ethanporcaro/eric-fulltext-meta huggingface dataset:
Analogy-Enhanced Instruction: Effects on Reasoning Skills in Science
Author: Remigio, Krisette B.
Date: 2014-00-00
Type: Journal Articles
Subjects: Logical Thinking,Thinking Skills,Science Instruction,High School Freshmen,Intervention,Program Effectiveness,Science Tests,Pretests Posttests,Scores,Correlation,Probability,Scientific Concepts,Catholic Schools,Teaching Methods,Comparative Analysis,Foreign Countries

The study examined the reasoning skills of first year high school students after learning general science concepts through analogies. Two intact heterogeneous sections were randomly assigned to Analogy-Enhanced Instruction (AEI) group and Non Analogy-Enhanced (NAEI) group. Various analogies were incorporated in the lessons of the AEI group for eight weeks. The Scientific Reasoning Test (SRT) was administered to assess the students' reasoning skills before and after the intervention. The group exposed to AEI was expected to have a higher mean score in the SRT. However, no significant difference was found on the posttest mean score of the AEI and NAEI groups. Also, no significant difference was found on the two groups' posttest mean scores in each of the five reasoning skills (conservation of mass and volume, proportional reasoning, identification and control of variables, probabilistic reasoning and correlational reasoning). The study has implication for researchers who are interested to replicate it.
Research and Trends in the Studies of School-Based Oral English Assessment from 2003 to 2011: A Review of Selected Journals
Author: Kamal, Nur Diana Mohd
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mixed Methods Research,Questionnaires,Semi Structured Interviews,Observation,English (Second Language),Second Language Instruction,Second Language Learning,Language Proficiency,Oral Language,Language Tests,Literature Reviews,Elementary Schools,Secondary Schools

Assessing oral proficiency is a real challenge for English language practitioners. Throughout the process of assessing, many features of oral competence are worth given attention by teachers as the assessors. As such, the Malaysian Ministry of Education has urged for another alternative for oral assessment in 2002 with the intention of revamping and improvising the existing system. This new assessment is none other than School-Based Oral English Assessment (SBOEA). Therefore, this paper intends to review the studies done on the implementation of School-Based Oral English Assessment (SBOEA). Among the 15 articles selected from 2003 to 2011, 7 of them focused on the Malaysian school context. The rest of articles touched on School-Based Assessment in other contexts and speaking test as a whole. Based on this review, it is now possible to postulate that most studies were conducted to investigate respondents' attitude and perception toward this type of assessment. At this juncture, it is also obvious that mixed methods which involve the use of both quantitative and qualitative study are the most preferred method in the studies of School-Based Oral Assessment. Although the use of questionnaire is fairly dominant in these journals articles, it is noted that other instruments such as semi-structured interview, observation and document analysis were also employed for data analysis. In addition, the insight and the data gained from these studies could be beneficial for future reference in reviewing and modifying the implementation of School-Based English Oral Assessment in Malaysia. As such, the findings drawn from the studies can shed some light for better implementation in Malaysia.
Corrective Feedback and Second Language Acquisition: Differential Contributions of Implicit and Explicit Knowledge
Author: Ebadi, Mandana Rohollahzadeh
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Error Correction,Feedback (Response),Control Groups,Experimental Groups,Comparative Analysis,Statistical Analysis,Knowledge Level,College Students,Predictor Variables

The issue of error correction remains controversial in recent years due to the different positions of interface toward implicit and explicit knowledge of ESL learners. This study looks at the impacts of implicit corrective feedback in the form of recast on implicit and explicit knowledge of adult ESL learners. In an experimental study, lower-intermediate learners first were taught the grammatical features; then they completed communicative tasks during which the experimental group received recast and the control group received no feedback when an error occurred. Acquisition was measured by means of tests designed to measure implicit and explicit knowledge. Results of ANCOVA analysis revealed higher score for the experimental group; and result of t-test revealed that recast has significant effect on implicit knowledge. In line with the weak interface position toward implicit and explicit knowledge, the findings extend empirical support for Schmidt's noticing hypothesis and function of recast in language learning.
Research and Trends in the Studies of Phonological Knowledge and Reading Development: A Review on Selected Journals
Author: Jamaludin, Khairul Azhar
Date: 2014-00-00
Type: Journal Articles
Subjects: Reading Research,Phonology,Periodicals,Journal Articles,English (Second Language),Native Language,Trend Analysis,Content Analysis,Phonics,Reading Skills,Reading Instruction,Reading Fluency,Phonemic Awareness

