ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Approaches of Undergraduate Computer Technology Students: Strategies for Improvement
Author: Malakolunthu, Suseela
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Science Education,Foreign Countries,Undergraduate Students,Learning Processes,Student Surveys,College Students,Learning Strategies,Questionnaires,Gender Differences,Study Habits,Racial Differences,Ethnic Groups,Majors (Students),Statistical Analysis,Correlation,Critical Thinking,Student Attitudes,Student Centered Learning

Purpose: In recent times, quality of graduates and their performance has been questioned. Students' performance is an indicator of the kind of approach (deep or surface) that is taken. This study investigates the kind of undergraduates take in their learning processes. Methodology: This quantitative survey used Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Sixty-three students participated in the study. Findings: Results showed no significant difference between the types of approach by gender, nationality, year of study, and major. However, the rank ordering of the mean value indicated that almost all the students who participated in the study did not possess a deep approach to learning. The Pearson's r analysis revealed a weak negative statistical correlation between the deep and surface approaches to learning and weak positive statistical correlation between surface strategy and deep approach. However, a significant relationship between deep strategy and deep approach (r = 0.903**, p &lt; 0.01) was found. Significance: The lack of deep approach to learning among students can be attributed to factors such as the conditions of learning, professional capacity of teachers, and lack of instructional rigor in the program or coursework. It is imperative that emphasis is placed on using deep approaches to learning in the university courses so that deep learning experiences are created for students.
Malaysian University Student Learning Involvement Scale (MUSLIS): Validation of a Student Engagement Model
Author: Jaafar, Fauziah Md.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learner Engagement,Test Construction,Program Validation,Psychometrics,College Students,Measurement Techniques,Models,Student Development,Student Participation,Teacher Student Relationship,Peer Relationship,Sense of Community,Test Reliability,Test Validity,Goodness of Fit,Factor Analysis,Statistical Analysis,Questionnaires,Maximum Likelihood Statistics

Purpose: In western countries, a model to explain student engagement in college or university has long been established. However, there is a lack of research to develop and validate a model which may help to better understand student engagement in the local university context. There is currently no established instrument to measure student engagement specifically in the Malaysian (or Asian) university context. This study was conducted to fill the gap. A measurement model on student engagement in the Malaysian university context, based on Astin's (1984) Student Involvement Theory, was developed and validated for use in the local context. Methodology: This study uses a survey research method to test the Malaysian University Student Learning Involvement Scale (MUSLIS), a measurement model of student engagement in the local university context. The MUSLIS is a 24-item scale designed to obtain feedback on the extent of student engagement at the tertiary level in the Malaysian context. The questionnaire was distributed to 347 final year students from Universiti Utara Malaysia. The data was analysed using the SPSS software (version 16.0) to run the exploratory factor analysis (EFA) and AMOS (version 16.0) to analyse the confirmatory factor analysis (CFA). Findings: Holistic evaluation of the model of student engagement found that the data collected acceptably fit the model. The instrument used was also found to be reliable. Significance: This study pioneers research in the measurement of tertiary student engagement, the first of its kind, in the Malaysian context. However, a wider sample comprising data from different universities in the country should be conducted to further confirm the usability and validity of the proposed MUSLIS. The instrument can be used in studies which seek to examine the outcomes of student involvement. In practice, the measurement of student involvement provides useful information on the extent of student participation in activities on and out of campus, whether these are academic-oriented or societal activities.
Student-Teachers' Approaches to Learning, Academic Performance and Teaching Efficacy
Author: Swee-Choo, Pauline Goh
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Styles,Academic Achievement,Teaching Skills,Self Efficacy,Learning Strategies,Questionnaires,Likert Scales,Correlation,Grade Point Average,Teacher Effectiveness,Foreign Countries,Preservice Teacher Education,Preservice Teachers,Teacher Education Programs

