ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Unfair Means in Undergraduate E-Learning Programmes in English: An Analytical Survey
Author: Benyo, Ahmed
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Electronic Learning,English (Second Language),Second Language Learning,Student Attitudes,Foreign Countries,Cheating,Ethics,Distance Education

This study aims to emphasize students' views on using unfair means in e-learning programmes in English at undergraduate level. The research examines further how they trick, why they trick, and possible approaches to decrease this unfair practice. This investigation was carried out after the second half of 2020 when the whole world was witnessing the impact of COVID. Data from 60 students of undergraduate programmes in English offered different Indian universities in correspondence mode have been obtained. This study utilized a mixed-method research strategy by use of a tailor-made, fourteen closed-ended and one open-ended item questionnaire. Frequency and percentage analysis was performed in the quantitative portion and open questions were thematically analyzed. The data show that the majority of students cheated on others by receiving the right answers from or sending the right answers to their peers. Another technique, as claimed by some of them, being employed was copying answers from electronic website using the internet resources and then pasting them onto the screen of the exam portal. The survey further indicated that grounds for fraudulent e-learning programmes, often without virtual classrooms, were not always attributable to technical difficulties and to students who wished to graduate and gain knowledge.
The Study of Knowledge Exchange on Sociomathematical Norms: Dialogue Writing and Dramatization
Author: Yenmez, Arzu Aydogan
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Instructional Effectiveness,Social Behavior,Norms,Preservice Teachers,Mathematics Skills,Problem Solving,Mathematics Education,Preservice Teacher Education,Dialogs (Language),Dramatics,Role Playing,Knowledge Base for Teaching

Sociomathematical norms are the explicit or implicit arrangements that affect participation in mathematics classes and the emerging interactive structure of mathematical practice. For effective instruction, the teacher should guide the creation and development of acceptable sociomathematical norms. Thus, pre-service teachers should be given experiences in teacher education programs that demonstrate how the nature of sociomathematical norms influences critical abilities such as mathematical understanding and problem solving. This study aims to look at how pre-service teachers' knowledge of sociomathematical norms changes over time. This knowledge exchange is investigated throughout the pre-service training process, which involves dialogue writing and dramatization activities based on sociomathematical norms and psychological principles. Sixty-eight pre-service teachers took part in this study, which used the case study method. A semi-structured interview, the pretest and posttest containing the sociomathematical norm-framed dialogue analysis, video recordings of class discussions, and the researchers' observation notes in the lectures where the applications were carried out were all employed as data collection tools. This study would contribute to the literature with its components, positive outputs and suggestions for future studies.
Time to Transform
Author: Abdul-Alim, Jamaal
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Educational Change,Barriers,COVID-19,Pandemics,Student Financial Aid,Privacy,Information Security,Counseling Services,College Admission,Computer Mediated Communication,Administrator Attitudes,Computer Simulation,Educational Practices,School Closing,College Administration,Access to Computers

College advisers were forced by COVID-19 to adapt the services they offer to effectively reach students online. While many say they have discovered more innovative and efficient ways to reach students, they also report a fair amount of challenges that have made certain tasks--such as protecting student privacy or working through the Free Application for Federal Student Aid (FAFSA)--more difficult. As the nation anxiously awaits distribution of the COVID-19 vaccine that will enable people to gather in the same physical space, some advisers say it's important for the college admission community to take to heart the lessons they have learned by moving online to improve how they provide services to students. In this article, the &quot;Journal of College Admission&quot; reached out to several nonprofit and school system leaders throughout the United States to collect concrete examples of not only challenges posed by advising students virtually, but--whenever possible--how they were able to overcome those challenges and what practices they plan to keep even after schools resume in-person teaching.
Autocorrelation Screening: A Potentially Efficient Method for Detecting Repetitive Response Patterns in Questionnaire Data
Author: Gottfried, Jaroslav
Date: 2022-02-00
Type: Journal Articles
Subjects: Questionnaires,Screening Tests,Measurement Techniques,Correlation,Responses,Repetition

