ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of Mining Students&apos; Perception of Industrial Attachment Programme at Malawi Polytechnic
Author: Matsimbe, Jabulani
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mining,Computer Software,Foreign Countries,Engineering Education,Likert Scales,Learning Experience,Student Placement,Supervisor Supervisee Relationship,Program Evaluation,Education Work Relationship,Workplace Learning,Employment Opportunities

Industrial attachments were added to the engineering academic curriculum at the Polytechnic to ensure students are industry-ready when they graduate. The question that arises is how effective are these industrial attachments to the students. Present study seeks to address this question through a survey questionnaire utilizing a Likert Scale with &quot;1&quot; for &quot;very poor&quot;, &quot;2&quot; for &quot;poor&quot;, &quot;3&quot; for &quot;good&quot;, &quot;4&quot; for &quot;very good&quot; and &quot;5&quot; for &quot;excellent&quot; so as to gauge the students' perception of their three-month industrial attachment programme. There were six perception aspects comprising learning experience, pre-placement activities, student industrial attachment committee, host organization, evaluation process and supervisor-supervisee relationship. These six perception aspects had variables A1-A10, B1-B4, C1-C4, D1-D6, E1-E8 and F1-F4 respectively. In total, 36 questionnaires were returned fully completed from a total of 44 questionnaires distributed (&quot;a return rate of 82 percent&quot;). The collected data was tabulated and analyzed using descriptive statistics such as frequency, percentage and mean in Microsoft Excel. The results indicated that majority of the Mining Engineering Department students' perception ranged from &quot;good&quot; to &quot;excellent&quot; with an overall mean score of 3.6 on the Likert scale. Overall, 88% of the students rated the industrial attachment programme favorably from &quot;good&quot; to &quot;excellent&quot; on the Likert scale while 12% rated it unfavorably from &quot;very poor&quot; to &quot;poor&quot;. Of particular concern were the variables &quot;gain writing skills&quot;, &quot;well-structured training programme&quot;, &quot;lifetime learning capacity and entrepreneurial skill&quot; and &quot;attending to arising issue promptly&quot; which had &quot;poor&quot; ratings of 33%, 17%, 25% and 17% respectively. Nevertheless, the students' favourable perception imply that the Faculty of Engineering curriculum aligns well with the needs of the industry thereby making the students to proactively acquire the work culture at host organizations. Industrial attachments in respective universities are tailored according to various industrial needs hence the findings from this research will benefit higher learning institutions, government institutions and host organizations with similar or different attachment training programmes for future improvement.
Piaget&apos;s Cognitive Developmental Theory: Critical Review
Author: Babakr, Zana H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Child Development,Developmental Stages,Cognitive Development,Psychomotor Skills,Developmental Psychology,Criticism,Adolescents,Infants,Cultural Influences,Social Influences,Ethics,Parent Child Relationship,Scientific Research,Piagetian Theory

In the last century, Jean Piaget proposed one of the most famous theories regarding cognitive development in children. Piaget proposed four cognitive developmental stages for children, including sensorimotor, preoperational, concrete operational, and the formal operational stage. Although Piaget's theories have had a great impact on developmental psychology, his notions have not been fully accepted without critique. Piaget's theory has some shortcomings, including overestimating the ability of adolescence and underestimating infant's capacity. Piaget also neglected cultural and social interaction factors in the development of children's cognition and thinking ability. Moreover, in terms of the methodological approach, Piaget's theory had some ethical and bias problems as he studied his own children. However, Piaget contributions, particularly in regards to the process of education among children and transferring cognition into psychology, have had a significant effect on the science of child development.
Practical Work, Simulations and Feedback to Address Undergraduate Physics Students&apos; Challenges in Understanding Circular and Rotational Motion
Author: Luchembe, Dennis
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Feedback (Response),Hands on Science,Preservice Teachers,Undergraduate Students,Physics,Scientific Concepts,Concept Formation,Instructional Effectiveness,Difficulty Level,Self Management,Fundamental Concepts,Foreign Countries

This analytic paper explores the challenges that undergraduate students face in understanding introductory physics concepts on circular and rotational motion. Challenges are drawn from researchers' own experiences and from the research literature. An innovative method is proposed that combines practical work, PhET simulations, and a systematic feedback and feed-forward process following after the Nicol and Macfarlane-Dick (2006) model. Providing feedback at critical junctures of the teaching and learning process is pertinent for the efficacy of the approach. The experience of implementing the approach suggests positive prospects for efficacy for learning circular and rotational motion by pre-service physics teachers.
Development, Validation and Standardization of Tertiary Examination Behaviour Inventory: Diagnostic Instrument for Measuring Cheating Tendency in Educational Assessments
Author: Ossai, Moses Chukwugi
Date: 2020-00-00
Type: Journal Articles
Subjects: Cheating,Validity,Diagnostic Tests,College Students,Item Response Theory,Behavior Theories,Ethics,Test Anxiety,Study Habits,Test Reliability,Pilot Projects,Foreign Countries,Student Attitudes,Factor Analysis

