ethanporcaro/eric-fulltext-meta huggingface dataset:
Learner-Centered Instruction: Teachers&apos; Practice in Online Class of Mathematics during COVID-19 Pandemic in Nepal
Author: Khadka, Jiban
Date: 2022-07-00
Type: Journal Articles
Subjects: Student Centered Learning,Teaching Methods,Online Courses,COVID-19,Pandemics,Foreign Countries,Outcomes of Education,Program Effectiveness,Mathematics Teachers,Grade 8,Grade 10,College Freshmen,Teacher Role

Learner-centered instruction is very important concept in virtual and face-to-face classes for enhancing academic performance of students. This research aims to study the status of learner-centered instructions followed by the teachers in online classes during the pandemic and its effectiveness on the mathematics achievement of the learners. The cross-sectional survey design was used by taking 2273 students by convenient sampling from basic to university level of Nepal. The t-test, ANOVA, correlation, and regression techniques were used to analyze the data. The finding of the study indicates that the learning-centered role of teachers was found to be high in mathematics teaching during the pandemic situation in Nepal however teachers are not habituated to give extra time in learning difficulties whereas the problem solving and creative role of teachers were found better as compared to other. Types of the institutions, teaching level, access to the internet, and having tablet are the determinants for the learner-centered instruction in teaching whereas availability of laptop and computer, types of institutions, and access to the internet have significant roles to determine the mathematics achievement. The findings of this research suggest that practice of learner-centered instruction would be useful and beneficial for the learners in online classes.
RQANI: A Learning Model That Integrates Science Concepts and Islamic Values in Biology Learning
Author: Amin, Astuti Muh.
Date: 2022-07-00
Type: Journal Articles
Subjects: Scientific Concepts,Islam,Foreign Countries,Values,College Students,Science Education,Biology,Instructional Effectiveness,Student Attitudes,Outcomes of Education,Science Instruction

A preliminary study showed that Biology learning in the classroom could not encourage the integration of science concepts and Islamic values. The aims of this study are to (1) develop a new learning model that integrates scientific principles and Islamic values, and (2) characterize the RQANI model's validity, practicability, and effectiveness. This study belonged to the research and development study. The learning model was developed in four stages, including (1) preliminary investigation, (2) design, (3) realization/implementation, and (4) test, evaluation, and revision. The study population included all biology education students at IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar in Indonesia. The study enrolled 120 fourth semester biology education students from IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar, Indonesia. The research instruments employed in this study are validation sheets for learning models, observation sheets for learning implementation, learning achievement tests, and response questionnaires for the learning model. The results of this study include: (1) a new learning model, namely RQANI, that consists of five learning stages (Reading, Questioning, Answering, Elaboration, Integration); (2) The validity of the RQANI prototype was very high with an average value of 3.74. The RQANI learning model was considered fairly practical and effective in improving student learning outcomes and positive responses. Therefore, it can be concluded that RQANI has met the requirements for a valid, practical and effective learning model.
Activity Suggestions to Develop Critical Reading and Writing Skills
Author: Erkek, Gülten
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Activities,Critical Reading,Reading Skills,Writing Skills,Secondary School Students,Foreign Countries

In today's world, where reading is rare and media is trying to influence people in many ways, individuals encounter hundreds of propagandas or persuasive speeches, texts and presentations every day. Many topics such as questioning informative texts, interpreting ideas, and evaluating dialogues in daily life, require critical thinking skills. Developing our children's critical reading and writing skills is necessary in order to prevent them from being negatively affected by the persuasion and propaganda works that we encounter every day. In this study, activities, which can be used by educators to improve reading and writing skills of secondary school students, have been prepared. Expert opinions on critical reading and writing activities were retrieved and the activities were finalized in accordance with these opinions. The activities prepared have been presented to the review of three field experts. All three of these field experts had more than fifteen years of experience in teaching and work under the Ministry of National Education, the three teachers work in an educational institution and besides, they have a doctorate in Turkish education and have received critical thinking education, all three of them are specialized academicians in Turkish education. Experts examined the characteristics of critical readers and critical writers in the literature. In literature, it has been observed that studies in on activities the field of critical thinking are limited. Therefore, it is considered that the activities prepared to improve critical reading and writing skills of secondary school students will contribute to critical thinking education.
A Systematic Review of Studies on Augmented Reality Based Applications in Primary Education
Author: Çetin, Hakan
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Teaching Methods,Elementary School Students,Research Reports,Parent Attitudes,Elementary School Teachers,Content Analysis,Classification,Teacher Attitudes,Literacy,Science Education,Special Education,Second Language Learning,Second Language Instruction,Mathematics Instruction,History Instruction,Social Studies,Outcomes of Education,Instructional Effectiveness,Educational Technology

