ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Mother Tongue on Primary Pupils&apos; Literacy and Numeracy Skills in Osun State
Author: Alimi, Fatai Oyekola
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Native Language,Elementary School Students,Grade 5,Literacy,Numeracy,Language of Instruction,Academic Achievement,Reading Achievement,Mathematics Achievement,Gender Differences

The study was conducted to determine the effectiveness of mother tongue instruction on the achievement of primary five (V) pupils in literacy and numerical skills in Osun state. It also examined the moderating effect of gender. The Cummins interdependence theory provided the framework, while the pre-test/post-test control group quasi experimental design was adopted. Two Local Government Areas in Osun state were randomly selected. From each LGA, three public primary schools were randomly selected, while an intact class of primary V pupils was selected from each school, totalling 233 pupils. The instruments used were Pupils literacy (alpha=0.82), Pupils numeracy skills (alpha=0.89) Questionnaires and instructional guides. Data were subjected to Analysis of covariance at 0.05 level of significance. 53.5% of the participants were females. There was a significant difference in the achievement of pupils taught with mother tongue and conventional strategies in literacy and numeracy skills (F[subscript (2,232)]=27.94; p&lt;0.05, partial n[superscript 2]=0.20). Pupils exposed to mother tongue strategy had highest post mean literacy and numerical skills (70.47). Mother tongue strategy enhanced pupils' literacy and numerical skills in primary schools in Osun state, regardless of their gender. Teachers should adopt these strategies to improve pupils' achievement in literacy and numerical skills.
The Reasons for Young Children to Like and Dislike Playing with Their Friends
Author: Gulay Ogelman, Hülya
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Play,Childrens Attitudes,Preschool Children,Interpersonal Competence,Peer Relationship,Caring,Bullying,Behavior Problems,Friendship

The purpose of the study is to reveal the reasons for young children to like and dislike playing with their friends. There were two groups in the study. The first group included 147 preschool children who were in the age group of 5-6 years and were living in Turkey. The second group included 60 preschool children who were in the age group of 5-6 years and were living in the North Cyprus. Interview method was used as data collection tool. In the sociometry technique-based method, the researcher asked the children four questions in a quiet room outside the classroom. According to the results, young children attach importance to social skills, mutual sharing, spending time outside plays and relationships based on kindness and love in their peer relationships and they dislike rude, bullying and disorderly behaviors. While the children in the study groups expressed their playmate choices, they stated more criteria as their reasons to dislike than their reasons to like, which is noteworthy in terms of revealing problems young children faced in their peer relationships.
The Effects of Geometrical-Mechanical Intelligence Games on the Spatial Abilities
Author: Dokumaci Sutcu, Nese
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Geometric Concepts,Spatial Ability,Grade 7,Secondary School Students,Computer Games,Foreign Countries,Psychomotor Skills,Perceptual Development,Visualization

In this research, it was intended to determine the effects of geometrical-mechanical intelligence game activities on the spatial abilities of secondary school seventh grade students. The research was designed according to quasi-experimental design with pre-test and post-test control groups and conducted with two experimental and two control groups. The study group of this research included a total of 117 seventh grade students who took and did not take elective intelligence games course in a secondary school located in Turkey. In the study, experimental-I group played intelligence games activities with concrete materials, experimental-II played intelligence games on PC, control-I group played intelligence games that were recommended by the Ministry of National Education and control-II group did not play any of the intelligence games. Before, and after the empirical processes that lasted nine weeks, &quot;Spatial Visualization Test&quot;, &quot;Spatial Relations Test&quot; and &quot;Spatial Orientation Test&quot; were used as data collection tools. Paired samples t-test and one-way analysis of variance for independent samples were used in data analysis. The results obtained from the research showed that the spatial visualization and spatial relations skills of students have significantly improved according to the activities recommended by the Ministry of National Education in both concrete materials and computer games.
A Bloom&apos;s Taxonomy-Based Analaysis of 9th and 10th Grades English Language Textbooks&apos; Final Examinations and Revision Questions
Author: Bayaydah, Areen Mohammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Taxonomy,Textbook Content,Content Analysis,Language Tests,Second Language Learning,English (Second Language),Test Items,Grade 9,Grade 10,Foreign Countries,Secondary School Students