The research focused on development, validation and standardization of a diagnostic instrument called Tertiary Examination Behaviour Inventory (TEBI) for determining the tendency of students in tertiary institutions to participate in academic cheating. Anchored on the Modified Theory of Planned Behaviour (MTPB) and Item Response Theory (IRT), the table of test blue print covered the constructs of examination anxiety, examination ethics, study habits, and attitude towards cheating in examinations in one dimension and the phases (prior, during and after examinations) on the other dimension. Initial pilot study analysis of 50 items using test-retest reliability and factor analysis led to pruning down to 35 final items. The final sample size for validation of the TEBI was 1000 students drawn from higher institutions across the six geo-political zones in Nigeria and 3500 students for the standardization (construction of the national 'norms'). The Conbach Alpha and Principal Component Analysis (PCA) were used to determine the psychometric properties. Standardized Cronbach Alpha ([alpha] = 0.78) is an acceptable index indicating internal consistency, reliability and validity. Each of the 35 items yielded scaled means above 80 and each item's Cronbach Alpha is greater than 0.75. PCA yielded 13 factors from the 35 item TEBI. Those 13 factors contributed 62.73% variance in TEBI items. National 'norms' are 84.19% and 82.82% for male and female students respectively. Thus, TEBI is reliable, valid and standardized for use as a diagnostic instrument for identifying students who have positive dispositions towards academic dishonesty which is an educational monster.
Toward a Typology of Learning Invitations
Author: Haigh, Martin
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Practices,Educational Theories,Teaching Methods,Classification,Hidden Curriculum,Non Western Civilization,Buddhism,Teaching Styles,Educational Philosophy,Psychology

Learning invitations are strategies that encourage learners to engage with education. Learning invitations take many different forms but the aim is to create these invitations intentionally and systematically. This might be easier if there were some guidance to different styles of learning invitations. The Dharmic typology proposed builds upon ideas from Sa?khya--Yoga, particularly the notion of the three qualities of life (Trigu?a), which together are thought to construct everything much as pixels of three primary (RGB) colors create every photograph. Sattva is light, peace, harmony; it evokes a reflective, ethical, and holistic approach and learning invitations based on emulation and spiritual self-realization. Tamas is heavy, veiled and obstructive; it evokes feelings of inertia, lethargy and fearfulness and learning invitations based on disgust, repulsion and the wish for reform. Sattva and Tamas are static but the third quality, Rajas, burns with the fire of action. Rajas is desire, movement, change and energy; it evokes personal passions, material desires, emotion, excitement, ambition, anger and greed and its learning invitations invite change, often using personal gain as their lure. Three Rajasic invitational styles are discussed; those where action (Rajas) itself is the goal, where goodness (Sattva) is the goal, and where the domination of others is the goal (Tamas).
Influence of School Strategies on Internal Efficiency in Constituency Funded Day Secondary Schools in Nairobi, Kenya
Author: Ngari, Ephraith Mbura
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Strategies,Efficiency,Secondary Schools,Secondary School Students,Low Income Students,Educational Finance,Graduation Rate,Transfer Students,Dropouts,Student Promotion

The purpose of this study was to establish whether the existing school strategies achieve the expected high level of internal efficiency, in day secondary schools built and funded through Constituency Development Fund. The role of school strategies is critical for the realization of government initiative of improving access and affordability of secondary school education by students from poor backgrounds. A mixed research method was used with longitudinal survey and phenomenological designs to collect both quantitative and qualitative data. The data was collected through analysis of school document, questionnaires and discussions from 10 principals who were purposely selected, 10 class teachers who were randomly sampled and 84 Form Four students who were also purposely selected. The quantitative data were analyzed using descriptive statistics (mean and percentages) while qualitative data in narrative form (reported speech). The findings showed that most of the school strategies did not improve the internal efficiency of these schools. There was high progression and completion rate only in three schools where full bursaries were awarded to the needy students. The schools therefore were internally inefficient with an average coefficient efficiency of 51% against the expected level of 100%. The inefficiency was caused by high number of transfers and dropouts that persisted across all schools despite the strategies. The researcher therefore recommends an improvement of the strategies particularly the provision of full financial support to needy students, securing of the schools' compounds and expansion of the schools' infrastructure.
Investigation of Gifted Students&apos; Skills of Saying &apos;No&apos; through Neural Networks
Author: Duran, Volkan
Date: 2020-10-00
Type: Journal Articles
Subjects: Academically Gifted,Elementary School Students,Middle School Students,Gifted Education,Gender Differences,Age Differences,Foreign Countries,Resistance (Psychology),Geographic Location,Ability,Talent,Artificial Intelligence