This research aims to examine the researches based on augmented reality-based applications conducted for primary school students between 2015-2021 and to determine the positive and negative effects of this applications on students. The document analysis method was used in the research. In this context, articles containing AR-based applications prepared for primary school students using the keywords &quot;augmented reality&quot;, &quot;primary education&quot;, &quot;elementary education&quot;, &quot;teachers 'and parents' perceptions&quot; were examined in ScienceDirect, ERIC, Sagepub and SpringerLink databases. As a result of the research, 48 articles were determined in accordance with the criteria. As a result of the content analysis, these studies were divided into seven different categories under the augmented reality theme: teacher and parent perceptions, reading and literacy skills, science education, special education, language education, mathematics education, and history/social sciences education. It has been observed that these practices improve students' motivation, academic achievement and remembering skills, increase their vocabulary, help them develop a positive attitude towards lessons, and improve their spatial thinking and creativity skills. In addition, there are also studies that have negative results stating that it limits the imagination, requires a lot of time for the application, it prevents reading because it is distracting, there is no available amount of free AR-based applications, and there are inadequate professional support to teachers for the use of these applications.
A Study on Turkish Books in Wattpad Platform Using Tags and Popularity Rankings
Author: Tokat, Feyza
Date: 2022-00-00
Type: Journal Articles
Subjects: Turkish,Literature,Profiles,Computer Software,Electronic Publishing,Information Retrieval,Rating Scales,Users (Information),Adolescents,Adolescent Literature,Interests,Classification,Popular Culture,Literary Genres,Decision Making,Naming,Vocabulary,Awards,Foreign Countries,Reading Material Selection,Fiction,Technological Literacy,Social Media,Web Sites

Wattpad platform has reached a significant number of users in Turkey as well as in the world. Therefore, books written in Turkish on Wattpad are essential reference sources for researchers to determine the transformation and development of Turkish and popular literature in the digital environment. The tags are keywords assigned by the author and contain valuable information about the general characteristics of a book. The browse categories when sorted by hot listing option, give a popularity ranking of a category at the current time. Tags enable the readers to discover the book more easily and provides the book to be ranked on top of the popularity rankings. In this study, from the tags that are obtained from the top 10 books of popularity rankings of a 13-year-old user profile, it is aimed to analyze the subjects of interest of adolescent readers, their choices and the quality of the Turkish books that appeal to them. The tags are classified and it was determined that the most used tags among the classified groups were related to the genre of the story, the subject of the story, and the K-pop culture, respectively. This shows the effect of K-pop culture in Turkish books on Wattpad. It is also seen that words related to kinship and affinity names, professions and occupational names, media and social media communication tools, mature themes, venues, supernatural, and mythological elements, Watty Awards, gender and age, religions, personal, physical and age characteristics of protagonists, and reign are used as tags.
Crisis Management, Agile Leadership, and Organizational Culture in Primary Schools
Author: Çobanoglu, Necati
Date: 2022-00-00
Type: Journal Articles
Subjects: Crisis Management,Leadership Styles,Organizational Culture,Elementary Schools,Public Schools,Foreign Countries,Principals,Predictor Variables

Educational organizations include intense human relations and social interaction. In this respect, the potential for the emergence of crises in educational organizations is quite high. In the literature, agile leadership is a significant type of leadership in which leaders possess an ability to take quick and correct decisions, cope with stress and psychological pressures, and remain calm while managing crises. In addition, a strong, established, and experienced organizational culture is essential in times of crisis. With these aspects, the variables of crisis management, agile leadership, and organizational culture are considered to be related to each other. The relationship between the variables of crisis management, agile leadership, and organizational culture, as well as the direction and size of this relationship, was examined. The study was designed in the correlational model. Teachers working in public primary schools in Malatya during the 2021-2022 academic year were included in the population of the study. In the study, 406 teachers determined by the random method were included in the sample. Data were collected through five-point Likert-type scales including &quot;Crisis Management&quot;, &quot;Agile Leadership&quot;, and &quot;Organizational Culture&quot;. Teachers reported that there was a moderate, positive, and significant relationship between crisis management, agile leadership, and organizational culture. In addition, it was concluded that the agile leadership of the principals and organizational culture could predict crisis management. It is recommended that agile leaders be employed in organizations, agile leadership training be provided, and strong and permanent/continuous cultures be established in organizations to avoid the negative effects of crises on organizations and employees in educational organizations.
Differentiated Scaffolding Strategies in Triangle Congruence: Their Effects on Learners&apos; Academic Performance and Confidence in Mathematics
Author: Masinading, Zyril Mae B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Individualized Instruction,Self Efficacy,Mathematics Achievement,Foreign Countries,Secondary School Students,Grade 8,Instructional Effectiveness

