Countries,Public Schools,High School Students,Grade 10

This study aims to develop a training workshop to promote the in-service science teachers' ability to teach the topic of Force and Motion to grade 10 students by using the Science-Technology-Society (STS) approach and explore its impacts on students' scientific argumentation patterns. The research methodology was a case study with one participating science teacher, who fully attended the STS workshop designed by the authors. After finishing the workshop, the researchers followed up the teacher by observing his teaching and students' learning with the STS approach and collected all related artefacts. The students' scientific argumentation patterns were analyzed by using the Toulmin's Argument Pattern (TAP) framework. The findings showed that the training workshop helped the participating teacher design the STS-based learning unit in Force and Motion. Also, most of the learning stages in the STS approach promoted the students to generate high quality of scientific argumentation. The study concludes by suggesting further methods of enhancing high quality scientific argumentation in a STS-based training workshop for in-service science teachers.
Trend of Critical Thinking Skill Researches in Biology Education Journals across Indonesia: From Research Design to Data Analysis
Author: Susetyarini, Eko
Date: 2020-01-00
Type: Journal Articles
Subjects: Critical Thinking,Foreign Countries,Content Analysis,Journal Articles,Biology,Science Instruction,Research Methodology,Teaching Methods

Empowerment of critical thinking skill is one of numerous goals the 21st century education intends to acquire. This study employed content analysis on a number of articles that had been published in Biology education journals across Indonesia since 2010 to 2017, with critical thinking skill as the main focus of the study. This current study has revealed that in the past three years, the number of publications that focused on critical thinking skill had improved. Among those publications, the most dominant research designed was quantitative. In addition, the tenth graders of senior high school and 'Ecosystem' were consecutively the subject and material targeted the most. Test and t-test were serially the most commonly-used instrument and data analysis method. In respect to the findings of this study, some recommendations have been proposed for upcoming researches underpinning critical thinking skill as the main focus. Some of these recommendations include increasing the diversity of research type and choosing more precise data analysis techniques.
The Role of Critical Thinking as a Mediator Variable in the Effect of Internal Locus of Control on Moral Disengagement
Author: Tahrir
Date: 2020-01-00
Type: Journal Articles
Subjects: Critical Thinking,Moral Values,Locus of Control,Correlation,Structural Equation Models,Role,College Students,Student Attitudes,Islam,State Universities,Measures (Individuals),Boarding Schools,Foreign Countries

The background of this research is the inconsistency of the results of previous research about the factors that influence moral disengagement. This study aims to determine the role of critical thinking as a mediator of the influence of internal locus of control on student moral disengagement. The population in this study were 1560 students of the State Islamic University (UIN) Sunan Gunung Djati Bandung who lived in boarding schools around the campus with a total of 300 respondents taken randomly. Data collection uses internal locus of control (ILoC), critical thinking (CT), and moral disengagement (MD) scales. Based on structural test results it is known that internal locus of control has a positive and significant effect on critical thinking, internal locus of control has a negative and significant effect on moral disengagement, and critical thinking has a negative and significant effect on moral disengagement. The results of the model test with structural equation model (SEM) show that critical thinking plays a negative and significant role as a mediator between the influence of internal locus of control on moral disengagement.
The Relationship among University Students&apos; Trust, Self-Esteem, Satisfaction with Life and Social Media Use
Author: Acun, Ismail
Date: 2020-01-00
Type: Journal Articles
Subjects: Correlation,College Students,Trust (Psychology),Self Esteem,Life Satisfaction,Social Media,Student Behavior,Social Sciences,Public Colleges,Foreign Countries,Grade Point Average,World Views,Socioeconomic Status,Religious Factors,Political Attitudes,Gender Differences

