ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Infographic via Interactive Smart Board on Enhancing Creative Thinking: A Cognitive Load Perspective
Author: Aldalalah, Osamah Mohammad Ameen
Date: 2021-01-00
Type: Journal Articles
Subjects: Visual Aids,Teaching Methods,Instructional Effectiveness,Educational Technology,Creative Thinking,Cognitive Processes,Difficulty Level,Undergraduate Students,Foreign Countries

The purpose of the present study was to examine The Effectiveness of the Infographic Pattern through the Interactive Smart Board on the Creative Thinking of Educational Technology Students: A Cognitive Load Perspective. This study utilized the quasi experimental type methodology. The independent variables were the Infographic Pattern methods (text and image, sound and image). The dependent variables were the creative thinking, which will be determined by the final mark on the post-test. The study samples consisted of 33 undergraduate educational technology students, and were randomly selected, via simple random sample. ANOVA procedure was used to determine the significant differences of the pretest scores among the two methods. An analysis of covariance, MANCOVA, was carried out to examine the main effects of the independent variables on the dependent variables. The findings of this study showed that students who have learned through the Infographic Pattern sound and image achieve design efficiently better in their post-test scores than those in the Infographic Pattern text and image. The results also showed that the effect of using infographic through the interactive smart board on the development of creative thinking skills among students of educational technology was medium degree.
Effects of SSCS Teaching Model on Students&apos; Mathematical Problem-Solving Ability and Self-Efficacy
Author: Zulkarnain
Date: 2021-01-00
Type: Journal Articles
Subjects: Teaching Models,Mathematics Skills,Problem Solving,Self Efficacy,High School Students,Teaching Methods,Foreign Countries

The common problems faced by most students in learning mathematics include their inability to answer problem-solving questions and low mathematical self-efficacy. Search, Solve, Create and Share (SSCS) is a teaching model that provides opportunities for students to enhance their problem-solving skills and self-efficacy. This quasi-experimental study was conducted to determine the effects of the SSCS teaching model on high school students' ability and self-efficacy in solving mathematical problems. A total of 129 high school students were involved in this study and categorised into two groups: 69 and 60 students in the treatment and control groups, respectively. The one-way analysis of covariance test was used with the SPSS 25.0 software to answer the research questions. Results show a significant difference in mathematical problem-solving ability and self-efficacy between students who experienced the SSCS teaching models and students who were taught by using conventional methods. The former has a better problem-solving ability and self-efficacy than the latter. This study supports the adoption of the SSCS teaching model by teachers as an alternative teaching method for improving students' problem-solving ability and self-efficacy. In addition, this study can serve as an impetus in the efforts of encouraging the use of the SSCS teaching model at various levels of education.
The Effect of Hands-On and Computer-Based Learning Activities on Conceptual Understanding and Mathematical Reasoning
Author: Nurjanah
Date: 2021-01-00
Type: Journal Articles
Subjects: Experiential Learning,Computer Uses in Education,Learning Activities,Mathematical Concepts,Mathematical Logic,Thinking Skills,Junior High School Students,Grade 7,Foreign Countries,Pretests Posttests,Electronic Learning

The purpose of this study was to compare two treatments, namely the use of hands-on activity media and computer-based media on the conceptual understanding of mathematics and the reasoning ability of junior high school students. In order to obtain complete information about the comparison of the two, researchers also use groups without learning media as a controller. This research approach is quantitative using quasi-experimental methods. The study design was a nonequivalent comparison group design involving seventh-grade students in Bandung Indonesia, totaling 243 people. The research data were obtained using tests of conceptual understanding and mathematical reasoning. The results showed that: the ability to understand mathematical concepts from groups of students who use computer-based media differs significantly from groups of students who use hands-on activity media and control groups. Meanwhile, the ability to understand mathematical concepts of students using hands-on activity media did not differ significantly from the control group. The mathematical reasoning abilities of groups of students who use computer-based media differ significantly from groups of students who use hands-on activity media and control groups. Furthermore, students' mathematical reasoning abilities using hands-on activity media differ significantly from the control group. The use of media, both hands-on activity and computer-based media, contribute to the achievement of student reasoning, especially on the topic of plane geometry being studied. Students can build an understanding of concepts based on their abilities.
The Increasing Self-Efficacy and Self-Regulated through GeoGebra Based Teaching Reviewed from Initial Mathematical Ability (IMA) Level
Author: Zetriuslita
Date: 2021-01-00
Type: Journal Articles
Subjects: Self Efficacy,Self Control,Mathematics Instruction,Educational Technology,Technology Uses in Education,Mathematical Aptitude,Instructional Effectiveness,Foreign Countries,College Students

