ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Differences and Mathematics Achievement of Senior High School Students: A Case of Ghana National College
Author: Arhin, Ato Kwamina
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Mathematics Instruction,Experimental Groups,Control Groups,Mathematics Achievement,High School Students,Mathematics Tests,Statistical Analysis,Scores,Problem Solving,Teaching Methods,Task Analysis,Quasiexperimental Design,Pretests Posttests

A quasi-experimental research was conducted to find out differences in mathematics performance of students using performance assessment-driven instructions at the senior high school level at Ghana National College in Cape Coast. Two Form 1 science classes were used for the study and were assigned as experimental and control groups. These two classes were randomly chosen for the study. The experimental group consisted of forty-two students and the control group forty students. Data was collected through the use of an open ended test in mathematics. The independent sample t-test and paired sample t-test were used to find the differences between the groups. The experimental group differed significantly on the post-test scores from the control group. This study identified that PA-driven instruction improved students' problem-solving abilities and showed no bias among gender. It is recommended that mathematics teachers use PA-driven instructions and performance assessment task in their mathematics lessons.
Course Design and Delivery Specifications as a Tool for Ensuring Quality in an Online Training Program
Author: Docq, Françoise
Date: 2015-00-00
Type: Journal Articles
Subjects: Training,Business Administration Education,Foreign Countries,Program Design,Program Implementation,Institutional Cooperation,Online Courses,Technology Uses in Education,College Faculty,Teamwork,Educational Technology,Blended Learning,Cooperative Planning,Delivery Systems

This case discusses the design, implementation, and regulation of a hybrid training program (60 credits over two years) organised by three business schools in Europe, and stretching over a five-year period. Following an incremental design process, the design team faced multiple challenges, from finding the added value of hybridization to choosing the technological environment that would be key to the instructional design of the 17 program modules. Subtle interpersonal skills were required to develop a program that suited every professor (n = approximately 40) and every institutional context (3).
Pattern of Acquisition of ICT-Based Skills by Student-Teachers: Implications for Teacher Education in Nigeria in This Era of Digitalization
Author: Emesini, Nnenna Orieoma
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Questionnaires,Student Surveys,Technology Uses in Education,Technological Literacy,Data Processing,Peer Teaching,Word Processing,Skill Development,Majors (Students),Internet,Video Technology

The study examined the pattern of acquisition of ICT-based skills by student-teachers and its implications for teacher education in Nigeria in this era of digitalization. The study was a survey research type with two research questions guiding it. The population for the study was 1,570, made up of 3rd and 4th year Faculty of Education students of 2010/2011 academic session of Ebonyi State University, Abakaliki-Nigeria. A sample of 300 students was drawn using proportionate random sampling technique. A 9-item questionnaire was used for data collection that was duly validated, and it yielded a reliability coefficient of 0.72 using Cronbach Alpha Method. Two-hundred and thirty three (233) copies of the questionnaire were properly filled and returned and the data collected was analyzed using frequency count and percentages. The findings of the study revealed that many students have acquired basic ICT skills like: data processing using computer; to type and edits works; improvement on ICT literate level and peer tutoring others among others, and that student-teachers' acquisition of ICT skills is directly related to their course of study. The implications of the findings for teacher education were drawn and recommendations made in line with these findings.
Impact of Electronic Resources and Usage in Academic Libraries in Ghana: Evidence from Koforidua Polytechnic &amp; All Nations University College, Ghana
Author: Akussah, Maxwell
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Libraries,Academic Libraries,Evidence,Use Studies,Investigations,Statistical Analysis,Questionnaires,Correlation,User Satisfaction (Information),Preferences,Time on Task,Incidence,Familiarity,Institutional Advancement,Information Literacy,Consciousness Raising,Library Research,Multiple Regression Analysis

