ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond the Written Word: Newspapers as Critical Literacy Teaching Tools in the South African Classroom
Author: Sibanda, Rockie
Date: 2021-00-00
Type: Journal Articles
Subjects: Newspapers,Critical Literacy,Teaching Methods,Second Language Learning,English (Second Language),Foreign Countries,Secondary School Students,Class Activities,Discussion (Teaching Technique),Ideology,Cooperative Learning,Language Styles,Critical Thinking,Social Justice,Inclusion,Skill Development

This paper provides the rationale and purpose for a critical literacy awareness strategy, implemented to 20 English second language students at a township secondary school in South Africa. This empirical study provides insight into using newspapers as a pedagogical tool to develop students' language and critical literacy skills. Using different classroom activities and class discussions, the teacher helped the students to read beyond different texts and raised their awareness of different ideologies that inform texts. Working in pairs and groups, the learners engaged with different genres of texts. In this study, special emphasis is promoting critical thinking for social justice where critical literacy is used as a tool to better understand and improve the world. Findings of the study show students engaging in critical conversations without being directed into one way of thinking, which leads to significant improvement in their critical thinking. This further shows that texts that raise questions about different discourses can create an inclusive critical curriculum. It can be concluded that students can learn best when presented with a context they can identify with and are able to tap to their everyday experiences.
Lecture, Cooperative Learning and Concept Mapping: Any Differences on Critical and Creative Thinking Development?
Author: Silva, Helena
Date: 2022-01-00
Type: Journal Articles
Subjects: Lecture Method,Cooperative Learning,Concept Mapping,Critical Thinking,Creative Thinking,Thinking Skills,Skill Development,College Students,Preservice Teachers,Foreign Countries,Comparative Analysis

This study investigated the effects of lecturing, cooperative learning and concept maps on the development of critical and creative thinking skills. A quasi-experimental non-randomized study involved a class of students from the 3rd year of Psychology and two classes from the 3rd year of Pre-service Elementary Teachers. The study ran for 15 weeks, one semester. In one of the Primary School Teaching classes, cooperative learning and concept maps were used and in the other only cooperative learning. The Critical and Creative Thinking test was applied to assess pre and post critical and creative thinking skills. The results show that students from the two classes that used cooperative learning and cooperative learning + concept maps improved further critical and creative thinking skills in relation to the lecturing class, with no significant differences between the first two. Pedagogical recommendations are made according to these results.
Developing an Android-Based Bilingual e-Glossary Application of English for Specific Purposes (ESP)
Author: Rohan, Siti
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingualism,English (Second Language),English for Special Purposes,Indonesian,Vocabulary Development,Mastery Learning,Glossaries,Business Administration Education,Engineering Education,Foreign Countries,Difficulty Level,Second Language Instruction,Second Language Learning,Translation,Student Attitudes,Electronic Publishing,Illustrations,Telecommunications,Handheld Devices,Computer Software,Undergraduate Students

One effort considered quite effective in assisting vocabulary mastery and facilitating understanding of English texts is the provision of a bilingual glossary (English-Indonesian). This glossary becomes more essential especially for non-English Department students because basically English for Specific Purposes has a higher level of difficulty than general English. This study was a design and development research, with a product cluster and research tool. There were four main stages undergone, namely preliminary study, product development, expert validation, and field-testing. The research subjects were students and lecturers in seven departments of both commerce and engineering schools at State Polytechnic of Malang. Instruments of data collection used were questionnaires, interviews, and focused group discussion. The output of the study is an android application of bilingual E-Glossary of English for Specific Purposes. There were seven fields of glossary, each of which consists of vocabulary in English, the translation or description in Indonesian language, along with example sentences in two languages. Pictures are also displayed for easy understanding of the vocabulary. Field testing proves that the E-Glossary application is quite effective in helping users in comprehending English texts better. The application is also considered attractive, easy to use, and easy to understand.
Investigating the Influence of Intrinsic Motivation on Behavioral Intention and Actual Use of Technology in Moodle Platforms
Author: Raman, Arumugam
Date: 2022-01-00
Type: Journal Articles
Subjects: Student Motivation,Student Behavior,Intention,Technology Uses in Education,Online Courses,Personal Autonomy,Competence,Interpersonal Relationship,College Students,Foreign Countries,Integrated Learning Systems,Electronic Learning,Blended Learning