The benefits of differentiated scaffolding strategies on boosting academic performance and confidence in Mathematics learners were studied in this paper. Quasi-experimental research was conducted at a state university's Secondary School Laboratory in the Philippines. It involved sixty Grade 8 learners, 30 from the control group and 30 from the experimental group. A panel of specialists assessed developed lessons on triangle congruence topics and the academic performance test and confidence scale. The developed lesson, test, and scale were improved after the panel of experts' comments and suggestions were considered. The instruments were pilot tested and came out reliable; the academic performance test had a Cronbach alpha of 0.807, while the confidence scale in Mathematics had a Cronbach alpha of 0.810. In addition, the mean, standard deviation, One-way Analysis of Covariance (ANCOVA), and Pearson Product Moment Correlation were used to analyze the data. The findings demonstrated that when learners were taught using differentiated scaffolding strategies, their academic performance significantly increased at the Fairly Satisfactory level. However, when they were taught using conventional teaching strategies, their academic performance remained at Did Not Meet Expectations. The performance outcomes of both groups were significantly different. Also, there was no significant difference in learners' confidence between the two groups when compared. Furthermore, there was a significant link between academic performance and confidence in Mathematics among students taught using differentiated scaffolding methodologies. Thus, concerns about increasing learners' mathematical literacy may be addressed with differentiated scaffolding strategies.
Examination of Turkish Teacher Candidates&apos; Critical Thinking Dispositions and Their Attitudes toward Book Reading Habits According to Various Variables
Author: Koçer, Nazife Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Critical Thinking,Thinking Skills,Personality Traits,Reading Habits,Books,Student Teacher Attitudes,Recreational Reading

This study aimed to determine the levels of Turkish teacher candidates' critical thinking dispositions and their attitudes toward book reading habits, examine them according to various variables, and reveal the relationship between Turkish teacher candidates' critical thinking dispositions and their attitudes toward book reading habits. Relational survey model was used in this study. The study sample consists of 1st, 2nd, 3rd, and 4th-grade Turkish teacher candidates who studied in the Department of Turkish Education in the Faculty of Education of a state university in the spring semester of the 2019-2020 academic year. The research data were collected using the &quot;Personal Information Form&quot; prepared by the researchers, the &quot;Critical Thinking Dispositions Scale&quot; developed by Akbiyik (2002), and the &quot;Attitude Scale towards Reading Habit&quot; developed by Gömleksiz (2004). The valid 165 questionnaires were analyzed in statistical programs. As a result of analyzes, it was determined that the critical thinking dispositions of Turkish teacher candidates and their total attitudes towards their reading habits were slightly above the level of &quot;I agree&quot;. According to the results obtained, Turkish teacher candidates' critical thinking dispositions differ significantly according to the average number of books read monthly and the grade point average variables. Attitudes toward book reading habits also differ significantly according to the average number of books read monthly and grade point average variables. Furthermore, there is a moderately positive and significant correlation between Turkish teacher candidates' critical thinking dispositions and their attitudes toward book reading habits.
Relationship between Social Studies Teacher Candidates&apos; Digital Literacy Self-Efficacy Levels and Information and Communication Technology Competencies
Author: Çetin, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,Digital Literacy,Self Efficacy,Technological Literacy,Foreign Countries,Gender Differences,Individual Differences,Social Networks

This research aims to determine the relationship between social studies teacher candidates' digital literacy self-efficacy levels and their information and communication technology competencies. The research was conducted using the relational survey model, which is one of the quantitative research methods. The study group of the research consists of 187 pre-service teachers (137 female and 50 male) studying in the 1st, 2nd, 3rd and 4th grades of Social Studies Education Department in the Faculty of Education at Nigde Ömer Halisdemir University. The data of the research were collected through &quot;Digital Literacy Self-Efficacy Scale of Pre-Teacher Teachers&quot; that was developed by Ocak and Karakus (2018), a Personal Information Form that was prepared by the researchers and &quot;Candidate Information and Communication Technologies Scale&quot; that was developed by Tondeur et al. (2017) and adapted into Turkish by Gökçearslan et al. (2018). It was concluded that there is a positive, moderately significant relationship between social studies teacher candidates' information and communication technology competencies and digital literacy self-efficacy levels.
The Common European Framework of Reference for Languages Literacy of Teachers Working in Turkish Teaching Centers
Author: Fisekcioglu, Asli
Date: 2022-00-00
Type: Journal Articles
Subjects: Guidelines,Rating Scales,Literacy,Academic Language,Information Literacy,Content Analysis,Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Turkish,Faculty Development,Literacy Education,Language Teachers,Teacher Attitudes,Knowledge Base for Teaching

