ethanporcaro/eric-fulltext-meta huggingface dataset:
An Assessment on the Test Anxiety and Academic Performance of Information Technology Students
Author: Cochanco, Rose Anne G.
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Evaluation,Test Anxiety,Information Technology,Academic Achievement,Foreign Countries,Correlation,Student Attitudes,Undergraduate Students

In humans' daily life, people experience different levels of anxiety. Some experiences a low level of anxiety, others experience incredibly high. Anxiety significantly affects people in different forms. Higher education students experience anxiety attributed to different factors and one of which includes test anxiety. This study sought to describe the test anxiety among the Information Technology (IT) students and assess if test anxiety has a significant relationship to students' academic performance. The researchers applied a descriptive-correlational design to describe the IT students' test anxiety and test the relationship of the variables under investigation. The researchers adopted an instrument for this study. This study was conducted in a State University in Nueva Ecija, Philippines. A total of 394 students enrolled in an IT Major Course during the second semester of the academic year 2019-2020 voluntarily participated as respondents for this study. Results revealed that IT students have &quot;somewhat typically&quot; experienced test anxiety (WM = 2.734). Moreover, results showed that test anxiety among IT students has a significant positive relationship to their academic performance (p-value = 0.000, r = 0.347). Researchers suggest utilizing the positive effect of test anxiety in learning IT courses in order for students to improve their academic performance continuously.
Use of Personal Pronouns in the Written Expression: A Case Study of Undergraduate Students of Comsat Institute of Information Technology Islamabad Campus
Author: Abdullah, Muhammad
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Usage,Form Classes (Languages),Writing (Composition),Gender Differences,Undergraduate Students,Gender Issues

A number of studies in the field of language and gender have concluded that females have a tendency of using more personal pronouns in their language. It reflects their more involvement with the readers than males. This paper examines the differences between male and female written expressions in terms of the use of personal pronouns. The study applied the method of corpus linguistics in order to examine the written expressions of males and females in this regard. Personal pronouns I, me, my, we, our, us, you, your, he and she were studied in particular. The study revealed that males and females differed in the use of some personal pronouns but as a whole there was no significant difference in the use of personal pronouns in their written expressions.
Labor, Health and Human Services, and Education: FY2022 Appropriations. CRS Report R47029, Version 2
Author: Tollestrup, Jessica
Date: 2022-02-04
Type: Reports - Descriptive
Subjects: Federal Government,Public Agencies,Federal Aid,Budgets,Federal Legislation,Educational Legislation,Disadvantaged,School Safety,Citizenship Education,Higher Education,Educational Improvement

This report offers an overview of actions taken by Congress and the President to provide FY2022 appropriations for accounts funded by the Departments of Labor, Health and Human Services, and Education, and Related Agencies (LHHS) appropriations bill. This bill includes all accounts funded through the annual appropriations process at the Department of Labor (DOL) and Department of Education (ED). It also provides annual appropriations for most agencies within the Department of Health and Human Services (HHS), with certain exceptions (e.g., the Food and Drug Administration is funded via the Agriculture bill). The LHHS bill also provides funds for more than a dozen related agencies, including the Social Security Administration (SSA). This report primarily focuses on regular FY2022 LHHS discretionary funding enacted during the annual appropriations process. Note that the totals in the report tables do not include emergency-designated appropriations. Those amounts are displayed separately and are in addition to regular appropriations. This report is divided into several sections. The opening section provides an explanation of the scope of the LHHS bill (and hence, the scope of this report) and an introduction to important terminology and concepts that carry throughout the report. Next is a series of sections describing major congressional actions on FY2022 appropriations and (for context) a review of the conclusion of the FY2021 appropriations process. This is followed by a high-level summary and analysis of proposed appropriations for FY2022, compared to FY2021 funding levels. The body of the report concludes with overview sections for each of the major titles of the bill: DOL, HHS, ED, and Related Agencies (RA). These sections provide selected highlights from FY2022 proposed funding levels compared to FY2021. Appendix A provides a summary of budget enforcement activities for FY2022. Appendix B provides an overview of the LHHS floor amendments that were offered in the House during its consideration of H.R. 4502.
The Design and Development of a Cashless Payment System with an Automatic Identification and Data Collection (AIDC) Technology
Author: Olipas, Cris Norman P.
Date: 2020-03-00
Type: Journal Articles
Subjects: Online Systems,Money Management,Banking,Automation,Identification,Data Collection,Information Technology,Computer Software,Design