Purpose: It is argued that the approaches to learning of students undergoing teacher training are likely to be related to their teaching and learning environment, especially as they move from a more regimented, structured learning environment in school to a tertiary learning environment that encourages more independent thinking and perhaps questions ideas. Therefore, this investigation has an overall goal to use the unique approaches to learning (surface and deep approaches) of students in a teacher preparation program to address the needs of this particular group of students during their teacher education. The study examines the associations between scores on student-teachers' approaches to learning, their academic performance and teaching efficacy. Methodology: The approach to learning instrument used was the &quot;Bahasa Melayu&quot; R-SPQ-2F and the teaching efficacy was collected through the &quot;Bahasa Melayu&quot; Teachers' Sense of Efficacy Scale (TSES). The sample for this study was a total of 104 second-year student-teachers from two cohorts enrolled in a teacher education degree programme in a Malaysian university. The R-SPQ-2F was administered on the 10th week of a 14-week semester. A cover page accompanying the questionnaires provided general information about the study and specific instructions to answer the questionnaire. Student-teachers were requested to provide their cumulative grade-point average (CGPA) score from the previous semester. Data was analyzed by using Pearson's product-moment correlation coefficient (Pearson's &quot;r&quot;). Findings: Findings showed that surface approach to learning has shown significant negative association with teaching efficacy, indicating that those student-teachers who used surface learning exhibited low teaching efficacy. Deep approach to learning has shown significant positive association with both academic achievement and teaching efficacy, indicating that those student-teachers who adopted deep learning had better academic achievement and also had a stronger sense of teaching efficacy. Implications of these findings were discussed as they related to teaching and learning, specifically in the attempt to facilitate deeper learning strategies. Significance: The study provides further evidence that the translated versions of the &quot;Bahasa Melayu&quot; R-SPQ-2F and the &quot;Bahasa Melayu&quot; TSES are reliable instruments to assess and monitor student-teachers' approaches to learning and their teaching self-efficacy beliefs. This study also adds to the very limited number of investigations of approaches to learning, academic performance, and teaching self-efficacy of student-teachers in Malaysia.
Reflecting on Malaysian Teacher Trainees' Journals
Author: Yaacob, Aizan
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Preservice Teachers,Journal Writing,Action Research,Elementary School Teachers,Coding,Reflection,Critical Thinking,Behavior Change,Attitude Change,Beliefs,Teacher Competencies,Cultural Influences,Problem Solving

Purpose: In this study, 37 English Language Teaching (ELT) teacher trainees from a Malaysian university conducted an action-research project to determine whether journals kept during their fieldwork in primary schools located in an area close to the university allowed them to reflect on their beliefs and behaviors in the classroom. Methodology: Themes were revealed using emergent coding in their journals. Van Manen's (1977) three-stage model (practical, technical and critical) was used to determine the issues raised and the level of critical reflection reached in the journal entries. Findings: The findings indicated that the teacher trainees demonstrated practical and technical level thinking, but rarely rose to the critical level of reflection. Nonetheless, they also demonstrated changes in their beliefs and behaviours, essential for professional development. Significance: Reflective thinking is critical to teaching and is important in the United States and in countries striving to replicate its pedagogical tools and techniques. However, many Western practices associated with the nurturing of critical thinking are not familiar to Malaysian teacher trainees. We conclude that prospective teachers here do use their journals to reflect on their educational practice, but not at the deepest levels of insight. Critical thinking must be taught to Malaysian teacher trainees and filtered through the local culture if it is to improve teaching and learning in the nation's classrooms.
Understanding Language Learning: Review of the Application of the Interaction Model in Foreign Language Contexts
Author: Dixon, L. Quentin
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Environment,Models,Interaction,English (Second Language),Second Language Learning,Second Language Instruction,Language Acquisition,Teaching Methods,Literature Reviews,Meta Analysis,Linguistic Input,Teacher Student Relationship,Performance Factors,Language Proficiency,Task Analysis,Gender Differences,Learning Strategies,Instructional Effectiveness

Purpose: This paper examined the application of the input-interaction-output model in English-as-Foreign-Language (EFL) learning environments with four specific questions: (1) How do the three components function in the model? (2) Does interaction in the foreign language classroom seem to be effective for foreign language acquisition? (3) What factors might facilitate/impede interaction, which, in turn, positively or negatively affect output? (4) What are effective teaching methods to enhance interaction and ensure quality of output? Methodology: A systematic search for empirical studies was conducted in the selected databases, which yielded 26 studies from different parts of the world. These studies met the preset criteria concerning medium of instruction, setting, relevancy and quality. Findings: The review demonstrated that when input, interaction and output worked together, positive English learning results were achieved by EFL learners. In addition, the relationship among input, interaction, and output was likely to be influenced by such factors as language environment, task type, gender, and language proficiency. The review also showed that in the face of diversified forms of interaction, EFL teachers were capable of efficiently implementing different teaching strategies. Significance: The review not only lends support to the applicability of the interaction model in foreign language contexts, but also suggests from the pooled evidence, effective ways to apply the model in the EFL class. These findings can be used to help launch educational campaigns promoting the application of the interaction model within the EFL classroom.
Total Quality Management (TQM) Practices and School Climate amongst High, Average and Low Performance Secondary Schools
Author: Ismail, Siti Noor
Date: 2014-00-00
Type: Journal Articles
Subjects: Total Quality Management,Secondary Schools,School Effectiveness,Educational Environment,Educational Practices,Predictor Variables,Low Achievement,High Achievement,Teacher Surveys,Correlation,Multiple Regression Analysis,Questionnaires,Foreign Countries,Statistical Analysis

