ethanporcaro/eric-fulltext-meta huggingface dataset:
Quantitative Methods Intervention: What Do the Students Want?
Author: Frankland, Lianne
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Statistical Analysis,Social Sciences,Methods Courses,Undergraduate Students,Classroom Techniques,Evaluation Methods,Student Attitudes,Teaching Methods,Anxiety,Skill Development,Research Methodology,Research Skills,Instructional Effectiveness,Foreign Countries

The shortage of social science graduates with competent quantitative skills jeopardises the competitive UK economy, public policy making effectiveness and the status the UK has as a world leader in higher education and research (British Academy for Humanities and Social Sciences, 2012). There is a growing demand for quantitative skills across all sectors, including business, public sector and charities (Nuffield Foundation, 2013). This preliminary report explores the usefulness of the one minute paper (OMP) classroom assessment tool (Wilson, 1986), firstly as a useful pedagogical tool and secondly its effect on undergraduate students' attitudes and anxiety while participating in a research methods course. Whilst results showed that there was no statistically significant difference in student anxiety or student attitude levels pre module and post module, qualitative analysis of the students' written feedback identified that students were engaged with the topic and that they sought active learning techniques. Implications and further research are considered.
The Use of the Interactive Whiteboard in Mathematics and Mathematics Lessons from the Perspective of Turkish Middle School Students
Author: Önal, Nezih
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Education,Educational Technology,Technology Uses in Education,Middle School Students,Mixed Methods Research,Semi Structured Interviews,Student Surveys,Student Attitudes,Teaching Methods,Interactive Video,Bulletin Boards,Gender Differences,Student Characteristics,Instructional Program Divisions,Mathematics Achievement

It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the &quot;Attitude Scale towards Mathematics,&quot; the &quot;Interactive Whiteboard Attitude Scale&quot; and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students' attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.
The Effect of Problem Based Learning on Undergraduate Oral Communication Competency
Author: Mandeville, David S.
Date: 2017-06-00
Type: Journal Articles
Subjects: Problem Based Learning,Undergraduate Study,Teaching Methods,Kinetics,Human Body,Speech Communication,Competence,Cooperative Learning,Undergraduate Students

Purpose: The aim of this study was to ascertain the effect of Problem Based Learning (PBL) on student oral communication competency gains. Methods: Eighty students from two consecutive undergraduate Kinesiology courses (Spring semesters, 2014-15) formed into 29 small groups and were studied. Oral communication competency was assessed using a customized rubric and digital recordings of student presentations. Changes to oral communication competency across time were tested using a dependent t-test; a &lt; 0.05. Results: Significant inter-rater agreement was found at both time points for oral communication rating, and student groups demonstrated significant oral communication gains across time. Conclusions: Collaborative learning was shown to improve students' oral communication competency. Future study is required to determine the influence of student motivation and goal orientation on oral communication competency, in relation to the various phases of knowledge creation occurring within student groups.
A Study of Factors Affecting University Professors' Research Output: Perspectives of Taiwanese Professors
Author: Yang, Jason Cheng-Cheng
Date: 2017-06-00
Type: Journal Articles
Subjects: College Faculty,Foreign Countries,Higher Education,Environmental Influences,Comparative Analysis,Statistical Analysis,Global Approach,Universities,Teacher Attitudes,Educational Research,Research Methodology,Questionnaires

Higher education in Taiwan is facing competition and challenges from the macro environment of globalization. Taiwan's key policy direction is enhancing university quality in order to respond to these future trends. Universities' international competitiveness relies on not only faculty members' teaching quality, but also their research performance. Faculty members' research performance strongly affects a university's reputation, funding generation, and attraction of international and local students. Reviewing the higher education development in Taiwan, although policymakers have continued to promote the benefits of differentiating universities, few studies care how environmental factors of different types of universities affect faculty members' research performance. Currently, fewer studies focus on the influence of environmental factors on professors' research performance. In addition, few studies have explored the structural inequalities between universities. This research contains two sequential research methods--namely, analytic hierarchy process and questionnaire survey--to accomplish the following purposes: exploring related literature; determining key indicators of environmental factors; comparing the relative weights of key indicators in Taiwan; comparing the cognitive evaluation of environmental factors perceived by university professors at four different types of universities in Taiwan; and comparing the cognitive evaluation of environmental factors perceived by university professors in Taiwan.
Teaching Emotions in Higher Education: An Emotional Rollercoaster
Author: Evans, Thomas Rhys
Date: 2015-00-00
Type: Journal Articles
Subjects: Higher Education,Affective Measures,Psychology,Evidence Based Practice,Teaching Methods,Active Learning,Interviews,Emotional Experience,Learning Activities,Emotional Intelligence,Student Satisfaction,Instructional Innovation