This study aims to design and develop a Cashless Payment System with Automatic Identification and Data Collection (AIDC) technology in an educational institution in the Province of Nueva Ecija, Philippines to understand the processes and activities undertaken to develop the project. It utilizes a descriptive and developmental method of research involving parents and students as the respondents using purposive sampling method. The system was developed following the stages of the Incremental Model of software development and was assessed based from the International Organization for Standardization's 9126 software criteria. The system passed the assessment made by the respondents and was viewed as an effective alternative to cash-based payment transactions.
M-Learning in Higher Education: Technology Ownership and Common Attributes among Millennials in South Africa
Author: Ramchurn, Chama Devi
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,College Students,Age Groups,Educational Technology,Handheld Devices,Computer Oriented Programs,Student Attitudes,Ownership

This research investigates the mobile technology ownership concerning M-learning and identifies Tapscott's (2009) common traits of Millennials in a South African context. Technology growth and adoption is impacting the education sector by changing teaching and learning through an innovative form of learning commonly known as M-learning. Along with the growth in adoption of technology, students learning profiles have also changed over time, evolving toward another generation of learners referred to as Millennials. A total of 103 Millennial student respondents in a higher education institution in South Africa were surveyed to collect primary data and descriptive statistics were used to summarize the results according to which the entire sample population owned at least one type of mobile devices. The findings also indicated that technology acquaintance and innovation are the most relatable attributes shared among Millennials. [For the full proceedings, see ED622227.]
Understanding the Impact of Using Countdown Timer on the Academic Motivation and Computer Programming Anxiety of IT Students: The Case of a State University in the Philippines
Author: Olipas, Cris Norman P.
Date: 2020-03-00
Type: Journal Articles
Subjects: Time on Task,Student Motivation,Programming,Anxiety,College Students,Foreign Countries,Learning Activities,Gender Differences

This research aims to identify, analyze, and evaluate the impact of using countdown timer when administering programming exercises for the Bachelor of Science in Information Technology students in one of the state universities in Central Luzon, Philippines. This research utilized descriptive-correlational approach to describe the impact of using countdown timer on the academic motivation and programming anxiety of BSIT students. The researchers used purposive sampling to select the respondents of the study. They are the sophomore students who are exposed to the use of countdown timer every time they have laboratory exercises and/or programming activities. Responses were tallied, summarized and interpreted. Results show that there were common academic motivations and reasons why students pursue their college education -- intrinsically and extrinsically. Also, this study found out how the sophomore students view the use of countdown timer when conducting programming exercises and the level of their programming anxiety. Lastly, significant impact was revealed indicating that the selected demographic profile of the respondents affects the programming anxiety and that the programming anxiety is being affected by the use of countdown timer.
The Micro:Bit and Computational Thinking. Evaluation Results of a Computational Project
Author: Brandhofer, Gerhard
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computation,Thinking Skills,Student Projects,Foreign Countries,Computer Science Education,Elementary School Students,Middle School Students,Student Attitudes

The overall project &quot;Denken lernen - Probleme lösen&quot; has been expanded in recent years after an initial sub-project in elementary school to include one for the lower secondary level. Schools throughout Austria were provided with the micro:bit and related materials. A training initiative for teachers was rolled out. In this article I would like to present a part of the evaluation results of this project. The investigation covers two aspects: the students' ability to solve problems and the students' opinions and views on working with the micro:bit.
Building Assets and Reducing Risks (BARR) I3 Scale-Up Evaluation. Final Report
Author: Bos, Johannes M.
Date: 2022-06-00
Type: Reports - Research
Subjects: Program Effectiveness,Grade 9,Secondary School Students,Secondary School Teachers,Models,At Risk Students,Mathematics Achievement,Reading Achievement,Attendance,Suspension,Academic Persistence,Teacher Collaboration,Data Use,Barriers,Program Implementation,Fidelity,Grade Point Average,Failure,COVID-19,Pandemics,School Closing,Intervention,Interpersonal Relationship,High Schools,Teacher Attitudes,Student Characteristics,Grade 10

