ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Affecting General and Online Academic Achievement of University Students: Online Self-Regulated Learning, Online Self-Efficacy, and Motivation Scores
Author: Çetin, Baris
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Independent Study,Electronic Learning,Distance Education,Self Efficacy,Learning Motivation,Motivation Techniques,Scores,Academic Achievement,Predictor Variables,Learning Strategies,Grade Point Average,Influences,In Person Learning

This study aims to determine whether university students' levels of online self-regulated learning, online technologies self-efficacy, and motivated strategies for learning predict their general academic achievement and online academic achievement. In this study, the scanning design and the prediction research design were used. The participants of this research consisted of 55 undergraduate students studying in different departments of a university in Western Canada. The data were collected with &quot;Online Technologies Self-Efficacy Scale (OTSES)&quot; developed by Barnard et al., (2009); &quot;Motivated Strategies for Learning Questionnaire (MSLQ)&quot; developed by Pintrich et al., (1991); &quot;Online Selfregulated Learning Questionnaire (OSLQ)&quot; developed by Miltiadou and Yu (2000); and &quot;demographic form&quot;. This study did not determine a significant relationship between university students' total scores of OSLQ, OTSES, MSLQ, and their GPAs. Instead, the study found that university students' total scores of OSLQ, OTSES, MSLQ did not significantly predict their GPAs and online GPAs.
Improving the Science Process Skills and Science Literacy of Primary School Preservice Teachers with Different Parental Education Levels
Author: Aydin Ceran, Sema
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Process Skills,Scientific Literacy,Preservice Teachers,Parent Background,Educational Attainment,Individual Differences,Pretests Posttests,Science Education,Instructional Effectiveness,Intervention

This research was undertaken to improve the science process skills (SPS) and science literacy (SL) of primary school pre-service teachers with different family backgrounds in terms of parental education. It was planned with a quasi-experimental design with pretests and posttests in the framework of quantitative research methodology. Eighty-four first-year students from the primary school education departments of two different public universities participated in this 14-week-long study conducted in the spring semester of 2021-2022. Classes were taught with a focus on SPS for the experimental groups and within the scope of a textbook developed for basic science education in primary school for the control groups. Data were collected by administering the SPS Test and SL Test. In the analysis of the data, descriptive statistics, ANOVA, and MANOVA were used. The results showed that SPSfocused education processes significantly increased the SPS and SL of the pre-service teachers. Furthermore, prior to the implementation, participants in both experimental and control groups whose parents were had bachelor degree or high school diploma ranked higher in terms of SPS and SL. While the gap in SPS arising from parental education level was closed in the experimental groups as a result of the implementation, the advantage of having a bachelor degree parent continued for SL. These results are discussed in the context of primary school pre-service teachers regarding parental education levels, SPS, and SL.
Is Motivation the Key? Factors Impacting Performance in First Year Service Mathematics Modules
Author: Lishchynska, Maryna
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Motivation,Mathematics Achievement,College Freshmen,Introductory Courses,Student Attitudes,Educational Experience,Time Management,Predictor Variables,Learning Strategies,Foreign Countries

Taught to non-mathematics undergraduates (business, science, engineering, and other technical programs), service mathematics is commonly associated with poor exam performance and low skill/knowledge attainment. The primary objective of the present study was to examine the range of factors thought to impact mathematics performance in higher education and establish which of the variables (i.e., motivation, mathematical background, growth mindset, preference for understanding, and time invested in independent learning) are of value in explaining the differences in students' performance in service mathematics modules. A survey of first year business and engineering students who sat service mathematics modules was conducted. A multivariable proportional odds regression model was applied to detect and evaluate the association of each explanatory variable with mathematics performance. Motivation was found to be an important contributor to mathematics performance in first year service modules (p[less than or equal to]0.05), second only to mathematical background (p&lt;0.001). The work also investigated trends in motivation for studying mathematics across different student cohorts, where a significant difference in motivation was found between business and engineering students (p&lt;0.001). The findings are discussed in terms of implications for learners and educators and should be of interest to fellow academics, those tasked with improving retention rates and policy makers.
Knowledge for Teaching Mathematical Problem-Solving with Technology: An Exploratory Study of a Mathematics Teacher&apos;s Proficiency
Author: Jacinto, Hélia
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Knowledge Level,Problem Solving,Educational Technology,Technology Uses in Education,Computer Software,Spreadsheets,Mathematical Logic,Teacher Attitudes,Foreign Countries