The aim of this study is to investigate the primary and middle school students' skills of saying 'no' in terms of having special ability, gender, location and age. The study was designed based on the correlational survey model. Population of the study was selected in accordance to convenient sampling method because of time and fund limitations for doing research with populations having more number of participants or individuals specially chosen based on specific criteria. It consists of 259 gifted students in different age groups ranging from 7 years old to 13 years old studying centers of science and arts (BILSEM) in Igdir and Isparta provinces in Turkey. It should be noted that the students in these centers are chosen based on particular intelligence and ability tests. First finding of our study shows that students having special ability have higher points in the context of refusal dimension but lesser points in terms of resistance dimension. Second finding of our study is that there is no significant difference between students for the skills of saying 'no' in terms of gender. Third finding of our study shows that students in Igdir have higher points in the context of refusal dimension but lesser points in terms of resistance dimension. Fourth of our study shows that students who are 10 and 11 years old have higher points than others in the context of refusal dimension and students who are 13 years old have higher mean ranks in terms of resistance dimension. Finally, the neural network model shows that the most important factor is to have special ability, the second significant factor is the location, the third one is the age and the last one is the gender which is compatible with our finding. The result showing that the most important factor is to have special ability implies that there is a strong relationship between disposition of saying &quot;no&quot; as a result of critical thinking disposition with having special ability. [Note: The page range (703-713) shown on the PDF is incorrect. The correct page range for this article is p703-718.]
The Issue of Ineffective Teaching in Cameroon Public Secondary Schools
Author: Wiysahnyuy, Lilian F.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,High School Teachers,Public Schools,Bilingual Schools,Pedagogical Content Knowledge,Cognitive Style,Individual Differences,Teacher Student Relationship,Verbal Communication,Classroom Communication,Conventional Instruction,Research,Lesson Plans,Teaching Methods,Instructional Materials,Barriers,Foreign Countries

Effective teaching is one of the key elements in the teaching-learning transaction that has caught the attention of many stakeholders in education. Although much has been said and written on this issue, it is still obvious that teaching is not really effective in some schools especially when compared to students performances in various class works and end of course examinations. Based on this, the paper examines some factors that contribute to ineffective teaching in some selected secondary schools in Bamenda municipality in the North West region of Cameroon. A systematic sampling technique was used to select a sample of 120 teachers from Government Bilingual High schools Bamenda, Bayelle, and Atiela. From the observation and the questionnaire administered, the findings revealed that majority of the teachers hardly carried out intensive research and that hindered effective mastering of the content knowledge of the lessons taught. Some of them used methods that were more of teacher-centered, majority of the teachers scarcely prepared their lessons before the actual teaching and some did not consider the differences in learners learning styles during the teaching-learning transaction. Verbal communication in the classroom was more of teacher-centered. Most of the teachers used basically traditional materials neglecting the use of advanced media and community resources while only 30% of the teachers made an effort to create awareness on the purpose and importance of the knowledge learners learned. All these rendered the teaching-learning transaction less effective. In order to improve on this situation, teachers should carry out intensive research, effectively prepare their lessons, vary and use the constructivist approaches of teaching so as to meet up with the demands of Competence-Based Learning and complement the use of traditional media with advanced and community resources.
The Language Proficiency and Process Skills of Filipino High School Teachers
Author: Alviz, Abigail
Date: 2019-00-00
Type: Journal Articles
Subjects: Language Proficiency,High School Teachers,Reading Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Writing Skills,Teacher Attitudes,Mathematics Teachers,Public School Teachers,Foreign Countries

This study employed the Test of English Proficiency for Teachers-Process Skills Test (TEPT-PST) results of Grades 7-10 Science and Math public high school teachers in the Philippines. Qualitative and quantitative designs were applied, along with secondary data, to analyze the subtests in the teacher assessment consisting of Structure, Written Expression, Reading Comprehension, and Process Skills. Findings show that teachers are proficient in reading comprehension items but find difficulty in expressing themselves in written form. Analyses of the competencies show that assessed teachers performed poorly in using articles and noun forms, decoding meaning from a word, and inferring. Lastly, the implications in the teaching-learning process were discussed to provide recommendations based on the evidences.
Gender and Performance Disparity in Mathematics: A Study of South Western Uganda
Author: Musimenta, Amos
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Mathematics Instruction,Mathematics Achievement,Gender Bias,Sex Stereotypes,Social Bias,Secondary School Teachers,Secondary School Students,Teacher Attitudes,Student Attitudes,Equal Education,Poverty

