ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Carrying out Writing to Learn Activities on Academic Success of Fifth Grade Students in Secondary School on the Subject of &quot;Force and Motion&quot;
Author: Seven, Sabriye
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Poetry,Journal Writing,Academic Achievement,Motion,Physics,Science Instruction,Secondary School Students,Conventional Instruction,Experimental Groups,Control Groups,Quasiexperimental Design,Pretests Posttests,Writing Assignments,Teaching Methods,Comparative Analysis,Statistical Analysis

The aim of this study is to investigate the impact of writing poems and keeping a journal as writing-to-learn activities on the academic achievement of students in teaching the Force and Motion unit in the Science class of fifth grade students in secondary school. Sample of the study consists of 50 students who study in the fifth grade of two different secondary schools located in the east of Turkey in the school year of 2012-2013. These students were assigned objectively to the groups EG1, which performed the activity of writing poems, EG2, which performed the activity of keeping journal, and CG, to which conventional method was applied. That is to say, the experiment and control groups are informed about homogeneity in terms of preliminary knowledge, interest and skill. The study is a quasi-experimental study, where academic achievement test consisting of 25 multiple-choice questions was applied as pretest-posttest. The data were analyzed statistically using SPSS 15. As a result of findings of study, a significant difference was found in terms of academic achievement between EG1, which wrote poems, and CG, to which conventional method was applied. However, no significant difference between EG2, which kept journal, and CG, to which conventional method was applied. In this study, it was concluded that writing poems in the Force and Motion unit has statistically significant impact on academic achievement of fifth grade students, but keeping journal has no statistically significant impact on academic achievement.
On the Awareness of English Polysemous Words by Arabic-Speaking EFL Learners
Author: Alnamer, Sulafah Abdul Salam
Date: 2017-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Semitic Languages,Translation,Language Proficiency,Language Tests,Cues,Semantics,Vocabulary,Teaching Methods,Statistical Analysis,Foreign Countries,Majors (Students),Undergraduate Students

This study measures the extent to which Arabic-speaking EFL learners are aware of polysemy in English. It also investigates whether the English proficiency level of Arabic-speaking EFL learners plays a role in their ability to distinguish between the various meanings of English polysemous words, and whether they face problems when they encounter these words in unusual contexts (i.e. the contexts that employ the extended meanings of the target polysemous words). To these ends, a translation test in which the participants were asked to give full Arabic translation for fifteen English sentences was designed. The words &quot;open,&quot; &quot;run,&quot; and &quot;mak&quot; were the target polysemous words in this study. The Results show that Arabic-speaking EFL learners have little awareness of polysemy in English, and their English proficiency level does play a role in their ability to distinguish between the different meanings of English polysemous words. It was also found that Arabic-speaking EFL learners have no problems guessing the primary meaning of the English polysemous words. However, they face difficulty guessing the extended meanings of polysemous words in unusual contexts. Moreover, some Arabic-speaking EFL learners can guess the extended meanings of the polysemous words they encounter in familiar contexts, or when they understand some cues provided to disambiguate these words. This study concludes with some pedagogical implications and recommendations for further studies.
Analysis of Student-Teacher Cognitive Styles Interaction: An Approach to Understanding Learner Performance
Author: Sellah, Lusweti
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Style,Interaction,Teacher Student Relationship,Academic Achievement,Correlation,Teacher Behavior,Student Behavior,Interviews,Student Records,Exit Examinations,Learning Strategies,Teacher Surveys,Student Surveys,Profiles,Chemistry,Performance Based Assessment,Secondary Education,Foreign Countries,Statistical Analysis

Cognitive styles are persistent patterns of behavior that determine how an individual acquires and processes information. In the classroom the cognitive styles of the teacher interact with those of the learner resulting in differential understanding. This study which is informed by cognitive styles theories is a descriptive study that examined the interactive effects of cognitive styles and their influence on academic performance. The study specifically explored the interactive effect of cognitive styles of students and teachers on learners' performance in Mock and in Kenya Certificate of Secondary Education (KCSE) Examinations. The target population for the study was all students in sixty schools elevated to National School status across Kenya's 47 Counties. Six schools from three counties were randomly selected. From the sampled schools, one class of Form Four students was randomly selected. A total of 293 students, 6 teachers and 6 Academic Masters formed the sample. Data was collected using a Cognitive Styles Inventory, interview guide for Academic Masters and marks record forms. Data was analyzed using SPSS Version 20 to run correlation, t-tests and ANOVA tests. The study revealed two compelling findings: (i) interaction between the four dimensions of cognitive styles results in significant differential performance, and (ii) students whose cognitive styles matched those of their teachers to a level of 100% performed poorest in both Mock and KCSE Chemistry Examinations and further, they registered significantly lower improvement between the two examinations as compared to learners with lower levels of match. The study recommended that teachers and learners should profile themselves early in the learning cycle and adjust teaching/learning strategies accordingly.
An Evaluation of Academic Training Program (ÖYP) from Professional Socialisation and Identity Perspective
Author: Tülübas, Tijen
Date: 2017-00-00
Type: Journal Articles
Subjects: Socialization,Case Studies,College Faculty,Professional Identity,Sampling,Qualitative Research,Graduate Students,Program Evaluation,Teacher Attitudes,Content Analysis,Foreign Countries,Mentors,Semi Structured Interviews,Faculty Development,Teacher Role,Personality Traits,Interpersonal Relationship,Intellectual Disciplines,Teacher Characteristics

