ethanporcaro/eric-fulltext-meta huggingface dataset:
Intention as a Mediator between Attitudes, Subjective Norms, and Cyberloafing among Preservice Teachers of English
Author: Karabiyik, Ceyhun
Date: 2021-04-00
Type: Journal Articles
Subjects: Intention,Student Attitudes,Student Behavior,Behavior Standards,Preservice Teachers,English (Second Language),Influence of Technology,Computer Use,Handheld Devices,Internet,Time Management,Classroom Environment,Attention,Predictor Variables,Foreign Countries

Learning and teaching is fostered to a great deal by technology. Cell phones and internet can be utilized as effective tools in providing extended and diversified learning opportunities as well as promoters of learning and teaching. However, early internet-enabled cell phones or more recent smartphones have also become easily accessible avenues of distraction and escape. This study explored if and how intention to cyberloaf acts as a mediator in the relationship between attitudes, subjective norms, and cyberloafing with a focus on descriptive and prescriptive norms with respect to instructors and classmates separately. The research was undertaken at a foundation university in Ankara, Turkey with 214 preservice English teachers. The sample consisted of 152 (71.03%) females and 62 (28.97%) males. Cyberloafing scale developed by Kalayci (2010), adapted versions of Askew et al.'s (2014) attitudes towards cyberloafing scale, subjective descriptive norms scale, cyberloafing intentions scale, and Blanchard and Henle's (2008) norms scale were used as data collection instruments. Mediation analyses were performed using SPSS 22 with the utilization of SPSS macro, PROCESS v 3.4 (Hayes, 2017). The results of the regression analyses indicated that subjective norms and attitudes significantly predicted cyberloafing; and intentions to cyberloaf was found to be a significant but partial mediator between the variables. The results have significant implications both for academic research on cyberloafing and for educational practices.
The Making of a Good Woman: Why Do Pre-School Girls in the KSA Have to Navigate Two Different Worlds to Survive Socially?
Author: Al zahrani, Mona
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Females,Sex Role,Gender Issues,Femininity,Sexual Identity,Expectation,Cultural Context,Behavior Standards,Social Behavior,Islam,Ideology,World Views,Social Influences,Cultural Influences,Childrens Attitudes,Tribes,Moral Values,Child Development,Role Perception,Foreign Countries

The article discusses how young females navigate and develop a solid sense of two worlds in order to be perceived a 'good girl' that can be positioned within the society and maintain the female gender identity that is expected of them in the future. One world is where they are expected to show all the attributes of femininity and beauty and the other world is where they are required to develop a strong sense of 'self-control', to be 'a good girl' who complies with societal confinements and restrictions on their female body and mobility. This article has emerged from a doctorate research entitled: The Making of a Good Woman: Analysing children's narratives on female gender identity and role in pre-school Saudi Arabia. It was a study into how female gender identity is constructed in the Kingdom of Saudi Arabia (KSA) by analysing children's (young girls 4-6 years) perspectives within pre-school, exploring their perceptions of female identity and role in the KSA. Exploring the ways in which gender identities were interpreted and manifested; studying the influences, apparent ideologies and discourses that affect female gender construction. Through the analysis of the data, interesting results emerged that exposed the consideration of gender roles, permissible and non-permissible behaviour and attitudes, and the realisation that female gender is often constructed, in the KSA, through fear and restrictions.
A Study on the Comparison of Geometrical-Mechanical Intelligence Games Activities That Are Conducted with Concrete Materials and in Computer Environment
Author: Sütçü, Nese Dokumaci
Date: 2021-04-00
Type: Journal Articles
Subjects: Game Based Learning,Computer Games,Manipulative Materials,Geometric Concepts,Psychomotor Skills,Spatial Ability,Visualization,Attention,Thinking Skills,Skill Development,Instructional Effectiveness,Preservice Teachers,Mathematics Education,Public Colleges,Positive Attitudes,Aptitude Tests,Cognitive Tests,Foreign Countries

