ethanporcaro/eric-fulltext-meta huggingface dataset:
Choosing the Teaching Profession: Teachers' Perceptions and Factors Influencing Their Choice to Join Teaching as Profession
Author: Avgousti, Charalambos
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching (Occupation),Career Choice,Performance Factors,Teacher Attitudes,Questionnaires,Interviews,Work Attitudes,Reputation,Participant Characteristics,Student Teacher Attitudes,Statistical Analysis,Likert Scales,Qualitative Research,Higher Education

The study discovered why teachers around the world choose the Teaching profession and the factors affecting their choices. The study is meaningful to teacher education curriculum developers and teacher recruiters, for revealing the effects of teachers' perceptions on their career planning and professional growth. The findings from inferential statistical analysis suggest the need for further in depth research, on the various perspectives of teachers according to their teaching experiences, their efficacy; whether their choice of the profession is just luck, low merit for hiring teachers or having no-other choice and the factors that can increase or retain their passion.
Analysis of Sesame Marketing Chain in Case of Gimbi Districts, Ethiopia
Author: Temesgen, Fikru
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Marketing,Distributive Education,Community Surveys,Agricultural Occupations,Decision Making,Models,Hypothesis Testing,Predictor Variables,Socioeconomic Background,Demography,Supply and Demand,Opportunities,Agribusiness

This study was aimed at marketing chain of sesames in Gimbi Woredas of Oromia Region with specific objectives of identifying marketing channels and factors affecting outlet choice decisions of farm households. The data were collected from both primary and secondary sources. The primary data for this study were collected from 127 farmers, 17 traders and 22 consumers through application of appropriate statistical procedures. The study result showed that sesame producers are faced with lack of improved seed variety and high diseases and pests. On marketing side, limited access to market, low price of product, lack of storage, lack of transport and low quality of product are the major problems. The multinomial logit model results indicated that the probability to choose the collector outlet was significantly affected by Land, Market price of sesame, Membership to any Cooperatives, Credit Access, and Owning Transport Facility compared to wholesale outlet. Similarly, the probability of choosing cooperatives marketing outlet was affected by land and Quantity of sesame produced compared to wholesale outlet. Therefore, policy aiming at increasing farmers' access to modern inputs, developing and improving infrastructure, gender consideration, cooperative development and improving extension system are recommended to accelerate the chain's development.
The Impact of Process vs. Outcome Feedback on Student Performance and Perceptions
Author: Paulson Gjerde, Kathy
Date: 2017-00-00
Type: Journal Articles
Subjects: Feedback (Response),Intermode Differences,Performance Based Assessment,Student Attitudes,Tests,Learning Processes,Economics Education,Intervention,Student Satisfaction,Scores,Likert Scales,College Students

Much has been written in higher education assessing the value of feedback. This article seeks to explore how altering the feedback message might influence student learning and perceptions of learning. Feedback was provided on in-class quizzes in either the process portion or outcome portion of the quiz. Not only did process-oriented feedback have a more positive impact on student performance on quizzes than outcome-oriented feedback, it also was perceived more favorably by students both in terms of its usefulness and its impact on their learning in the class. However, the quiz feedback students received did not seem to generalize to a similar type of analysis question on other types of assessment instruments. This exploratory study suggests further research is warranted regarding the types of feedback provided, the type of assignment/assessment and the type of thinking required.
Attitude of Students towards Cooperative Learning in Some Selected Secondary Schools in Nasarawa State
Author: Amedu, Odagboyi Isaiah
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Cooperative Learning,Quasiexperimental Design,Public Schools,Biology,Science Instruction,Secondary School Science,Questionnaires,Semi Structured Interviews,Positive Attitudes

This study is aimed at investigating the attitude of students toward the cooperative learning approach. A quasiexperimental design was used for the study. The sample was made of 179 SS 1 students drawn from three public secondary schools in Nasarawa state. The Jigsaw Attitude Questionnaire (JAQ) was adapted from Koprowski and Perigo (2000) and was used to collect the data. Regular teachers served as research assistants. They were trained to be competent to teach using the jigsaw cooperative learning approach. The experimental groups was exposed to the jigsaw cooperative learning approach. Treatment lasted for 12 weeks. Students taught with the jigsaw cooperative method responded to the 10-item JAQ, and were analysed using percentages and the chisquare, at 0.5 level of significance. Results showed that, students taught using the jigsaw cooperative method developed positive attitudes to the teaching strategy significantly. It is recommended that the use of the jigsaw cooperative method be encouraged in science teaching.
The Effect of Individual Motivation and Cognitive Ability on Student Performance Outcomes in a Distance Education Environment
Author: Logan, James W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Performance Based Assessment,Distance Education,Student Motivation,Online Courses,Outcomes of Education,Undergraduate Students,Business Administration Education,College Entrance Examinations,Likert Scales,Multiple Choice Tests,Regression (Statistics),Achievement Need,Academic Achievement

