ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigation of Physical and Motor Characteristics between University Students Who Participate and Students Who Don&apos;t Participate in Sport Activities
Author: Geri, Serdar
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychomotor Skills,College Students,Late Adolescents,Physical Activity Level,Exercise,Student Athletes,Physical Education,Body Composition,Body Height,Obesity,Prevention,Muscular Strength

The purpose of this study is to investigate the differences between physical and some motoric characteristics of university students who participate in regular sports training and those who do not. A total of 20 volunteer students, 10 students with an average age of 20.80 ± 1.69 and 10 students with an average age of 19.90 ± 1.45 without any exercise habits were included in the study. Body circumference measurements, vertical-horizontal jump and strength, flexibility, body mass index, body fat ratio, body circumference measurements, vertical-horizontal jump and claw-back-leg strengths, flexibility, peak and average power values of the participant groups were determined and compared. SPSS 20.0 package program was used to analyze the data. Athlete Students' body density, shoulder circumference, chest circumference, biceps (extension-flexion) circumference, average-peak strength, long-vertical jump, hand claw-back-leg strength were determined to be higher than non-athlete students (p&lt;0.05). Besides, students doing sports; body weight, body mass index, body fat ratio and waist circumference measurement averages were found to be lower than non-athletes (p&lt;0.05). As a result; it has been observed that the participation of young students in regular sports educations can be effective in preventing the risk of obesity and increases their motoric characteristics.
Describing the Competence Perception Levels of Physical Education and Sports Teachers in Integrative Practices: Kirsehir Province Example
Author: Baskonus, Turan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Athletics,Teacher Competencies,Inclusion,Students with Disabilities,Student Needs,Regular and Special Education Relationship,Gender Differences,Teaching Experience,Educational Attainment,Teacher Characteristics,Geographic Regions

The objective of this research study is to describe the competence perception levels of physical education and sports teachers in integrative practices. The participants of the study were the physical education and sports teachers actively working in Kirsehir province who participated on a voluntary basis. In this research, the survey model was used. In the data collection process of the study, &quot;Personal Information Form&quot; and &quot;Teacher Adequacy Scale in Inclusive Practices&quot; were used. For testing the research data, the significance level was accepted as 0.05. In the analysis of the data, the items of the sub-problem were grouped, and independent samples t-test and one-way analysis of variance (ANOVA), were used in the scale together with descriptive statistics such as frequency (f), percentage (%), weighted average (X) and standard deviation (SD), and Mann Whitney U and Kruskall Wallis techniques were used for the sub-dimensions. The results of the research demonstrated that physical education and sports teachers have a high level of competence perception in inclusive practices. It was also determined that there was statistically no significant difference among the competence perception levels of teachers in inclusive practices concerning gender, professional experience, working location, and educational status.
Chatbot Development as a Digital Learning Tool to Increase Students&apos; Research Knowledge
Author: Vanichvasin, Patchara
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Mediated Communication,Instructional Effectiveness,Research Skills,College Students,Electronic Learning,Artificial Intelligence,Intelligent Tutoring Systems,Foreign Countries

The research aimed to: 1) develop the chatbot; 2) evaluate its effectiveness; and 3) investigate its effects on students' research knowledge. The sample consisted of 36 Thai university students. The research instruments consisted of: 1) the chatbot; 2) an evaluation form; 3) an effectiveness questionnaire; and 4) research tests. Data analysis used was mean, standard deviation, content analysis and a t-test. The findings indicated that: 1) the chatbot was evaluated by experts with the applicability at a very high level ([x-bar] = 4.67, S.D. = 0.08) with recommendation to add more research content and interactive learning. The pilot test was done with 14 non-target group of students. Students perceived the chatbot's effectiveness at a high level ([x-bar] = 4.43, S.D. = 0.35) with comments to add more examples and graphics to make the chatbot more interesting; 2) the 36 target group of Thai university students perceived the chatbot as an effective technology to use as a digital learning tool at a high level ([x-bar] = 4.37, S.D. = 0.48). They thought that chatbot technology was easy to use, easy to understand, innovative and fun for learning. They could get answers instantly and be able to seek specific information without waiting for responses. However, in response to questions not matched keywords specified, further details of finding proper answers such as links should be provided instead of leaving those questions unanswered. Also, the chatbot only provided responses when typing correctly so there should be an option to choose from a list of questions or keywords; and 3) the post-test scores were significantly higher than the pre-test scores at the 0.05 level of significance. In conclusion, using chatbot technology in education settings to increase students' research knowledge gave positive results as it led to positive learning outcomes and helped provide better personalized learning experience for students.
Arithmetic in Higher Education--A Learning Acquired in Elementary Education
Author: Navarro-Ibarra, Lizzeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Arithmetic,Academic Achievement,Pretests Posttests,Learning Strategies,College Freshmen,Foreign Countries,Mathematics Instruction