Web-based course management such as Moodle platforms is gaining popularity in e-learning in higher education. However, there is very little published research that has linked the Self-Determination Theory to technology usage. The purpose of this quantitative study is to examine the influence of UTAUT2 constructs and Intrinsic Motivation (autonomy, competence and relatedness) on behavioural intention and actual use of Moodle in Blended Learning. The questionnaire, based on the adapted Intrinsic Motivation Inventory and the UTAUT2 constructs, was administered to 370 postgraduate students from Universiti Utara Malaysia. PLSSEM was used to analyse the results. Findings of this study revealed that Intrinsic Motivation influenced behavioural intention to use Moodle. All nine latent variables moderately influenced the actual use of technology. The findings of this study have important implications, and further research is suggested to explore the effects of intrinsic motivation on the actual use of learning management systems. Future studies could investigate variables for determining the acceptance of learning management systems such as technological, pedagogical and content knowledge.
The Effect of STEM Activities Developed within the Scope of a Science Course on 7th Grade Students&apos; Inquiry and Innovative Thinking Skills
Author: Yilmaz, Adem
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Science Instruction,Grade 7,Inquiry,Thinking Skills,Creative Thinking,Teaching Methods,Foreign Countries,Instructional Effectiveness,Skill Development,Learning Activities,Student Characteristics,Gender Differences,Parent Background,Educational Attainment,Employment Level,Access to Computers

In this research, it is aimed to examine the effect of STEM activities developed within the scope of a science course on the inquiry and innovative thinking skills of secondary school 7th-grade students. In this context, quantitative and qualitative research approaches were used together. In the quantitative dimension of the research, the pretest-posttest experimental control group design was preferred among the quasiexperimental designs. In this direction, 2 experimental groups and 2 control groups were formed. STEM activities were carried out in the experimental groups whilst traditional teaching methods were used in the control groups. In the qualitative dimension of the research, the case study was preferred. With the case study, the subject can be examined in-depth, and a broad perspective on the phenomenon can be provided. 144 7th grade students in Kastamonu province determined by a simple random sampling method participated in the research. Four different public schools were chosen so that student groups would not be affected by each other. Through the quantitative and qualitative data collection tools resorted to in this study, inquiry and innovative thinking skills were examined. The Inquiry Skills Scale (ISS) developed by Aldan-Karademir and Saracaloglu (2013) and the Innovative Thinking Tendencies Scale (ITTS) developed by Deveci and Kavak (2020) were used as quantitative data collection tools. Semi-Structured Observation Form (SSOF) developed by Doganay (2018) and Semi-Structured Interview Questions (SSIQ) developed by Deveci and Kavak (2020) and field notes taken by researchers and those of an independent observer were used as qualitative data collection tools. In light of the findings of the research, it was determined that the students' post-test scores and qualitative application results showed a significant difference in favour of the experimental group. As a result of interviews, observations, and field notes, it was observed that students' inquiry skills and innovative thinking tendencies were not at the expected level, but these skills developed positively with STEM activities.
The Importance of Using Real Objects for Teaching and Learning a Mathematical Concept with Pre-Service Teachers of Mathematics
Author: Deogratias, Emmanuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Concept Formation,Preservice Teachers,Preservice Teacher Education,Mathematics Teachers,Teaching Methods,Foreign Countries,Manipulative Materials

This paper addresses the ways that real objects are important for conceptual development and understanding of pi. While using real objects in teaching and learning pi with nine university pre-service teachers (PSTs) of Mathematics, the teaching and learning processes were framed under the lens of social constructivist perspective (Vygotsky, 1978). Individual PSTs constructed mathematics and elaborated their understanding of mathematics through social interactions with more knowledgeable others. It was found that PSTs: learned mathematics by doing, interpreted a concept in multiple ways, learned mathematics relationally, learned how to develop the meaning of pi and its value, and real objects helped PSTs eliminate systematic errors. The findings have implications in teaching and learning mathematics, including PSTs can learn how to use real objects in teaching and learning mathematics in their own classrooms.
The Effect of the Conflict Resolution Learning Model and Portfolio Assessment on the Students&apos; Learning Outcomes of Civic Education
Author: Sanjaya, Dewa Bagus
Date: 2022-01-00
Type: Journal Articles
Subjects: Conflict Resolution,Portfolio Assessment,Outcomes of Education,Civics,Citizenship Education,Teaching Methods,Models,Foreign Countries,College Students,Teacher Education Programs