Purpose: This study attempted to determine whether the dimensions of TQM practices are predictors of school climate. It aimed to identify the level of TQM practices and school climate in three different categories of schools, namely high, average and low performance schools. The study also sought to examine which dimensions of TQM practices contributed the most to school climate. Methodology: A survey was administered to 691 teachers from 24 secondary schools to obtain information on TQM practices and school climate. Descriptive statistics was used to examine the level of TQM and school climate and inferential statistics (correlation coefficient and multiple regression) was used to examine relationships between the variables. Findings: There were significant differences between the levels of TQM practices in the three different categories of schools. High performance schools showed a higher level of TQM practice and school climate, followed by average performance schools and low performance schools. There was a significant positive relationship between the variables on the level of TQM practices and school climate. TQM was a predictor of school climate contributing to 40 percent of the variance towards school climate. For the dimension of TQM practices, staff involvement, commitment of the top management and continuous improvement were the main predictors of school climate. Significance: The findings contribute significantly to knowledge by proposing the Excellent School Model which can guide teachers and school administrators in implementing quality management in education.
Perceived Social Support as Predictor of University Adjustment and Academic Achievement amongst First Year Undergraduates in a Malaysian Public University
Author: Abdullah, Maria Chong
Date: 2014-00-00
Type: Journal Articles
Subjects: Social Support Groups,Predictor Variables,Student Adjustment,Academic Achievement,Undergraduate Students,College Freshmen,Public Colleges,Foreign Countries,Statistical Analysis,Correlation,Questionnaires,Regression (Statistics)

Purpose: This study was conducted to examine relationships between perceived social support, university adjustment and academic achievement of first semester students enrolled in various undergraduate programs in a Malaysian public university. Methodology: This study employed a quantitative approach with a descriptive correlation design to address the research objectives. The adapted version of the &quot;Interpersonal Support Evaluation List&quot; (1985) and the &quot;Student Adaptation to College Questionnaire&quot; (1999) were used to assess students' perceived social support and university adjustment respectively. A total of 250 first year undergraduates were selected as respondents using cluster random sampling technique. Findings: Findings revealed a significant and positive relationship between students' perceived social support and their overall university adjustment as well as all the four adjustment dimensions namely academic adjustment, social adjustment, personal-emotional adjustment, attachment to university, and academic achievement. Results also indicated that students' overall university adjustment and academic achievement were significant and positively predicted by social support. Significance: This study provides important evidence for undergraduates, lecturers, university administrators, and the community at large regarding the important role of social support in university adjustment and academic performance. It is suggested that a university should provide support services to assist new undergraduates to overcome their adjustment problems.
Enhancing Higher Order Thinking Skills through Clinical Simulation
Author: Varutharaju, Elengovan
Date: 2014-00-00
Type: Journal Articles
Subjects: Thinking Skills,Simulation,Simulated Environment,Computer Simulation,Teaching Methods,Undergraduate Students,Medical Students,Data Collection,Participant Observation,Semi Structured Interviews,Focus Groups,Case Studies,Documentation,Data Analysis,Problem Based Learning,Constructivism (Learning),Protocol Analysis,Qualitative Research