Developing phonological knowledge of students is believed to be beneficial to reading development. This paper reviews selected eight articles on the issue of phonological knowledge and reading development in both native and English as Second Language (ESL) context. In finding the trends and patterns across all eight articles, the content and context of each study was critically analyzed. The discussion is divided into five sub sections; research settings, data collection methods, samples selection, focus or issue of the current studies, as well as the similarities and differences of the findings. It is found that phonological knowledge (as developed in phonics instruction) is undeniably effective to develop reading skills, even for readers with limited exposure to English. Students who were exposed to phonics instruction were able to read fluently compared to their counterparts. Some of these studies even highlighted that these students acquired reading skills faster compared to the control groups. The findings of the selected studies have also established contributing factors on reading success. Of interest, gender, age and type of phonics instruction are among influential factors to reading development. Despite the impressive findings, this paper also discusses the other components and structure of the selected studies, such as the research design, settings, sample selection as well as focus or issue highlighted in each selected study. It is hoped that this paper will enlighten readers on the trends and patterns of the current literature in the area of phonological knowledge and reading development across language settings.
The Tentativeness of Scientific Theories: Conceptions of Pre-Service Science Teachers
Author: Jain, Jasmine
Date: 2014-00-00
Type: Journal Articles
Subjects: Scientific Principles,Scientific Literacy,Scientific Attitudes,Preservice Teachers,Theories,Opinions,Phenomenology,Science Process Skills,Scientific Methodology

The recognition of sound understanding of Nature of Science (NOS) in promoting scientific literacy among individuals has heightened the need to probe NOS conceptions among various groups. However, the nature of quantitative studies in gauging NOS understanding has left the understanding on few NOS aspects insufficiently informed. This paper aimed to probe the understanding on one of these underexplored aspects, namely the tentativeness of scientific theory. Phenomenographic data collect was used to infer the understanding of ten pre-service science teachers on the tentativeness of scientific theories. Results showed that the participants held two differing conceptions about the scientific theories in this regard, namely 1) Theories are changeable with future occurrences and 2) Theories are changeable opinions. Implications suggest that other than educating the future teachers about NOS, the pedagogical NOS knowledge should be equally emphasized so that they are able to include NOS in their instructions explicitly.
Wait-Time and Multiple Representation Levels in Chemistry Lessons
Author: Li, Winnie Sim Siew
Date: 2014-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Reaction Time,Chemistry,Foreign Countries,Science Teachers,Secondary School Teachers,Observation,Audio Equipment,Video Technology,Data Collection,Science Instruction,Statistical Analysis,Teaching Styles,Semi Structured Interviews

Wait-time is an important aspect in a teaching and learning process, especially after the teacher has posed questions to students, as it is one of the factors in determining quality of students' responses. This article describes the practices of wait-time one after teacher's questions at multiple representation levels among twenty three chemistry teachers at secondary schools in Kuala Lumpur, Malaysia and the sequences after the wait-time one practices. The study was conducted over eight months using observation as the main method of data collection. Observations were made twice for each respondent by using the Observation Instrument in Inquiry Teaching through Verbal Interaction (OIITVI). Forty six observations were audio and video recorded. Findings showed that only 6.80% of total questions at multiple representation levels were followed by wait-time one. This result showed that teachers lacked practise of wait-time. Three top sequences after wait-time one were teacher giving instruction, student's answer at macroscopic level and teacher's questions at macroscopic level. In conclusion, chemistry teachers should practise wait-time one to improve the quality of teaching and learning of chemistry.
The Influence of Demographic Factor on Personal Innovativeness towards Technology Acceptance
Author: Noh, Noraini Mohamed
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Knowledge Level,Innovation,Statistical Analysis,Surveys,Librarians,Media Specialists,Library Education,Questionnaires,Teacher Characteristics,Foreign Countries,Elementary Secondary Education,Factor Analysis,Multivariate Analysis

Library and Media Teacher (LMT) readiness of accepting and using technology innovation earlier than their colleagues could expedite the technology innovation process into the school education system. The aim of this paper is to report on a study that explored the impact of experience in using computer and the level of ICT knowledge towards personal innovativeness. This study employed a quantitative approach in the form of a survey. A total of 546 LMTs were randomly selected as research samples. Data gathered through a set of instruments consisting of personal innovativeness and ICT knowledge questionnaire. Data being analyzed descriptively and inferentially using mean, percentage, frequency and multivariate analysis of variance (MANOVA). Findings demonstrated that majority of the Library and Media Teachers had moderate personal innovativeness. Experience in using computer, level of education and ICT knowledge level are found to influence and contribute to Library and Media Teachers' personal innovativeness and significantly.
The Effectiveness of Title I: Synthesis of National-Level Evidence from 1966 to 2013
Author: Sousa, Sonia
Date: 2016-00-00
Type: Journal Articles
Subjects: Evidence,Synthesis,Program Effectiveness,National Surveys,Achievement Gap,Disadvantaged,Data Analysis,Achievement Gains,Program Descriptions,Program Costs,Participation,Longitudinal Studies,Meta Analysis,Effect Size,Trend Analysis,Federal Programs