Emotions are fundamental to understanding many phenomena in psychology; however, there are currently no emotion-specific evidence-based teaching practices. The current study evaluates an innovative new active learning-based teaching activity, designed to provide a structure for discussions around emotion. Small groups of third-year psychology students were asked to produce an annotated design of a theme park that would evoke one of the basic emotions. Following completion of the activity, six interviews were conducted to explore the student's views of the session, and these were subjected to thematic analysis. Results suggest the activity is an unexpected, enjoyable and memorable group experience that has the potential to facilitate understanding of emotions, and thus the self.
A Double Take: The Practical and Ethical Dilemmas of Teaching the Visual Method of Photo Elicitation
Author: Wakefield, Caroline
Date: 2014-00-00
Type: Journal Articles
Subjects: Photography,Teaching Methods,Graduate Students,Student Attitudes,Ethics,Visualization,Foreign Countries,Student Projects,Reports,Educational Environment,Tourism,Marketing,Reflection,Student Empowerment

This paper advocates the teaching of photo elicitation in higher education as a valuable data collection technique and draws on our experience of teaching this visual method across two consecutive postgraduate cohorts. Building on previous work (Watt &amp; Wakefield, 2014) and based on a former concern regarding student duty of care, a modification was made that constrained or made less &quot;risky&quot; the topic area of a photo elicitation project for the second year group. The paper compares and contrasts the effects of this change through student and tutor reflections. In Cohort 1, (year one) although the reflections of some of the students gave us cause for concern, the work produced was exceptionally creative and of an excellent standard. The work produced by the following year, Cohort 2, was of much lower quality, in the main lacked creativity which was supported by student reflection that similarly lacked depth or insight. In comparing and contrasting the two cohorts we discuss the effect of the topic change in potentially affecting student engagement, creativity and quality of work. In taking what pedagogically, we perceived as a less risky topic area, we discuss the potential this had on stifling creativity and student engagement concluding that ours should serve as a cautionary tale that there is a need to be careful in what we wish for; a less risky topic equated to less risky work and affected student engagement.
Clickers in the Classroom: The Use of Student Response Systems in Teaching Psychology
Author: Watling, Rosamond
Date: 2014-00-00
Type: Journal Articles
Subjects: Audience Response Systems,Psychology,Educational Technology,Technology Uses in Education,Action Research,Higher Education

Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss some benefits and identify some challenges involved, and suggest how pedagogical action research can usefully address these challenges. Pedagogical action research is concerned with reflection on current teaching practice, future objectives in terms of refining practice, and assessment of outcomes for both student and instructor. We suggest ways in which action research can provide fruitful and important data that, in turn, can lead to improved outcomes for instructors and students.
Cross-Age Mentoring to Support A-Level Pupils' Transition into Higher Education and Undergraduate Students' Employability
Author: James, Alana I.
Date: 2014-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Age Groups,Mentors,Psychology,Majors (Students),Outcomes of Education,Student Improvement,Self Esteem,Communication Skills,Student Attitudes,Educational Attitudes,Comparative Analysis,Employment Potential,Action Research,Mixed Methods Research,Self Concept Measures,Self Efficacy,Statistical Analysis,Secondary School Students