Academic identity is significant in terms of taking the responsibilities of professional roles and performing them adequately. Identity formation starts from the early socialisation experiences of graduate students and develops on what they have acquired during this process. Therefore, Academic Training Program is significant for determining the academic identity of future academics. A review of the literature reveals a lack of research that evaluates Academic Training Program (ÖYP), especially from existing faculty's point of view, with an identity development perspective. This study aims to investigate the Academic Training Program (ÖYP) in the light of academics' definition of the characteristics of academic profession, with a focus on professional socialisation and identity development. This qualitative, collective instrumental case study was conducted with 24 academics selected through the maximum variation sampling method from two typical Turkish universities. The content analysis of data revealed that the Academic Training Program (ÖYP) has some adverse effects on the professional development of recruits since the program is not fully compatible with the requirements of academic profession.
Effects of Insecurity on Community Development Projects in Ogba/Egbema/Ndoni and Ahoada East Local Government Areas of Rivers State, Nigeria
Author: Adekola, G.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Security (Psychology),Community Development,Community Organizations,Surveys,Questionnaires,Statistical Analysis,Conflict,Resource Allocation,Violence,Resistance (Psychology),Government (Administrative Body),Corporations,Elections

The study examined the effects of insecurity on community development projects in Ogba/Egbema/Ndoni and Ahoada East Local Government Areas of Rivers State, Nigeria. The study was guided by two research questions and one null hypothesis. The study adopted a descriptive survey design with a population of 3,211 members of various Community Based Organizations in the study areas. A sample of 682 members of various CBOs was selected using the random and proportionate-stratified sampling techniques. Data for this study were collected with the use of a self-designed questionnaire titled &quot;Effects of Insecurity on Community Development Projects Questionnaire (EICDPQ). A correlation index of 0.81 was obtained to determine the reliability of the instrument. Responses to the questionnaire items were analysed with the mean statistics and the hypothesis were tested using the chi square statistics at 0.05 level of significance. The result of the analysed data revealed that the causes of insecurity in the study areas are cult clashes, conflicting political factions, poor distribution of resources, violent resistance to exploitation by government and corporate organizations and neglect of the people. The study therefore, recommended that Government in collaboration with companies operating in this crisis prone areas should engage stakeholders (community leaders, youth leaders and other leaders of Community Based Organizations) in town hall meetings and collectively come up with lasting solutions to these insecurity issues that impede their development.
Digital Divide: Low German and Other Minority Languages
Author: Wiggers, Heiko
Date: 2017-04-00
Type: Journal Articles
Subjects: German,Language Variation,Language Minorities,Foreign Countries,Web Sites,Electronic Publishing,Internet,Language Usage,Diachronic Linguistics,Statistical Analysis,Disproportionate Representation,Language Research

This paper investigates the online presence of Low German, a minority language spoken in northern Germany, as well as several other European regional and minority languages. In particular, this article presents the results of two experiments, one involving &quot;Wikipedia&quot; and one involving &quot;Twitter,&quot; that assess whether and to which extent minority languages are used on these websites. The article argues that minority and regional languages are not only underrepresented online due to a combination of historical, linguistic, sociological, and demographic reasons, but that the overall architecture of the World Wide Web and its most visited websites is such that smaller languages do not stand a chance to gain a meaningful online presence.
The Mainstream Problems Coping Students with Hearing Disability in Najran Region
Author: Saleem, Suhib Saleem
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Hearing Impairments,Coping,Student Problems,Public Schools,Mainstreaming,Deafness,Gender Differences,Partial Hearing,Secondary School Students,Middle School Students,Questionnaires