The study is aimed at explaining the relationships among trust, self-esteem and satisfaction with life of university student with their social media use and some demographic variables. The demographic variables are; gender, socioeconomic status, grade point average (GPA) of students and their stated worldviews. The study employed a quantitative research approach. The subjects of the study were students of several social science departments in 12 different Turkish state universities located in several parts of Turkey. The total number of the students involved in the study was 2253. The data was collected by a categorical variable form and 3 other scales developed for the research project. The scales were Likert type scales. Their reliability and dimensions are explained in detail in method section of the study. The data were analyzed through one-way-ANOVA. The main findings are; the frequency of social media use creates a difference in trust levels of university students. It is found out that a higher average of the grades means higher self-esteem among students. There is significant difference between genders in students' satisfaction with life.
The Needs of Islamic Digital Resources in Polytechnic Brunei Darussalam: A Preliminary Study
Author: Nawi, Aliff
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Islam,Handheld Devices,Telecommunications,Learning Activities,Social Media,Teaching Methods,Resources,College Students,Computer Uses in Education

The aim of this study is to identify and analyze the potential usage of Islamic Digital Resources in Polytechnic Brunei Darussalam. This research focus on identifying certain aspects which are (1) types of mobile device used; (2) learning activities that often used in mobile devices; (3) types of social media application favors by student; (4) determining most preferred method of teaching, and; (5) potential use of Islamic Digital Resources. The study uses quantitative approach through survey instrument (questionnaire) that involves 50 students. The data is analyzed using descriptive statistic (percentage frequency distribution and min). Findings show that the potential to create Islamic Digital Resources in Polytechnic is promising. This is based on the compatibility of mobile devices own by students, the familiarity in doing learning activities in mobile devices and willingness to learn through digital. The conclusion is Islamic Digital Resources in Polytechnic is suitable to be developed and applied in teaching and learning. At the end of the study, a few issues regarding the usage of Islamic Digital Resources has been discussed.
Using Android Media for Chemistry Learning Construction of Motivation and Metacognition Ability
Author: Astiningsih, Anggun Dwi
Date: 2020-01-00
Type: Journal Articles
Subjects: Metacognition,Chemistry,Science Instruction,High School Students,Science Teachers,Telecommunications,Handheld Devices,Effect Size,Student Motivation,Foreign Countries,Teaching Methods

The 21st century and industry revolution 4.0 has been technology used part of life. This research intended to understand the effect of android application for chemistry learning (reaction rate material) to construction of motivation and metacognition of high school students. Research aimed to determine the worthiness and effectiveness of chemistry learning using android with Research and Development (R&amp;D) method of 4D by Thiagarajan and experiment method. The instruments used in this research consist of experts' validation sheets, chemistry teachers sheets, peer reviewer sheets and students response sheets, and also test with metacognition indicators. The data were analyzed by using descriptive quantitative method with empirical analysis and MANOVA, involving two experts on topic material and media aspects, chemistry teachers and peer reviewer: the results show that on worthy grade. The result on the questions test metacognition ability and motivation sheets of trial analysis test was fit and valid questions. Therefore, the response sheets the students using android media for chemistry learning had a great influence on transfer chemistry material content of high school students. The application android was significantly effective for students metacognition ability on effect-size interpreted as large effect, but in students study motivation was not significantly effective on effect size as small effect.
The Impact of Genre Based Instruction on EFL Learners&apos; Writing Development
Author: Thongchalerm, Sirisuda
Date: 2020-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Pretests Posttests,Positive Attitudes,Teaching Methods,Literary Genres,Instructional Effectiveness,Writing Instruction,Language Teachers,Teacher Education,Course Descriptions,Writing Tests,Rhetoric,Collaborative Writing