This study was aimed at investigating the effect of the conflict resolution learning model and portfolio assessment on students' learning outcome in civic education. This study was a quasi-experimental study using a sample of 120 students selected by applying multistage random sampling technique. This study used a 2x2 factorial design. The data were analysed by using ANOVA. The results showed that the civic education learning outcomes of the students who learned using the conflict resolution learning model were better than those of the students who learned using the conventional learning model, and the civic education learning outcomes of the students who were assessed using portfolio assessment were not different to those of the students who were assessed using objective assessment. Based on these findings, it is suggested that civic education lecturers, to improve the learning outcomes of the students in that subject, need to use appropriate learning models.
Assessing Transversal Competences in Professional Internships: The Role of Assessment Agents
Author: Romeo, Marina
Date: 2022-01-00
Type: Journal Articles
Subjects: Internship Programs,Higher Education,Evaluators,Masters Programs,Professional Education,Critical Incidents Method,Reliability,Graduate Students,Competency Based Education,Comparative Analysis,Expertise,College Faculty,Teacher Student Relationship,Evaluation Methods,Quality Assurance,Foreign Countries,Scoring Rubrics,Evaluation Criteria

The assessment process in higher education considers four aspects: assessment agents, procedure, content, and scoring. In this study, we delve into the who. We analyze the role of transversal competence assessment agents in the framework of professional internships in university master's degree programs, comparing the suitability of their assessment based on their degree of experience in each master's program. Four university master's degree programs, in the field of human and social sciences, were analyzed. To ensure the degree of expert competence among the participating judges, the K coefficient was used. Two expert and two nonexpert judges independently assessed the critical incidents narrated by the students and inquired about the competences described in the curricula. The reliability index between the assessments from expert and nonexpert judges was analyzed. The results show greater reliability among the assessments of expert judges compared to nonexperts. As a result, we conclude the importance of basing the selection of assessors on objective expert competence and not on criteria more linked to academic management. It is also necessary to include the critical incident method as a systematic information collection system to explicitly assess transversal competences.
Appropriate Internet Use Behavior (AIUB) of Thai Preservice Teachers: A Hierarchical Linear Model (HLM) Analysis
Author: Pimdee, Paitoon
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Preservice Teachers,Student Behavior,Student Characteristics,Family Environment,Peer Influence,Predictor Variables,Grade Point Average,Ability,Competence

This study reports on Thai preservice teachers' appropriate Internet use behavior (AIUB) in 30 tertiary institutions across Thailand. The sample used both multistage random sampling and stratified random sampling to select the study's 1,800 participants which were grouped into two academic disciplines related to information and communications technology (ICT) and non-ICT disciplines. A questionnaire was used to identify both the internal and external factors, in which item reliability was judged to be 0.83-0.92. The HLM 7 software program was used to analyze the two-tiered linear model on pre-service teacher AIUB. Three types of two-tier models were evaluated, one with a dependent variable, a second model with student-level independent variables, and a third model using independent variables at both the student level and the school level. Data were analyzed employing average statistics ([x-bar]) and standard deviation using IBM SPSS Version 21 software. The HLM 7 software was used for the analysis of the three HLMs classified by ICT and non-ICT disciplines. Results revealed that each preservice teacher's abilities, characteristics, home/family situation, and their friends/classmates were predictive parameters that influenced the models, confirming the importance of these four variables in positively influencing preservice teacher AIUB.
A Meta-Analysis of the Last Two Decades of Realistic Mathematics Education Approaches
Author: Juandi, Dadang
Date: 2022-01-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Meta Analysis,Research Reports,Effect Size,Instructional Effectiveness,Trend Analysis,Mathematics Skills

Today, hundreds of studies on the technique known as Realistic Mathematics Education (RME) have been discovered. Numerous trials yielding contradicting results. The purpose of this meta-analysis is to ascertain the overall effect of RME and to examine the moderator variables in order to explore the consequences. The ERIC database, Sage publications, Springer publications, semantic scholars, and Google scholars were used to identify empirical data. The study examined 54 effect sizes from 38 individual studies conducted in the past two decades, involving 6140 participants. The estimation procedure was according to the random effects model, and statistical calculations were performed using the CMA program. According to the research findings, the study's overall effect size was 0.97. This suggests that implementing RME has a significant favourable influence on pupils' mathematical abilities. Moderator variables analysis shows that RME implementation would be more efficient when considering sample size, intervention length, learning mix, and education level. This finding contributes to the future implementation of RME to consider those variables that are shown to moderate the studies' effect sizes. Finally, comparisons of RME across countries and limitations of the study are discussed, providing vital information as a starting point for later studies and development of RME.
A Linguistic Ethnography of Discursive Identities of an English for Medical Purposes (EMP) Teacher
Author: Al-Smadi, Omar Ali
Date: 2022-01-00
Type: Journal Articles
Subjects: English for Special Purposes,Medicine,Professional Identity,Language Teachers,Teacher Attitudes,Second Language Learning,Second Language Instruction,Ethnography,Classroom Communication,Discourse Analysis,Teaching Methods,Teacher Student Relationship,Self Concept,Learner Engagement,Learning Processes,Medical Schools,Foreign Countries