The study investigates the relationship between impact of electronic resources and its usage in academic libraries in Ghana: evidence from Koforidua Polytechnic &amp; All Nations University College, Ghana. The study was a quantitative approach using questionnaire to gather data and information. A valid response rate of 58.5% was assumed. SPSS computer software helped to analyze the data in respect of descriptive elements such as correlation, regression among others. All the four contracts (satisfaction level, preferred database, time and frequency, and level of awareness) on impact of electronic resources indicated a significant positive relationship with usage among the users. The study recommended that intensive marketing strategies should be adopted to increase usage of electronic resources in academic institutions in Ghana.
Sociological Variables Perceived in the Study of Ghanaian Languages in Central and Western Regional Colleges of Education in Ghana
Author: Quaicoe, Kate
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Schools of Education,African Languages,Sampling,Sample Size,Teacher Attitudes,Student Attitudes,Native Language Instruction,Language Attitudes,Teaching Methods,Language of Instruction,English (Second Language),Second Language Learning,Language Planning,Language Usage,Questionnaires

The study was conducted in two Colleges of Education in the Western and Central Regions of Ghana to find out how Colleges of Education students and tutors perceive the study of Ghanaian Languages. The target population comprised all staff and students of the Colleges of Education but the accessible population comprised students and tutors of the two Colleges. The purposive and simple random sampling techniques were used to select the students and tutors. The sample size that participated in the study was 280 students and 32 tutors. Among the findings were that Ghanaian Languages are not taught in very practical ways, most students and tutors had a positive perception of students of Ghanaian Languages, students and tutors did not show disrespect to students offering Ghanaian Languages.
The Effects of Multimedia Learning on Thai Primary Pupils' Achievement in Size and Depth of Vocabulary Knowledge
Author: Jingjit, Mathukorn
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multimedia Instruction,Academic Achievement,Elementary School Students,Vocabulary Development,Quasiexperimental Design,Pretests Posttests,Grade 3,English Instruction,English Language Learners,English (Second Language),Outcome Measures,Mixed Methods Research,Achievement Gains,Teaching Methods,Instructional Effectiveness

This study aims to obtain more insight regarding the effect of multimedia learning on third grade of Thai primary pupils' achievement in Size and Depth Vocabulary of English. A quasi-experiment is applied using &quot;one group pretest-posttest design&quot; combined with &quot;time series design,&quot; as well as data triangulation. The sample comprises 42 pupils of third grade of Municipal School 2 located at Hadyai, Songkla Province, Southern Thailand. The main analyses were carried out using &quot;t-test&quot; and &quot;Anova.&quot; The findings confirm that the implementation of multimedia to delivering the learning material through an integrated mode (text, picture, and sound) is able to improve pupils' achievement in size of vocabulary knowledge but not to depth of vocabulary knowledge. The findings imply that the policy makers and English teachers in Thai, together, are required to innovate the current English learning system, including facility development, multimedia program development, teachers' role reorientation, and parent involvement. The originality of this study lies in that the more insight as regards vocabulary proficiency in the context of Thai primary pupils has been urged by several researchers. Both the result and research methodology applied in this study was perceived to be useful for further researches and applications.
Analysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub-County, Kiambu County, Kenya
Author: Joseph, Gathua
Date: 2015-00-00
Type: Journal Articles
Subjects: Disability Identification,Behavior Disorders,Behavior Modification,Intervention,Emotional Disturbances,Elementary School Students,Elementary School Teachers,Program Effectiveness,Questionnaires,Evaluation Methods,Faculty Development,Teacher Competencies,Foreign Countries,Coding,Statistical Analysis,Educational Environment,Interpersonal Relationship