This paper presents the results of an exploratory case study that examined a veteran secondary teacher's knowledge for teaching non-routine mathematical problem-solving with digital technologies. Data was collected through the observation of a veteran mathematics teacher, in real time, solving a mathematical problem with the digital tools of his choice. The descriptive model Mathematical Problem-Solving with Technology (MPST) was used to analyse the teacher's utterances and actions while solving a mathematical problem, with GeoGebra and a spreadsheet, and expressing his reasoning also with technology. Our findings reveal the complexity of expert problem-solving with technology, through regulation processes and several micro-cycles that mainly involve the processes integrate and explore. Mathematical problem solving with technology entails relevant mathematical knowledge as well as knowledge about the mathematical affordances of the digital tools available, and the ability to combine them to develop a conceptual model of the solution to the problem. Thus, the teacher's techno-mathematical fluency seems crucial to successfully solve the problem and express the reasoning with technology. Based on the findings, we discuss the teachers' knowledge for teaching mathematical problem-solving with technology as including a particular kind of proficiency, techno--mathematical fluency for solving-and-expressing problems with technology. The limitations of the study, further research topics and implications for professional development and teacher education programmes are discussed.
Synthesis of Critical Thinking Research of Basic Education Level Students Using Meta-Analysis in Thailand during 2010 to 2021
Author: Boonsathirakul, Jittinun
Date: 2023-01-00
Type: Journal Articles
Subjects: Critical Thinking,Educational Research,Meta Analysis,Foreign Countries,Inquiry,Active Learning,Problem Based Learning,Effect Size,High School Students,Junior High School Students,Cognitive Tests

An analysis of critical thinking research during 2010 to 2021 was conducted using effect size criteria; subsequently, a model was proposed for teaching and learning management that promoted critical thinking by students at the basic education level using the Thai digital collection data base. Based on a search of past research quality examination criteria were identified using a research quality check form. Out of 200 studies identified, 173 met all criteria that covered 34 universities across Thailand. The most frequently used concepts (38.7%) were from the Watson and Glaser study, followed by the Ennis and Mill man study (16.8%). For the 173 learning management models, the most effective learning management model involved inquiry-based learning (19.5%), followed by problem-based learning (7.2%). The effect size value of the inquiry-based learning was high (2.32). In addition, critical thinking encouraged students at the high school level (effect size 2.37) and elementary level (effect size 2.77), based on these high levels of effect size.
Design of a Green Skills Scale for Chinese University Students
Author: Su, Quan
Date: 2022-12-00
Type: Journal Articles
Subjects: Test Construction,Sustainability,Knowledge Level,Skills,Behavior,Test Validity,Test Reliability,Foreign Countries,Conservation (Environment),Skill Development,Undergraduate Students

Based on the concept of sustainability and the aim of addressing China?s great need for talent with green skills, a green skills scale was designed with the help of Chinese university students. Students from four institutions of higher education who had agreed to the Principles for Responsible Management Education (PRME) participated as research subjects. With reference to the reviewed literature, a green skills scale was developed for Chinese university students. The scale was reviewed by experts and scholars and subjected to a reliability and validity analysis, and 900 students were selected to be included in the sample. The green skills of university students are divided into four dimensions: cognition of green knowledge, mastery of green skills, application of green skills, and green skills development, resulting in a total of 16 questions. The overall reliability of the scale is 0.845, the reliability of the dimensions lies between 0.813 and 0.880, the correlation coefficients between the dimensions lie between 0.185 and 0.497, and the root-mean-square values of the AVE of the corresponding coefficients are all larger than the correlation coefficients of the corresponding row and column variables, demonstrating that the green skills scale for university students has good reliability and validity.
Review on the Effect of Online Education on Job Motivation
Author: Egriboyun, Ramazan
Date: 2022-12-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Online Courses,Motivation,COVID-19,Pandemics,Distance Education,Electronic Learning

The aim of this study is to compile the literature in the context of business motivation of the online education process, the importance of which is once again understood in educational sciences during the pandemic process. When literature is looked at, it is clearly seen that the importance and effectiveness of distance education has increased with the pandemic. As a result, the quality and quantity of distance education has been questioned before, it is seen that distance education is considered as an opportunity with the pandemic.
Training Program on Knowledge and Attitude of Students Regarding Premenstrual Syndromes and the Effects on Absenteeism
Author: Mohammed, Amani Abdelgader
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Knowledge Level,Attendance Patterns,Females,Physiology,Diseases,Outcomes of Education