Valid data are essential for making correct theoretical and practical implications. Hence, efficient methods for detecting and excluding data with dubious validity are highly valuable in any field of science. This paper introduces the idea of applying autocorrelation analysis on self-report questionnaires with single-choice numbered, preferably Likert-type, scales in order to screen out potentially invalid data, specifically repetitive response patterns. We explain mathematical principles of autocorrelation in a simple manner and illustrate how to efficiently perform detection of invalid data and how to correctly interpret the results. We conclude that autocorrelation screening could be a valuable screening tool for assessing the quality of self-report questionnaire data. We present a summary of the method's biggest strengths and weaknesses, together with functional tools to allow for an easy execution of autocorrelation screening by researchers, and even practitioners or the broad public. Our conclusions are limited by the current absence of empirical evidence about the practical usefulness of this method.
Explained: Artificial Intelligence for Propensity Score Estimation in Multilevel Educational Settings
Author: Collier, Zachary K.
Date: 2022-02-00
Type: Journal Articles
Subjects: Artificial Intelligence,Probability,Scores,Educational Research,Data Analysis,Multivariate Analysis,Research Methodology,Monte Carlo Methods

Although educational research and evaluation generally occur in multilevel settings, many analyses ignore cluster effects. Neglecting the nature of data from educational settings, especially in non-randomized experiments, can result in biased estimates with long-term consequences. Our manuscript improves the availability and understanding of artificial neural networks, an underutilized method trending in other disciplines. This method also shows promise for dealing with challenges faced by educational researchers, such as analyzing clustered data. Therefore, we simulated data to generalize the potential benefits of artificial neural networks to different data types. We also compared artificial neural networks to more familiar methods and investigated the time it demanded to perform each technique. Hence, readers can decide when it may be more appropriate to use one method instead of another.
Gauging Teaching Performance: Observational Sampling Opportunity, Reliability, and the Manifestation of True-Response Data
Author: Howard, Jeffrey N.
Date: 2022-02-00
Type: Journal Articles
Subjects: Student Evaluation of Teacher Performance,Validity,Reliability,Longitudinal Studies,Observation,Attendance,Response Rates (Questionnaires),Data Collection,Sample Size

The Student Evaluation of Teaching (SET) instrument provides insight for instructors and administrators alike, often touting high response-rates to endorse their validity and reliability. However, response-rate alone omits consideration for &quot;adequate quantity of 'observational sampling opportunity' (OSO) data points&quot; (e.g., high student attendance). The current paper endorses that quantity of OSO data points is critical to validity/reliability of longitudinal SET paradigms. It is reasoned ethically-challenged to rely on SET via basic surface-measures such as simple 'response-rate', when specific higher-quality data reflecting adequate quantity of OSO data points, can be filtered for from the same dataset. In addition, ethical concerns regarding the gauging of teaching performance via quantitative data analyses applied to inappropriate categorical/nominal response data, is also discussed.
Assessing Secondary Students&apos; Scientific Literacy: A Comparative Study of Suburban Schools in England and Malaysia
Author: Noor, Mohd Syafiq Aiman Mat
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Secondary School Students,Scientific Literacy,Suburban Schools,Science Process Skills,Data Interpretation,Evaluative Thinking,Evaluation Methods,Science Tests,Science Curriculum,Knowledge Level,Scores

This study sought to assess the level of secondary students' scientific literacy in suburban schools in Malaysia and England, a research area which to date has not been fully explored in the literature. The study analyzed the data using the OECD's three domain-specific competencies of scientific literacy, namely: (i) explain phenomena scientifically, (ii) evaluate and design scientific enquiry, and (iii) interpret data and evidence scientifically. To assess the level of secondary students' scientific literacy in these contexts, the study applied the scientific literacy assessment instrument called the &quot;Nature of Scientific Literacy Test&quot; (NOSLiT), first developed by Wenning (2006). The results indicated that the level of scientific literacy of English students was higher than that of Malaysian students across all three domain-specific competencies. Despite the fact that NOSLiT is a systematic and reliable instrument for assessing the level of students' scientific literacy, the study found that OECD's three domain-specific competencies of scientific literacy provided better insights into the level of secondary students' scientific literacy in Malaysian and English suburban schools. It is suggested that future studies should use a qualitative approach to both data collection and analysis to understand the level of students' scientific literacy in more detail.
An Active Learning Framework for Ecological Intelligence: Using Activities of Multiple Intelligences to Achieve Ecological Awareness
Author: Güven, Nalan Akkuzu
Date: 2021-11-00
Type: Journal Articles
Subjects: Active Learning,Multiple Intelligences,Cooperative Learning,Learning Motivation,Ecology,Consciousness Raising,Case Studies,Measures (Individuals),Environmental Education,Class Activities,College Freshmen,Teacher Education Programs,Elementary School Teachers,Student Attitudes,Student Characteristics,Reliability,Foreign Countries,Scores,Correlation