This research arises as a necessity to solve deficiencies in basic mathematics in university students. The objective was to determine the effect on academic achievement when implementing a didactic strategy for learning arithmetic. The study design is pre-experimental with pretest and post-test. The participants of the experiment are freshman year students for the bachelors in engineering program. 332 students participated in the research, who studied five topics in the didactic strategy. The data were collected with quizzes before and after each learning activity. The data analysis technique carried out was the Mann-Whitney U test for independent samples. Academic achievement improved in four subjects. For this reason, it can be established that the design and implementation of the didactic strategy benefit the students by allowing them to remember a topic in an environment that provides instruction and instant feedback.
Korean EFL Learners&apos; L2 Mental Lexicon: Vocabulary Size and Word Association Types
Author: Lu, Xinnian
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Associative Learning,Vocabulary,Reaction Time,Accuracy,Responses,Correlation,College Students,Second Language Learning,Second Language Instruction,English (Second Language),Phonological Awareness

This paper examined factors affecting Korean EFL learners' word association types in their L2 mental lexicon. Specifically, vocabulary size of the learners was examined to see if it had any significant relationship with word association types. To this end, experiment procedures that included vocabulary size test and the lexical decision task as well as the word association task were conducted on 40 Korean EFL learners. Reaction time and accuracy of responding to word associations in the lexical decision task were measured. Subsequently, a correlation analysis was conducted with their vocabulary size. Additionally, learners' word association types were analyzed based on the results of word association task. The results showed that Korean EFL learners' vocabulary size had significant correlations with their accuracy in identifying syntagmatic and paradigmatic associations, but not in the phonological association. However, their accuracy was not correlated with reaction times. The results indicate that L2 learners' mental lexicon is partially dependent on their vocabulary size of the target language, and it is variable depending on word association types.
Korean EFL Learners&apos; Refusals to Requests and Their Perceptions
Author: Park, Ye Lin
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Proficiency,Pragmatics,Metalinguistics,Native Speakers,English,College Students,Oral Language,Role Playing,Speech Acts,Discourse Analysis,Nonverbal Communication,Verbal Communication,Interlanguage,Teaching Methods,Foreign Countries,Social Status

The act of refusal takes place in everyday lives, but it has been discussed to be a difficult speech act for nonnative speakers. This study seeks to investigate Korean EFL learners' refusals in extended discourse along with their pragmatic perceptions. Sixteen college students were engaged in oral role-plays with two native English speakers and instructed to refuse the interlocutor's request. The refusal performances were analyzed using conversation analysis framework with respect to the interlocutors' different powers and the learners' proficiency levels. Learners also participated in retrospective verbal reports. Findings depict different verbal and nonverbal features illustrating learners' sensitivity towards higher status and their different linguistic abilities. Furthermore, their verbal reports revealed that despite their pragmatic awareness, learners were not fully equipped with appropriate L2 pragmatic knowledge.
Student and Teacher Engagement in Learning and Assessment with Portfolios
Author: Phothongsunan, Sureepong
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Evaluation,Portfolios (Background Materials),Student Attitudes,Teacher Attitudes,English (Second Language),Second Language Learning,Foreign Countries,College Students,College Faculty

Assessing student knowledge and success during and after teaching and learning is an embedded part of education since it offers important specifics for teachers. This action research was undertaken to inquire about students' and teachers' attitudes to portfolio assessment in their English courses. Two methods were employed, including a student portfolio attitude survey and a teacher survey. It was found that most students had a clear understanding regarding how a portfolio was made and admitted that the portfolio could assist them in learning how to write better in many aspects. Likewise, most teachers found the portfolio to be practical mainly in indicating students' problems and monitoring their learning progress. Implications from the study point to the need for training students to have skills important for using a portfolio as a life-long learning tool and for encouraging language teachers to use various forms of assessment to help students engage more in learning and ensure that targeted learning outcomes are achieved.
The Development of I-Teach Model to Improve Early Childhood Teachers Professionalism
Author: Diana
Date: 2020-00-00
Type: Journal Articles
Subjects: Models,Inclusion,Preschool Teachers,Professionalism,Comparative Analysis,Special Needs Students,Teacher Improvement,Faculty Development,Classroom Techniques,Foreign Countries