Two challenges identified for psychology higher education are supporting entry students' transition, and supporting graduates' transition into employment. The evaluation of the first phase of a cross-age mentoring action research project targeting these issues is presented; eight psychology undergraduates mentored 20 A-level psychology pupils in two schools. Mentors showed significant increases in two of nine psychological literacies, in self-efficacy but not self-esteem, were highly satisfied with the experience, and reported benefits including enhanced communication skills. Mentees did not improve relative to pupils who were not mentored on attitudes towards higher education, self-efficacy or self-esteem, though reported benefits included enhanced insight into going to university, greater knowledge of psychology, and gains in academic skills. Mentees in one school were highly satisfied, with greater variation in the second. Adaptations identified for the next project iteration include greater focus upon the psychology A-level curriculum, and increased communication between mentors and school staff.
Employability in the First Degree: The Role of Work Placements on Students' Perceptions of Graduate Employability
Author: Mahmood, Lynsey
Date: 2014-00-00
Type: Journal Articles
Subjects: Student Attitudes,Employment Potential,Job Placement,Undergraduate Students,Questionnaires,Pretests Posttests,Student Satisfaction,Psychology,Student Educational Objectives,Educational Benefits,Job Skills,Career Development,Academic Achievement,Student Development,Research Skills,Learning Experience,Foreign Countries

Employers often claim that graduates are not ready for the world of work as they lack employability skills (Archer &amp; Davison, 2008). One policy response to this claim has been to encourage students to undertake a work placement to enhance success in the competitive job market (The Dearing Report, 1997). The present research investigated whether psychology students, who were enrolled on an undergraduate degree programme that included a one-year work placement, understood the advantages and disadvantages of work placements and perceived its impact on employability. We present questionnaire data from 49 undergraduates at different stages of their degree programme--pre- and post-placement. Generally, students perceived the employability benefits of the work placement. However, there were differences in how these were articulated by pre- and post-placement students, with post-placement students able to use more concrete terms. This suggests that there is some development throughout the applied degree, but emphasis needs to be placed on training students how to demonstrate the skills they have developed through the work placement to potential employers.
Embedding Information Literacy Skills in the Psychology Curriculum: Supporting Students in Their Transition to Independent Researchers
Author: Bohan, Jason
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychology,Undergraduate Students,Information Literacy,Self Efficacy,Focus Groups,Competence,Skill Development,Mixed Methods Research,Questionnaires,Personal Autonomy,Student Experience,Small Group Instruction

Here we report on a new initiative which supported first-year psychology undergraduates in developing their information literacy skills. These skills were taught in a small-group tutorial setting with tutor guidance and peer-supported activities. We measured student's Autonomous Learning and Academic Self-Efficacy before and after the teaching activities, and found a significant increase over time. Focus group responses appeared to attribute these changes directly to the learning activities. Results support the conclusion that students readily develop autonomous learning skills and increased self-efficacy that are transferable to other assignments if skills development are embedded with subject learning activities.
Introducing a Compendium of Psychological Literacy Case Studies: Reflections on Psychological Literacy in Practice
Author: Taylor, Jacqui
Date: 2015-00-00
Type: Journal Articles
Subjects: Case Studies,Psychology,Learning Activities,Evaluation Methods,Psychological Characteristics,Curriculum Development,Quality Assurance,Higher Education,Foreign Countries,Majors (Students),Competence,Knowledge Level

This article introduces a set of case studies that were submitted to us following requests in psychology conferences and publications, and through professional networks. The full versions of the case studies make up the first version of a Psychological Literacy Compendium of Practice that is available online at www.psychologicalliteracy.com. The first part of this article presents a brief synopsis of each case study and categorises case studies to allow those considering introducing psychological literacy activities to easily compare and contrast different approaches. Categories include: when the activity takes place in the curriculum; whether it is a core or elective unit, or optional activity; and assessment strategies. In the second section, we evaluate each case study in terms of which of the nine psychological attributes identified by McGovern et al. (2010) each case study illustrates. This information can be used to assist curriculum design and quality assurance procedures, and highlights the need to define the attributes of psychological literacy that activities are designed to address. Finally, we conclude with a discussion and some suggestions for future work and activities. This article aims to highlight practical ideas to develop psychological literacy and to encourage academics and practitioners to use the Compendium to develop activities to embed psychological literacy within the Psychology curriculum.
Increasing Interest in Cognitive Psychology Using Scenario-Based Assessment
Author: Cormack, Sophie
Date: 2014-00-00
Type: Journal Articles
Subjects: Cognitive Psychology,Student Interests,Vignettes,Action Research,Criminology,Educational Innovation,Educational Change,Assignments,Curriculum Implementation,Course Evaluation,Teaching Methods,Higher Education,Learning Motivation

