ethanporcaro/eric-fulltext-meta huggingface dataset:
Relationship between Career Aspirations and Study Behaviours among Second Year Distance Learners of the University of Cape Coast, Ghana
Author: Arhin, Vera
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Occupational Aspiration,Study Habits,Distance Education,Academic Achievement,Career Guidance

The purpose of the study was to examine the relationship between career aspirations and study behaviours among distance learners of the University of Cape Coast (Ghana) who performed poorly during their first year of study. The correlation research design that employed the explanatory sequential mixed methods approach was adopted for the study. Specifically, three hundred and sixty eight (368) participants were purposively selected, out of which 357 were used for analysis. Social Cognitive Career Theory as postulated by Lent et al. (1994) formed the study's theoretical framework. Data analysis was done using the descriptive statistics and tetrachoric correlation coefficient as well as the Merriam process of analytical coding. The results of the quantitative analysis revealed that the majority of participants had positive career aspirations as well as good study behaviours. However, the correlation coefficient was r(355) = 0.273, p = 0.01, meaning the correlation between the two variables was statistically significant but weak. The study recommends that, in order to help boost students' academic performance, management of the College of Distance Education of the University of Cape Coast should organise periodic career guidance seminars for students, to stimulate their career awareness and nurture their enthusiasm.
Impact of Monetary Incentives on Teacher Retention in and Attraction to Rural Primary Schools: Case of the Rural Allowance in Salima District of Malawi
Author: Mwenda, Denis B.
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Persistence,Incentives,Rural Schools,Elementary School Teachers,Teaching Conditions,Urban Schools,Teacher Attitudes,Housing,Educational Resources,Parent Teacher Cooperation,School Administration

The study attempted to examine the extent to which a rural allowance makes primary school teachers remain in rural schools and attract them from urban to the rural schools of Salima District. A Likert Scale questionnaire was used to collect data from 333 participants, comprising 250 teachers from rural schools and 83 teachers from urban schools. The researcher used Statistical Package for the Social Sciences to analyse the data. The study found that the current amount of rural allowance was inadequate incentive to attract teachers already serving in rural schools to remain there and also attract teachers presently in urban schools to go to rural schools. To attract teachers from urban to rural schools and to make those in rural schools to remain there, the study recommended that different degrees of ruralness should be incentivized according to the level of hardship. Further, the education authorities should introduce additional incentives to alleviate the hardship that teachers experience in rural schools. Moreover, schools should be allowed to recruit teachers that are interested to work in rural schools.
Inclusion and the Psychosocial Experiences of Students with Visual Impairments in a Zimbabwe State University
Author: Manyumwa, Ennie
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Inclusion,Visual Impairments,Psychological Patterns,Student Experience,Social Support Groups,School Registration,Educational Environment,Student Attitudes,Self Concept,Anxiety,Peer Acceptance,Academic Accommodations (Disabilities),Barriers,Student Adjustment,Financial Support

This article explores inclusion and the psychosocial experiences of students with visual impairments in a Zimbabwe state university. The qualitative case study design was used and the participants comprised of six students with visual impairments. These were purposively sampled because of their experiences in the university. The semi-structured interview was the method used for data generation. Findings revealed that positive experiences of the students were a result of the support they got from friends and staff, the assistance they got with the curriculum, convenient hostel accommodation and effective traffic regulations. Such experiences made them feel confident and secure. The negative experiences were caused by the problematic registration process, limiting social environment, poor financial background and the students' perception of themselves. Resultant feelings were those of desperation, hopelessness, frustration and anxiety. They also felt different and not readily accepted. This necessitated educating the university community on inclusion and the need to respect diversity. There was also need for the students with visual impairments to be assertive and actively influence attempts made by the university to effect their inclusion.
Impact of the Use of Library Course for Undergraduates&apos; Better Usage of Library Resources in Faculty of Education, University of Ibadan: A Study
Author: Unuabor, Stanley O.
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Academic Libraries,Schools of Education,Library Instruction,Users (Information),Library Services

