ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Motives versus Perceived Negative Consequences of Facebook Usage among University Students
Author: Sarwar, Muhammad Shabbir
Date: 2020-12-00
Type: Journal Articles
Subjects: Social Media,College Students,Student Attitudes,Prediction,Student Motivation,Time,Educational Technology,Technology Uses in Education,Student Interests,Foreign Countries,Time Management,Student Behavior,Grades (Scholastic),Study Habits

There is conflict in previous research about the prospects and the consequences of Facebook raising eye brows whether to use Facebook in a pedagogical design. This paper analyzed the educational motives and the perceived academic consequences as the predictors of Facebook use, besides explaining the interaction effects of time patterns (daily and weekly) on the educational motives (prospects) and perceived academic consequences (curse). The theoretical support was extended from the Uses and Gratification and the Displacement theories, while the data was collected through survey from the public and private sector universities of Lahore, by applying the convenience sampling technique (n=559). The multiple regressions found that the variable of educational motives (prospect) made significant contribution to the prediction of Facebook usage when compared with the perceived academic consequences (curse). The university students gratified their educational needs from Facebook and they were active for seeking these motives but were less of the opinion that Facebook had negative effects on their academics. The Two-Way ANOVAs were applied to explain the interaction effects. There was a significant difference between the daily and weekly time consumption of students for the educational motives and the perceived consequences. However, the students after two hours of usage on daily basis or in different intervals of the week perceived that the Facebook usage resulted into the negative academic consequences. The study recommends that university students daily use of Facebook should not exceed two hours. The teachers should use Facebook informally and integrate it in pedagogy to stimulate students interest.
The Role of School Leaders in Promoting Community Partnership
Author: Qaralleh, Thikryat Jibril
Date: 2021-01-00
Type: Journal Articles
Subjects: School Administration,Principals,Leadership Role,Partnerships in Education,School Community Relationship,Parent Teacher Cooperation,Public Schools,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers,Educational Development,Foreign Countries

This study is an attempt to identify the role of school leaders in promoting community partnership (CP) in public schools providing general education in Al-Kharj Governorate, Saudi Arabia, and exploring the ways to develop this type of relationship. For this purpose, a descriptive research method was utilized, recruiting 5,320 teachers of both genders as the study population. The results indicated the moderate role of school leaders in boosting CP in these public schools in Al-Kharj Governorate in Saudi Arabia. Overall, the respondents demonstrated a moderate level of appreciation. As well, the leaders had the visions to expand CP by involving the community in educational development processes. It was also recommended to increase the levels of participation by placing the community in the management of local public schools. The findings further implied that school leaders needed to form committees by engaging the community members therein in order to strengthen the educational process.
Urban-Originated English Language Teachers Longevity: What Keeps Them in Rural Schools in Sabah?
Author: Aziz, Ameiruel Azwan Ab
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Persistence,Teacher Shortage,Second Language Learning,Second Language Instruction,Language Teachers,Rural Schools,Foreign Countries,Teacher Attitudes,Social Support Groups,Positive Attitudes,Faculty Mobility,Teacher Characteristics,English (Second Language),Social Cognition,Secondary School Teachers,Family Relationship,Religious Factors,Social Influences

The shortage of trained and qualified English language teachers in rural schools has always been a significant issue in Malaysia, particularly in Sabah, due to the higher proportion of rural areas. Various factors have been associated with teachers' reluctance to serve in rural schools. Nevertheless, several urban-originated teachers are recorded to have shown persistence in serving rural schools. The purpose of this paper is to investigate the reasons and contributing factors behind their long-term longevity in rural schools. The lived experiences of ten teachers were explored through in-depth semi-structured interviews. Data gleaned were thematically analysed following Ryan and Bernard's (2000) recommended procedures. Results suggest that even participating teachers work in a challenging English teaching environment; this has not been a sufficient drive for them to depart from rural schools. Their longevity is attributed to perceived social supports and students factor. Furthermore, a blended concept of positive emotions was remarked as a fuel-source of teachers' long-term persistence in rural schools. The contributions and implications of the study are also discussed.
Discovering Students&apos; Strategies in Learning English Online
Author: Ariffin, Kamisah
Date: 2021-01-00
Type: Journal Articles
Subjects: Learning Strategies,English (Second Language),Second Language Learning,Online Courses,Metacognition,College Students