The study aims to find out the effectiveness of I-Teach model to improve teachers' professionalism in handling special-needs children in inclusive classes. This is the final part of a research and development project with the modification of its development stage by Sukmadinata (2017) to be a model testing stage. It explained the effectiveness of the I-Teach model through a true experimental design by classifying the control and experimental group. The subjects of the study were purposively selected, with a total of 24 inclusive teachers involved. The study signified the effectiveness of the I-Teach model in facilitating the improvement of teachers' professionalism in managing inclusive classes. The effectiveness of the model has been confirmed through an Independent Sample T-Test between the control and experimental group, as sig = 0.000 &lt; 0.05 and tcalc = -7.85 &lt; -ttab = -2.074. The result of analysis confirmed the significance of the teachers' professionalism at the experimental group compared to the control group. The study recommended the provision of trainings for all teachers to equip them with sufficient comprehension of inclusive education and special-needs children management, as part of the sustainable improvement of their professionalism.
Relative Effects of Direct Focused and Unfocused WCF on the Accuracy Development of Two Language Forms
Author: Kim, Ji Hyun
Date: 2019-00-00
Type: Journal Articles
Subjects: Accuracy,Classroom Research,Form Classes (Languages),Error Correction,College Freshmen,Native Language,College Faculty,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Task Analysis,Comparative Analysis,Feedback (Response),Pretests Posttests,Teaching Methods,Language Teachers,Writing (Composition),Grammar,Morphology (Languages)

This article reports on a classroom-based study that examined the effects of direct focused and unfocused written corrective feedback (WCF) on the accuracy development of the past hypothetical conditional (e.g., &quot;If I had had money, I would have bought a new computer.&quot;) and the indefinite article (a/an). The study employed a pretest-posttest-delayed posttest design with two feedback treatment sessions. Six intermediate classes, a total of 108 college freshmen at a university in Korea and two native English speaking instructors, participated in the study. The classes were assigned into a focused WCF group, an unfocused WCF group, and a control group. A text-reconstruction task was used as a writing material and a test instrument. The results revealed that both focused and unfocused WCF groups outperformed the control group in the accuracy gains of both target forms. When the relative effects of two types of feedback were considered, there was no difference in the contribution focused and unfocused WCF made for the accuracy improvement of the hypothetical conditional. However, focused WCF was more beneficial than unfocused WCF for the development of the indefinite article.
Attitudes towards English Language Learning Apps from Korean and Chinese EFL Student
Author: Cheng, Jing
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Foreign Countries,Educational Technology,Handheld Devices,College Students,Electronic Learning,Factor Analysis

The purpose of study was to investigate university students' attitudes towards English language learning apps and examine whether there is any significant difference in their attitudes depending on their personal variables such as their gender, major, grade, nationality, and so on. This study also explored students' perceptions of English language learning apps that they have used. Participants were college students living in Korea and China. Data were collected by means of a questionnaire and an interview. Results showed that both Korean and Chinese students generally held positive attitudes towards English language learning apps, although Chinese students showed more positive attitudes than Koreans. The main reasons that they liked to use English language learning apps were their convenience, ubiquity, and rich resources. On the other hands, it was revealed that the lack of communication and feedback was the main problem of using such apps. Both Korean and Chinese students stated that it was an effective way to use English language learning apps to practice pronunciation, vocabulary, listening, and reading skills. Findings of this research suggest that English language learning apps should be developed to inspire users/students' learning interest and foster learner autonomy.
A Case Study of Critical Reading in Action with Korean University Students in an EFL Context
Author: Suh, Young-Mee
Date: 2019-00-00
Type: Journal Articles
Subjects: Case Studies,Critical Reading,Reading Instruction,Reading Comprehension,Dialogs (Language),College Students,Second Language Learning,Second Language Instruction,English (Second Language),Cooperative Learning,Citizen Participation,Teaching Methods,Critical Theory,Foreign Countries,Outcomes of Education,Sex Role,Sex Stereotypes,Student Projects,Assignments,Gender Differences,Race,Consciousness Raising