The study aimed to assess the consequences of an academic educational program on the scholars' knowledge and attitude regarding premenstrual syndromes and, its effect on the absenteeism of scholars in Sabya University College. A quasi-experimental study of 0.97 students recruited study group; data were collected then recollected after the tutorial program session was provided. Data were interred into spss version 26, organized, tabularized, and analyzed using descriptive and inferential statistics. Mean knowledge changed from 3814 pre- to 0.9081 post intervention, good knowledge score was 20.6% changed to 72.2% post intervention, while inadequate knowledge score was 79.4 pre was changed to 27.8 post, which supports the tutorial program. Positive attitude 56.6% pre was changed to 61.9% post. In contrast, the negative attitude was changed from 47.7% to 38% post intervention. Pearson correlation test showed a direct correlation between absenteeism and knowledge score pre and post-intervention. PMS was significantly associated with several problems related to educational activities. The tutorial program resulted in a significant change of data from pre to post-intervention for the study group, also changed attitude, and there's a direct correlation between premenstrual symptoms and absenteeism, premenstrual symptoms were significant effects on educational activities.
Development of Teacher Self-Efficacy for Teaching in Rural Schools in the Circumpolar North: Lessons for Teacher Education
Author: Vijayavarathan-R, Kalpana
Date: 2022-00-00
Type: Journal Articles
Subjects: Teachers,Rural Schools,Self Efficacy,Teacher Education,Skill Development,Foreign Countries,Success,Place Based Education,Teaching Conditions

Teachers across the circumpolar north often share similar experiences working in small communities in remote areas with distinctive cultures and livelihoods. However, teacher education programmes tend to be universal, ignoring an ecological understanding of teaching. This paper describes the findings from a desktop study investigating the specific demands made of teachers working in rural schools and the implications for teacher education in supporting them to develop the necessary self-efficacy for this role. The results indicate that attention to specific teaching and teacher competences is required but that this must be undertaken with an awareness of the importance of place-based education.
Experiences of Preschool Teachers in the Professional Development Program of Children&apos;s Self-Regulation Skills
Author: Ivrendi, Asiye
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Metacognition,Faculty Development,Educational Practices,Teacher Attitudes,Intervention,Program Implementation,Phenomenology,Writing (Composition),Reflection,Public School Teachers,Classroom Techniques,Positive Attitudes,Preschool Education,Foreign Countries

This study investigates preschool teachers' experiences and perceptions of a professional development (PD) program on children's self-regulation. This PD opportunity was planned around two aims: to increase preschool teachers' awareness of children's self-regulation skills and to support participants' understanding and skills to implement the Red Light, Purple Light (RLPL) Self-Regulation Intervention Program in their classrooms. The phenomenological research design is used to examine participant teachers' experiences in the PD program. The participants consist of 23 volunteer public preschool teachers. Data sources were semi-structured interviews and reflective writings. Based on the results of the content analysis, the participating teachers thought that the PD program positively affected their personal and professional development. Participating in the PD program broadened their understanding of the conceptual basis of self-regulation in children. In addition, participants expressed their perceptions about embedding ways of fostering self-regulation in the National Preschool Education Program practices and the structural features of the RLPL Self-Regulation Intervention Program.
Pre-Service Teachers&apos; Perceptions of Data Protection in Primary Education
Author: Torres-Hernández, Norma
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Information Security,Elementary Education,Teacher Attitudes,Data,Internet,Social Media,Educational Technology,Preservice Teacher Education

The protection of personal data and privacy are important issues closely related to use of social media, information and communication technologies, and the Internet in the area of education. The treatment of academic information and use of tools and programs for instruction, communication, and learning have revealed the handling of a significant volume of personal data from different sources. It is essential to protect this information from possible privacy violations. This descriptive study, which is of transversal nonexperimental design, focuses on how 384 pre-service teachers' enrolled in educational technology courses in their education programs view the protection of personal data. The goals are to describe and analyze how these teachers perceive the risks associated with protection of data on the Internet and what they know about protection of data in primary education. We administered a questionnaire within the framework of an educational activity that focused on digital competence in data protection in education. The results show a high perception of risk in topics such as accepting cookies when surfing the Internet or transferring banking information. The knowledge the students claim to have shown a lack of information on the protection of minors' data in issues related to the development and schooling of primary school students, as well as their health, background, and family environment. Curricular treatment of these areas that includes content, practices on regulations, and adopts a situated, critical, and responsible approach in pre-service teacher education is recommended.
&quot;It Seems Like a Chore&quot;: A Qualitative Analysis of Faculty and Student Perceptions of Global Learning in the Core
Author: Reinke, Amanda J.
Date: 2022-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Global Education,Liberal Arts,Core Curriculum,College Curriculum,College Faculty,Teacher Attitudes,Curriculum Implementation,Barriers,Field Trips,After School Programs,Required Courses,Compensation (Remuneration)