Online learning poses challenges that students might never have encountered in a face-to-face learning environment. In learning English, students may confront more challenges as they need both cognitive and metacognitive skills in dealing with the dynamic lessons involving interaction, online exercises, and audio, video and text downloads. The challenges faced in online learning have led students to employ learning strategies to help them learn more efficiently and effectively. This paper examined students' strategy use in learning English online and the correlation of the strategies with their academic performance in the subject. Using the Online Language Learning Strategy Questionnaire (OLLSQ) to gauge students' strategy use in the domains of cognitive, metacognitive, resource-management and affective, the findings indicated that all students were high users of OLLS in English online learning with the highest preference for metacognitive as the strategies were helpful to students in planning and organizing their studies. However, there was low correlation between the strategies use and performance. Overall, the strategies have impacted the students positively and helped them to cope with the new learning mode that is different from the traditional learning. It is hoped that the discovery of the strategies could provide some important insights into how students can be more successful in learning online, and help others to achieve their study goals and overcome any challenges confronting them in learning English online.
Descriptive Modeling of Intergenerational Persistence in Education and the Influence of Family Lineage Descent Systems in the Democratic Republic of Congo
Author: Loleka, Bernard Yungu
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Genealogy,Academic Persistence,Family Influence,Parent Background,Educational Attainment,Gender Differences,Educational Mobility

This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country.
Effects of Student Collaboration on ESL Learners&apos; Vocabulary Development
Author: Ariffin, Adlina
Date: 2021-01-00
Type: Journal Articles
Subjects: Cooperative Learning,Instructional Effectiveness,Reading Instruction,English (Second Language),Second Language Learning,Vocabulary Development,Group Dynamics,Interaction,Self Efficacy,Skill Development,Student Attitudes,College Students,Foreign Students,Group Discussion,Language Skills,Sharing Behavior,Foreign Countries

This paper describes the effectiveness of student collaboration as a technique in improving vocabulary development among a group of ESL learners. The main motivation behind this study was the concern that vocabulary has become a neglected area in the teaching of English language. The main aims of the study were to evaluate whether student collaboration helped to improve students' vocabulary and the extent of the improvement. Two types of data were collected during the research -- qualitative and quantitative. The qualitative data were collected from the teacher's observation, students' journals and interview; while, the quantitative data were collected from the pre-test and post-test. The results from the t-test indicated that students did make an improvement in their vocabulary knowledge after they had studied together collaboratively. Besides that, student collaboration was found to be an effective technique in teaching vocabulary because the interaction that students made during their discussion helped them to improve other language skills such as reading, listening and speaking, gave them opportunities to participate in their own learning, built their self-confidence in interacting with the group members and cultivated a sharing attitude among them.
The Accuracy of Complex-Procedures Texts Material in Bahasa Indonesia Textbook for the First Grade of Senior High School
Author: Rahmawati, Laili Etika
Date: 2021-01-00
Type: Journal Articles
Subjects: Indonesian,High School Students,Textbooks,Teaching Methods,Accuracy,Content Analysis,National Standards,Educational Objectives,Culturally Relevant Education,Foreign Countries,Misconceptions,Student Diversity,Textbook Evaluation,Competence,Language Tests

It is obvious that the textbooks play a key role in enhancing the quality of teaching and learning. The good quality textbooks must meet the criteria or standard as a textbook. This paper aims to describe the accuracy of materials provided in the &quot;Bahasa Indonesia&quot; textbook for the first grade of Senior High School curriculum of 2013. This study adopted the content analysis method to analyze the data. The findings deriving from this study reveal that the accuracy of learning material provided in Bahasa Indonesia textbook for the first grade of Senior High School (&quot;Sekolah Menengah Atas&quot;) curriculum of 2013 published by Erlangga has adequately met the standard requirements of Board of National Education Standards (&quot;Badan Standar Nasional Pendidikan,&quot; BSNP) for the accuracy of learning material of a textbook. However, this study found some weaknesses in the textbook as follows: (1) The textbook has not provided a 'Competency Map' containing principles used by students to achieve their learning goals and understand the learning materials provided in each chapter in order that the materials delivered can be well-structured. (2) The examples provided in the textbook are less relevant to the characteristics of diverse backgrounds and social statuses; contain the issues of ethnicity, religion, race, intergroup relations; and do not suit the needs.
Metacognition of Junior High School Students in Mathematics Problem Solving Based on Cognitive Style
Author: Sutama
Date: 2021-01-00
Type: Journal Articles
Subjects: Metacognition,Junior High School Students,Mathematics Education,Problem Solving,Cognitive Style,Foreign Countries,Protocol Analysis