Purpose: The study aimed to explore, describe and analyse the design and implementation of clinical simulation as a pedagogical tool in bridging the deficiency of higher order thinking skills among para-medical students, and to make recommendations on incorporating clinical simulation as a pedagogical tool to enhance thinking skills and align the curriculum. Methodology: A qualitative approach using interpretative-descriptive case study design was utilized in framing the research study. Purposive sampling was used to select 20 final year paramedical students and five teaching staff who participated in this study. Data was collected through direct and participant observation, interviews and document analysis. Thematic analysis using Stake's Countenance Model was utilized to analyse and present the findings. Findings: On the basis of these analyses, the study supports that (i) clinical simulation facilitates the infusion of higher order thinking skills; (ii) clinical simulation that uses thinking pedagogy nurtures the development of higher order thinking skills; and (iii) clinical simulation uses higher order thinking modality to promote, understand and transfer learning. While facilitators play a crucial role in engaging learners with higher order thinking modality and make students' thinking visible by utilizing the use of metacognition and self-regulation abilities, learners become more autonomous, strategic and motivated to apply effort and strategies in a variety of meaningful contexts. Significance: The findings of this study can assist curriculum managers, college administrators and educators regarding the inclusion of clinical simulation as an instructional approach to enhance higher order thinking skills among para-medical students.
Comparison of Educational Facilitation Approaches for Grade R English Additional Language Learning in Rural Mpumalanga
Author: Moodley, P.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Rural Schools,Language Proficiency,Listening Skills,Language Skills,Speech Skills,Statistical Analysis,Comparative Analysis,Teaching Methods,Play,Early Childhood Education,Conventional Instruction,Student Characteristics,Standardized Tests,Pretests Posttests

The Early Childhood Development Manager in Mpumalanga is faced with the problem of providing evidence-based guidance of the best facilitation approach in the Grade R context. An investigation on the effect of facilitation, i.e. play-based or formal instruction, on Grade R performance scores in English Additional Language (EAL) learning was conducted. Literature findings attest to formal learning contributing to better performance scores than play-based learning, yet most rural schools in Mpumalanga use the play-based approach. The English Language Proficiency (ELP) standards assessment tool is reported to have no cultural bias and was used to collect the data. The tool assessed learners' listening and speaking skills in EAL. A quantitative methodology was followed, using a static two-group comparison design. Participants in the two groups were matched according to age and all had a similar exposure period to EAL learning, a rural upbringing, poverty level, and all were mainstream learners. Inter-rater reliability was obtained since two raters assessed learners' proficiency in EAL skills. A one-way Analysis of Variance (ANOVA) was used to analyse the data. It was found that the formal based approach contributed to better EAL scores when compared to the play-based approach. Implications for practice are discussed.
Impediments to the Successful Reconstruction of African Immigrant Teachers' Professional Identities in South African Schools
Author: Vandeyar, Saloshna
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Professional Identity,Secondary School Teachers,Barriers,Qualitative Research,Case Studies,Grounded Theory,Content Analysis,Employment Level,Student Attitudes,Culture,Blacks

The purpose of this study was to explore difficulties and challenges that confront African immigrant teachers as they attempt to reconstruct their professional identities in South African schools. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering techniques included a mix of semi-structured interviews, observations, focus group interviews, field notes and researcher journals. Data were analysed using grounded theory and content analysis methods. Findings of the study revealed that immigration status, employment status, attitudes of indigenous learners and holding on to former culture or way of knowing due to lack of induction or mentoring, were impediments to the successful reconstruction of African immigrant teachers' professional identities in South African schools.
PALAR as a Methodology for Community Engagement by Faculties of Education
Author: Wood, Lesley
Date: 2013-00-00
Type: Journal Articles
Subjects: School Community Programs,School Community Relationship,Partnerships in Education,Outreach Programs,Action Research,Experiential Learning,Participatory Research,Schools of Education,Barriers,Models,Educational Practices,Foreign Countries

Community engagement (CE) is a core function of the university in South Africa. In the field of education, the imperative to pursue and promote CE provides an exciting opportunity for researchers to work with school communities to address the many challenges that threaten the quality of teaching and learning. Yet, relatively few researchers in education faculties have expertise in this emerging area of scholarship. There is therefore a need to develop among academics a capacity for community-based research and deep knowledge of how to approach it effectively. This conceptual article positions participatory action learning and action research (PALAR) as a creative, innovative, collaborative and self-developed way to achieve this purpose. Findings from various PALAR projects, in which the authors have participated, provide evidence of PALAR's utility for disrupting traditional notions of partnership, power relations and knowledge creation. However, they also highlight the challenges this form of enquiry poses within academic environments geared for research that follows a more predetermined,researcher-controlled trajectory. These findings are helpful for stimulating thinking about how such challenges can be addressed to ensure that the research, action, and knowledge we create through this process actually translate into practical community improvement.