This study evaluated the effect of the teaching cycle adapted from the genre-based approach for teaching EFL learners in Thailand. As English writing is claimed to be the most serious problem among Thai EFL learners, the instruction aimed at developing writing competence of Thai EFL learners. One-group pretest-posttest design was employed in the study. The participants were 44 undergraduate students enrolling in a course of English writing for English teachers. This 12 week course aimed at teaching writing in the news report genre. After completing the course, two sets of tests were administered to measure their writing developments. The first test measured the students' development in linguistic features. The second test evaluated the students' performance in a writing task. A semi-structured interview was used to show students' attitudes towards the instruction. Quantitative results showed students made greater improvement in linguistic features and rhetoric organization, the majority of the students gained development at 'Moderately Improved' level. Qualitative results indicated students expressed positive attitudes towards autonomous and explicit learning. The students reflected that collaborative writing helped to improve their writing competence and increased their confidence in composing texts. The study concluded by stating the effectiveness of a genre-based approach to the development of EFL writing competence.
Using Teaching Practices Inventory to Evaluate Mathematics Faculty Teaching Practices in Higher Education
Author: Alsharif, Khalid M.
Date: 2020-01-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Undergraduate Students,Instructional Effectiveness,College Faculty,Teacher Attitudes,Class Activities,Cooperative Learning,Evaluation Methods,Teaching Assistants,Gender Differences,Faculty Development,Instructional Improvement,Universities,Foreign Countries,Measures (Individuals)

Teaching Practice Inventory (TPI) was developed and used by Carl Wieman and hence named as Carl Wieman, evaluation model (Wieman &amp; Gilbert, 2014) to assess the effectiveness of teaching practices of courses by faculty instructors. In TPI high scoring courses means that teaching practices may support students' learning. It is also a response validated survey that allows individual faculty members to describe their teaching practices. This descriptive study aims to investigate faculty members' teaching practices in undergraduate mathematics courses at King Saud University using the TPI. This TPI inventory was distributed to undergraduate teaching members who teach 15 courses. We received 78 responses: 40 from the mathematics department at the First Common year, and 38 from the Mathematics Department at the College of Science. The results indicate that faculty are adept at incorporating collaboration and in-class activities into their teaching; however, they are less skilled in other categories, including evaluation methods, diagnoses and training, and guiding teaching assistants. The results reveal that female instructors are statistically significantly (a = 0.05) more skilled at collaboration. Based on these results, the researchers recommend designing professional development programs to help faculty members at King Saud University improve their teaching practices.
The Effects of Knowledge-Transforming Text on Elementary Students&apos; Declarative, Procedural Knowledge, and Motivation in Environmental Learning
Author: Wuryaningrum, Rusdhianti
Date: 2020-01-00
Type: Journal Articles
Subjects: Elementary School Students,Learning Motivation,Comparative Analysis,Transformative Learning,Environmental Education,Problem Solving,Student Motivation,Teaching Methods,Student Attitudes,Knowledge Level,Learning Processes,Foreign Countries

In environmental learning, declarative and procedural knowledge is needed to to improve understanding of concepts and problem solving. The text used in KTT contains descriptions and arguments to understand declarative and procedural knowledge. This study aimed to investigate the effect of applying knowledge transforming text (KTT) on declarative, procedural knowledge, and students' presentation skill as well as their motivation towards learning with KTT applied in environmental education material. The study applied control group design. Prior to treatment, homogeneity tests were carried out with one way ANOVA test. Furthermore, in the experimental class instructional strategy armed with KTT was in place, the result of which was then analyzed by several quantitative analyses. These analyses included (1) normality test with a non-parametric one-sample Kolmogorov-Smirnov Test; (2) Mann-Whitney U test non-parametric statistic to compares the means between unrelated groups on some continous, and (3) significance tests. The results showed that KTT posed significant effect on declarative and procedural knowledge yet it insignificantly affected student presentation skills. The significant effects of KTT learning on declarative and procedural knowledge was supported by content space, rhetorical space, and corrective elements in KTT. Quantitaive descriptive analysis was carried out by interpreting the percentage of student motivation as investigated by questionnaires on KTT learning. Students were relatively motivated towards KTT and hoped to learn to use KTT.
The Effects of Implicit Learning on Japanese EFL Junior College Students&apos; Writing
Author: Nakagawa, Hiroyo
Date: 2020-01-00
Type: Journal Articles
Subjects: College Students,Writing Instruction,Error Correction,Concept Mapping,Teaching Methods,Feedback (Response),Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Learning Processes,Accuracy,Writing Skills,Skill Development,Attendance,Academic Failure,Student Motivation,Homework,Language Proficiency,Writing Tests,Test Results,Two Year Colleges