The aim of this study was to explain junior high school students' metacognition with Field Independent (FI) and Field Dependent (FD) cognitive styles in mathematics problem solving. The statistical population of this study was all junior high school students in the Sragen regency in the 2018/2019 academic year. Purposive sampling was used to pick the subjects. Different instruments such as the cognitive style tests, the problem-solving exercises, and the interview guidelines were used to reach the research purpose. Moreover, time triangulation was used to ensure data validity. The data has been processed through four stages of data collection, data reduction, data presentation, and conclusion. The results indicated that the students who have field-independent cognitive styles indicated high self-confidence and the ability to solve the problem correctly. They were also able to do planning steps, make important decisions for themselves, and solve the problem properly. However, students with FD cognitive style are completely confident that their answer is correct, but they have not yet clarified the steps they need to solve their problems. They also have not yet focused on their shortcomings in mathematics problem-solving. Hence, their task results in mathematics problem-solving have incorrect answers.
A Case Study on Goal Orientations for Teaching
Author: Yildizli, Hülya
Date: 2021-00-00
Type: Journal Articles
Subjects: Goal Orientation,Psychological Patterns,Teacher Attitudes,Educational Practices,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Preschool Teachers

The present research aimed to explore actions, views, and emotions in relation to teachers' goal orientations and the reflection of goal orientations on their teaching practices. The study also aimed to compare whether there were differences among teachers' practices based on their goal orientations. A case study design was adopted and 10 teachers who taught in different schools and school levels participated in the study. Those 10 teachers were grouped into two goal orientations; those with Learning-Mastery-Goal-Orientations (L-M-GO) and those with Learning-Mastery-Performance-Goal-Orientations (L-M-P-GO). A questionnaire and semi-structured interviews were held with teachers and the collected data were analysed using qualitative techniques. The results suggested while all teachers -regardless of their goal orientations- defined themselves as individuals who made efforts to learn, those with L-M-P-GO orientations experienced negative emotions and ideas in their learning journeys. Moreover, all teachers reported that there were certain cases where they avoided work. There were differences between teachers' classroom practices and ideas based on their goal orientations.
Enhancing Oral Reading Fluency through Computer Assisted Repeated Reading
Author: Ja'afar, Hasimah
Date: 2021-01-00
Type: Journal Articles
Subjects: Oral Reading,Reading Fluency,Reading Improvement,Reading Rate,Decoding (Reading),Word Recognition,Accuracy,Repetition,Reading Instruction,Reading Strategies,Instructional Effectiveness,Rural Schools,Secondary School Students,Grade 7,Computer Assisted Instruction,Foreign Countries

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students' oral reading fluency (ORF). The single subject experimental design (SSED) involved five students who participated in a 12-week study where CARR intervention was carried out twice a week. CARR, the adaptation of the CBM/ORF procedure, was used to improve their accuracy and automaticity in word decoding. Each participant's accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant's initial reading accuracy showed that they could only read at instructional level but improved after the CARR intervention. Automaticity was determined by the reading rate or words read correctly per minute (WCPM) and the results too showed improvements. It can be concluded that the CARR technique was effective in improving struggling readers' reading fluency. Overall CARR can help ease teachers' burden, and their students to improve their reading skills.
Assessing and Classification of Academic Efficiency in Engineering Teaching Programs
Author: De La Hoz, Enrique
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Program Evaluation,Engineering Education,Multivariate Analysis,Profiles,Prediction,Higher Education,Foreign Countries,Artificial Intelligence

This research uses a three-phase method to evaluate and forecast the academic efficiency of engineering programs. In the first phase, university profiles are created through cluster analysis. In the second phase, the academic efficiency of these profiles is evaluated through Data Envelopment Analysis. Finally, a machine learning model is trained and validated to forecast the categories of academic efficiency. The study population corresponds to 256 university engineering programs in Colombia and the data correspond to the national examination of the quality of education in Colombia in 2018. In the results, two university profiles were identified with efficiency levels of 92.3% and 97.3%, respectively. The Random Forest model presents an Area under ROC value of 95.8% in the prediction of the efficiency profiles. The proposed structure evaluates and predicts university programs' academic efficiency, evaluating the efficiency between institutions with similar characteristics, avoiding a negative bias toward those institutions that host students with low educational levels.
Influence of Child&apos;s Individual Experience on Motor Activity Skill Development during the Preschool Period
Author: Grebneva, Valentina V.
Date: 2021-01-00
Type: Journal Articles
Subjects: Early Experience,Psychomotor Skills,Skill Development,Preschool Children,Physical Activities,Preschool Education