The authors explored the effects of general mental ability and motivation (operationalized as conscientiousness) on performance in an online distance education course. The results supported the hypotheses that both higher levels of motivation and higher general mental ability are positively associated with academic performance in a distance learning environment, while low levels of either motivation or general mental ability were associated with lower levels of performance. The results also support the presence of a significant interaction effect between motivation and general mental ability in terms of their relation to performance. High levels of either motivation or general mental ability alone with low levels of the other factor did not produce high levels of performance, demonstrating the importance of simultaneously considering both factors. Theoretical and practical implications of the results are discussed.
Experimenting with Snapchat in a University EFL Classroom
Author: Freyn, Amy L.
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Language Usage,College Students,Private Colleges,Foreign Countries,Language Teachers,Teacher Attitudes,Interviews,Summer Programs,Intensive Language Courses,Computer Software,Teaching Methods,Student Attitudes

This article illustrates one professor's experiment with using Snapchat in a university EFL classroom. Snapchat has become impossible to ignore and this study proves that it can be beneficial to students. This study shows how the use of Snapchat can engage students and encourage them to practice English outside the classroom.
Stakeholders' Perception on Teachers' Assessment Effectiveness in Secondary Schools in Port Harcourt Metropolis in Rivers State
Author: Ogidi, Reuben C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Stakeholders,Teacher Effectiveness,Foreign Countries,Attitudes,Principals,Assistant Principals,Regression (Statistics),Statistical Analysis,Measurement Techniques,Evaluation Methods,Secondary School Teachers,Secondary School Students,Best Practices,Surveys

The study sought to investigate the perception of stakeholders on teachers' assessment effectiveness in secondary schools in Port Harcourt Metropolis in Rivers State. Three research questions and one hypothesis were formulated to guide the study. The study adopted survey research design. The sample of the study consisted of 20 principles, 30 vice principals, 150 secondary school teachers and 300 students drawn through stratified sampling technique. Teachers Effectiveness Assessment Scale (TEAS) was used in collecting the data for the study. Simple percentage, mean, regression analysis and Anova were used in data analysis. The result show that stakeholders have different perception about teachers' assessment effectiveness and also that awareness and implementation of best practices in assessment, construction of assessment tools and utilization of information from assessment tools for diagnostic purposes have positive values with the criterion variable (teachers' assessment effectiveness).
Community College Student Success in Online versus Equivalent Face-to-Face Courses
Author: Gregory, Cheri B.
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Success,Online Courses,Conventional Instruction,Intermode Differences,Delivery Systems,Distance Education,Student Records,Grades (Scholastic),Gender Differences,First Generation College Students,Student Financial Aid,Cohort Analysis,Nontraditional Students,Correlation

As part of a nationwide effort to increase the postsecondary educational attainment levels of citizens, community colleges have expanded offerings of courses and programs to more effectively meet the needs of students. Online courses offer convenience and flexibility that traditional face-to-face classes do not. These features appeal to students with family and work responsibilities that typically make attending classes on campus difficult. However, many of the students who tend to take courses in this instructional format have characteristics that place them at high-risk for academic failure. Because of the traditional mission of community colleges, they generally serve more students who fit this high-risk profile. Despite the promise and potential of online delivery systems, studies have associated distance education with higher student withdrawal rates. In addition, research has indicated that online students tend to earn lower grades than students in comparable face-to-face classes. The existence of contrasting findings in the literature exposes the need for additional empirical research relative to the overall success of students in online courses, as well as on factors associated with success in distance education. This is especially true for community college students. The purpose of this study was to determine if significant differences existed in student success at the community college level in online courses as compared to face-to-face courses. In addition, the researchers investigated the relationship between selected demographic, academic, enrollment, and external environmental factors and student success in online courses. The study involved secondary data analysis of quantitative data relevant to students enrolled in course sections taught by instructors who taught both online and face-to-face sections of the same course within the same semester from fall 2012 through spring 2015. The target population included 4,604 students enrolled at a public 2-year community college located in Tennessee. Results indicated there was a significant difference in success between students taking a course online and students taking a course face-to-face. Also, there was a significant difference in success based on instructional method when the following factors were considered: age group, gender, student academic classification, and Pell Grant eligibility status. There was no significant difference in success based on instructional method when first-generation college student status was considered.
ANOVA Analysis of Student Daily Test Scores in Multi-Day Test Periods
Author: Mouritsen, Matthew L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Scores,Tests,Testing,Grade Point Average,Correlation,Test Length,Test Wiseness

