ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Inquiry-Based Chemistry Experimentation on Students&apos; Attitudes towards the Teaching and Learning of Chemistry
Author: Nicol, Christian Bob
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Scientific Attitudes,Inquiry,Active Learning,Chemistry,Science Instruction,Grade 11,Teaching Methods,Instructional Effectiveness,Demonstrations (Educational),Foreign Countries

Students' attitude towards a subject is a key indicator of academic performance, therefore its enhancement is imperative for academic success. A sample of 328 grade eleven students was selected using cluster random sampling. Two different study groups; the experimental and control groups, were composed and exposed to the guided inquiry and demonstration methods of teaching chemistry experiments respectively. The Non-equivalent control group research design was employed with instruction lasting six weeks. Data on pre-test and posttest attitudes were collected using a 25-itemattitude towards teaching and learning chemistry through experiment survey. Comparisons of mean attitude scores were made between the experimental and control groups, and between the pre-test and post-test for each group. The Mann-Whitney U test analyses indicated a higher mean attitude score for the control group. However, the difference in the mean scores was not statistically significant. The Wilcoxon Signed-Rank test analyses indicated statistically significant differences between the pre-test and post-test attitude mean scores for both independent groups. These outcomes show that both methods of teaching chemistry through experiments enhance students' attitudes to essentially the same extent. These findings imply that Liberian teachers can enhance students' attitudes through demonstrations.
The Impact of International Virtual Exchange on Student Success
Author: Lee, Jonathan
Date: 2022-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Study Abroad,Outcomes of Education,Academic Achievement,Grade Point Average,School Holding Power,Graduation Rate,College Freshmen,First Generation College Students,Economically Disadvantaged,Females,African American Students,Disproportionate Representation,Second Language Learning

This study expands the literature on high impact practices by assessing the effect of global experiences, including international virtual exchange (IVE) and study abroad, on student success, measured as GPA, first-year retention, and graduation rate. Our dataset tracks over 47,000 students over 10 years at a large U.S. university. Our fixed effects models show that IVE and studying abroad increase average GPA. Using logit models, we find that taking IVE courses or studying abroad positively impacts the probability students are retained and eventually graduate. Our findings also show that first-generation college students, financially disadvantaged students, female students, and Black and African American students who take IVE courses benefit more than their demographic counterparts who don't. Taken together, these results confirm that IVE is both a high impact practice and a pedagogy that offers significant benefits to under-resourced students and students who have historically been underrepresented in global learning activities.
Prediction of the Correlation between Problem-Solving Skills and Conceptual Reasoning in Stoichiometry
Author: Kotoka, Love
Date: 2022-00-00
Type: Journal Articles
Subjects: Prediction,Correlation,Science Instruction,Chemistry,Scientific Concepts,Concept Formation,Problem Solving,Stoichiometry,Cognitive Ability,Learning Theories,Grade 11,Student Attitudes,Thinking Skills,Teaching Methods,Short Term Memory,Science Tests,Achievement Tests,Multiple Choice Tests,Validity,Reliability,High School Students,Foreign Countries

Learners underperform in stoichiometry as they lack conceptual reasoning of the underlying concepts and the ability to solve stoichiometric problems. Therefore, it was necessary to determine if there is a statistical correlation between problem-solving skills and conceptual reasoning in stoichiometry and if so, whether one can significantly predict the other. The theoretical framework is the cognitive load theory (CLT). This theory expects teachers to know where to focus their teaching and how to assess their learners' work to avoid unnecessary overloading of the working memory, which might affect their performance. The explanatory sequential mixed-method research design was employed with 410 grade 11 Physical Science learners in their intact classes. The participants wrote the learner achievement test (LAT) and responded to a semi-structured interview. The learners' test scores were then used to run a statistical test. The Pearson correlation and regression showed that the justifications given by learners for choosing correct or incorrect multiple-choice options were not due to chance, and the results of the learner interviews supported the learners' performance in the test. Moreover, the findings indicated that there was a positive correlation between problem-solving skills and conceptual reasoning where statistically, conceptual reasoning predicted learners' problem-solving skills using regression analysis.
Transformational Learning through Shifting Global Perspectives: The Impact of COVID-19 on a Global Classroom in the U.S. and Liberia
Author: Devereux, Taryn
Date: 2022-00-00
Type: Journal Articles
Subjects: Transformative Learning,Global Approach,COVID-19,Pandemics,Foreign Countries,Active Learning,Student Projects,Online Courses,Cooperative Learning,College Students,Student Attitudes,Attitude Change,Agricultural Education,Knowledge Level,Skill Development,Student Empowerment,Cultural Awareness