Students often perceive cognitive psychology as an abstract and difficult subject with little intrinsic interest. When student feedback identified problems with the traditional essay assessment in a cognitive psychology module, action research led to the development of a forensic scenario-based assessment which successfully increased student interest in cognitive psychology. Reflections on the meaning of assessment led to a reframing of the purpose of the taught classes to serve the assignment, an approach favoured by students that staff had previously resisted. The focus shifted from delivery of content to facilitating students in the assignment work. The complexity and richness of the scenario guaranteed interesting class discussions, helped students practice applying their knowledge of psychology, and inspired students to explore the literature creatively. Observation and student feedback led to further refinements, eventually generating not just increased student enthusiasm but also a significant increase in performance.
Psychological Literacy and &quot;The Emperor's New Clothes&quot;
Author: Newstead, Stephen E.
Date: 2015-00-00
Type: Journal Articles
Subjects: Psychology,Literacy,Knowledge Level,College Students,Definitions,Competence,Skill Development,Majors (Students)

Despite the widespread use of the term psychological literacy, it is argued in this paper that it lacks a clear definition and empirical support. The claim that all psychology students possess psychological literacy in the sense of knowing the main ideas and concepts is relatively uncontroversial. However, the claim that they also possess a wide range of generic skills is open to question since most of the skills are ones that all graduates might be expected to possess. The more ambitious claim that a training in psychology produces &quot;global citizens&quot; is at best aspirational, with little indication that it corresponds to current reality. In order to be useful the concept needs both clearer definition and empirical research to justify the claims made.
Informing Scotland's Mental Health Strategy from the Classroom Context
Author: Marie, Dannette
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Classroom Environment,Context Effect,Curriculum Development,Curriculum Design,Course Organization,Course Content,Feedback (Response),Student Attitudes,Mental Health,College Students,Psychology,Holistic Approach,Educational Innovation,Qualitative Research,Courses,Research Methodology,Public Policy,Semi Structured Interviews

Although conventional psychology is often characterised as the science of the individual mind, it is also important to introduce students to the potential interdisciplinary and multi-dimensional nature of psychology. In this paper we outline the design, development, and delivery of an innovative course that employed an ecological framework to engage students in mental health issues and policy via the teaching of a course on the basic elements of qualitative inquiry. Students received two lectures on qualitative methodology and methods and then participated in a set of practical-based activities that involved examining mental health themes and undertaking semi-structured interviews. The information gleaned from the students' interviews was collated and formed the basis of a formal submission to Scotland's National Mental Health Strategy 2011-2015. In this way the present approach encouraged students to consider the multiple levels of analysis that can be employed when researching mental health issues, fostered active citizenship through their participation in a democratic process, and drew a clear connection between psychological research and mental health policy.
Stress, Eustress and the National Student Survey
Author: Gibbons, Chris
Date: 2015-00-00
Type: Journal Articles
Subjects: National Surveys,Student Surveys,Stress Variables,Stress Management,Coping,Student Motivation,Student Satisfaction,Psychology,Questionnaires,Sense of Community,Undergraduate Students,Foreign Countries

The aim was to explore the relationship between sources of stress and a range of coping behaviours on student satisfaction and motivation. Most research exploring sources of stress construes stress as distress, with little attempt to consider positive, good stress or &quot;eustress&quot; experiences. A cohort of first-year psychology students (N=88) were surveyed on a range of stressors. These were amended from the UK National Student Survey (NSS, 2011). Published university league tables draw heavily on student course satisfaction but study results suggest there was also merit in measuring students' intellectual motivation and the extent to which they felt part of a learning community. Using multiple regression analyses, it was found that even the attributes that normally help one to adjust to change, such as self-efficacy, do little to help the new student adjust to university life, such was the acuteness of perceived stress in the first year. Social opportunities within the university were important to help new students integrate into university life and to help them network and build support. Educators need to consider how course experiences contribute, not just to potential distress but to potential eustress.