In this study it was aimed to determine the effect of geometrical-mechanical intelligence games activities that are conducted with concrete materials and in computer environment on the spatial visualization and mental rotation skills of prospective teachers and to examine the opinions of prospective teachers about the activities. The research was conducted with mixed-method research. The study group consists of 49 prospective teachers. The obtained quantitative data were collected with &quot;Differential Aptitude Test&quot; and &quot;Mental Rotation Test&quot; and qualitative data were collected with &quot;Open-Ended Questionnaire&quot;. In the analysis of obtained quantitative data, paired samples t-test and one-way analysis of covariance were used and in the analysis of qualitative data, content analysis was used. According to the findings in the research, it was determined that the activities that are conducted both with concrete materials and in computer environment significantly increased the spatial visualization and mental rotation skills of prospective teachers. In addition to this, it was determined that there was not a difference between the increases in the spatial visualization and mental rotation skills of prospective teachers after the activities were conducted. Furthermore, prospective teachers stated that they had fun while performing the activities, the activities developed their visual/spatial intelligence, three-dimensional thinking and establishing a part-whole relationship, increased their attention and concentration and thought and decided faster and more accurate in the second time they were answering the spatial ability tests.
Understanding the Relationship between Students&apos; Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level
Author: Siaw, Emmerline Shelda
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Mathematics Anxiety,Mathematics Achievement,Performance Factors,Learning Strategies,Student Behavior,Student Characteristics,Introductory Courses,Secondary Education,Postsecondary Education,Foreign Countries

For many students, mathematics is regarded as a challenging subject to learn and master in class. One of the significant factors contributing to the students' difficulties in learning mathematics is caused by a phenomenon called mathematics anxiety. Mathematics anxiety is a feeling of unease and anxiety toward mathematics and it can be different from person-to-person. Understanding the effects of mathematics anxiety levels on students' mathematics performances in class can be the key to help students' mastery of mathematics. The aim of the study is to investigate the relationship between mathematics anxiety levels and students' mathematics performances at the foundation level. A sample of 545 students from a local foundation centre was chosen for this study. Data collection via questionnaire was used where quantitative data were analysed using correlation, t-test, and descriptive analyses. The results showed that there was a weak positive correlation between students' anxiety levels and the students' mathematics performance in their final examination. Recommendations and future potential for this study were further discussed in this paper.
Pandemic Policy Preparedness: Unintentional Student Discrimination in the Wake of COVID-19
Author: Burkett, Jerry
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Board of Education Policy,Emergency Programs,School Closing,Federal Legislation,Educational Legislation,Equal Education,Students with Disabilities,Access to Education,Educational Policy,Ethics,Federal Aid,Educational Discrimination

Indefinite school closures have left some school districts unprepared to manage the necessary provisions to provide an equitable education for all students. As learning hubs were launched for at-home learning guided by parents and students, accommodations for English Learners (EL), students with disabilities, and students receiving Special Education services were not on the forefront of the design, potentially providing larger gaps in learning. The launch of online at-home learning also requires internet access and devices to even access the learning, providing another potential inequitable gap, especially in low socioeconomic households. This necessary response to COVID-19 placed a burden on parents who may be working from home, or not at home, or not capable of assisting with the level of instruction their child requires to replace the daily instruction of a classroom teacher. The purpose of this paper is to evaluate State of Texas local school board policies FB (LEGAL) and FB (LOCAL) Equal Education Opportunity in the wake of the World Health Organization declaration of coronavirus disease 2019 (COVID-19) as a pandemic and the resulting actions of school closures. The authors investigate if the potential discrimination under Section 504, Title II, and Title VI during an unprecedented time of transitioning from learning at school to learning at home is reasonable to ensure that educational opportunities are equitable. The need to understand how such a pandemic closure impacts the teaching and learning of all students is essential to policy change for educational leaders in the way of a new reality of learning and lesson delivery during a time of a global pandemic.
Students&apos; Perceptions of Flipped Classroom-Mediated Task: Insights from an Indonesian Post-Earthquake EFL Writing Pedagogy
Author: Husnawadi
Date: 2021-01-00
Type: Journal Articles
Subjects: Student Attitudes,Teaching Methods,Flipped Classroom,Natural Disasters,Second Language Learning,Second Language Instruction,English (Second Language),Task Analysis,Action Research,Essays,Barriers,Writing Instruction,Instructional Effectiveness,Technology Integration,Foreign Countries,High School Students,Student Centered Learning,Goal Orientation