The Global Classroom Model (GCM) is a project-based, cross-cultural, and virtual course conducted in partnership between institutions of higher education. Instructors at the University of Maryland (UMD) and the Liberia International Christian College (LICC) co-developed and co-instructed a novel and innovative &quot;Global Agriculture&quot; iteration of the Global Classroom (GC) course and collected data from students (n= 46) and stakeholders (n=18) through 2019, 2020, and 2021. This research used mixed-method pre/post interviews to address changes in attitudes, aspirations, and perceptions, and to better understand student experiences in global education. Students reported an increase in technical skills, &quot;global perspective,&quot; and feelings of &quot;empowerment&quot; through being able to work internationally on community-driven activities. This longitudinal study illuminates the impact of COVID-19 on a unique global learning experience, and highlights the broader opportunities and challenges found in designing truly collaborative global learning while also providing insights for practical implementation.
Virtual Tabadul: Creating Language-Learning Community through Virtual Reality
Author: Baralt, Melissa
Date: 2022-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,College Students,Institutional Cooperation,Program Descriptions,Computer Simulation,Arabic,English (Second Language),Exchange Programs,College Faculty,Foreign Countries,Instructional Innovation,Computer Mediated Communication,Task Analysis,Learning Management Systems

This article presents on a multi-institution project that explains the design and development of Virtual Tabadul, an Arabic and English foreign language exchange program amongst 1,200 U.S. and Middle East and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International University (U.S.), University of Michigan-Dearborn (U.S.), Oum El-Bouaghi University (Algeria), and Ibn Tofail University (Morocco). The project has been developed with generous funding from the Stevens Initiative and is the very first virtual exchange program for Arabic and English foreign language learning in virtual reality.
The Types of Peer Scaffolding in Scientific Experimental Activities
Author: Kim, Seong-un
Date: 2022-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Teaching Methods,Science Instruction,Peer Teaching,Science Experiments,Undergraduate Students,Protocol Analysis,Climate,Student Behavior,Discourse Analysis,Learning Activities,Comparative Analysis,Time Factors (Learning),Models,Outcomes of Education,Cognitive Ability,Cooperative Learning,Foreign Countries,Science Curriculum,Peer Relationship

This study studied the types of peer scaffolding presented in scientific experimental activities. The study included 14 university students. For the experimental activity of 'determining temperature changes using the meridian altitude of the sun,' information regarding experimental behaviors, thinking aloud, discourse, and retrospective interview data were collected and analyzed. A model was derived and utilized for experimental activities to analyze peer scaffolding, wherein students internally structured their experiences with the experimental activities. The results indicated that students utilized seven means of peer scaffolding: 'demonstrating', 'assisting', 'monitoring', 'posing', 'questioning', 'explaining', and 'suggesting'. Three types of peer scaffolding emerged: task completion-, model elaboration-, and learning support-oriented scaffolding. Each type differed in purpose, main mean, and major explanation details. Additionally, this study has observed the level of the model for the experimental activities and the time that had been provided to understand the experimental procedure influenced the three peer scaffolding types. These outcomes indicate that providing ample time to students independently structure the experimental procedure and supporting other students during experimental activities are essential. Moreover, providing assistance to students in focusing on observable phenomena by reducing the cognitive load required to process the experimental procedure is crucial.
Examining the Relationship between High School Students&apos; Lifelong Learning Tendencies and Problem Solving Self-Appraisal
Author: Tabancali, Erkan
Date: 2022-00-00
Type: Journal Articles
Subjects: Lifelong Learning,High School Students,Problem Solving,Gender Differences,Self Evaluation (Individuals),Foreign Countries

Lifelong learning, which is an uninterrupted learning approach, means that individuals learn to adapt to changing social, cultural, technological, or economic conditions, and thus advance their lives. Educating individuals as lifelong learners for their equal participation in society is an important educational ideal. For these reasons, it is important to investigate the variables that will facilitate individuals to adopt lifelong learning. The study aimed to reveal experimental results about how positive self-appraisal in problem solving will create a motivation on lifelong learning tendency. In this study conducted on high school students, it was first examined whether the change in perceptions of problem solving and lifelong learning differed according to gender, and then the relationship between these two variables was aimed to be revealed. This study offers important implications about the effect of problem- solving self-appraisal on lifelong learning disposition. According to the findings, individuals with high problem-solving self-evaluation are more inclined toward lifelong learning.
Undergraduate STEM and Non-STEM Students&apos; Interpretation of Mean in an Infographic
Author: Lužanin, Zorana
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,STEM Education,Visual Aids,Cross Cultural Studies,Foreign Countries,Statistics Education,Majors (Students),Student Attitudes,Educational Change,Teaching Methods,Gender Differences,Trust (Psychology),Information Literacy,Nonmajors,Concept Formation,Data Use,Knowledge Level,Essays,Comparative Analysis