The purpose of this study was to identify improvements in Self Efficacy and self-regulated through GeoGebra Based Teaching seen from the level of students' initial mathematical abilities. The research method used was a mixed-method with a sequential explanatory strategy, while the research design was an untreated control group design with pretest and posttest. the experimental group obtained direct learning using GeoGebra software while the control group obtained conventional learning. The population in this study were university students of mathematics education department at the Islamic University of Riau who took the field and space analytic geometry course. The research sample consisted of two classes taken by a cluster random sampling technique. The research instruments used were self-efficacy questionnaire and self-regulated questionnaire for getting quantitative data and interview guidelines for getting qualitative data. Data analysis was carried out quantitatively and qualitatively and data processing used Microsoft excel and SPSS from the quantitative and qualitative data analysis, it was concluded that GeoGebra based teaching was effective in improving students' self-efficacy and self-regulated. Judging from the level of students' initial mathematical abilities, there was an increase in self-efficacy and self-regulated through GeoGebra based teaching from both high, medium and low levels.
Eliminating Misconceptions on Reaction Rate to Enhance Conceptual Understanding of Chemical Equilibrium Using EMBE-R Strategy
Author: Jusniar, Jusniar
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary School Science,Scientific Concepts,Concept Formation,Misconceptions,Chemistry,Teaching Methods,Instructional Effectiveness,Readiness,Cognitive Processes,Reflection

The objective of this study is to compare the effectiveness of EMBE-R and verification strategies in eliminating the rate of reaction (RR) misconceptions on different scientific reasoning capabilities (SRC) and improving students' understanding of concepts in chemical equilibrium (CE). This quasi-experimental design involved two homogeneous classes. One class taught using EMBE-R strategy, while the other class prepared with a verification strategy. Students' misconceptions in RR identified using a three-tier test, understanding of concepts in CE using a subjective test, and SRC using the scientific reasoning test. The percentage of RR misconception elimination using EMBE-R strategy with a high and low-level SRC is 76.7 and 72.3, whereas in verification strategy is 61.1 and 32.4. Students' understanding of CE showed a significant difference with the t-test. The average scores for EMBE-R and verification strategies, respectively 73.8 and 62.4. EMBE-R strategy is more effective than verification in eliminating students' misconceptions in RR. Elimination of misconceptions for students with a high-level is easier than a low-level of SRC. EMBE-R strategy produces a better understanding of concepts in CE than verification. Application of EMBE-R strategy is highly recommended in teaching other chemistry materials having the same characteristics since this strategy is effective in eliminating misconceptions of prerequisites and produces a better students' understanding of new related concepts.
Empowering Learners&apos; Reflective Thinking through Collaborative Reflective Learning
Author: Yaacob, Aizan
Date: 2021-01-00
Type: Journal Articles
Subjects: Reflection,Cooperative Learning,Feedback (Response),Peer Evaluation,Writing (Composition),Intervention,Questioning Techniques,English (Second Language),Second Language Instruction,Language Teachers,Graduate Students,Teacher Education Programs,Masters Programs

This paper is based on an action research that aimed to explore students' reflective thinking through reflective collaborative learning. Drawing on multiple methods collected through focus group interviews, reflections, and online feedback, this paper examines the processes in which students develop their collaborative reflective learning to provide peer feedback to improve each other's reflective writing. Two moments of intervention were set during the project to improve students' critical questioning and reflective writing. Overall, reflective thinking via collaborative reflective learning promotes knowledge sharing, enhances pedagogical methods and theory, increases understanding of learner characteristics, and fosters professional self-development.
Vietnamese EFL High School Students&apos; Use of Self-Regulated Language Learning Strategies for Project-Based Learning
Author: Tran, Thao Quoc
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Learning Strategies,Independent Study,Active Learning,Student Projects,High School Students,Goal Orientation,Planning,Self Motivation,Attention Control,Self Management,Self Evaluation (Individuals)