The current study aims to examine the effects of implicit learning on Japanese EFL junior college students' writing. The concept of written corrective feedback (WCF) has continued to receive much attention in second language acquisition research. Although most researchers have been supportive of explicit WCF for the development of accuracy, others have focused on implicit WCF with self-correction. While explicit instruction from teachers is the traditional method to provide students with corrective feedback, research in second language acquisition has shown growing interest in the role of implicit learning to improve students' writing skills. To investigate the impact of implicit learning on students' writing, 39 Japanese second-year students who have previously failed a compulsory writing class because of their high absenteeism, participated in this study. As treatments to improve writing skills through implicit learning, implicit tasks and self-correction were used to motivate the students. The design of the experiment includes two types of implicit tasks, implicit error correction and concept mapping during class. In addition, self-correction on homework was implemented. A mix of quantitative and qualitative methods was used in the analysis. The results showed that implicit learning appeared to help students in developing writing skills, but the impact may vary across students with different levels of English proficiency.
The Effects of 5E Learning Cycle Assisted with Spatial Based Population Geography Textbook on Students&apos; Achievement
Author: Suwito
Date: 2020-01-00
Type: Journal Articles
Subjects: Academic Achievement,Human Geography,Instructional Effectiveness,Geography Instruction,Public Colleges,College Students,Foreign Countries,Learning Processes,Textbook Content,Population Distribution

Despite its vast usefulness in natural science subjects, the use of the 5E learning cycle in social science is still minimal. The study was quasi-experiment to investigate the effect of the 5E learning cycle model on students' learning achievement in population geography. The participants were two classes of geography education students of academic year 2017/2018 in State University of Malang with forty students each. One class as an experimental group was instructed using the 5E learning cycle, while the other as a control group was traditionally instructed. Pre-test and post-test were administered and analyzed using independent sample t-test to compare learning achievement between two groups. The results showed that the experimental group had significantly improved learning achievement. The results suggest that the learning cycle can be implemented not only on natural sciences courses but also social sciences courses. The use of a learning cycle should be accompanied by a thoroughly planned instructional scenario to maximize the model advantages.
The Effect of Second Language Reading Strategy Instruction on Young Iranian EFL Learners&apos; Reading Comprehension
Author: Fathi, Jalil
Date: 2020-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Reading Comprehension,Reading Tests,Language Tests,Foreign Countries,Reading Strategies,Reading Instruction,Comparative Analysis,Teaching Methods,Pretests Posttests,Intervention,Instructional Effectiveness,Program Implementation,Adolescents,Preadolescents

The objective of the current paper was set to examine the effect of second language reading strategy instruction on young Iranian English as a Foreign Language (EFL) learners' reading comprehension. To accomplish this objective, a sample of 48 Iranian EFL learners, aged 11-13, were selected and randomly assigned to an experimental group (N = 25) and a control group (N = 23). Employing a quasi-experimental design, the study employed an experimental group that underwent a 12-week reading strategy instruction and a control group that were taught with regular method with no strategy instruction but they were measured in terms of reading comprehension before and after the strategy instruction. The reading component of Cambridge Preliminary English Test (CPET) was given to assess the reading comprehension performance of the participants as pre-test and post-test of the study. The collected data were analyzed through conducting paired samples t-test and one-way ANCOVA. The findings of the study revealed that the learners in the experimental group outperformed those of control group with regard to reading comprehension after receiving the strategy instruction intervention. Pedagogical implications on reading strategy instruction were also discussed.