This study aimed to identify and analyze the patterns of final exam questions prepared by English teachers for the 9th and 10th grades and to analyze all the revision questions presented in the English language textbooks in Jordan, based on Bloom's taxonomy to determine the nature and types of these questions. The sample of the study consisted of (63) English language teachers (31 male and 32 female teachers), the English language revision questions within the 9th and 10th grade textbooks, and questions included in the 1st semester final exams in 2018 for 9th and 10th grades. To achieve the goals of the study, the researchers developed an analytical card for the revision questions and the exams papers prepared by teachers. Results indicated that the questions of teachers' final exams' papers based on Bloom's taxonomy, remembering level had the highest relative average with a percentage of (30.75 %) and the analysis level had the lowest level with a percentage of (4.07%). Results also indicated convergent percentages among the revision questions, where both the comprehension and the application levels had the highest frequencies with a percentage of (26.56%). Moreover, results indicated no statistical significant differences, at the level of analyzes, between the questions of the final exams and the textbooks revision questions. However,, statistical significant differences were indicated between the frequencies and the percentages of the analyzed questions of the final exams and the textbooks for grade 9 and grade 10 and the highest was the remembering level with percentages of (17.19%) for the remembering within the textbook revision questions and (30.75%) for teachers' final exams. By way of concluding, this study highlights several recommendations, among which the Ministry of Education is advised to benefit from the results of such a study in developing the English language textbook.
The Effects of Extrinsic and Intrinsic Factors on Teachers&apos; Job Satisfaction in TALIS 2018
Author: Ceylan, Eren
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Secondary School Teachers,Teacher Attitudes,Job Satisfaction,Administrator Surveys,Teacher Surveys,Teacher Student Relationship,Stakeholders,Teacher Collaboration,Teacher Salaries,Gender Differences,Socioeconomic Status,Faculty Workload,Participative Decision Making

Investigating whether the effects of extrinsic and intrinsic factors on teachers' dissatisfaction with the teaching profession show variation between countries is crucial, especially given the significant impact on quality of instruction, which is also associated with student performance. In this respect, the main aim of this study is to reveal the effects of a group of variables categorized as extrinsic and intrinsic factors and covered in OECD's 2018 Teaching and Learning International Survey (TALIS). These factors include teacher-student relations, perceived value of teachers in their society, the participation of stakeholders in school decisions, teacher cooperation, teacher salary satisfaction, teacher gender, socioeconomic status (SES) composition of the class, teacher workload, and this study examines TALIS results from Finland, Italy, and Turkey. Structural equation modelling (SEM) were carried out to reveal relationships between extrinsic factors and teacher satisfaction with the profession, to investigate the effects of extrinsic and intrinsic factors on the dimensions of teachers' satisfaction, and to reveal relationships among the dimensions of teacher satisfaction. In addition, the probability of having dissatisfied teachers with their jobs for each country were estimated by using two consecutive multiple logistic regressions. The results indicated that teachers' satisfaction with the environment had a positive effect on satisfaction with the profession, which is highest in Finland compared to Turkey and Italy. In addition, when a group of variables are controlled for, teachers' dissatisfaction with the profession was highest in Finland among the three countries and lowest in Turkey.
An Exploration of English Students&apos; Attitude towards English Learning
Author: Zulfikar, Teuku
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Student Attitudes,Language Attitudes,Student Behavior,Foreign Countries,Psychological Patterns

Attitude is one of the success factors in language learning. It includes students' feelings, beliefs, and behavior tendencies. This study was conducted using the qualitative method exploring English Department students' attitude towards English learning. The main focus of the study was to discover students' belief on English, and to understand students' attitude, feeling and behavior on learning English. The data were collected through semistructured interview. The participants of the research were six students selected purposively to participate in an interview session. The results indicated that English department students showed positive attitude in three points of cognitive aspect; the students' reason for learning English, the students' level of English competence, and the students' thinking towards learning English which they considered important. Moreover, the students had four positive points of emotional attitude; the students' interest in learning English, the students' feeling in learning English, the students' preference in learning English, and the students' enjoyment in learning English which all showed good feeling towards learning English. Furthermore, the students had three positive points in behavioral attitude; the students' attention during learning English, students' positive participation during the English learning. In sum, it can be said that English Department students were found to have positive attitudes toward learning English.
Problems of Social Skills in Early Childhood Education Program in Ethiopia
Author: Gobena, Gemechu Abera
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Interpersonal Competence,Skill Development,Teacher Competencies,Curriculum,Cooperation,Problem Solving,Play,Child Development,Developmentally Appropriate Practices,Teacher Qualifications,Teacher Education,Educational Attainment,Preschool Education,Preschool Children,Preschool Teachers