Despite its positive impact on students' learning and learning outcomes, studies documenting empirical evidence on how Flipped Classroom anchored in technology-mediated task can facilitate and promote students' learning in post-Earthquake EFL writing pedagogy context remain scarce. To fill this void, this action research, documenting both quantitative and qualitative data, anchored in González-Lloret's and Ortega's (2014) technology-mediated task framework, aimed to garner students' perceptions towards the use of FC-Mediated Task (FCMT) for learning essay writing; how they perceived this instructional approach compared to face-to-face only classes; and what challenges appeared while implementing this approach for the teaching and learning of writing in such a post-earthquake pedagogical context. The statistical evidence showed that the majority of the students positively perceived the use of FCMT for the learning of essay writing. The students also preferred the use of this approach to FTF only classes for learning to write essays in English in terms of the effectiveness and efficiency, engagement, language skills development and motivation. Pedagogical and technological challenges remained their prominent barriers in the implementation of this approach.
Students&apos; Perceptions of the Incorporation of Flipped Learning into L2 Grammar Lessons
Author: Noroozi, Ahmad
Date: 2021-01-00
Type: Journal Articles
Subjects: Student Attitudes,Flipped Classroom,Second Language Learning,English (Second Language),Grammar,Foreign Countries,Males,Computer Mediated Communication,Student Motivation

The present study examined EFL learners' perceptions of using flipped learning procedure in a grammar class. The participants recruited were 60 Iranian intermediate male EFL learners, randomly assigned to an experimental and a control group. The learners in the control group, having no preparation prior to class, were given direct instruction by using whiteboard with no or little use of interactivities in their grammar lessons. The instruction in the experimental group, however, featured flipped learning through &quot;WhatsApp&quot; and was augmented through in-class face-to-face discussion. Online teaching as the pre-class preparatory activity grounded the learners in the formal instruction of new grammatical concepts. The in-class time was then used by the teacher to induce learner-centered, meaningful interaction intended to render better comprehension and retention of the target grammar. The data collection instruments were College and Universities Classroom Environment Inventory (CUCEI) and a semi-structured interview. The results revealed that the participants receiving flipped learning instruction found it satisfactory, engaging, and effective. The findings add further evidence to the existing literature on flipped learning and have implications for curriculum development and pedagogy enhancement.
The Relationship between Reading Strategy Use and Reading Comprehension as Mediated by Reading Rate: The Case of Eye Movement Training by Rapid Serial Visual Presentation (RSVP)
Author: Rahimi, Mehrak
Date: 2021-01-00
Type: Journal Articles
Subjects: Correlation,Reading Strategies,Reading Comprehension,Reading Rate,Eye Movements,English (Second Language),Second Language Learning,Training Methods,Computer Assisted Instruction,Instructional Effectiveness,Computer Software,Handheld Devices,Telecommunications,Late Adolescents,Language Tests,Metacognition

The purpose of the current study was to examine the relationship between reading strategy use and reading comprehension as mediated by reading rate amongst advanced EFL students who received eye movement training by Rapid Visual Presentation (RSVP) technology. Seventy-two EFL learners participated in the study and received instruction for enhancing their reading speed via Reading Trainer Application for twelve consecutive weeks. Their entry-level of reading strategies awareness was assessed by the Metacognitive Awareness of Reading Strategies Inventory prior to and after the study. Their reading comprehension was assessed by International English System Test before and after the study. Their reading rate was also recorded prior to and after the study. Modelling the relationship between strategy use and reading comprehension as mediated by reading rate was tested prior to the study and the findings showed that the model was not statistically significant. The model was reassessed after the experiment and the results lent credence to the fact that eye training via RSVP for speed reading led to a mediating role for reading rate in the relationship between strategy use and reading comprehension. The results support the fact that reading rate is a contributory factor in understanding reading passages and integrating speed reading training using the-state-of-the-art technologies into reading instruction should be considered in EFL reading courses.
Students&apos; Experiences and Perceptions of Online Collaborative Learning in Higher Education of Korea and the UAE
Author: Lee, Jieun
Date: 2021-01-00
Type: Journal Articles
Subjects: Student Experience,Student Attitudes,Electronic Learning,Cooperative Learning,College Students,Barriers,Language Proficiency,Gender Differences,Privacy,Teacher Role,Technical Support,Technological Literacy,Peer Relationship,Student Projects,Comparative Education,Prior Learning,Teamwork,Student Evaluation,Computer Mediated Communication,Foreign Countries,Cultural Differences

The purpose of this study was to compare the experiences and perceptions of UAE and Korean students in campus-based universities of online collaborative learning (OCL). 262 college students participated in online surveys. Their experiences in terms of frequency, assessment, barriers, support, and attitude for OCL in each country were examined. With Importance-Performance Analysis, the perceived importance of OCL activities was compared with actual frequency. Both countries' students experienced group projects and group presentations the most frequently, while online collaborative writing and online group exams were rarely used. As barriers to OCL, UAE students pointed out language, gender, and privacy as the major barriers while Korean students mentioned students' attitude and language. UAE students had more frequent experiences of and more positive attitudes toward OCL than did Korean students, although the two countries have similar cultural propensities.
The Meta-Analysis of the Studies about the Effects of Flipped Learning on Students&apos; Achievement
Author: Aydin, Mustafa
Date: 2021-01-00
Type: Journal Articles
Subjects: Meta Analysis,Flipped Classroom,Academic Achievement,Outcomes of Education,Instructional Effectiveness,Effect Size,Foreign Countries,Publications,Bias