This case study aimed to examine ways Korean university students in an English critical reading class participated in educational action projects. For this purpose, the reading class was designed to enhance students' critical thinking skills and global citizenship as readers. Eighteen students in the class were taught by the teacher how to read texts in English using a critical perspective. The reading class was managed in a flexible mode with comprehension check-ups, critical dialoguing, and student-initiated action. Students were invited to connect what they discussed to action outcomes as a group project. Students in groups presented their understanding of readings and what they discussed in critical dialogues of the readings. They then reported what they did outside the classroom to foster themselves as truly active citizens in their local circumstances. Their group reports and project products were collected and analyzed into themes using qualitative methods. It was revealed that critical dialogue activities could help students come up with action-provoking questions on the readings, bring about a variety of action outcomes resulting from collaborations in groups, and help students become more active readers and citizens. Educational implications are also discussed.
Prototype Learning Activities: Road Map to Academic Achievement
Author: Suson, Roberto L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Activities,Academic Achievement,Teaching Methods,Instructional Effectiveness,Student Attitudes,Teacher Attitudes,Foreign Countries,Cognitive Processes,Junior High School Students,Chemistry

The study of prototype learning activity has received significant attention to elevating students' academic performance. This study utilized the prototype learning design as a significant predictor of students' performance and the like. In addition, this study aimed to explore teachers' strategies for measuring students' creative growth utilizing authentic assessments. Moreover, this study used a survey to assess the perception of the students and teachers. The study used the quantitative inferential which provides the relationship between the two variables' effectiveness and perception of the prototype learning activities. The main instrument used to ascertain these parameters are the two survey questionnaires was researcher-made align with the Department of Education Science competency, the reliability and consistency were validated by the statistician. Results revealed that students' performance was at a high level when engaged in the prototype learning activity. Furthermore, the perception of the students and teachers in terms of ease of use, relevance, and comprehensibility indicates positive perception in relation to the student's performance. Finally, the prototype-based learning approach shows a promising effect on the performance of the student's and teachers' perceptions. Hence, enhancement training in developing a teacher's capacity to design meaningful learning that caters students' needs should be provided.
Exploring Correlates of Paid Early Work Experiences for Youth with Autism Using NLTS2012 Data
Author: Qian, Xueqin
Date: 2021-03-00
Type: Journal Articles
Subjects: Predictor Variables,Student Employment,High School Students,Autism,Pervasive Developmental Disorders,Youth,Job Skills,Communication Skills,Problem Solving,Interpersonal Competence,Age Differences,Interpersonal Relationship,Family Income,Parent Attitudes,Expectation,Work Experience,Racial Differences,Ethnicity,Parent Background,Educational Attainment

Prior research has demonstrated that paid work experience while in school is a predictor of postschool employment outcomes for youth with disabilities. For youth with Autism Spectrum Disorder (ASD), early paid work experience in high school can provide a place to learn occupational skills as well as develop communication, problem solving and interpersonal skills and behaviors that are essential for obtaining and maintaining employment. In the present study, we examined the extent to which youth with ASD have engaged in early paid work experiences while in school and factors associated with such experiences, using data from the National Longitudinal Transition Study 2012. We found that approximately 24.4% of youth with ASD reported having been involved in a paid work experience during high school at some point within the past year. Further, age, social engagement, household income, and parent expectations were significant predictors of early paid work experience. Implications for practice and research are discussed.
Readiness for Interprofessional Education amongst Students at Public and Private Medical Universities in Malaysia
Author: Aye, Soe Soe
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Readiness,Interprofessional Relationship,Medical Students,Medical Schools,Private Colleges,Public Colleges,Undergraduate Students,Student Attitudes,Student Characteristics,Teamwork,Cooperative Learning,Professional Identity,Role Perception,Health Personnel,Medical Education,Foreign Countries

Background and Aims: Interprofessional Education (IPE) is a vital academic blueprint for preparing future doctors to provide patient-centered collaborative approach to care best integrated health services. This study aimed to evaluate the awareness and readiness of Malaysian medical students towards interprofessional education. Materials and methods: A cross-sectional study carried out using a questionnaire survey: The Readiness of Interprofessional Learning Scale (RIPLS). A convenience sampling method was employed. The sample was drawn from undergraduate students enrolled in year 1 to 5 of medical program in two medical universities. Descriptive and inferential statistics were used to analyze the data. Results: The RIPLS was completed by 361 medical students who valued the importance of IPE. The students mentioned that shared learning with other healthcare professional students will increase their ability to understand clinical problems. The students also specified that team-working skills are essential for all healthcare students to learn. However, there were differences between students of different years of study in their perception and readiness toward IPE. Conclusion: Our findings indicate that undergraduate-health-care students have high perception and readiness towards IPE, however important differences in baseline readiness emerged according to year-level. These findings suggest that educators consider baseline attitudes of students when designing interprofessional education curricula. The implication of this awareness and readiness to practice IPL will create a more concert and harmony workspace to the healthcare professionals.