Gender has long been considered a factor contributing to differences in performance for male and female students in diverse educational disciplines and levels. Although male and female students are taught in the same classrooms in most Ugandan schools, there have been noticeable differences in Mathematics performance in national examinations across the country. Thus, the aim of this study was to compare male and female students' performance in Mathematics and to establish factors accounting for the differences. Using the Mixed method design, a sample size of 222 participants was recruited. The major findings revealed that variation in Mathematics performance cannot be attributable to gender. The study deconstructs the common gender-biased assumption that girls are naturally a 'weaker sex' and hence likely to embrace subjects that are considered 'soft' such as language, literacy, communication skills, social sciences among others. Such assumptions commonly fronted inadvertently without considering possible negative consequences, are based on societal construction of social differences with no substantive evidence as demonstrated in this study.
The Effects of Skill-Based Volleyball Training Program on Running Economy in Male Volleyball Players
Author: Eryilmaz, Selcen Korkmaz
Date: 2020-09-00
Type: Journal Articles
Subjects: Skill Development,Psychomotor Skills,Team Sports,Athletes,Males,Competition,Training,Exercise Physiology,Foreign Countries

The purpose of this study was to examine the effects of a 6-week skill-based volleyball training program on the running economy (RE) of male competitive volleyball players. Ten male amateur volleyball players (age 21.1 ± 1.5 years) participated in a 6-week skill-based volleyball training program three times a week in the pre-season preparatory period. Before and after the training period, the following tests were completed: (i) incremental treadmill test to determine maximal oxygen uptake (VO[subscript 2max]), ventilator threshold (VT), and running velocity associated with VO[subscript 2max] (vVO2max); (ii) submaximal constant-intensity test to determine RE. RE was determined by measuring steady-state VO[subscript 2] (ml/kg/min) for 6 min at speed corresponding to 90% of the VT. The training program caused a significant improvement in RE by 5.3 ± 4.1% (p = 0.01). VO[subscript 2max], VT and vVO[subscript 2max] were not significantly affected by the training program (p&gt; 0.05). There were no significant changes in respiratory exchange ratio (RER) and minute ventilation (VE) measured during the submaximal constant-intensity test (p &gt; 0.05). There were no significant changes in maximal RER and VE values measured during the incremental treadmill test (p&gt; 0.05). The absence of significant changes in VO[subscript 2max] as well as VE and RER suggests that the improved RE after a skill-based volleyball training may not be the result of an increase in the delivery and utilization capacity of oxygen or a change in substrate utilization. The improvement in RE may be related to more effective storage and release of elastic energy with the skill-based volleyball training.
The Relationship between Test Anxiety and Academic Achievement of Grade Ten Students of Shirka Woreda, Oromia Regional State, Ethiopia
Author: Alemu, Birhanu Moges
Date: 2020-08-00
Type: Journal Articles
Subjects: Correlation,Test Anxiety,Academic Achievement,Secondary School Students,Grade 10,Gender Differences,Low Achievement,Underachievement,Counseling Services,Likert Scales,Foreign Countries

Anxiety is a kind of self-preoccupation which is manifested as self-minimization and results in negative cognitive evaluation, lack of concentration, unfavorable psychological reactions and academic failure. The aim of this study was to examine the relationships between test anxiety and academic achievement among secondary school students. A descriptive correlation, cross sectional design was utilized. A stratified sample of 300 grade ten students and 8 teachers were drawn from three secondary schools. Data were collected by using the Test Anxiety Inventory developed by Spielberger (1980), it is a four point Likert scale with 20 items to find out how often participants experience the feeling described in each statement. The students' first semester 2019 academic year average score of 6 subjects were used to measure their academic achievement. Pearson correlation, percentage, the mean and standard deviation were run. It was found that a significant negative relationship exists between test anxiety and students' achievement scores. Results showed that a cognitive factor contributes more in test anxiety than affective factors. The results of the study were suggested that the female reported significantly higher test anxiety level compared to male students. Therefore, it is concluded that test anxiety is one of the factors which are responsible for students' underachievement and low performance but it can be managed by appropriate training of students in dealing with factors causing test anxiety. Considering the psychological factors leading to severe test anxiety among secondary school students is highly recommended. Counseling services should be available to nursing students when needed.