ethanporcaro/eric-fulltext-meta huggingface dataset:
Cultivating Students&apos; Interest and Positive Attitudes towards Indonesian Language through Phenomenon-Text-Based Information Literacy Learning
Author: Dewantara, I. Putu Mas
Date: 2019-04-00
Type: Journal Articles
Subjects: Student Attitudes,Positive Attitudes,Information Literacy,Indonesian,Video Technology,Student Interests,Teaching Methods,Foreign Countries,Second Language Learning,Second Language Instruction,Language Attitudes,Language of Instruction

This study was aimed at describing phenomenon-text based information literacy in Indonesian language learning and the students' response to the teaching. The subjects were 5 lecturers of Indonesian language and 302 students of Universitas Pendidikan Ganesha (Undiksha). Data on the teaching and learning activities were collected by observation and interview, while data on the students' responses were collected by questionnaire. The result showed that phenomenon-text based information in Indonesian language teaching and learning was done in six steps: 1) communicating the phenomenon that occurred in the society (through pictures or video), 2) discussing the phenomenon, 3) reading a phenomenon text, 4) searching information from various sources, 5) writing the results of the search and 6) communicating the results. This syntax of teaching and learning was then called as six steps of phenomenon information literacy. A survey showed that 77.65% of the students felt very happy, 19.91% of the students were happy, 2.44% of the students were less happy, and none of them said that they were unhappy with teaching and learning. It can be concluded that phenomenon-text based information literacy can attract the students' interest and develop students' positive attitude.
Effects of the Vaughan Method in Comparison with the Audiolingual Method and the Communicative Language Teaching on Iranian Advanced EFL Learners&apos; Speaking Skill
Author: Bagheri, Mehdi
Date: 2019-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Audiolingual Methods,Instructional Effectiveness,Communicative Competence (Languages),Comparative Analysis,Speech Communication,Advanced Students,Foreign Countries,Language Tests,Student Attitudes,Rote Learning,Oral Language,Native Language,Drills (Practice)

The present study intended to examine the effectiveness of the Vaughan method for the development of EFL learners' speaking skill. The Vaughan method was compared with two other methods, namely the Audiolingual method and communicative language teaching with regard to the development of learners' speaking skill. In a quasi-experimental design, three intact classes of 90 advanced Iranian EFL learners were given a speaking pretest. Subsequently, the learners were taught with these three methods, and the learners were administered a speaking posttest. A posthoc Scheffe test showed that the learners in the Vaughan class had performed significantly higher in comparison to the learners in the Audiolingual class, but there was no significant difference between the Vaughan method and the communicative language teaching class in terms of developing the learners' speaking skill. Additionally, a questionnaire was administered to the Vaughan class to obtain learners' attitudes towards the effectiveness of this method for the development of their speaking skill. Finally, the learners in the Vaughan class were interviewed. The results of both the questionnaire and the interview indicated that the learners believed that explicit error correction, as a major tenet of the Vaughan method, had a significant influence on their speaking skill.
Exploration of Students&apos; Arguments to Identify Perplexity from Reflective Process on Mathematical Problems
Author: Hidajat, Flavia Aurelia
Date: 2019-04-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Problem Solving,Junior High School Students,Foreign Countries,Mathematics Skills,Persuasive Discourse,Reflection

This research is based on an individual case finding, where the response from individuals in answering the mathematical problems is initiated with perplexity to proceed with the new finding by reflecting on the previous experience. This research aimed at contributing practically on the indicators causing a perplexity on students which described the initial process of reflective thinking through students' argument exploration when responding to a problem. This research is a qualitative research with a case study of two students as research subjects. This finding showed that students stated four sequences of Arguments which described perplexity of the students during the interview. This perplexity showed several indicators that were students' unfamiliarity in imagination and creation on nonregular questions; incompatibility of problem-solving strategy owned by someone with the new problem-solving coming from; misunderstanding of students due to incompatibility in students' experience, or the existence of a forgetfulness factor; and the failure in generating new ideas and strategies.
Impact of Backward Design on Improving Iranian Advanced Learners&apos; Writing Ability: Teachers&apos; Practices and Beliefs
Author: Hosseini, Hossein
Date: 2019-04-00
Type: Journal Articles
Subjects: Writing Skills,Writing Improvement,Foreign Countries,Teaching Methods,Teacher Attitudes,Models,English (Second Language),Second Language Learning,Control Groups,Experimental Groups,Writing Instruction,Curriculum Design,Curriculum Development,Beliefs