Identification process is an important element of behavior disorder management in schools. For proper behavior management teachers need to identify learners with behavioral disorders in order to design intervention programs befitting their educational needs. Therefore, the purpose of this study was to analyze the intervention strategies teachers used in managing learners with selected emotional and behavior disorders (EBDs) in primary schools in Madaraka zone. The objectives were: to establish effectiveness of assessment methods teachers used in identifying learners with selected behavior disorders and to explore intervention strategies teachers used in managing learners with selected behavior disorders. The study used descriptive research design which was appropriate since it enabled the researchers to describe the situation as it existed. A questionnaire was used to collect data. Simple random sampling was done to select four schools which participated in the study. Purposive sampling was used to select a sample size of 30 class seven teachers. Data from the research instruments was analyzed and presented descriptively. The study found that the assessment methods teachers used to identify learners with EBDs were not effective and that teachers in selected schools did not use effective intervention strategies to manage behavior for learners with EBDs. The study recommends that in-service training for teachers be done with a view of building capacity in the area of identification processes and that Kenya Institute of Curriculum Development give guidelines on behavior disorder management. The significance of the study findings is that it could help stakeholders to come up with effective intervention strategies in managing learners with behavior disorders as well as add to the existing literature on learner disorders.
The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students' Writing Skills
Author: Fattah, Said Fathy El Said Abdul
Date: 2015-00-00
Type: Journal Articles
Subjects: Telecommunications,Computer Oriented Programs,Educational Technology,Teaching Methods,Writing Skills,College Students,Private Colleges,Experimental Groups,Control Groups,Books,Pretests Posttests,Punctuation,Editing,Essays,Sentences,Foreign Countries,Handheld Devices,Technology Uses in Education,Hypothesis Testing,Scores,Questionnaires,Student Surveys,Quasiexperimental Design,Surveys

The present study was an attempt to determine the effectiveness of using a WhatsApp Messenger as one of mobile learning techniques to develop students' writing skills. Participants were 30 second year college students, English department from a private university in Saudi Arabia. The experimental group (N = 15) used WhatsApp technology to develop their writing skills; whereas the control group (N = 15) was taught their writing skills through prescribed book. The pre-post test comprised three questions, punctuate a paragraph, correct a paragraph and write an essay. This research is limited to punctuation marks, sentence structures and generating ideas. Results of the &quot;t-test&quot; analysis revealed that WhatsApp technique yielded significant effects on students' writing skills, i.e. the experimental group outperformed the control group.
Training and Its Impact on the Performance of Employees at Jordanian Universities from the Perspective of Employees: The Case of Yarmouk University
Author: Al-Mzary, Maaly Mefleh Mohammed
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Staff Development,Job Performance,Paraprofessional School Personnel,Administrator Attitudes,Educational Needs,Relevance (Education),Eligibility,Training Objectives,Higher Education,Employee Attitudes,Inservice Education,Cohort Analysis,Questionnaires,Hypothesis Testing,Transfer of Training,Likert Scales

The objective of this paper is to examine the attitudes of administrative leaders and administrative employees concerning the training courses provided, as well as the impact of training on employee job performance at Yarmouk University in Jordan. The study is carried at a Malaysian small and medium enterprise (SME). Findings indicated that training courses are related to the training needs of the employees to a medium degree, and that there are several conditions which determine selecting eligible employees for training. Results indicated also that there is relationship between effective training and employees' job performance. Based on the results of the study, several recommendations were provided.
Developing Visual Novel Game of English Conversation for DEP EEPIS
Author: Agusalim, Imam Dui
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Games,English (Second Language),Second Language Instruction,Distance Education,Electronic Learning,Engineering Education,College Second Language Programs,College Students,Mixed Methods Research,Foreign Countries,Questionnaires,Likert Scales

English subjects become a big part of education curriculum in Indonesia taught from the elementary level, intermediate, and high included the Distance Learning (DEP). To meet the needs of the importance of English will require learning media can be: 1. Creating Independence learning; 2. Increase the motivation to learn; and 3. Improving the ability and learning achievement. In the Distance Education Program such as in Electronic Engineering Polytechnic Institute of Surabaya (EEPIS), the distance apart between lecturers and students need to learn innovative media, interactive, and motivate students DEP EEPIS can learn independently. Game as one of the media elearning is much in demand both from the children to adults that can be a good vehicle for inserted and then deliver English language teaching materials to make it more interesting and motivating. In addition, the game can provide prescriptive effects for users to further learn what is contained in the game. In various studies, the game has proven to be used for teaching language and the content inserted a curriculum for teaching purposes in the formal sector such as in college. Therefore, this study will develop a game that adopts English curriculum content of DEP EEPIS. The game in this study is designed to deliver teaching materials Expression. The game in this study is a Visual Novel game and will be developed using the methods of the Development Research conducted in the first phase, and will test its effectiveness in the second stage using Experimental research on subsequent research. Visual Novel game outcome is expected to be used by students of DEP EEPIS in order to learn independently.
Teaching Writing in a Digital Age: Addressing Issues of Access
Author: Cottrill, Brittany B.
Date: 2010-00-00
Type: Journal Articles
Subjects: Access to Education,Technological Advancement,Technology Integration,Writing Instruction,Writing Strategies,Teaching Methods,Classroom Techniques,Educational Change,Equal Education,Change Strategies,Access to Computers,Higher Education,Influence of Technology,Media Literacy,Laptop Computers