The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language acquisition, foreign language teaching, and foreign language levels in the world within certain criteria. In an attempt to determine the prevalence of the literacy of the Common European Framework of Reference for Languages among 88 randomly selected teachers teaching Turkish to foreigners, this study aims to explore, based on the concepts of information literacy and academic literacy, how well the framework is known and received by the teachers. The data revealing the perceptions of the teachers towards the concept of &quot;CEFR&quot; were analyzed and interpreted with the content analysis method. As it can be concluded from the results of the current study, more research is needed on CEFR literacy. In addition, teachers of Turkish as a foreign language should be encouraged to develop professionally and improve their CEFR literacy. This is indeed a key step for the future of teaching Turkish as a foreign language.
Online Reading Strategies in EFL: A Review
Author: Pardede, Parlindungan
Date: 2022-06-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Reading Strategies,Reading Comprehension,Internet,Information Technology

Online reading strategies have been a crucial issue in EFL learning because reading strategies are essential for students reading comprehension and the increasing penetration of information and communication technology into foreign language learning has transformed reading and current studies have shown that online text reading requires new strategies. This article presented the findings of a systematic review of 20 research on online reading strategies in EFL learning published in 2011-2021. The findings of the studies focusing on the strategy used for EFL online reading show that the most frequently used reading strategies were problem-solving strategies, which is followed by global reading strategies, and finally support strategies as the least frequently used strategies. The findings concerning the correlation of online reading strategies and other variables of reading are inconclusive because each of the studies correlates online reading with different reading variables. Results of studies focusing on the effectiveness of online reading strategies are also inconclusive because each of them investigated the effect of online reading strategies on different variables. Thus, more and more studies are needed to provide a clearer understanding of online reading strategies.
Overview of Learning Activities in Vocational High Schools during the COVID-19 Pandemic
Author: Odiana, Fivtyka
Date: 2022-00-00
Type: Journal Articles
Subjects: Vocational High Schools,High School Students,Learning Strategies,Educational Quality,Educational Improvement,COVID-19,Pandemics,Learning Processes,Practicums,Learning Activities,Lesson Plans,Teaching Methods,Technology Integration,Assignments,Foreign Countries

Vocational schools are the objects most affected by the COVID-19 outbreak, as a result the learning process that should be based on practice must be temporarily suspended and replaced with tasks. Therefore, this study aimed to describe learning activities in Vocational High Schools during the COVID-19 pandemic, such as lesson plan, students' practicum implementation and how technology are used to support learning activities. This type of research is qualitative, with the research subject being a vocational school teacher. The results showed that the lesson plans that are commonly used are now changed by giving assignments, during distance learning teachers deliver materials using various media. This research can be an illustration for teachers and policy makers in developing models, media and learning strategies to improve the quality of learning in vocational school.
Servation of Bengkulu Local Wisdom: The Application of Syarafal Anam in Preventing Student Radicalism
Author: Amin, Alfauzan
Date: 2022-07-00
Type: Journal Articles
Subjects: Prevention,Antisocial Behavior,Indigenous Knowledge,Prosocial Behavior,Religious Factors,Religious Schools,Peace,Safety,Islam,School Community Relationship,Student Attitudes,Teaching Methods,Classification,Moral Values,Foreign Countries,Likert Scales,Secondary School Students

This study aims to find out: How the community's efforts to maintain Syarafal Anam's local wisdom, Why the application of Syarafal Anam can prevent radicalism, and how to prevent radicalism. This research uses qualitative and quantitative research studies together, namely mixed methods. Data were analyzed by inferential statistics (quantitative data) and Miles &amp; Huberman (qualitative data), data reduction, data presentation, and drawing conclusions. The results obtained in the form of quantitative and qualitative results, as for the quantitative results, namely the influence between tolerant attitudes towards radicalism at the Madrasah Tsanawiyah 1 Bengkulu city school of 65.9 percent and the influence of the Madrasah Tsanawiyah 2 Bengkulu city school of 62.3 percent. Qualitative data also shows that Syarafal Anam has several functions, namely education, gratitude, and prevention of radical culture with a safe and peaceful life in the community. The conclusion of this study shows that Syarafal Anam's local wisdom has an influence on student tolerance, with this tolerance attitude, it can certainly foster anti-radical attitudes from outside students.