Instructors are often concerned when giving multiple-day tests because students taking the test later in the exam period may have an advantage over students taking the test early in the exam period due to information leakage. However, exam scores seemed to decline as students took the same test later in a multi-day exam period (Mouritsen and Davis, 2012). This study reports mean test score analysis of a four-day exam period. Students with higher cumulative GPAs tend to take the exam earlier in the testing period. The majority of students take the exam the last day of the testing period. Test score variance for each test day also increases with each test day. One-way ANOVA analysis finds that mean test scores of students who take the test later in the test period significantly decline. Pairwise comparisons that assume unequal numbers of observations in each group as well as unequal variances of exam scores for each day, show that day 4 mean scores are significantly less than days 1, 2, and 3. The only other pairwise difference is day 1 and day 3. Further, a 4 X 2 (4 test days by two different professors) ANCOVA analysis is also reported where cumulative GPA and Test # (4 or more tests each semester) are used as control variables to see if student test scores still decrease for students taking the test later in the testing period. The results show significant decreases in mean test scores as students take the test later in the testing period even when controlling for students' cumulative GPA and Test # within the semester. An estimated marginal means analysis further shows that the upper bound of day 4 is below the lower bound of days 1, 2, and 3, consistent with pairwise comparisons of test score means. The results suggest that information leakage, if any, is not evident in multi-day test scores. The results suggest that an instructor may have an opportunity to further help students taking the exam later in the exam period. Further research on demographics, test preparation, procrastination, self-efficacy, and emotional intelligence of students taking multi-day tests is in order (Hen and Goroshit, 2014).
A Perspective on Student Evaluations, Teaching Techniques, and Critical Thinking
Author: Tarun, Prashant
Date: 2016-00-00
Type: Journal Articles
Subjects: Critical Thinking,Teaching Methods,Multiple Choice Tests,Essay Tests,Comparative Analysis,Test Format,Test Reliability,Test Validity,Teacher Effectiveness,Instructional Effectiveness,Student Evaluation of Teacher Performance,Likert Scales,Student Surveys,College Students,Statistical Analysis

In the United States System of Education the growth of student evaluations from 1973 to 1993 has increased from 29% to 86% which in turn has increased the importance of student evaluations on faculty retention, tenure, and promotion. However, the impact student evaluations have had on student academic development generates complex educational issues. These issues involve teaching critical thinking skills, teaching to the student evaluations, types of tests, grade inflation, student interest in the subject matter, and a student's sense of entitlement. To avoid the moral and ethical issues associated with educational development and student evaluations, this research compared multiple choice and essay exams as well as comparing an existing student evaluation instrument with another student evaluation instrument. The purpose of this research is to explain the impact of different types of tests with different types of subject matter in an attempt to clarify and reduce distortions, and biases associated with a system of learning that encourages academic development.
Metacognition Lab at Miles College Takes Peer Mentoring to a Higher Level
Author: Chekwa, Emmanuel
Date: 2016-00-00
Type: Journal Articles
Subjects: Peer Relationship,Mentors,Metacognition,Coaching (Performance),Laboratories,College Students,Teaching Methods

Albert Einstein famously said, &quot;I never teach my students. I only attempt to provide the conditions in which they can learn.&quot; At the Miles College Metacognition Lab, we follow a similar philosophy. In the Metacognition Lab, we teach our students to think about how they are thinking. We have created a system of student interactions that monitors and assesses student progress and concurrently teaches our students how to monitor and assess their own progress. To this end, we have four main focuses: 1) Creating meaningful relationships of trust based on honest communication 2) Emphasizing the importance of short term and long term goals 3) Teaching students the Study Cycle and how to do Intense Study Sessions and 3) Creating Action Plans that outline simple steps for the students to follow on their own.
Best Practices in Academic Assessment in Higher Education: A Case in Formative and Shared Assessment
Author: López Pastor, Víctor M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Best Practices,Higher Education,Formative Evaluation,Academic Achievement,Semi Structured Interviews,Questionnaires,Qualitative Research,Evaluation Methods,Performance Based Assessment,Teaching Load,Educational Environment,Test Construction,Data Collection,Data Analysis,Intermode Differences,Student Attitudes,Foreign Countries,Case Studies,College Students