This paper reviews prior research to assess the effectiveness of Title I in closing the achievement gaps of disadvantaged students vis-à-vis their non-disadvantaged counterparts. A research synthesis approach is adopted to summarize national assessments of Title I conducted between 1966 and 2011. These analyses are supplemented by the authors' analysis of NAEP data from 1990 to 2013. There is no evidence that early Title I programs significantly reduced achievement gaps nationwide. Studies following NCLB implementation show modest closure of grade 4 gaps of about 0.2 of a standard deviation. Given the modest academic gains attributable to Title I, and considering that the program costs about $15 billion per year, the authors conclude that Title I programs have not been cost effective in closing the achievement gaps.
A Study on the Metacognitive Awareness of Secondary School Students
Author: Jaleel, Sajna
Date: 2016-00-00
Type: Journal Articles
Subjects: Metacognition,Secondary School Students,Reflection,Thinking Skills,Measures (Individuals),Rating Scales,Foreign Countries,Scores,Geographic Regions,Gender Differences

Metacognition means &quot;thinking about one's own thinking&quot;. There are two aspects of metacognition:--reflection--thinking about what we know and self-regulation-managing how we go about learning. Taking together, these processes make up an important aspect of learning and development. Developing these metacognitive abilities is not simply about becoming reflective learners, but about acquiring specific learning strategies as well. Metacognitive beliefs, metacognitive awareness, metacognitive experiences, metacognitive knowledge, metacognitive skills, executive skills, higher-order skills, metacomponents, metamemory are some of the terms that we are often using in association with metacognition. Metacognitive awareness means being aware of how you think. Metacognition is the awareness of one's thinking and the strategies one is using. It enables students to be more mindful of what they are doing, and why, and of how the skills they are learning might be used differently in different situations. The investigators in this paper try to analyze the metacognitive awareness of secondary school students. The investigators use a standardized awareness inventory for checking the metacognitive awareness of secondary school students. The study tries to find out whether there exists any significant difference between the various sub samples Gender, Locality and Type of Management of school based on their metacognitive awareness. The investigators use appropriate statistical techniques for the data collection and analysis of the data.
Enhancing Feedback via Peer Learning in Large Classrooms
Author: Zher, Ng Huey
Date: 2016-00-00
Type: Journal Articles
Subjects: Feedback (Response),Higher Education,Peer Teaching,Peer Evaluation,Learning Strategies,Large Group Instruction,Information Technology,Technology Integration,Foreign Countries,Undergraduate Students,Blended Learning,Primary Education,Preservice Teachers,Trainees,Assignments,Portfolios (Background Materials),Electronic Publishing,Reflection,Active Learning,Student Projects,Questionnaires,Interviews

Feedback has been lauded as a key pedagogical tool in higher education. Unfortunately, the value of feedback falls short when being carried out in large classrooms. In this study, strategies for sustaining feedback in large classroom based on peer learning are explored. All the characteristics identified within the concept of peer learning were assimilated into a teaching course, in order that the strategies could be properly investigated. Therefore, the outcome of the study is to propose peer learning strategies in sustaining feedback for large classrooms.
Inclusivity: An Effective Tool for Achieving Quality Mathematics Classroom Instruction in Nigerian Secondary Schools
Author: Bature, Iliya Joseph
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Secondary School Students,Teaching Methods,Qualitative Research,Case Studies,Class Activities,Interviews,Focus Groups,Student Attitudes,Inclusion,Mathematics Teachers,Secondary School Teachers,Educational Strategies,Learner Engagement,Cooperative Learning,Teacher Attitudes,Positive Attitudes,Educational Quality