It is of importance to foster ESL/EFL students to become more autonomous in their language learning. Project-based learning (PBL) is considered as one of the effective choices for teachers in order to trigger self-regulation among students. However, PBL seems to be still alien to many EFL teachers and students at the high school levels. Within such a context, this study, part of a project, aims at exploring EFL high school students' use of self-regulated language learning (SRLL) strategies for PBL. This study involved 147 EFL high school students from a high school in Vietnam in answering the questionnaire, and forty students of which took part in semi-structured interviews. The quantitative data from questionnaire were analyzed in terms of mean and ANOVA, while qualitative data from interviews were analyzed by the content analysis approach. The findings showed that research participants usually employed SRLL strategies for PBL. Moreover, the group of flexible use of strategies was applied more frequently than other six groups of strategies. Additionally, the frequency of EFL high school students utilized SRLL strategies for PBL similarly was not influenced by their levels of academic study. These preliminary findings are hoped to contribute to a better understanding of the use of SRLL strategies in implementing PBL.
Facebook Aided Lesson Study Design: Investigating Its Potentials on EFL Students&apos; Literature Review Writing Skill
Author: Susanto
Date: 2021-01-00
Type: Journal Articles
Subjects: Lesson Plans,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Literature Reviews,Social Media,Social Networks,Writing Skills,Correlation,Writing Instruction,Computer Mediated Communication,Instructional Effectiveness,Undergraduate Students,College Faculty,Majors (Students),Foreign Countries,Theses,Comparative Analysis,Language Teachers

This study aimed to address three vital issues applying lesson study in EFL literature review writing course, namely to explain the effect of applying Facebook aided lesson study instruction model on the students' comprehension of literature review patterns/moves and literature review writing ability, to compare the effect of Facebook-aided lesson study and traditional teaching instruction model, and to elaborate the correlation between students' literature review patterns comprehension and their literature writing ability. Experimental research was employed to examine those three potentials. This research involved 30 EFL learners, with 15 studying in a Facebook-aided lesson study instruction and 15 in a traditional classroom. Results indicated that the implementation of Facebook-aided lesson study in an EFL setting could not improve students' literature review comprehension, but this teaching approach could enhance students' literature writing ability. Finally, the positive correlation between EFL students' literature review comprehension and their literature writing ability was found from the study. Implementing a lesson study activities plan, do, and see using a Facebook-aided media in EFL teaching and learning context is recommended. This study could not comprehensively explore online teacher interactions during the Facebook discussion as it was more emphasized on outcome-based learning. Consequently, research on process-based interaction among lesson study teams is worth pursuing. [Note: The attached content shows an incorrect citation. This article was published in v14 n1 Jan 2021.]
Flipped Learning, Self-Regulated Learning and Learning Retention of Students with Internal/External Locus of Control
Author: Al Mulhim, Ensaf Nasser
Date: 2021-01-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,Independent Study,Retention (Psychology),Locus of Control,Cognitive Style,College Students,Questionnaires

This article investigates the effect of the flipped learning model on university students with internal/external locus of control regarding their self-regulated learning skills and learning retention in Saudi Arabia. The sample was divided into two groups according to learning style (internal/external locus of control). Both groups were taught through a flipped learning model. A self-regulated learning skills scale and a learning retention instrument were used. Results indicate significant differences between the experimental groups in favor of the internal locus control. The study highlights the necessity of identifying students' learning styles and finding the best e-learning environments and strategies that meet their learning preferences.
Visual and Kinaesthetic Instructional Cues and Deaf People&apos;s Motor Learning
Author: Pasetto, Silmara Cristina
Date: 2021-01-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Elementary School Students,Cues,Visual Stimuli,Kinesthetic Methods,Instructional Effectiveness,Teaching Methods,Sign Language,Psychomotor Skills,Skill Development,Foreign Countries

This study investigated the effects of visual and kinaesthetic instructional cues separately and in combination on the learning of motor skills by individuals with deafness. In addition, whether the mastery level of sign language would affect motor skill learning was also investigated. The task was dart throwing. The sample consisted of 69 students of elementary education, of both sexes, as follows: 43 individuals with bilateral sensorineural hearing loss (from moderate/severe to anacusis) and 26 individuals who hear. The design involved three cue groups of instructional cues: visual, kinaesthetic, and visual and kinaesthetic. The study also comprised the following phases: pretest, acquisition; post-test; and transfer test. During the acquisition phase, the cue 'elbow flexed at 90º' was through figure (visual), manipulation (kinaesthetic) or both in conjunction. Results showed that the visual group obtained smaller absolute and variable errors in the transfer test than the kinaesthetic and visual-kinaesthetic groups, and no differences were observed among groups of individuals who hear. It was concluded that: (i) the visual cue was more efficient in promoting the motor learning of the individuals with deafness than the kinaesthetic and visual-kinaesthetic cues; (ii) the effects of the visual cue were specific to the learning of the individuals with deafness in comparing to individuals who hear; and (iii) the mastery level of sign language did not affect the occurrence or failure of motor skill learning.
Poor Municipal Waste Management and Its Health Implication: A Case Study of Kabul City
Author: Yosufi, Azizullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Sanitation,Wastes,Injuries,Public Health,Behavior Change,Hazardous Materials,Recycling,Municipalities,Conservation (Environment),Leadership,Public Agencies,Environmental Standards,Foreign Countries