This study was borne out of concern about undergraduates' inability to use library and its resources effectively. The major focus of study was to ascertain how undergraduates in the Faculty of Education, University of Ibadan use the library and its resources in spite of the user education given to them. Survey research method was employed, and a questionnaire was used for data collection. 230 respondents were randomly selected from total population of 1546 users. To a very high extent it was revealed that undergraduates do not use library resources and services effectively. The nature of user education programme, timing and content were the major factors that caused undergraduates dissatisfaction in using the library resources. The findings adjudged undergraduates as non-frequent users of the library. Failure to accord Use of Library the status of a full-fledged GENERAL STUDIES (GES) course was found as the most significant factor limiting effectiveness of user education programme through the Use of Library. Therefore, it is recommended that &quot;Use of Library&quot; should be separated from the USE OF ENGLISH in the GES/GST/GNS 101 and have USE OF LIBRARY as a full fledge course with a unit credit to boost seriousness amongst undergraduates in Faculty of Education in Universities and University at large which could help undergraduates to arm themselves for their future workplace in other to be in the position as educators to serve as a role model to the next generation for the cardinal place and value of library in academic development.
Factors Impacting EFL Teachers&apos; Self-Efficacy: A Theoretical Perspective
Author: Mehmood, Nasir
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,English (Second Language),Second Language Learning,Self Efficacy,Language Teachers,Foreign Countries,Academic Achievement,Transformational Leadership,Teacher Motivation,Social Cognition,Social Theories

EFL teachers working in Saudi Arabian universities are often from different social, cultural and academic backgrounds. The factors that affect their self-efficacy can vary from one teacher to another because of their different social and cultural associations. This research is carried out in the light of the existing literature to determine some of the factors and variables which may influence the level of EFL teachers' self-efficacy who teach at the universities in Saudi Arabia. Some of the factors are related to the personal traits of the teachers such as competence, experience, flexibility, hard work, perseverance, motivation, attitude, self-efficacy, resourcefulness and how they see themselves as teachers; whereas others are associated with their cultural, social and academic background, the working environment of an organization, and the attitudes of learners. Teacher self-efficacy is prone to be affected either negatively or positively by all these factors.
The Impact of Mobile Game-Based Language Learning Apps on EFL Learners&apos; Motivation
Author: Gamlo, Nada
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Student Motivation,Females,Student Attitudes,College Students,Educational Games,Program Effectiveness,Foreign Countries,Computer Oriented Programs

This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students' motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: &quot;Game books&quot;: &quot;Great Reader,&quot; &quot;Game to learn English--EnglishTracker,&quot; and &quot;Learn English Vocabulary Pop Quiz.&quot; A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students' motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students' motivation.
An Investigation of Academic Self-Efficacy Perceptions of Primary Mathematics Teacher Candidates
Author: Tasdemir, Cahit
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Concept Measures,Self Efficacy,Preservice Teachers,Mathematics Teachers,Age Differences,Mathematics Achievement,Scores,Student Attitudes

The aim of this study was to investigate the academic self-efficacy perceptions of primary school mathematics teacher candidates according to different variables. For this purpose, the &quot;Academic Self-Efficacy Scale&quot;, which was developed by Jerusalem and Schwarz (1981) to measure the academic self-efficacy beliefs of mathematics teacher candidates, which was adapted to Turkish by Yilmaz, Gürçay and Ekici (2007) and validated by the reliability and validity scale, were used as data collection tools. The study was conducted in the fall semester of 2017-2018 academic year. The sample of the study consists of 157 teacher candidates studying at the 1st, 2nd, 3rd and 4th years of the Elementary Mathematics Teaching Program of the Faculty of Education at a state university. Independent sample t-test and ANOVA were used for the analysis of collected information. As a results of data analysis, student's academic self efficacy perceptions were found generally high. In addition, it was concluded that the mean scores of academic self-efficacy perceptions of mathematics teachers did not show a statistically significant difference according to their gender and grade level, but there was a significant difference between the age, whether they willingly chose what they are studying or not and mathematics achievement groups.
Commodification in Mass Media&apos;s Educative Function in Kenya: How Now Shall We Think?
Author: Kamary, Benson
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Mass Media,Mass Media Effects,Teaching Methods,Commercialization,World Views,Social Systems,Economic Factors,Cultural Influences,Postmodernism,Advertising,Popular Culture,Human Body,Ethics