The purpose of this study is to evaluate the implementation and impacts of the Building Assets, Reducing Risks (BARR) model in its first year of implementation in 66 schools across the U.S. and to document scale-up progress during the Investing in Innovation (i3) grant period (2017-2021). The impact evaluation included 21,529 9th grade students and 524 teachers from 66 schools across three cohorts (2017-18, 2018-19, and 2019-20 school years). The schools were recruited from 12 states and the District of Columbia, with a focus on relatively low-performing schools and districts. Schools in each cohort were randomly selected to receive the BARR model immediately (the treatment group) or receive BARR after one year (a 'wait-list' control group) to provide a reference for measuring the impacts of the BARR model on a range of academic and nonacademic outcomes after the first year of implementation. Across the three study cohorts combined, BARR had substantial and statistically significant impacts on the proportion of students who passed all their core courses. BARR had a statistically significant impact on student achievement for mathematics, but not for reading, as measured by the Preliminary Scholastic Aptitude Test (PSAT), for the two combined cohorts for which this outcome was available. Assignment to BARR caused a negative (favorable) impact on the percentage of students who were chronically absent but did not have a statistically significant impact on suspension rates or persistence to 10th grade across the combined cohorts. The evaluation also found significant positive program effects on seven of nine measures of teacher experiences, with the most substantial effects on teacher collaboration with and view of colleagues, teacher use of data, and teachers' views of school supports. Schools assigned to receive the BARR model as part of the evaluation experienced both challenges and successes in implementing the eight BARR model components with fidelity. BARR Center also made significant progress in implementing the six scaling strategies they considered important to grow and sustain the model over time. The findings from this evaluation indicate that BARR is an effective model for schools aiming to improve students' transitions into ninth grade, reduce course failure, and narrow existing gaps in student academic outcomes between different demographic subgroups of students. [The report was written with Ashley Sunde, So Jung Park, Briana Garcia, and Connie Chandra.]
Democratizing Educational Innovation and Improvement: The Policy Contexts of Improvement Research in Education. CPRE Working Paper No. 21-03
Author: Peurach, Donald J.
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Educational Innovation,Educational Improvement,Educational Policy,Educational Change,Democratic Values,Public Education,Educational Research,Elementary Secondary Education,Educational Resources,Commercialization,Educational History,Educational Legislation,Federal Legislation,Educational Quality,Disabilities,Equal Education,Students with Disabilities,Vocational Education,Technical Education,Academic Achievement,Educational Objectives,Academic Standards,Reading,Federal Aid,Federal Programs,Desegregation Litigation,School Desegregation,Court Litigation,Civil Rights Legislation

The aim of this essay is to advance understandings of current efforts to democratize disciplined approaches to educational innovation and improvement in the US and other countries, with a specific focus on the macro-level policy contexts of improvement research in education. In the US, earlier analyses examined these policy contexts from a contemporary perspective, with an emergent improvement movement in tension with an institutionalized evidence movement. By contrast, this essay provides an historical perspective through a &quot;geological analysis&quot; of US education reform. This analysis has the improvement movement atop macro-level policy contexts that are layers-deep, and as potentially integral to a public education enterprise that has been evolving for centuries: at the policy level, from &quot;resource-forward&quot; to &quot;practice-forward&quot; innovation and improvement; at the local level, from &quot;school systems&quot; to &quot;education systems&quot; to &quot;learning systems.&quot; This analytic approach and framework suggest the need for a new discourse about efforts to democratize disciplined approaches to educational innovation and improvement in the US, as well as possibilities for comparative and international research examining parallel developments in other countries. This essay was prepared as a contribution to &quot;The Foundational Handbook on Improvement Research in Education.&quot;
Introductory Steps in Science: Parts I, II, III. For the Use of Schools
Author: Bert, Paul
Date: 1887-00-00
Type: Historical Materials
Subjects: Science Education,Textbooks,Natural Sciences,Animals