The use of infographics for presenting data in the media and on the Internet has become a widespread phenomenon. This study examines how well undergraduates interpret the mean when presented in infographic, their attitudes towards the misuse of statistics, and their perceptions of their knowledge and use of statistics. The infographic was intended for the general public. The questionnaire was developed in a pilot study and then it was presented to a sample of 270 students from universities in Serbia and the USA. The study showed that STEM undergraduates and those who attended a course in statistics interpreted the infographic better. However, between 46% and 65% of those misinterpreted the infographic which indicates that changes are needed in statistics education to improve statistical literacy. Concerning demographic characteristics, somewhat better results were achieved by the American students, while gender had weak significance. Students whose interpretations were more successful perceived their knowledge and use of statistics as better. An extremely low number of students, 7.5%, disagreed that statistics is often misused, while only 14.2% trusted the research results presented in the media. The results from this study can be useful for curriculum developers, teachers, and researchers on statistical education.
Using a Machine Learning Approach to Explore Non-Cognitive Factors Affecting Reading, Mathematics, and Science Literacy in China and the United States
Author: Ye, Lu
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,High School Students,Reading Achievement,Science Achievement,Mathematics Achievement,Artificial Intelligence,Influences,Academic Ability,Metacognition,Family Income,Educational Environment,Competition,Low Income Students,Difficulty Level,Student Attitudes,Failure

Non-cognitive factors are considered critical aspects in shaping students' academic achievement. This study aims to analyze and explore the mechanisms of the influence of noncognitive factors on 15-year-old students' abilities in China and the United States. Based on the Programme for International Student Assessment (PISA) 2018 education dataset, the Classification and Regression Tree (CART) model identifies and explains the factors. The study finds that there are 11 most influential common features in China and 9 in the United States. The two countries have 5 common features, the meta-cognition assess credibility, summarizing text ability, PISA test difficulty perception, science learning time, and school lessons numbers per week. Family economic status also impacts personal ability. Regarding subject characteristics, attitude towards failure is the determinant of reading and mathematics. Cooperation and competition among students help to improve mathematics and science. Furthermore, the comparison between the two countries concludes that self-awareness, family economic status, and school learning environment are critical to personal ability. The study concludes that it is necessary to foster a sense of healthy competition among students at the school level and provide more attention to students with low family socioeconomic status to improve their abilities.
The Jigsaw Technique in Lower Secondary Physics Education: Students&apos; Achievement, Metacognition and Motivation
Author: Blajvazm, Branislava K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Secondary School Science,Secondary School Students,Cooperative Learning,Science Achievement,Metacognition,Student Motivation,Grade 7,Instructional Effectiveness,Foreign Countries

Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students' achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students' physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach's Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test. The research results showed that the implementation of jigsaw technique in physics classes significantly improved students' physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice.
Academic Writing Centers and the Teaching of Academic Writing at Colleges: Literature Review
Author: Ginting, Daniel
Date: 2022-08-00
Type: Journal Articles
Subjects: College Students,Writing (Composition),Laboratories,Writing Ability,Writing Skills,Writing Instruction,Instructional Effectiveness,Tutoring,Individualized Instruction,Personal Autonomy,Writing Improvement,Grades (Scholastic)

Although colleges have offered academic writing courses, many students still struggle with this writing ability. Their poor writing skills are also associated with a lack of teacher guidance The tasks given by teachers are sometimes beyond their capabilities. Students are not accustomed to writing long academic papers. As a result, they do not enjoy writing essays, and they are not confident in their writing skills. This research is intended to collect and analyze articles related to Academic Writing Courses and the teaching of academic writing at colleges. The design used is a literature review, articles are collected using search engines such as JStore, Academic One file, Sciencedirect, and Proquest. The criteria for the articles used are those published in 2008-2021. Based on the articles collected the result is that academic writing centers (AWC) does not guarantee better grades for the students. Instead, it is time to help them fulfill their needs: i) Becoming self-directed; ii) Independent writers; iii) Building the confidence of writers; and iv) Helping writers with advanced writing tasks.
A Critical Review of Whole Theory: Stationenlernen Learning Technique and German Language Learning Outcomes
Author: Wenno, Eldaa Crystle
Date: 2022-08-00
Type: Journal Articles
Subjects: Phrase Structure,Scientific Research,Research Reports,Citations (References),Integrity,Periodicals,Creativity,Critical Thinking,German,Second Language Learning,Second Language Instruction,Foreign Countries,Linguistic Theory,High School Students,College Students,Vocational Education,Learning Theories,Mastery Learning,Outcomes of Education