Mathematics classrooms instruction in Nigeria secondary schools has been termed a major problem to both teachers and their students. Most classroom activities are teacher-centred with students as mere listeners and recipients of knowledge rather than being active initiators of their knowledge. This paper seeks to investigate the effects of introducing inclusion to Nigerian mathematics classroom in combating these problems. Four mathematics teachers taught senior secondary mathematics in three secondary schools in Northern Nigeria for fifteen weeks, adopting the concept of inclusion in their classroom teaching. Using the qualitative case study approach, the researcher used students' interviews and focus group discussions to determine the perceptions, strategies and benefits of using inclusive strategy to mathematics classroom instruction to collect data for this paper. Data collected from focus group interviews were analyzed using grounded theory approach. The results of the study revealed positive changes in students' attitude towards mathematics classroom instructions. This also helped to facilitate students' engagement, collaboration and interest in mathematics during the research as the students felt included in the mathematics classroom instruction. The researchers therefore suggested that adoption of an inclusive mathematics classroom in Nigeria will enable student learning and reduced the teachers domineering attitude during mathematics classroom instruction.
Modeling Learner Situation Awareness in Collaborative Mobile Web 2.0 Learning
Author: Norman, Helmi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Web 2.0 Technologies,Telecommunications,Technology Uses in Education,Handheld Devices,Educational Technology,Preservice Teachers,Questionnaires,Statistical Analysis,Knowledge Level,Reflection,Educational Environment,Communities of Practice,Social Influences

The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been reported to be beneficial in enhancing collaborative learning. An emerging learning mode is mobile Web 2.0 learning where Web 2.0 tools support mobile learning--allowing for personalization, ubiquity and social connectivity in learning. Thus, the study investigates and models learner situation awareness in collaborative mobile Web 2.0 learning. Participants were novice teacher trainees in a local university. The study was conducted over a four-month period. Data were collected via questionnaires and analyzed by PLS-SEM analysis. The results revealed that learner situation awareness in collaborative mobile Web 2.0 learning is reflected by six factors: learning reflection, learning space, learning community, social, task, and personal awareness. Results also showed that learners perceived learning reflection awareness as the most important factor.
Evaluation of Nonverbal Elements in Mathematics Textbooks
Author: Gunzel, Martin
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Education,Textbooks,Textbook Content,Textbook Evaluation,Secondary School Mathematics,Classification,Comparative Analysis,Interviews,Secondary School Students,Illustrations,Photography,Graphs,Tables (Data),Visual Aids,Pictorial Stimuli

This article comments on mathematics textbooks for lower secondary schools. Authors do not focus on texts in the books but on the nonverbal elements instead. A possible system of categories which enables mapping and classifying of such elements is suggested in this article. As a result of that, it is possible to evaluate and compare the textbooks which the authors have analysed. A pilot research of putting this evaluation system in use is also described in the article. The research ascertains whether the system of categories is useable to obtain sets of nonverbal elements suitable for further analysis.
Program Evaluation: English Grammar in the Language Classroom
Author: Azimi, Mozhgan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Second Language Learning,Program Evaluation,Teaching Methods,English Teachers,Observation,Grammar,Grammar Translation Method,Qualitative Research,Semi Structured Interviews,College Faculty,College Students

The present study wants to find out the reasons for choosing the current methods/techniques for teaching grammar and it also wants to investigate whether there is a relation between teachers' thinking and their actions in the class or not. For this reason, four language teachers were selected. The subjects were selected by non-random sampling. They were chosen purposefully (case study). The data collection was done through observations and interviews. An inductive thematic analysis was used to find out the subjects' underlying concepts and themes frequently mentioned. These general themes and underlying concepts were put in some categories. Then, these categories were organized in a coherent and meaningful manner. The findings of this study revealed that the subjects (four English teachers) taught English grammar by referring to their experiences.
Understanding of Parents and Adults on the Down Syndrome Female Sexual Reproductive Health
Author: Zhagan, Madhya
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parents,Females,Adolescents,Down Syndrome,Knowledge Level,Birth,Pregnancy,Sexuality,Correlation,Comprehension,Parent Child Relationship,Special Education,Occupational Therapy,Questionnaires,Individual Characteristics,Sexually Transmitted Diseases,Prevention,Hygiene

The purpose of this study is to determine the understanding of reproductive health among parents and female adolescents with Down syndrome. This cross-sectional study involved 22 parents and 22 female adolescents with Down syndrome in Kuala Lumpur, Malaysia. The parents were required to fill up the socio-demographic information in questionnaire forms. Scores of parents and female adolescents according to the socio-demographic data, the relationship between the understanding of reproductive health among parents and female adolescents with Down syndrome were determined. The result showing that both parents and adolescents with Down syndrome scored the lowest on sexuality and sexual reproductive awareness. There was a significant relationship between the understanding and awareness of reproductive health among parents and female adolescents where r = 0.480, and p &lt; 0.05. There was no relationship between time spent with child and understanding of reproductive health among parents and female adolescents with Down syndrome. Thus Special Education and Occupational Therapy programme on sexual and reproductive health should be part of activity of daily life skills for individual with Down syndrome.