In this textbook, by a few observations pupils are led to group all objects into the three Kingdoms of Nature--&quot;Animal,&quot; &quot;Vegetable,&quot; and &quot;Mineral.&quot; Again, by observing differences, the Animal Kingdom is readily divided into five Sub-Kingdoms--&quot;Vertebrates,&quot; &quot;Annulates,&quot; &quot;Mollusks,&quot; &quot;Radiates,&quot; and &quot;Protozoans.&quot; Each sub-kingdom is still further divided into Classes. Thus the sub-kingdom Vertebrates consists of five classes--&quot;Mammals,&quot; &quot;Birds,&quot; &quot;Reptiles,&quot; &quot;Amphibians,&quot; and &quot;Fishes.&quot; The term &quot;class&quot; in this sense becomes a technical zoological term; so, again, the division of a &quot;class&quot; into several &quot;orders.&quot; By easy steps the learner is led to group together the rodents, ruminants, and the carnivorous animals, etc.; yet the technical terms, class and order, have been avoided. There has been no attempt whatever to still further subdivide into &quot;genera&quot; and &quot;species.&quot; In the Natural History, so far as possible, American species have been substituted for foreign ones; and in the chapter on Rock Formations, that portion which treats of the continental development of North America has been substituted for the author's geological history of France. In short, such corrections and changes have been made as would materially enhance the value of the book in the hands of beginners in science in America. The complete work of M. Paul Bert consists of seven parts: I. Animals; II. Plants; III. Minerals and Rock Formations; IV. Physics; V. Chemistry; VI. Animal Physiology; and VII. Vegetable Physiology. [This content was translated by Marc F. Vallette and revised and enlarged by John Mickleborough.]
Textbooks 101: What You Really Need to Know about Textbook Access Codes, Inclusive Access, Open Access, and More!
Author: Hughes, Jennifer
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Textbooks,Costs,Electronic Publishing,Open Educational Resources,Access to Information,Printed Materials,Courseware

Over the past decade there has been a lot of discussion about the rising cost of textbooks in higher education, which has resulted in an increased interest in electronic textbooks and digital coursework. When classes moved to a virtual environment in 2020, due to the COVID-19 global pandemic, many campuses needed to quickly provide students with alternatives to traditional print texts and course materials. This scenario resulted in many challenges for faculty, course management administrators, librarians, and campus IT to provide students with access to online and electronic resources. This session will examine the need for affordable and accessible materials and provide a basic overview of textbook options including open education resources (OERs), inclusive access resources, course access codes, and more. In addition, there will be discussion about the benefits and challenges these formats provide students, faculty, and information professionals. [For the full proceedings, see ED622414.]
Tools to Use in an Information Technology Class--and Best of All They Are FREE, Version 2.0!
Author: Swanson, Dewey A.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Information Technology,Computer Software,Educational Technology,Computer Science Education,Laboratories,Costs

We developed a paper for the 2016 ASCUE Conference with the topic of software tools to use in the classroom. As mentioned in the original paper, our Computer and Information Technology Department (CIT) curriculum at Purdue University statewide locations includes classes in database, networking, programming and systems areas. Most of these classes have labs using software that our graduates may use when they enter the workforce. The cost of purchasing software for the university labs and for students to use on their laptops can get very high. With a limited budget, it can be difficult to install all of the tools in the labs and expect students to purchase software they may only use one semester. In our original paper, we covered tools, such as SQL Developer, Oracle Data Modeler, GameMaker, Microsoft Visual Studio Community Edition, and Unreal 4. Since the original paper came out, some licensing policies have changed, newer versions have become available, and we have found software that is a better fit for our classes. Besides giving an update on the original tools, we will discuss new tools that we have added to our toolset in the computer labs. In addition to the software utilized in the labs, we will expand our discussion to software that is not necessarily used in the labs, but can be used by our students on their own machines for our classes. Once again, best of all they are all free! [For the full proceedings, see ED622414. For the authors' 2016 paper, see ED570901.]
In Support of the Interaction Analysis Model (IAM) for Evaluating Discourse in a Virtual Learning Community
Author: Hall, Barbara M.
Date: 2014-00-00
Type: Information Analyses
Subjects: Interaction Process Analysis,Discourse Analysis,Communities of Practice,Computer Mediated Communication,Online Courses,Content Analysis,Transcripts (Written Records),Asynchronous Communication,Discussion Groups,Instructional Design

Instructional designers need to be able to assess the level of knowledge construction generated by participants of a virtual learning community (VLC). Such participants include the learners engaged in threaded discussions within online courses. Assessing the level of knowledge construction enables course revisions that scaffold such knowledge construction within courseroom discourse, envisioned as a VLC, in order to increase the quantity or quality of the knowledge construction occurring between participants. Content analysis is an established method used to assess the level of knowledge construction demonstrated in the transcripts of threaded discussions. Yet, researchers have called for the continued use and validation of existing, suitable instruments within content analysis rather than developing researchers developing new instruments that lack extensive use and subsequent validation. In response to these calls, this paper argues that the Interaction Analysis Model (IAM) is an existing, validated protocol for the content analysis of course room transcripts. The purpose of this paper is to endorse the validity of the IAM through a discussion of its development, use, and inter-rater reliability accumulated from 40 published studies spanning 14 years.