The purpose of this study was twofold. First, it aimed to determine whether the application of backward design model has any significant effect on improving the writing ability of Iranian intermediate EFL learners. Second, the study sought to evaluate the superiority of backward design to conventional forward models in the improvement of the writing ability of Iranian EFL learners. The study population was 100 Iranian EFL learners chosen through the administered Quick Placement Test (QPT) in Gooyesh Language Institute, Isfahan, Iran. Based on the results of the test, they were randomly assigned to two samples (50 each); namely, the control and experimental groups. During the treatment, the control group received the writing instruction through a conventional method of forward design, while the participants in the experimental group were taught by the backward design. Both control and experimental samples were homogenized based on learners' responses to one version of IELTS Writing Task 1 used as the pre-test. At the end of the treatment the same task which was used as the pre-test task was also used as the post-test task to measure the improvement of the writing ability of both groups. The results of data analysis showed that backward design teaching approach failed to be more effective than traditional instruction as far as L2 writing ability of Iranian EFL learners was concerned. Furthermore, backward design teaching approach was pedagogically and significantly superior to conventional forward models in the improvement of Iranian EFL learners' writing ability.
Cultural Values Defining Turkish Nation: From the Perspectives of History Teachers
Author: Gündüz, Mevlüt
Date: 2019-04-00
Type: Journal Articles
Subjects: Cultural Pluralism,Teacher Attitudes,History Instruction,Foreign Countries,History,Moral Values,Turkish

This study, which aims to identify what values are significant for history teacher in teaching Turkish culture, was conducted based on qualitative research methods. Within this study, face to face interviews were done with 19 history teachers who serve in Isparta. According to data which was analyzed through content analysis and descriptive analysis techniques, participants mainly emphasized the values of patriotism, flag, and independence. Especially the terrorist incidents in recent times are thought to have had an impact on the opinions. Participants' perceptions of the concept of culture mostly focus on moral cultural elements. In response to the question of &quot;Do the Turkish nation protect cultural values&quot;, it was found out that most of the teachers answered as &quot;No&quot;. This finding can be regarded as universal values taking precedence over national values or our national values have deteriorated.
Award-Winning Faculty Online Teaching Practices: Roles and Competencies
Author: Martin, Florence
Date: 2019-03-00
Type: Journal Articles
Subjects: College Faculty,Online Courses,Teacher Role,Teacher Competencies,Electronic Learning,College Instruction,Teacher Attitudes

The explosive growth of online learning in institutions of higher education has created a dire need for guidelines that instruct new and continuing online instructors about how best to teach in online spaces. The purpose of this exploratory study was to identify the roles of the online instructor and categorize critical competencies for online teaching based on a review of research and the perspectives of award-winning online faculty members. We interviewed eight award-winning online faculty members from across the United States. Based on interviews, it was found that online instructors assume five different roles: Facilitator, Course Designer, Content Manager, Subject Matter Expert, and Mentor. Common tasks of an online instructor course fell into two areas: Course Design or Teaching. This research has clear implications, not only for the literature research base, but for our institutions as well, as we continue to offer increasing numbers of effective online courses and programs to our students.
African American Males Learning Online: Promoting Academic Achievement in Higher Education
Author: Salvo, Susan G.
Date: 2019-03-00
Type: Journal Articles
Subjects: Undergraduate Students,African American Students,Males,Academic Achievement,Electronic Learning,Online Courses,Financial Support,Prior Learning,Information Technology,Academic Persistence,Course Selection (Students),Handheld Devices,Educational Environment,Inclusion,Distance Education,Best Practices,Enrollment,Technological Literacy

Online education is expanding within higher education. However, attrition rates for African American males enrolled in higher education in general, and in online courses specifically, is on the rise. Because the future of our nation depends on how well our educational institutions develop, nurture, and deploy talent, this study identified factors that promoted online course completion among African American male undergraduate students. The researchers interviewed 10 males who successfully completed online courses and identified significant themes. Factors that contributed to online course completion were financial assistance, prior academic achievement, previous information technology (IT) training, continuous academic enrollment, student selection of topics perceived as uncomplicated and less demanding or familiar due to sufficient prior knowledge, use of handheld digital devices, and a non-prejudicial learning environment. This study also revealed challenges and obstacles encountered by participants. Based on these findings, the researchers made recommendations that include strategies policymakers and educationalists can implement to promote academic achievement and degree attainment among African American males in higher education.
Research Trends in In-Service Science Teacher Professional Development from 2012 to 2016
Author: Aldahmash, Abdulwali H.
Date: 2019-04-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Science Teachers,Trend Analysis,Faculty Development,Foreign Countries,Pedagogical Content Knowledge,Science Education,Professional Continuing Education,Inquiry,Problem Solving,Thinking Skills