The current paper aimed to identify the relation between ecological intelligence (EI) and the types of multiple intelligences (MI); and pointed out how ecological awareness could be raised through activities of MI. Data were gathered from the freshman students (n = 68) who studied at the Department of Primary Education. Four measures were used in this case study: interviews, multiple intelligence inventory, ecological intelligence scale (EIS), and students' 5-min notes. Correlation analysis was used to find the relationship between the students' ecological intelligence and the types of MI. The responses to interview questions were coded into discrete themes. Findings indicated that the intelligence type which had the most correlation with the sub-dimensions of EIS was InterP. Moreover, moderate relations were determined between the sub-dimensions of EIS and the types of MI which were Bodily/Kinesthetic (BK) and Visual/ Spatial (VS). Although the students had difficulties in activities such as drama and role-playing for BK intelligence, they enjoyed, and had better motivation to learn collaboratively during the activities through visual tools. Ecological intelligence relates to various types of MI. Based on this assertion the activities of MI should be integrated in-class environmental activities for students to acquire ecological awareness and sensitivity.
A Phenomenological Study on Students&apos; Experiences in Learning Physics in an Online Class
Author: Mercado, Justine C.
Date: 2021-11-00
Type: Journal Articles
Subjects: Phenomenology,Online Courses,Foreign Countries,Teaching Methods,Higher Education,Physics,Science Instruction,Pandemics,COVID-19,Virtual Classrooms,Student Experience,Student Attitudes,Barriers,Internet,Scientific Concepts,Time Management,Undergraduate Students

Online learning keeps on growing and being explored during this pandemic. Most of the tertiary institutions here in the Philippines have shifted from face-to-face to online instructions in all courses including physics subjects. The conduct of physics classes through virtual classrooms has its advantages and presents some challenges that are why it is important to understand the perspective and experiences of students. This study aimed to describe the experiences of students in learning physics in a virtual classroom, specifically their experiences in preparation, learning management, opportunities, and challenges they have encountered. There were four themes that emerged in this study: Technological Preparations, Self-Preparations, Challenges in Online Learning, and Leaning Management and Opportunities. It was realized in this study that students were prepared to take online classes both in terms of their technological and personal aspect. Despite their preparations, they encountered challenges such as network issues, time constraints, and distractions in their learning environment at home. However, students were optimistic, so, they saw opportunities in these challenges to improve their technological skills, time management, and maximized online resources for better understanding of physics concepts. It is recommended for future research to explore the experiences of teachers in teaching online physics classes.
The Perceptions of Senior High School Students and Teachers about Organic Chemistry: A Ghanaian Perspective
Author: Nartey, Esther
Date: 2021-11-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Teacher Attitudes,Elective Courses,Science Teachers,Organic Chemistry,Measures (Individuals),Positive Attitudes,Comparative Analysis,Diagnostic Tests,Difficulty Level,Teaching Methods,Learning Processes,Student Experience,Fuels,Course Content

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students, and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of 100 SHS students who studied elective chemistry and ten chemistry teachers. The research instruments used to collect data for this study were the &quot;organic chemistry perceptions questionnaire for students&quot; and &quot;organic chemistry perceptions questionnaire for teachers.&quot; Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes, and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Furthermore, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers' and students' perceived difficult organic chemistry topics in this study imply that teachers' perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers' perceptions influence their teaching and consequently their students' experiences are carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.
The Effectiveness of Concept Teaching Using Concept Maps on Academic Achievement and Elimination of Misconceptions: Protein Synthesis Case
Author: Demirci, Tuba
Date: 2021-11-00
Type: Journal Articles
Subjects: Misconceptions,Concept Mapping,Biology,Science Instruction,Preservice Teachers,Science Teachers,Teaching Methods,Teacher Education Programs,Instructional Effectiveness,Achievement Tests,Science Tests,Diagnostic Tests,Comparative Analysis,Genetics,Foreign Countries