Mass media's educative function has had a considerable influence in Kenya since the colonial period. The impact of mass media in shaping the contemporary worldviews--how people see and live in the world--has led to the transformation in the society. The influence of mass media especially in reinforcing commodification and economic rationalism presuppositions is profound because human beings are fundamentally creatures of habit and mass media contents are characteristically repetitive and unreflecting. Since mass media's images and messages are embedded on philosophical ideas and principles which do not simply develop under spontaneous historical, social, and cultural influences but are products of a fundamental and directing commitment at the core of human thinking, they should be subjected to an authentic critique. From the premise that there is no neutrality in mass media, this paper examines the idea of commodification and its consequences in the society, and calls for a deliberate, thought-out, philosophically consistent approach for reflecting, critiquing and responding to how mass media educates its audience.
The Efficacy of Evolving Technology in Conceptualizing Pedagogy and Practice in Higher Education
Author: Ali, Wahab
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Advancement,Higher Education,College Faculty,Technological Literacy,Technology Uses in Education,Information Technology,Technology Integration,College Instruction,Internet,Readiness,Teacher Attitudes

The proliferation of new forms of information and communication technology (ICT) has inundated the learning patterns of students at all levels and particularly at higher education level. The efficacy of teaching the digital generation of learners without a firm grasp of how they learn is like embarking upon a perpetual journey. Invariably, today's students have been mesmerized by digital gadgets from a very small age and this experience calls for a technology integrated paradigm. Hence, the current study focuses on the influence of evolving technology in conceptualizing pedagogy and practice in higher education. It explores staff members' technological know-how and how they are able to influence learning at a University in Fiji. An exploratory research design was selected and a survey consisting of Likert scale items was administered. Subsequently, SPSS Statistical software was used for data analytical and reporting purpose. Findings are discussed in collaboration with a robust meta-analysis of literature and they reveal that apart from resources, staff readiness, confidence and motivation play important function in ICT integrated learning. This paper proposes that staff members should use technology and technological gadgets to enhance digital literacy and numeracy that in turn, would create a digitally vibrant society.
Examination of Teachers&apos; Perceptions about Servant Leadership and Organizational Commitment
Author: Palta, Aysegül
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Foreign Countries,Correlation,Leadership Styles,Teacher Leadership,Teacher Persistence,Gender Differences,Faculty,Tenure,Status,Teaching Methods,Elementary School Teachers,Secondary School Teachers

The issue of leadership has been debated by people since ancient times. When literature review is done in this field, it has seen that leadership was defined by many scientists and different approaches have been created about the subject Servant leadership is an understanding that reappears in the modern world and that leaders are accountable to their followers and go back to historical antiquity. Organizational commitment is the degree of integration and identification that an individual feels for an organization. Many researches have been done so far on organizational commitment. Low organizational commitment has individual and organizational negative consequences such as being late for work, absenteeism, low performance and even leaving the job. The purpose of this study is to investigate teachers' perceptions about servant leadership and organizational commitment. 149 teachers answered the scales. Survey and correlational model were preferred. According to the findings, teachers' perceptions about servant leadership and organizational commitment don't vary in accordance with gender, branch, tenure in school and seniority. Organizational commitment of teachers and servant leadership perceptions are related to each other. This relationship is positive and low.
Jordanian Pre-Service EFL Teachers&apos; Perspectives about Phonological Awareness: Contributions to Reading Development
Author: Alshaboul, Yousef
Date: 2018-05-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Student Attitudes,Phonological Awareness,Foreign Countries,Knowledge Base for Teaching