This study is a linguistic ethnographic investigation of teacher identities in an English for Medical Purposes (EMP) classroom at one of the medical colleges in the kingdom of Saudi Arabia. It focuses on the discursive shifts of teacher identities in his classroom interactions. An eclectic qualitative methodology that incorporated principles of Linguistic Ethnography was employed in this study. Classroom observation was the main method for data collection. When necessary, an informal conversation with the teacher was carried out after classroom observation to obtain further clarification of what had happened during the observation. The class was observed for 13 times during the first semester of the academic year 2019/2020. Five salient identities were constructed by the teacher: the expert, the counsellor, the student, the storyteller and the controller. These identities were found to be fluid and multiple and became temporarily salient in different classroom interactions. The teacher mediated classroom discourses by constantly shifting relationships and identities along the inclines of power. This study concludes that teacher's discursive identities portray positive self-image and account for students' active engagement and involvement in the learning process.
Analysis of Student Satisfaction with the Quality of Education Services
Author: Husain, Rusmin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Satisfaction,Educational Quality,College Students,Computer Science Education,Information Technology,Barriers,Empathy,Reliability

The purpose of this research was to determine students' satisfaction with the quality of education services in universities in West Kalimantan. The method used in this study is the quantitative research method. The results known after conducting this study is, first, the students' satisfaction to the quality of service of information technology and computer education study programme is considered satisfactory with a score of 77.09%. Then, the second satisfaction of the students to the services of the ICT study programme is seen from the tangible aspect of satisfaction, with a satisfaction score of 77.09%. Students' satisfaction with the ICT study programme services seen from the aspect of trust (reliability) was satisfactory, with a satisfaction score of 76.84%. Students' satisfaction with the ICT study programme services seen from the responsive aspect (responsive) was satisfactory, with a satisfaction score of 77.24%. Students' satisfaction with the ICT study programme services was seen from the aspect of satisfactory assurance, with a satisfaction score of 76.54%. Finally, students' satisfaction with the ICT study programme services seen from the aspect of empathy was satisfactory, with a satisfaction score of 77.81%.
Achievement Goals, Well-Being and Lifelong Learning: A Mediational Analysis
Author: Hidayat, Riyan
Date: 2022-01-00
Type: Journal Articles
Subjects: Academic Achievement,Goal Orientation,Well Being,Lifelong Learning,Preservice Teachers,Mathematics Teachers,Foreign Countries,Factor Analysis,Mastery Learning

Guided by a framework promoted by Zimmerman (2000) and empirical evidence, this research examined the relationship between achievement goals involving mastery goal and performance goal and PERMA (positive emotion, engagement, relationship, meaning and accomplishment) that might affect lifelong learning. A total of 274 prospective mathematics teachers (93.8% female; 6.2% male, with age range from 18 to 22 years old) in Indonesia participated in this research. A relational survey model was taken to test and measure the degree of relationship among achievement goals, PERMA and life-long learning. Exploratory, confirmatory factor analysis and descriptive statistics were applied in this research. The direct path coefficient of mastery goal and performance goal to lifelong learning was significant. The findings of bootstrapping for the indirect effect test revealed that there was no indirect effect of PERMA for mastery goal and lifelong learning. In addition, a partial indirect effect of PERMA for performance goal on lifelong learning was observed.
Developing the Imagination of Primary School Students through Media Technologies
Author: Elmira, Uaidullakyzy
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Imagination,Educational Technology,Technology Uses in Education,Distance Education,Student Attitudes,Preferences,Gender Differences,Handheld Devices,Laptop Computers,Telecommunications

In this study, it is aimed to develop the imagination of primary school students with media technologies and to design it. The research was carried out in the fall semester of 2021-2022. The study with the participation of 346 primary school students was conducted in a screening model. In the study, 4 weeks of training for creating ideas with media technologies were given to primary school students online. In the study, the media technologies measurement tool developed by the researchers was used to collect data. The data collection tool used in the study was reached and collected with the help of their families using an online method. The analysis of the data was carried out using the SPSS programme; frequency analysis was carried out using the t-test; and the results obtained were added to the study accompanied by tables. As a result of the research, it was concluded that primary school students use media technologies closely and that their imagination powers are strengthened by developing their intelligence with these technologies.