The study aimed at assessing Problems of Social Skills in Early Childhood Education Program in Ethiopia. Descriptive survey research design was employed through using stratified random sampling procedure to collect the survey data from 280 teachers recruited from early childhood education programs across three cities: Dire Dewa (130 teachers; 10 schools); Chiro (40 teachers; 6 schools); and Harar (110 teachers; 8 schools). They completed a questionnaire by starting filling the demographic information and a 5-item measure in which they rated problems influencing socials skills in early childhood education program. Firstly, about 89% of early childhood education teachers were not trained in the program. Secondly, about 64% of the early childhood education curriculum was highly influencing children's social skills. Finally, it was found that children were unable to cooperate during learning social skills with their classmates, and they were unable to solve social problems during playing with their classmates. Therefore, to ensure quality of early childhood education, education stakeholders, parents, teachers, administrators, non-government and ministry of education of the country at large need to improve teachers' training and curriculum under usage to improve and to fit to children's social skills in early childhood education programs.
Using Pictures for Teaching Vocabulary to the Junior High School Students
Author: Khafidhoh
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Vocabulary Development,Second Language Learning,Second Language Instruction,Illustrations,Junior High School Students,Pretests Posttests,Scores,Instructional Materials,Comparative Analysis,Instructional Effectiveness,English (Second Language)

This research aimed at investigating the impact of using pictures for teaching vocabulary. There are various kinds of teaching media. Pictures in the form of both picture series and pairs can be chosen as the media in the instructional process. Related to the teaching vocabulary, different kinds of vocabulary require different media for teaching, including the different kinds of pictures if the teacher chooses the pictures as the teaching materials. Moreover, the impact of the pictures as the teaching media is affected by several factors. Thus, it is interesting to conduct further investigation through a research. The research belonged to the experimental study. The population was seventh-grade students of SMP N 2 Imogiri while the research groups involved the experimental and control groups. The data collection technique used was pre-test and post-test. The research data were the pre-test and post-test scores. There were several findings of this research. First, using pictures can improve the students' achievement. Besides, it can also attract the students' attention so that the students really wanted to participate in the instructional process.
Improving Students&apos; Awareness of Functional Literacy
Author: Surwanti, Dita
Date: 2019-00-00
Type: Journal Articles
Subjects: Consciousness Raising,Functional Literacy,Reading Comprehension,Pretests Posttests,Foreign Countries,College Students,Reading Instruction,English (Second Language),Second Language Learning

One of the ironic facts that existed in our society is functional illiteracy. It does not mean that people cannot read or write. People know how to read and write but are unable to understand the meaning of a text they read. Thus, this research was held to answer the question of &quot;How can students' awareness of functional literacy be improved?&quot; This research applied a classroom action research. The results showed that functional literacy was not working due to several reasons such as the students' ignorance of the surroundings, misunderstanding of the instructions, and lacking reading comprehension and language mastery. Students' awareness of functional literacy was improved by implementing regular instructional announcements and reminders. The functional literacy which was also measured from the students' reading comprehension increased from the pre-test, which was 34.09, to 63.17 on the 1st cycle and 69.69 on the 2nd cycle. It can be concluded that functional literacy requires practice and habituation. Students reading comprehension and language mastery are the other matters to be considered in the success of functional literacy. The last, habituation that is directly related to daily life needs sustainable practices, not only in the classroom but also outside in order to become a habit and they can live well in the society.
Opinions of Primary School Teachers on the History Subjects in the 4th Grade Social Studies Curriculum
Author: Aslan, Erdal
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Teachers,Teacher Attitudes,Social Studies,History Instruction,Teaching Methods,Barriers,Visual Aids,Field Trips,Historic Sites,Foreign Countries,Faculty Development

The purpose of this study is to determine the opinions of primary school teachers regarding the history subjects found in the primary school 4th grade coursework in scope of the year 2018 Social Studies Course Curriculum. The study utilized survey technique in a qualitative research paradigm. Data were gathered through interviews and document analysis technique. The study group for the study comprised of 20 teachers working in Ankara and Izmir who participated in the study on voluntary basis. The descriptive analysis method was used for analysis of the data, and data presentation was based on frequencies and percentages. Results showed that 1) the history subjects in the Social Studies curriculum are insufficient in relevance to purposes of the course and in regard of achievement of gains, 2) the subjects fail to endear history courses to the student and 3) the time allotted for history subjects in the curriculum is insufficient. It was concluded that the methods and techniques recommended for history teaching are insufficient, that teachers face significant difficulties in teaching history subjects, that the subjects are not qualified to create an awareness of history in students, and that while the history subjects defined under curriculum gains are congruent with the values, qualifications and basic abilities defined in the curriculum, the coherence between the subjects and targeted gains should be improved. In regard of improvement of history lessons the teachers recommend use of visuals, organization of research and study trips to historic locations, objectification of abstract contents to render them more compatible for the level of children, to include less gains and more activities, and to provide teachers with seminars regarding history teaching and teaching methods.
Exploring Student &quot;Flow&quot; with 1:1 Technology
Author: Lubniewski, Kathryn L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Access to Computers,Learner Engagement,Technology Integration,Teaching Methods,21st Century Skills,High School Students,Student Attitudes,Teacher Attitudes,Anxiety,Psychological Patterns