The way people write and communicate has changed both inside and outside the university, and because of this writing instructors are professionally responsible for addressing these changes in the classroom. Technologies have affected writing for thousands of years. From the invention of the printing press to the Internet, challenges to writing have come in many technological forms. However, in an age when more and more students are entering college plugged in, it is more difficult than ever to ignore this. Specifically addressing access, this article begins by briefly discussing how and why digital spaces are being incorporated into writing classrooms, raising questions about equality, looking at how certain institutions are modifying requirements to accommodates problems of access, and finally examining how &quot;access&quot; reaches beyond ability to use, but also includes multiple levels of support.
Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students' Perspectives
Author: Li, Jia
Date: 2015-00-00
Type: Journal Articles
Subjects: Adolescents,Technology Uses in Education,Literacy Education,Urban Schools,Student Attitudes,Cultural Influences,Focus Groups,Student Diversity,Grade 6,Grade 8,Grade 7,Middle School Students,Low Income Groups,Social Media,Peer Relationship,Technology Integration,Technological Literacy

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students' language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents' perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.
A Review of Models and Frameworks for Designing Mobile Learning Experiences and Environments
Author: Hsu, Yu-Chang
Date: 2015-00-00
Type: Journal Articles
Subjects: Electronic Learning,Instructional Design,Classification,Models,Literature Reviews,Educational Environment,Curriculum Design,Curriculum Evaluation,Curriculum Implementation,Learning Experience,Context Effect,Geographic Information Systems,Handheld Devices,Educational Games,Computer Mediated Communication,Cooperative Learning,Social Networks,Social Media,Data Analysis,Computer System Design,Computer Attitudes,Psychological Patterns,Self Management

Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, which makes ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners' profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; 4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.
Pre-Service Perspectives on E-Teaching: Assessing E-Teaching Using the EPEC Hierarchy of Conditions for E-Learning/Teaching Competence
Author: Sisco, Ashley
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Preservice Teacher Education,Semi Structured Interviews,Questionnaires,Student Teacher Attitudes,Web Based Instruction,Electronic Learning,Synchronous Communication,Blended Learning,Simulation,Teacher Effectiveness,Self Efficacy,Educational Technology,Teaching Experience,Student Experience,Statistical Analysis,Content Analysis,Preferences,Learner Engagement,Usability,Qualitative Research

This article reports on the findings of phase two of a larger study, which examines pre-service teacher experiences engaging with a synchronous (live-time) platform as a part of their training. While phase one focused on pre-service experiences &quot;e-learning&quot; with this synchronous platform (Woodcock, Sisco, &amp; Eady, 2015), phase two focuses on their experiences &quot;e-teaching&quot; with the platform. During phase two, fifty-three students who participated in a blended learning (including both face-to-face and online lectures) course were assessed in a teaching simulation through an online presentation, and participated in questionnaires and interviews about their experiences as e-learners using the platform. The EPEC (ease of use, psychologically safe environment, e-learning/e-teaching efficacy, and e-learning competence) hierarchy of conditions for e-learning competency (Woodcock, Sisco, &amp; Eady, 2015), developed during phase one based on an analysis of pre-service teachers' experience as e-learners in this same study, was used as a framework to assess teacher perspectives as e-teachers using this technology. Qualitative interview and survey data were collected about students' experiences using the platform, and analyzed via thematic content analysis. Quantitative survey data were also collected and analyzed via basic statistical analysis. The findings showed that students generally favoured the online e-teaching synchronous platform over in-person presentations, and the quality of online presentations was considered at least as good as in person.