This critical review aims to describe the integrity of paraphrasing the theory or references and scientific journals that become references. The contribution of this research is as a reference and input to develop the creativity of critical thinking of the quoters. The method used is listening and analyzing the journal's contents as a source of data; critically identifying the parts of the journal containing quotations, direct quotations, and paraphrasing of the theories being referenced. The results of the critical review show several weaknesses, including several quotes that are not accompanied by relevant data and references, errors in citing reference sources. In addition, quotations or paraphrases have paid attention to the integrity of meaning with several techniques, namely complete and partial paraphrasing techniques. Partial is divided into two; according to the research formulation, the theory is paraphrased and several points of the combined theory are paraphrased because they are closely related and complementary. This critical review implies that it is a follow-up study to analyze the advantages and disadvantages of a scientific article based on relevant theories, studies, and previous research results.
Digital Competencies for Online Teachers
Author: Perifanou, Maria
Date: 2022-09-00
Type: Journal Articles
Subjects: Digital Literacy,Online Courses,Faculty Development,Technological Literacy,Pedagogical Content Knowledge,COVID-19,Pandemics,Teaching Methods,Educational Change,Distance Education,Teacher Effectiveness,Guidelines,Research Reports

The COVID-19 crisis forced most educational institutes worldwide to deliver teaching via the internet. However, neither teachers nor students were prepared for such an abrupt disruption. Specifically, many teachers lacked the appropriate digital competencies to effectively teach online. So, what are the necessary digital competencies that teachers should have in order to effectively teach online via the internet? This study proposes a framework of such digital competencies for online teaching that outlines the essential digital competencies needed for online teachers to effectively implement the Online Teaching Preparation, Deliver, Evaluation, and Revision (Online Teaching PDER) framework. Based on this framework, online teachers can self-reflect on their digital competencies in a systematic way and then take appropriate training to enhance their skills. Also, educational institutes can be informed by this framework to prepare the appropriate syllabus and educational material for educating future teachers as well as training inservice teachers.
Evaluating Preservice Teachers&apos; Performance in a Blended Field Experience Course during the Quarantine of COVID-19
Author: Mohebi, Laila
Date: 2022-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Effectiveness,Blended Learning,Field Experience Programs,COVID-19,Pandemics,Teacher Evaluation,Mentors,Instructional Development,Classroom Techniques,Teaching Methods,Teacher Responsibility,Scoring Rubrics,Foreign Countries

This paper aims to evaluate the preservice teachers' teaching performance in a blended field experience during the quarantine of COVID-19. An exploratory sequential mixed method approach was adopted using Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis as a qualitative tool and quantitative data collected using a teacher evaluation rubric that merged the INTASC standards in the Danielson domains. The results show that using SWOT analysis positively impacts teachers' performance: they understand how to use the external environment (seizing opportunities and avoiding threats) to control the internal environment (enhancing strengths and removing weaknesses).
Moodle as a Learning Management System: Perceived Efficacy and Actual Use
Author: Al-Hamad, Nouwar Q.
Date: 2022-09-00
Type: Journal Articles
Subjects: Learning Management Systems,Program Effectiveness,Usability,Technology Uses in Education,Electronic Learning,Foreign Countries,Expectation,Gender Differences,Teacher Characteristics

Smart learning means to create an enriched interactive environment that enables learners and educators to access their learning resources at the right time and place in an effective, efficient, and engaging manner. The effectiveness and efficacy of the Learning Management System (LMS) represents a crucial component in such an environment. In light of the Unified Theory of Acceptance and Use of Technology (UTAUT), Technology Acceptance Model (TAM), and the Diffusion of Innovation Model (DOI), this study aimed to scrutinize the perceived efficacy of Moodle as a learning management system as seen by instructors. It further aimed to reveal the degree to which instructors were actually using Moodle in the educational process in Jordan. A descriptive survey methodology was used for data collection purposes and statistical analysis revealed that performance expectancy, effort expectancy, and social influence have significant impacts on the perceived efficacy of Moodle. Moreover, the results revealed that the actual use was highly driven by perceived efficacy, whereas it was moderately influenced by facilitating conditions. The effect of instructors' gender, experience, and field of study, as moderating factors, were also investigated.