This study aimed to explore the problems facing the students with hearing disability in Najran region based on gender, study stage, and type of disability. The sample of the study consisted of 17 males, 13 females, 16 students with hearing disability in the intermediate stage, and 14 students in the secondary stage in public schools. While the students with total deafness reached 9, 21 students with partial deafness participated in this study. To achieve the objectives of the study, a questionnaire composed of 40 items distributed to four dimensions: social, academic, environment, and student and parent was developed. The results showed that there are problems facing students with hearing disability in public schools at a high level. The social dimension scored the highest mean. The study also showed that there were no significant differences in the problems facing the Mainstreamed students with hearing problems in public school attributed to gender and academic stage. The differences were significant in the type of disability for those with extreme hearing disability (Total deafness) in the social and academic factors. Finally, the study did not show significant differences in the other two dimensions of educational environment, and student and parent.
The Perception Created of Online Home Work by High School Student, Their Teacher and Parents in Saudi Arabia
Author: Alshehri, Abdulhalim Ali
Date: 2017-00-00
Type: Journal Articles
Subjects: Homework,Educational Technology,Technology Uses in Education,Student Attitudes,Teacher Attitudes,Parent Attitudes,Questionnaires,Internet,Academic Achievement,Grades (Scholastic),Interviews,High School Students,Secondary School Teachers,Foreign Countries,Access to Computers,Qualitative Research,Statistical Analysis

The paper investigates the internet utilizing in online homework accomplishing at Saudi High Schools. The study covered three Saudi cities, namely; Riyadh, Jeddah and Dammam. The paper concerned about the teachers, parents and students perceptions toward using internet in education path with concentration on online home works, and its effect in the view of student performance and grades. The study methodology represented in Questionnaires distributed over the study's sample and interviews with participants. Questionnaires distributed on 91 students, 45 teacher, and 43 parents where the interviews involved 3 students, 2 teachers, and only one parent. The study showed that the internet usages have promising consequences on the homework completion and students' performance. Furthermore, there were some unpersuaded participants towards the benefits of internet usages on students' growth. Also, the study finding proposed related aspects to be studied and taken in concern in future studies.
Understanding the Effect of Loneliness on Academic Participation and Success among International University Students
Author: Bek, Hafiz
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,College Students,Psychological Patterns,Student Participation,Success,Social Isolation,Aspiration,Correlation,Statistical Analysis,Regression (Statistics)

The purpose of this study was to assess the effect of loneliness on academic participation and success among 213 students studying at Usak University. A total of 213 international students studying at Usak University, including 151 males and 62 females, were selected and participated in the research voluntarily. In the study, feelings of loneliness among international students significantly impacted academic participation and success of the students. According to research, feelings of isolation and lack of aspiration for the future significantly affect the academic performance of students in complex ways. Generally, students who have aspirations for the future tend to participate and thrive in school. However, students who feel lonely and isolated tend to spend their time idly and therefore do not thrive in academic environments.
Case Study of a Small Scale Polytechnic Entrepreneurship Capstone Course Sequence
Author: Webster, Rustin D.
Date: 2017-06-00
Type: Journal Articles
Subjects: Case Studies,Curriculum,Entrepreneurship,Engineering Technology,Engineering,Computer Graphics,Organizational Culture,Leadership,Vocational Schools

A multidisciplinary entrepreneurial senior capstone has been created for engineering technology students at a research I land-grant university statewide extension. The two semester course sequence welcomes students from Mechanical Engineering Technology, Electrical Engineering Technology, Computer Graphics Technology, and Organizational Leadership. The goal was to provide an avenue for technology students to learn about, actively participate in, and form small scale startups in a multidisciplinary approach. Students are introduced to fundamental techniques and methodologies for effective product development, such as design thinking, technical data package, rapid prototyping, testing, and validation. As well as entrepreneurship concepts, such as product ideation, market research, capital exploration, customer acquisition, customer discovery, intellectual protection, marketing and branding, and leadership. The capstone has provided real-world, hands-on learning of the components and processes necessary to take a product idea from initial concept to successful business. Currently entering into its third year, the capstone continues to evolve. This paper presents a brief description of the capstone, including formation, execution, and outcomes. The curriculums used are outlined and future changes are discussed. Lastly, the presentation of challenges, lessons learned, and course accomplishments will be discussed.
Students Problem-Solving Difficulties and Implications in Physics: An Empirical Study on Influencing Factors
Author: Reddy, M. Vijaya Bhaskara
Date: 2017-00-00
Type: Journal Articles
Subjects: Physics,Problem Solving,Performance Factors,Skill Analysis,Academic Aptitude,Likert Scales,Questionnaires,High School Students,Influences,Change Strategies,Student Surveys,Foreign Countries