Mechanisms supporting global learning and global citizenship continue to be incorporated as curricular and co-curricular components of undergraduate education in the United States. Global learning promotes critical thinking and problem-solving and intercultural competency -- skills that studies find are highly prized among employers. However, few studies have investigated faculty and student perceptions of global learning where it has been implemented in core educational curricula. In this article, the authors present findings from a qualitative study of a general education global learning curricular requirement at a liberal arts university in the southeastern US. Utilizing student focus groups and faculty interviews, the authors conclude that, while attitudes of global learning are high and it is deemed an important part of education by both students and faculty, the institutional barriers and challenges to teaching and learning in this area are difficult to overcome.
Secure Attachment Messaging (SAM) as a Learning Mechanism in a College Course
Author: Campbell, Kelly
Date: 2022-12-00
Type: Journal Articles
Subjects: Attachment Behavior,College Students,Teaching Methods,Learning Strategies,Audience Response Systems,Security (Psychology),Tests

The goal of the present study was to examine whether college students' learning would be impacted by an innovative teaching strategy--the presentation of Secure Attachment Messaging (SAM) during lecture. Students (N = 205) were presented with SAM every other week as part of the regular PowerPoint slides. At the end of each class, they completed a multiple-choice quiz. Their quiz responses were recorded using a student response system. We predicted that the SAM would enhance students' feelings of security, irrespective of their pre-existing attachment schemas, and thereby augment learning. Our hypothesis was statistically supported in that quiz scores were higher for days SAM were used versus not used in lecture. Students' overall percentage scores from the course were compared with three other sections of the same course in which SAM were not used. The percentages from the SAM course were significantly higher than the three other sections.
Social Networks and Gamification in Physical Education: A Case Study
Author: Montiel-Ruiz, Francisco José
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Networks,Gamification,Physical Education,Educational Technology,Technology Uses in Education,Secondary Education,Secondary School Teachers,Educational Environment,Foreign Countries,Physical Education Teachers

Recent research and studies on training plans in physical education agree on the need to incorporate digital technologies in teaching contexts. At the same time, the introduction of active methodologies, such as gamification, has become one of the major trends of recent years. In this paper we present the perception of teachers and students about a gamified proposal for physical education in secondary education that uses social networks as a way for communication, collaboration, and promotion of physical activity among students. &quot;Edmodo&quot; has been used to carry out this experience because, as a vertical social network, it has an attractive interface for students and protects their privacy by not requiring any personal data. This is a qualitative research, with a case study methodological design, which has used the focus group and group interview as data collection techniques. The sample consisted of 10 teachers, which represents all the teachers participating in the experience, and 56 students. The results show the positive assessment, both by teachers and students, of the &quot;Edmodo&quot; social network as a virtual teaching-learning environment for physical education in secondary education, and gamification as an active methodology. Likewise, the influence that the proposal, based on the use of digital technologies and gamification, has had on the promotion of physical activity among pupils has been high.
Using the Mind Mapping Method in Web-Based Teaching: Pre-Service Teachers&apos; Metacognitive Learning Strategies and Self-Directed Learning Skills
Author: Gündüzalp, Cengiz
Date: 2023-01-00
Type: Journal Articles
Subjects: Cognitive Mapping,Electronic Learning,Preservice Teachers,Metacognition,Learning Strategies,Independent Study,Student Attitudes,Academic Achievement

The study was carried out to determine the effects of the mind mapping method in web-based courses on students' metacognitive learning strategies and self-regulated learning skills and to determine the students' views on this. The study findings showed that there was a significant difference between the pre-test and post-test scores of the students in the experimental group regarding their metacognitive learning strategies and self-regulated learning skill levels. In addition, the study findings revealed that there was a significant difference in favor of the experimental group between the scores of the experimental and control groups regarding metacognitive learning strategies and self-regulated learning skill levels. On the other hand, the findings on student opinions showed that students generally had positive opinions about the mind mapping method. In addition, the use of the mind mapping method had significant contributions to the students' metacognitive learning strategies and self-learning skill levels. Considering the results of this study, the use of the mind mapping method in web-based courses significantly supported the metacognitive learning strategies of the students and contributed positively to the increase in self-learning skill levels.