The aim of this article is three-fold: (a) to present an example of best practices in formative assessment in university instruction, offering three different methods of learning and assessment to pass a subject; (b) to analyze differences in academic performance depending on method of learning and assessment chosen; (c) to consider professors' and students' evaluation of these assessment methods, as well as analyze the workload these methods suppose for both students and professors. The design is based on a single case study. The study analyzes the results obtained in a third-year course at the University of Valladolid (Spain) that participated in an ECTS pilot program. Data was collected during academic year 2009-10. Total number of registered students was 77. This paper describes the procedure to develop a formative assessment system and collect data, as well as the main techniques to obtain and analyze data. Findings indicate that there are important differences in student academic performance depending on the learning and assessment method employed in an academic course. Courses using formative and ongoing assessment result in significantly higher student academic performance than courses using other learning and assessment methods. Lastly, empirical data suggest that the workload is in line with the ECTS European Credit Transfer System, and is not excessive for the professor. However, students' subjective perception is that this method involves a heavier workload. These findings may be important, given the current process of convergence towards the new Degrees and ECTS credit system, and the need to adapt these degrees and credits to students' real workload.
Developing a Creativity and Problem Solving Course in Support of the Information Systems Curriculum
Author: Martz, Ben
Date: 2016-00-00
Type: Journal Articles
Subjects: Creativity,Problem Solving,Information Systems,Business Administration Education,Curriculum Development,Curriculum Implementation,Behavioral Objectives,Design Preferences,Problem Based Learning,Action Research,Student Surveys,Course Evaluation,Case Studies,College Students

This paper looks at and assesses the development and implementation of a problem solving and creativity class for the purpose of providing a basis for a Business Informatics curriculum. The development was fueled by the desire to create a broad based class that 1. Familiarized students to the underlying concepts of problem solving; 2. Introduced students to problem solving and creativity techniques; and, 3. Could act as a foundational basis for the 2010 AIS Information Systems curriculum (Topi et al., 2010). One student learning goal of the class is to have students be able to describe at least five problem solving methods or activities. Results show students satisfied this short term goal and provide support for a claim of more long term learning. The paper ends with a discussion concerning the potential for integration of problem solving and creativity into a business information systems curriculum.
Realising Pedagogical Potential of the Bologna Process Third Cycle
Author: González Geraldo, José Luis
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Doctoral Programs,Educational Change,Program Effectiveness,Academic Standards,Research Skills,Writing for Publication,English (Second Language),Social Change,College Role

The European Higher Education Area (EHEA) has been established, at least in structure, remapping Higher Education as we know it. This scenario offers a new framework in which the role of universities can be rethought, independently of the field of the new degrees and post graduate studies. As part of this reconceptualisation, the roles of teachers and students need to be reconsidered. Achieving an enhanced doctoral experience for the next generation of PhD students represents a measurable practical outcome of the Bologna Process. This paper is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with attention paid to collaboration and competition, and language and writing. We identify the main challenges of the emerging EHEA regarding third cycle students in order to capture the pedagogical essence of what has been, until date, just a structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that need be acknowledged and addressed.
A Design Theory for Vigilant Online Learning Systems
Author: Wright, M. Keith
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Systems,Electronic Learning,Undergraduate Students,Courseware,Database Management Systems,Literature Reviews,Computer System Design,Learning Theories,Design Requirements,Usability

There is now a preponderance of evidence suggesting that the types of online course management software (OCMS) used in purely online undergraduate college courses, do not meet the needs of younger immature students. These students often lack the learning skills necessary to succeed in such courses, nor do the popular OCMS include the vigilance mechanisms to guide such students to successful course completion in the absence of face-to-face human instruction. This paper explores the literature relevant to design theory, learning theory, decision support, and vigilance, to develop a design theory as a guide to software developers and academics studying how to design future systems for the immature student in accordance with the latest research.