This paper presents a content analytic approach to research related to in-service science teachers' professional development. The research under consideration was published in four international science education journals and three international conference proceedings specialized in science education from 2012 through 2016. A total of 204 articles (44 published in journals and 160 published in conference proceedings) were examined to identify the fields of concentration within continuous professional development (CPD) programmes, which are; focus of professional development, Types of Professional development, research purposes, research tools, Types of the data, the context of the in-service CPD programmes. The result indicated that there is increasing emphasis on pedagogical content knowledge (PCK), inquiry, problem-solving and thinking. Most of the journals and conferences provide CPD as in-school and long-term training programmes subject to systematic evaluation.
Benefits of Online Teaching for Face-to-Face Teaching at Historically Black Colleges and Universities
Author: Andrews Graham, D'Nita
Date: 2019-03-00
Type: Journal Articles
Subjects: Educational Benefits,Electronic Learning,Conventional Instruction,Black Colleges,Distance Education,Faculty Development,Teacher Attitudes,Online Courses,Teaching Experience,College Faculty,Adjunct Faculty,Transformative Learning,Teaching Methods

Technology and distance education are on the rise in community colleges, four-year institutions, Ivy League colleges, research institutions, and technical colleges. One of the most significant phenomena occurring in Historically Black Colleges and Universities (HBCUs) today is distance education. Academic leaders can better implement professional development plans to promote online programs if they understand faculty perceptions about teaching online. This phenomenological research paper presents the results of 12 experiences of higher education faculty members at an HBCU who transitioned from a face-to-face teaching modality to a distance education instructional delivery and subsequently returned to the face-to-face classroom.
RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities
Author: Mahanal, Susriyati
Date: 2019-04-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Learning Processes,Academic Ability,Foreign Countries,Problem Solving,Grade 11,Biology,Science Instruction,Secondary School Science,Pretests Posttests,Control Groups,Conventional Instruction,High Schools,High School Students

The purpose of this study was to investigate the effect of RICOSRE learning models towards critical thinking skills of students with different academic abilities. This quasi-experimental study employed a pretest-posttest nonequivalent control group design and involved all the eleventh-grade students from high schools in Malang, Indonesia. The sample consisted of 134 students from two separate schools which represented different academic abilities (high and low). Data were collected using an essay test on students' critical thinking skills. A rubric was employed to assess students' answers and the results were analyzed using ANCOVA. Findings suggest that (1) there is a difference between the critical thinking skills of students whose learning was facilitated with RICOSRE and critical thinking skills of students who were engaged in conventional learning, (2) there is a critical thinking difference between the high and low ability students, (3) there is a difference in students' critical thinking skills affected by the interaction between learning models and students' academic abilities. Based on the results of this study, it can be concluded that RICOSRE can close the critical thinking skills gap between the high and low ability students.
The Effectiveness of Inquiry-Based Learning to Train the Students&apos; Metacognitive Skills Based on Gender Differences
Author: Nunaki, Jan Hendriek
Date: 2019-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Active Learning,Metacognition,Foreign Countries,Teaching Methods,Pretests Posttests,Biology,Science Instruction,High School Students,Secondary School Science,Gender Differences

In science learning like biology, metacognitive skill needs to be developed. Inquiry-based learning is a learning which may train students' metacognitive skill. This research aimed to: (1) determining the effectiveness of inquiry-based learning in training students' metacognitive skill, and (2) examining the influence of gender difference on the students' metacognitive skills after given the inquiry-based learning. This research used a 4-D research and development model, and one group pre-test and post-test design was applied for the effectiveness trial. The subject of this research was 70 students (35 male and 35 female) of class X Mathematics and Natural Science of Public Senior High School 01 Manokwari, Indonesia. This research employs lesson plan, student worksheet, students' book, expert-validated achievement test and focus group discussion as its instruments. The metacognitive skill data were obtained from metacognitive skill rubric. The data were analyzed using paired sample t-test and independent sample t-test. It was found that inquiry-based learning effectively trains students' metacognitive skill, and there is no significant difference between male students' metacognitive skill with that of female students. Further researches may examine the difference of male and female students' metacognitive skill based on grade, age or personality taught using inquiry-based learning.
Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher
Author: Rahardjanto, Abdulkadir
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Motivation,Creative Thinking,Thinking Skills,Learning Motivation,Outcomes of Education,Active Learning,Student Projects,Blended Learning,Preservice Teacher Education,Instructional Effectiveness