In twenty first century, abundant innovative tools have been identified by the researchers to evaluate the conceptual understandings, problem solving, beliefs and attitudes about physics. Nevertheless, lacking of wide variety of evaluation instruments with respect to problem solving in physics. It indicates that the complexity of the domain fields of physics. The study was aimed to evaluate the student's problem-solving skills and the factors influences the problem-solving difficulties in physics. A population of 303 Bachelor of education students of physics in Piler Mandal, Chittoor district, Andhra Pradesh, India. The results of the study indicate and revealed that poor mathematical skills and lacking of understanding the problem are the major obstacles in the domain of problem solving skills in physics. To overcome these obstacles teachers, need to give enough assignments and need to recruit well qualified physics teachers.
Reading Competence of the Saudi EFL Learner: Empowering the Teachers through Linguistics
Author: Alfallaj, Fahad Saleh Suleiman
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,English (Second Language),Second Language Learning,Reading Instruction,Standards,Second Language Instruction,Language Proficiency,White Collar Occupations,Blue Collar Occupations,Reading Skills,Job Skills,Role,Linguistics,Teaching Methods,Morphology (Languages),Syntax,Semiotics,Undergraduate Students,Questionnaires,Student Attitudes,Statistical Analysis

The trend in the Reading class in KSA has been what is called &quot;Standards Based Proficiency&quot; as opposed to the more desirable &quot;Real World Reading Requirements&quot;. This is also where the greatest gap occurs. Whereas white collar jobs may require more reading, blue collar jobs may invariably involve reading of technical manuals and scripts where a single error can lead to disastrous results. Reading is a skill that is very much related to the real life language use by FL learners. Can this gap be closed in our educational institutions? The answer is yes as concluded by the current study that evaluates the role of Linguistics in empowering the teachers of EFL to successfully tackle the reading failure of the KSA EFL learners. Our results show that with basic training in the field teachers can bring about much change in the reading proficiency of the learners.
Analysis of the Socio-Economic Factors That Contribute to Children School Dropout in Artisanal Small-Scale Gold Mining Communities of Tanzania
Author: Ouma, Dora Harrison
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Influences,Dropouts,Mining,Questionnaires,Focus Groups,Interviews,Statistical Analysis,Dropout Characteristics,Death,Parents,Migration,Educational Attitudes,Peer Influence,Early Parenthood,Marriage

In Tanzania, education has been earmarked as a priority area to stimulate socioeconomic development, however; the increasing number of school dropout cases is posing a huge hindrance to achieving this goal. To establish the major causes of school dropouts, this paper investigated different factors that explain the phenomena with special focus on artisanal mining areas of Nyarugusu village, Geita Region, Tanzania. To collect the required data, random samples of 200 respondents who were residents with previous school enrollment but dropped out from school were selected. From the selected respondents, data on their demographic factors, education history and current activities were collected using a semi structured questionnaire and where appropriate focus group discussions and in-depth one-to-one interviews were used to triangulate the sample population responses. The data was analyzed both descriptively and statistically using Statistical Package for Social Scientists (SPSS version 16.1) to establish the determinant factors associated with school dropping out. Results revealed loss of interest to education as one of the major reason for school dropouts in the community alongside several factors such as migration, school absenteeism, death of both parents, and separation of parents, community's poor perception to education, lack of school necessities, peer pressure, family obligations, early pregnancies and early marriages. Major recommendation was that, Tanzanian government should consider to put in place community empowerment programs such as cooperatives and involve all other stakeholders to invest in tailor made &quot;hands on&quot; education programs for such disadvantaged communities to improve their person skills so as to benefit both in mining and other entrepreneurial endeavors hence reduce the school dropouts problem.
The Use of Learner Autonomy in English as a Foreign Language Context among Saudi Undergraduates Enrolled in Preparatory Year Deanship at Najran University
Author: Alzubi, Ali Abbas Falah
Date: 2017-04-00
Type: Journal Articles
Subjects: English (Second Language),Undergraduate Students,Foreign Countries,Questionnaires,Student Attitudes,Locus of Control,Metacognition,Teaching Methods,Learning Strategies,Personal Autonomy,Males,Statistical Analysis,Second Language Learning,Second Language Instruction

This paper explores the current practices of learner autonomy among Saudi undergraduates at Preparatory Year, Najran University. The Short List questionnaire developed by Dixon (2011) was administered to measure the use of autonomous learning in English as a foreign language (EFL) context. Quantitative data were gathered from 208 male students in level one. The results of the data analysis showed that the participants experience a low level of learner autonomy (LA) in English language. While the LA dimensions of linguistic confidence, social comparison, and locus of control are considered a weakness for the participants, they had medium averages in information literacy, metacognition, and self-reliance dimensions. Therefore, the study suggests the need for pedagogical treatments like the strategy use instruction to develop LA in the Saudi EFL context.