The advent of technology has overshadowed children's leisure time and deprived them of the opportunity for physical activity. The main target of the current study is to discuss about the methodology of individualized diagnostics of motor activity peculiarities among children during the preschool period. The aspect of physical activity development is of federal importance. The research problem is presented as a search for pedagogical possibilities to optimize the motor activity of a growing person during preschool age. The characteristics of a child's motor activity and transformation factors are described when deviating from the age norm, both in the negative and in the positive direction. In the course of the study, the results were obtained that testify to the high efficiency of diagnostic techniques aimed at identifying the features of the motor activity of children in different types of preschool educational institutions. Distribution of the sample according to the behavioral characteristics of motor activity is possible; according to the profile of the main needs of the subjects and the emotional attitudes of preschoolers to different types of physical activity using color choices.
Instructional Leadership Practices in Under-Enrolled Rural Schools in Miri, Sarawak
Author: Fred, Andy
Date: 2021-01-00
Type: Journal Articles
Subjects: Declining Enrollment,Instructional Leadership,Leadership Role,Principals,School Administration,Rural Schools,Disadvantaged Schools,Teacher Attitudes,Barriers,Gender Differences,Academic Achievement,Leadership Effectiveness,Foreign Countries,Elementary Schools

This study focuses on teachers' perceptions of their headmasters' instructional leadership practices in under-enrolled rural schools of Sarawak, Malaysia. It also focuses on the issues and challenges faced by the headmasters in practicing instructional leadership roles as demanded by the Malaysia Education Blueprint 2013-2025. The mixed method research employed the Instructional Leadership Model by Hallinger and Murphy (1985). The quantitative data was collected through a survey method using &quot;The Principal Instructional Management Rating Scale&quot; (&quot;PIMRS&quot;) adapted from Hallinger (2008) and analysed using descriptive and inferential statistics with &quot;SPSS IBM Version&quot; 22.0 software. The qualitative data from interviews were coded thematically and analysed to support the survey results. The study found the level of the headmasters' instructional leadership in the three dimensions as &quot;medium high&quot; (mean = 3.57, SD = 0.90). There is a statistically significant difference between male and female teachers' perceptions regarding their headmasters' instructional leadership practices. This study also revealed the headmasters' instructional leadership practices as &quot;medium high&quot; level among under-enrolled rural schools. However, the issues and challenges faced by the schools made it more difficult for them to improve their academic qualities.
The Effects of Environmental Writing Intervention on Early Literacy Skills of Pre-School Children at Risk
Author: Kumas, Özlem Altindag
Date: 2021-04-00
Type: Journal Articles
Subjects: Intervention,Emergent Literacy,Preschool Children,At Risk Students,Foreign Countries,Low Income Students,Language Tests,Writing Instruction,Pretests Posttests

The purpose of this study is to improve the early literacy skills of children from the low socioeconomic level by having them interact with environmental print. Based on the objectives, the study adopted a quasi-experimental research model. The study group comprised children, who attend kindergartens that are affiliated to the Turkey-Ministry of National Education in Diyarbakir city center in the educational year of 2018-2019 and are also from the low socioeconomic status. Either groups (experimental and control) were formed by 11 girls and 9 boys, 40 children in total. Test of Early Language Development (TELD) recipient language test, print awareness control list and letter, and name writing test was administered as pre-test and post-test to experimental and control groups to evaluate early literacy skills of children The duration of the study was 8 weeks and each practice were conducted for approximately 30 minutes, 5 days of the week. The study concluded that environmental print practices strongly supported the receptive language and early literacy performances of children from the low socio-economic level.
Investigating Fairness of Reading Comprehension Section of INUEE: Learner&apos;s Attitudes towards DIF Sources
Author: Amirian, Seyed Mohammad Reza
Date: 2020-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Test Bias,English for Special Purposes,Language Tests,College Entrance Examinations,Student Attitudes,Sex Fairness,Foreign Countries

The purpose of the present study was two-fold: (a) First, it examined fairness of Special English Test (SET) of Iranian National University Entrance Exam (INUEE) by analyzing Differential Item Functioning (DIF) with reading comprehension section of this test (b) second, it explored test takers' attitudes towards possible sources of unfairness and DIF. In the quantitative part of the study the data from 10000 test takers (6820 females and 3180 males) were analyzed for gender DIF using Mantel-Haenszel (MH) technique. It was revealed that only 6 items in the reading comprehension skill showed DIF. Further analysis manifested that the effect size of DIF for all six items were category A or negligible. Moreover, qualitative interview results indicated that learners generally considered the test a fair one while some potential sources of bias such as &quot;topic familiarity, multiple-choice format of the test, topic interest, passage length, and complex structure of test items&quot; were mentioned.