Hybrid-PjBL is an innovative learning model relevant to the demands of the twenty-first century scheme. The study on Hybrid-PjBL is still rarely conducted by Indonesian researchers and the studies are still limited to the effect of this model on student's thinking skills and metacognitive awareness. Thus, this study aims to examine the effect of Hybrid-PjBL implementation on learning outcomes, creative thinking skills, and student's learning motivation. This study used quasiexperiment, through Nonrandomized Control Group Pretest-Posttest Design. The population was all the sixth-semester students in the Biology Education Department, University of Muhammadiyah Malang. The study sample involved two classes randomly selected from a total of three classes at this institution, comprising students who took Environmental Knowledge course; each class consisted of fifty students. Learning outcomes test sheets, creative thinking skill notes, and motivation questionnaires were instruments used to collect the data. The data obtained were then analyzed using one-way analysis of covariance with the significance level of 5%. The results showed that the application of Hybrid-PjBL had a significant influence on the achievement of learning outcomes and creative thinking skills. The results of this study indicate that Hybrid-PjBL is an alternative learning, suitable to the demands of the twenty-first century.
Influence of School Culture and Classroom Environment in Improving Soft Skills amongst Secondary Schoolers
Author: Ahmad, Abdul Razaq
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,School Culture,Classroom Environment,Skill Development,Secondary School Students,Secondary Schools,Parochial Schools,Vocational High Schools,Leadership,Communication Skills,Thinking Skills,Information Technology,Interpersonal Competence,Cooperation

This study aimed to determine the influence of support from the school culture and classroom environment in improving soft skills amongst students. Moreover, the study explored different soft skills, school culture and classroom environments based on gender and type of schools. This study used a quantitative approach by using surveys to gather information. A total of 400 students from three different types of schools were chosen using random sampling. The three types of schools were National Secondary Schools, Religious Secondary Schools, and Technical and Vocational Secondary Schools around Selangor and Federal Territory of Kuala Lumpur. Data were analysed using SPSS 22.0 and AMOS 18. Results confirmed the distinctions of the school culture and classroom environments with the soft skills based on the gender and type of schools. SEM analysis corroborated that the school culture and classroom environment contributed to the development of soft skills. Therefore, schools should come up with programs and approaches to improve the soft skills amongst the students to be proficient in various fields in parallel with the rapid growth of the world.
Interactive Multimedia Games to Enhance the Emotional Intelligence of Deaf and Hard of Hearing Adolescents
Author: Nakpong, Nuttapun
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Early Adolescents,Deafness,Hearing Impairments,Educational Games,Multimedia Materials,Multimedia Instruction,Interactive Video,Emotional Intelligence,Instructional Design,Computer Assisted Instruction

The purpose of this study was to design and test interactive multimedia games to enhance the emotional intelligence (EI) of deaf and hard of hearing (DHH) learners age 13 to 15 in Thailand. The main content of each of the six games focused on improving EI. The interactive multimedia game was tested with 10 DHH learners in a school for the deaf in the eastern part of Thailand over a 12-week period. The Thai Emotional Intelligence Screening Test (TEIST) served as a pre- and post-test. The results were analyzed using the Wilcoxon Signed-Rank test. The results of the study showed a significant improvement for emotional-self-control, empathy, problem-solving, self-regard, life-satisfaction, and peace in all participants. Overall results showed that the interactive multimedia games can have beneficial effects on the EI of DHH learners.
Investigating Reading Learning Strategies through Smartphones on Saudi Learners&apos; Psychological Autonomy in Reading Context
Author: Alzubi, Ali Abbas Falah
Date: 2019-04-00
Type: Journal Articles
Subjects: Learning Strategies,Reading Instruction,English (Second Language),Second Language Learning,Second Language Instruction,Telecommunications,Handheld Devices,Intervention,Self Efficacy,Positive Attitudes,Reading Strategies,Undergraduate Students,Learning Motivation,Information Seeking,Reading Achievement,Curriculum Design,Student Attitudes,Foreign Countries,Measures (Individuals)

This study investigated the impact of reading learning strategies (RLS) mediated by smartphone features and applications on the learners' psychological autonomy in English as a foreign language (EFL) reading context among undergraduates in Saudi Arabia. A total of 70 male students in two intact reading classes participated in this study. A questionnaire was used to collect the quantitative data from the participants prior to and after an interventional programme. The findings of the study revealed that employment of RLS mediated by smartphone features and applications promoted the learners' psychologically autonomous features of motivation, self-efficacy, agency, positive attitudes, desire to seek information, need for achievement in EFL reading context. It is recommended that a training programme on strategy use through the technology of smartphones should be highly considered in curricula design, teaching and learning methods, training programmes in order to empower learners to take charge of their own learning of EFL reading skills.