Extant literature confirms a significant relationship between phonological awareness (PA) and the ability to read. Literature in the field provides stimulating evidence that links reading deficits to deficiency in PA. Although reasons behind reading failure may vary and hint towards different factors, a possible assumption relates reading difficulties to the kind and quality of instructions that teachers deliver inside classrooms. This study is aimed to explore the extent of the readiness of pre-service EFL teachers to teach English reading manifest in their beliefs, knowledge, and awareness of PA. Toward this end, a modified questionnaire was distributed to a sample of 158 participants. Reported results show the dominance of traditional teaching beliefs, deficiency in competence, shortage in strategies, and a gap in PA awareness. In conclusion, some recommendations and suggestions are presented.
Differences in Academic Achievement as a Function of Instructional Expenditure Ratio for Students in Poverty
Author: Hoisington, Susan
Date: 2018-05-00
Type: Journal Articles
Subjects: Academic Achievement,Poverty,Low Income Students,High School Students,Expenditure per Student,School Districts,Educational Equity (Finance),Disadvantaged Youth,Economically Disadvantaged,Reading Achievement,Mathematics Achievement,Social Studies,Science Achievement,Writing Achievement

In this investigation, the effect of instructional expenditure ratio grouping on the Texas Assessment of Knowledge &amp; Skills Reading, Mathematics, Science, Social Studies, and Writing test passing rates for students in poverty was examined. Data were obtained from the Texas Education Agency on all Texas high school students for the 2006-2007 through the 2010-2011 school years. In all analyses, statistically significant differences, with small to moderate effect sizes, were present in passing rates as a function of instructional expenditure ratio grouping for students in poverty. School districts that had an instructional expenditure of at least 60% had higher TAKS passing rates in all five academic areas for students in poverty than school districts that spent less than 60% on instruction. Suggestions for future research and implications for policy and practice were made.
An Investigation of State Superintendents in the United States: Ethical Leadership Perspectives, State Leader Demographics, and State Education Characteristics
Author: Fowler, Denver J.
Date: 2018-08-00
Type: Journal Articles
Subjects: Superintendents,State Officials,Ethics,Leadership,Leadership Qualities,Administrator Attitudes,State Departments of Education,Demography,Social Desirability,Correlation

The purpose of this study was to investigate the ethical leadership perspectives of state superintendents across the United States, including the District of Columbia, and the Department of Defense. Secondly, the researchers examined to what extent the ethical leadership perspectives of state superintendents were correlated with school leader demographics. Furthermore, the researchers examined to what extent the ethical leadership perspectives of the state superintendents were correlated with state education characteristics. Included in this survey were the Ethical Leadership Scale (ELS) and Social Desirability Scale (SDS). The ELS was used to measure the ethical leadership perspectives of superintendents in the study. The SDS was used to measure the socially desirable response tendencies of superintendents in the study. Additionally, the researchers collected self-reported state leader demographics and state education characteristics. The survey was sent to 38 state superintendents in the United States. A correlation analysis was used to analyze the data. This analysis was used to determine the correlation between the superintendents' ethical leadership perspectives and the self-reported state leader demographics and state education characteristics. Furthermore, the correlation analysis was used to identify which variables (state leader demographics and state education characteristics) have the strongest predictive relationship with the ethical leadership perspectives of the superintendents in the study.
The Importance of Leadership Education in University: Self-Leadership Example
Author: Bozyigit, Elif
Date: 2019-00-00
Type: Journal Articles
Subjects: Leadership Training,Leadership Styles,College Students,Business Administration Education,Athletics,Foreign Countries

Self-leadership is a form of leadership that has emerged in the last quarter of a century. The purpose of this study is to determine whether there is a difference in self-leadership strategies between students who choose leadership course and do not choose. The sample of this research consisted of 144 sports management students in 2018; 35 female (24.3%) and 109 male (75.7%). The average age of students is 22.38 (sd=2.88). While 30 students (20.8%) stated that they chose leadership course, 114 students (79.2%) stated that they did not choose leadership course. In this study, the Turkish version of Abbreviated Self-Leadership Questionnaire (ASLQ) was used as a data collection tool, but original ASLQ was developed by Houghton et al. (2012). The Turkish version of the scale was adopted by Sahin (2015). As a result of the reliability analysis, the Cronbach's alpha value was found to be 0.74. There was a significant difference between ASLQ total scores of students who choose the leadership course and do not choose (yes/no). There was a significant difference between students who choose the leadership course and do not choose (yes/no) and the subscale scores; behavior awareness and volition, constructive cognition, and task motivation. According to the results obtained through the analysis, hypothesis 1 and 2 were accepted.