This study aimed to analyze the effectiveness of concept maps on the academic achievements of Biology teacher candidates and the elimination of misconceptions comparing the method with the traditional rote learning method. The quasi-experimental design, specifically, the pre- and post-test control group type was used in this research to address the research questions. The research was carried out with 60 Biology teacher candidates. Achievement test and diagnostic test were used as data collection tools throughout the research. SPSS version 20 software was used to analyze the obtained quantitative data. Independent samples t-test was used to determine, whether there was a significant difference between the control and experimental group students' level of prior knowledge regarding the subject of protein synthesis. The findings revealed no statistically significant difference between the groups in pre-test (? &gt; 0.05). However, the findings revealed a statistically significant difference between the groups, in the post-test, in favor of the concept map method used for the experiment group (? &lt; 0.05). The increase in the post-test scores of the experiment group students indicated that the teaching method based on concept maps positively affected the students' academic achievement and elimination of misconceptions. Research indicated that students could not establish a correct relationship between the concepts of DNA, RNA, mRNA, tRNA, rRNA, nucleus, chromosome, gene, genetic code, codon, anticodon, translation, transcription, ribosome, protein, and amino acid terms taught in protein synthesis subject. It was concluded that the areas of use for concept maps should not be limited as a teaching tool, but should be further extended to for determining misconceptions, eliminating misconceptions, and evaluating the instruction.
Scientific Practices in Science Education Publications: An Analysis of Research Contexts
Author: Costa, Sandro Lucas Reis
Date: 2021-11-00
Type: Journal Articles
Subjects: Science Education,Standards,Journal Articles,Authors,Scientific Research,Teaching Methods,Content Analysis,Evaluation Methods,Science Curriculum,Elementary Secondary Education,Kindergarten,Science Process Skills

Scientific Practices play a central role in the Next Generation Science Standards, influencing the standards of more than 70% of students in the United States. Therefore, a view of what has been studied about Scientific Practices in Science Education, globally in the past decade is relevant. Thus, 44 articles from international journals in Science Education in the past decade (2010-2019) were analyzed. This review focuses on the specific research contexts of these articles. The research objectives were: (1) To identify in which contexts the authors carried out research involving Scientific Practices and (2) to critically discuss the research contexts of Scientific Practices and find research gaps. For this, a systematic literature review was conducted, guided by Bardin's Content Analysis (2011) and the guide to a systematic review by Okoli (2015). Regarding the contexts, six categories were identified: Scientific Practices and teaching proposals (C1); Scientific Practices and distinct theoretical frameworks (C2); Scientific Practices and students (C3); Scientific Practices and assessments (C4); Scientific Practices and teachers (C5); and Scientific Practices and the curriculum (C6). There was a predominant trend to relate Scientific Practices and teaching proposals (38.6%) and Scientific Practices and different theoretical frameworks (22.7%), totaling more than 61% of the analyzed articles. Research gaps have been identified, such as the need for further research on the relationship between Scientific Practices and students (learning) and Scientific Practices and teachers (teaching). Research in this regard can help to clarify: How have students engaged in Scientific Practices? How can teaching be organized to promote Scientific Practices? And what are the relationships between Scientific Practices, school subjects, and specific content? The findings of the study revealed that a greater diversity of research contexts is necessary to fully understand the connections between Scientific Practices and the many dimensions involved in Science Education. It was found that there is a need for more research that addresses Scientific Practices as its main focus, considering the importance the concept is given in guiding documents.
Teacher Trainees Perceptions of Think-Pair-Share Technique in Teaching Classification of Living Organisms in Colleges of Education--Ghana
Author: Parker, Joseph
Date: 2021-11-00
Type: Journal Articles
Subjects: Science Instruction,Cooperative Learning,Teaching Methods,Learning Processes,Classification,Teacher Education Programs,Foreign Countries,Preservice Teachers,Student Attitudes,Student Interests,Self Efficacy,Science Teachers,Intervention

The purpose of the study was to explore the perceptions of teacher trainees on the use of think-pair-share in teaching and learning of classification of living organisms. The study adopted a quantitative approach. Both descriptive and inferential statistics were used to report the results of the study. Frequency counts and percentages were used to report the teacher trainees' perceptions about the impact of think-pair-share learning technique in the teaching and learning of classification of living organisms. The study was carried out in Enchi College of Education in the Aowin Municipality in the Western North Region of Ghana. Stratified, simple random, and systematic sampling techniques were used to select 80 respondents for the study. This was made up of 30 level 300, 30 level 200, and 20 level 100 students, respectively. The participants were subjected to think-pair-share learning technique of teaching. The instrument used for the data collection was a questionnaire guide. The findings of the study revealed that, think-pair-share learning technique of teaching motivate and engage, provide immediate feedback, develop social, and physical skills simultaneously, help students to learn with fun and increase students interest and confidence level. It was, therefore, recommended that creative approach such as think-pair-share learning technique should be adopted by science tutors in Colleges of Education for effective teaching and learning.