A detailed study of the ongoing situation shows that the solid waste management in Kabul is not appropriate and a set of challenges exists in a different part of the system, local people have more concern with solid waste, but from another side, they devote less attention to them. Most of them do not have knowledge about the impact of hazardous waste and how to separate and recyclable. Management of municipal solid waste in Kabul has travailed neglect from government and the general public. These negligence lead to several health issues such as direct injuries from a contaminated sharp object, water contamination by excreta and effect of heavy metal components of municipal solid waste as well as flood resulting from drain occlusion. All these flowers in the possibilities for the transition of food and waterborne zoonozes, and the emergence and re-emergence of new zoonozes. To ensure environmental protection and opportunity to the public health, more effort is required by the government, environmental agencies, and the general public. The whole system needs a behavioral change from the public site and better waste management practice on the local government side. Solid waste management practices are not adequate and show very common constraint in collection, management, and disposal of solid waste. The problem such as access to the proper facilities lack of treatment program lack of infrastructure planning and technical leadership and lack of knowledge. These efforts should be geared toward public enlightenment and enforcement of policies and legislation on sanitation, improvement of founding, development of recycling, and landfill to improve the standard solid waste management in Kabul.
Present and Future Benefits for Adult Inmate Trainees in Greek Prisons
Author: Papaioannou, Vasiliki
Date: 2019-00-00
Type: Journal Articles
Subjects: Recidivism,Correctional Rehabilitation,Correctional Institutions,Institutionalized Persons,Correctional Education,Foreign Countries,Illiteracy,Delinquency,Adult Education,Bibliographies,Social Integration,Futures (of Society),Educational Background,Educational Benefits

Correctional education aims at challenging the illiteracy, which often leads to delinquency and recidivism. In Greece, little interest had been shown regarding the education of adult inmates, but with the establishment of Second Chance Schools (SCS) inside prisons, a more systematic and integrated effort was made for the overall development of trainees. Many studies have been conducted regarding the work that SCS provides. For this reason, a systematic review of the relevant bibliography and a compilation of the findings of the studies realized between 2006-2018, regarding the benefits of inmates participating in the educational programs, was considered appropriate. The results demonstrate that there are benefits at the personal, educational, and social levels during confinement. After release, the expected benefits are analogous, with the addition of the expectations of the trainees' expectations for social reintegration and professional rehabilitation.
Personalized Multimodal Instruction: Positively Impacting Lives through Invitational Education
Author: Coffey, Debra
Date: 2020-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Multimedia Instruction,Methods Courses,Preservice Teacher Education,Preservice Teachers,Literacy,Lesson Plans,Theory Practice Relationship,Educational Theories,Educational Environment

This longitudinal qualitative study explored the impact of personalized multimodal instruction in a university literacy methods course for pre-service teachers. Participants discussed their insights from culturally responsive novels in literature circles and created book trailers to introduce their strategic literacy lesson plans for avatars. They collaborated in an intentionally inviting environment while they prepared multimodal projects to personalize learning experiences for avatars and elementary students in grades three to five. When they described the highlights of their class sessions and field experiences, the results of this study aligned with the overarching goals, elements, and domains of Invitational Theory and Practice.
Assumptions for Developing the Critical Sense through the Teaching and Learning Process
Author: Marques, Ronualdo
Date: 2021-00-00
Type: Journal Articles
Subjects: Instruction,Learning,Critical Thinking,Teacher Role,Criticism,Individual Development,Social Environment

The teaching and learning process enables reflections on social and environmental contexts, among others, which directly interferes and in our lives and in the formation of critical sense, contributing to the change in behavior and attitudes in relation to the various relationships in the environment we inhabit. It is classified as a bibliographic study that was carried out from the teaching and learning process as an instrument in the teaching process in which it could point out elements for the identification and analysis of the dichotomy between (a) criticality and criticality, the transition from common sense to critical thinking and the elucidation of critical sense in the educational process. This study certifies the importance of interaction and inter-relationship of learning and the role of the teacher, for the manifestation of students' critical thinking, in which educators have a strategic and decisive role in school daily life, qualifying students for a critical position in the face of the numerous problems that afflict society today, with the horizon of transforming social habits and practices and forming a citizenship that mobilizes them to the issue of preservation and care for others in its most comprehensive meaning.