The aim of this research is to analyze the effect of the flipped learning model on the academic success of students. In this research featuring a descriptive survey model, a quantitative research method has been used. While criterion sampling method has been used for selecting the sample of this research, meta-analysis has been used to analyze the data. The inclusion and exclusion criteria of this study were as follows: Sources must be an article or a thesis; be studies performed in Turkey; have been published between 2014 and 2018; be open-access; the sampling must consist of students; they must examine the effect of the flipped learning model on success; have an experimental design; have pretest/ posttest experimenting and a control group design; include data such as pretest and posttest standard deviation, arithmetic average, and sample size. 14 articles and 11 theses, 25 studies formed the study group. Document review technique has been used as data collection technique. As data collection tool, &quot;meta-analysis form&quot; developed by the researchers has been used. effect size values and unified effect sizes were calculated using Comprehensive Meta-Analysis (CMA) Software. After analysis was conducted based on the random effects model, it was determined that the effect of the flipped learning model on students' success is medium (Hedge's g=0.713). It has been seen that the variables of study type, educational level, and year do not have a significant effect on success (p&gt;0.05). When the effect sizes were examined by year, newer studies had larger effect sizes, while the studies conducted with students at primary-secondary levels and with high school degrees had larger effect size averages.
Students&apos; Barriers to Online Tutorial
Author: Sugilar
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Web Based Instruction,Tutorial Programs,Student Participation,Barriers,College Students,Student Attitudes,Student Motivation

An online tutorial should be the core of the student learning support services in the digital era to maintain the quality of distanced higher education. However, in Universitas Terbuka with supposed to be the cyber university of Indonesia, the participation in the online tutorials was still not encouraging. For example, the average of the percentage of students' involvement in the first academic semester of 2017 to the 2nd semester 2018 for one course was 2.21%. This study aimed to identify barriers for students to participate in the online tutorial. The method consisted of two stages. First, analyzing qualitative data that were gathered through open-ended questions to identify factors of the barriers. Second, developing 20 items' questionnaire based on the factors identified in the first stage and analyzed using Partial Least Squares Structural Equation Model (PLS-SEM). The study involved 76 students in the first stage and 237 students in the second. The results of the study revealed that the students' barriers to online tutorial reflected in four factors, i.e. (1) information, (2) motivation, (3) technical, and (4) supports; each factor confirmed significantly (p-values &lt; 0.05) with t-values equal to 14.108, 27.875, 7.502, and 25.640, respectively. The study proposed some recommendations to improve student participation in online tutorials.
The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers
Author: Altas, Ezgi Aydemir
Date: 2021-01-00
Type: Journal Articles
Subjects: Flipped Classroom,Writing Achievement,Writing Improvement,Self Management,Student Motivation,Preservice Teachers,Undergraduate Students,Late Adolescents,English (Second Language),Second Language Instruction,Instructional Effectiveness,Advanced Courses,Writing Instruction,Video Technology,Lecture Method,Individualized Instruction,Feedback (Response),Private Colleges,Essays,Foreign Countries

The major purpose of this study is to investigate the impact of flipped classroom on pre-service English teachers' Advanced Writing achievement. The study also aims at exploring whether flipped classroom approach makes a difference, if any, on the self-regulated learning of the participants. The participants of this study were selected by convenience sampling method and consisted of fifty-five (N=55) pre-service ELT teachers attending Advanced Writing course and studying at English Language Teaching Department (ELT) at a foundation university in the fall semester of 2017-2018 academic year. Two intact classes were selected as control (N=28) and experimental group (N=27). The control group was exposed to traditional lecture based instruction, whereas the experimental group received the flipped classroom approach. In this quasi-experimental study, data were gathered through pre-post-tests of advanced writing and self-regulated learning scale. Mixed ANOVA analysis was used for data analysis. The obtained results demonstrated that the implementation of flipped classroom approach resulted in better writing achievement, yet self-regulated learning showed no significant difference between groups. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom approach in the undergraduate programs.