Students live in a technology-rich environment, which aids in shaping their learning and access to information. A teacher's instructional challenge lies in creating a bridge between students' capacity to learn and the resources at their fingertips. The focus of this study was to investigate the impact technology use has within the classroom in relation to its impact on student-monitored self-engagement and teacher-monitored engagement. The exploration of technology's impact on student engagement seeks to provide a better understanding of the shared traits between lessons that effectively integrated 1:1 technology into the classroom. Survey data was collected from student self-reports and two forms of teacher observation. Lessons that result in states of &quot;flow&quot; reflect the highest levels of engagement and 21st century skills, which are promoted by the use of 1:1 technology.
Investigation of Metacognition Awareness Levels and Problem Solving Skills of Middle School Students
Author: Sevgi, Sevim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Metacognition,Problem Solving,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Age Differences,Instructional Program Divisions

The aim of this study was to analyze middle school students' metacognition awareness levels and problem solving skills. The research was carried out with a total of 1595 middle school students studying in the 5th, 6th, 7th, and 8th grades in a middle school in a city of the Central Anatolia Region. The metacognitive awareness scale (MAS) form B for children developed by Karakelle and Saraç (2007) and the problem solving inventory (PSI) for middle school level students developed by Serin and Saygili (2010) were used as instruments. The research was developed in accordance with the survey model, which is one of the quantitative research methods. The SPSS program was used for analysis. Descriptive statistics, normality tests, correlation analysis, independent samples t test, and one-way variance analysis were run. For this study, the Cronbach Alpha value of the metacognitive awareness scale (MAS) for middle school students was found to be .84 and the problem-solving inventory (PSI) for children at the middle school level was found to be .65. Metacognition levels of females were higher than the males. Females and males were at the same level in the problem solving inventory. In the study, it was concluded that the metacognition awareness levels and problem solving skills were significantly different at different grade levels.
The Influence of Family&apos;s Support for Students English Learning Achievement at Elementary School Age
Author: Priadi, Arum
Date: 2019-00-00
Type: Journal Articles
Subjects: Family Relationship,Social Support Groups,English (Second Language),Second Language Learning,Elementary School Students,Academic Achievement,Predictor Variables,Foreign Countries,Grade 5

This research is carried out 1) to find out whether there is a positive and significant correlation between family's support and students' English learning achievement and 2) to find out whether there is a difference between students who get the support and students who do not get the support from family. This research belongs to correlational research with quantitative approach. It was held at SD Negeri Kaliwungu 05, Cilacap in academic year 2017/2018. The sample of this research is the fifth grade students at SD Negeri Kaliwungu 05. The data collecting techniques of the research were questionnaire, documentation, and interview. Then in analyzing the data, the researchers used Product Moment Formula with computer application SPSS. The result findings show that : 1) family's support (X) level is in &quot;supported&quot; level at SD Negeri Kaliwungu 05. 2) The level of students' English learning achievement (Y) at fifth grade of SD Negeri Kaliwungu 05 is in &quot;fair&quot; level. 3) there is positive and significant correlation between family's support and students' English learning achievement of the fifth year students of SD Negeri Kaliwungu 05, Cilacap, shown by the coefficient correlation 0.508.
Understanding EFL Teachers&apos; Beliefs about Lesson Study and Their Knowledge Development Viewed from Social Cultural Theory of Vygotsky
Author: Purwanti, Eko
Date: 2019-00-00
Type: Journal Articles
Subjects: Lesson Plans,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Sociocultural Patterns,Learning Theories,Foreign Countries,Secondary School Teachers,Language Teachers,Pedagogical Content Knowledge,Instructional Innovation,Learning Processes,Faculty Development

Lesson study has been implemented in Indonesian classrooms since more than a decade ago, and it is seen as a means to improve teacher knowledge. This study aims to investigate secondary English teachers' opinions about lesson study in relation to their knowledge development viewed from the lens of Social Cultural Theory of Vygotsky. Using a descriptive qualitative design, the study involved twelve secondary English teachers from two different cities as the participants. In collecting the data from the participants, group interviews were used. The findings showed that most of the participants developed their teaching capacity, particularly in terms of English language knowledge, teaching pedagogy, and teaching innovation. This implies that lesson study is worth to be conducted in different contexts of teaching and learning process.