ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Augmented Reality to Motivation and Performance in EFL Vocabulary Learning
Author: Tsai, Cheng-Chang
Date: 2020-10-00
Type: Journal Articles
Subjects: Computer Simulation,Second Language Learning,Second Language Instruction,English (Second Language),Barriers,Vocabulary Development,Grade 5,Elementary School Students,Language Tests,Instructional Materials,Learning Motivation,Teaching Methods,Lecture Method,Foreign Countries,Comparative Analysis,Pretests Posttests,Instructional Design,Telecommunications,Handheld Devices,Worksheets

The main purpose of this study was to examine the differences in students' English vocabulary learning performance as well as the instructional materials motivation, comparing the traditional lecturing method and the Augmented Reality method. This study adopted an unequal pre-test and post-test experimental design. Overall, there were a total of 42 students in two fifth grade classes in an elementary school in Central Taiwan who served as the participants of this study. Data were collected by English vocabulary tests, an instructional materials motivation questionnaire, and structured interviews. Data analyses were mixed with the quantitative and qualitative methods. The results showed that the instructional materials motivation and performance of the students taught using AR were superior to those of students taught using the traditional lecturing method. In addition, the qualitative findings of this study identified the opportunities and obstacles when adopting AR and using the traditional lecturing methods to learn English vocabulary. These findings might provide useful insights toward the successful application of English instruction in the educational realm for elementary school EFL students and teachers in Taiwan.
The Effect of Guided Inquiry Learning in Improving Metacognitive Skill of Elementary School Students
Author: Hastuti, Intan Dwi
Date: 2020-10-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Discovery Learning,Mathematics Instruction,Instructional Effectiveness,Skill Development,Metacognition,Elementary School Students,Grade 5,Public Schools,Problem Solving,Fractions,Group Discussion,Foreign Countries

This study aimed to analyse the effect of guided inquiry learning in improving metacognitive skill of elementary school students in fractional materials. This type of research was a mixed of quantitative and qualitative methods. The subjects of this study consisted of 55 fifth grade students. Two learning models -- the guided inquiry learning and conventional learning -- were compared. The students' metacognitive skills were measured through fractional material problem solving tests. The quantitative data analysis used descriptive and inferential statistical tests, while the qualitative data were collected through unstructured interviews. Based on the data analysis, it was found that the sig (2-tailed) t-test from the independent post-test t-test was 0.00 (p = &lt;0.05), indicating that there was significant difference. This shows that the students' metacognitive skill of the two classes were different in solving fraction problems after the application of guided inquiry. Thus, it can be concluded that there is a significant influence on the application of guided inquiry learning in improving students' metacognitive skill in solving fraction problems.
The Effect of Problem-Based Learning and Mathematical Problem Posing in Improving Student&apos;s Critical Thinking Skills
Author: Darhim
Date: 2020-10-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Critical Thinking,Thinking Skills,Skill Development,Instructional Effectiveness,Mathematics Education,College Freshmen,Conventional Instruction,Gender Differences,Foreign Countries

This study aims to determine whether there was differences effect in improving student's critical thinking skills (1) between students who get Problem-based Learning, Mathematical Problem Posing, and conventional learning, and (2) based on gender differences. This study used a quantitative method with the pre-test-posttest two treatment design. Data were collected using instruments: test, documentation, and observation. Data was taken from 124 undergraduate students from the mathematics education study program at Universitas Negeri Semarang, Indonesia. Data analysis was done by using the normalized gain and the MannWhitney test. The results showed that in improving student's critical thinking skills (1) Problem-based Learning and Mathematical Problem Posing provide better effect than conventional learning, (2) there was no significant difference in effect between Problem-based Learning and Mathematical Problem Posing, and (3) there was no significant difference in effect based on gender differences.
The Effect of Problem-Based Learning Strategies and Cognitive Styles on Junior High School Students&apos; Problem-Solving Abilities
Author: Surur, Miftahus
Date: 2020-10-00
Type: Journal Articles
Subjects: Problem Based Learning,Problem Solving,Learning Strategies,Cognitive Style,Instructional Effectiveness,Skill Development,Junior High School Students,Social Studies,Direct Instruction,Foreign Countries

This study aims to examine the effect of Problem Based Learning learning strategies, cognitive styles, and their interaction on students' problem-solving ability in social studies subjects. The type of this research is a quasi-experiment with nonequivalent control group design. The number of samples used was 120 students consisting of 60 students in the experimental class (2 classes) with the implementation of Problem Based Learning strategies and 60 students in the control class (2 classes) with the Direct Instruction strategy treatment. The research data was collected by the Group Embedded Figures Test (GEFT) instrument and problem-solving tests. The data analysis technique used is the Multivariate Analysis of Variance (MANOVA). This research resulted in several findings. Among them is a significant difference in students' solving abilities based on the application of learning strategies. Second, there is a significant difference in students' Problem-Solving abilities based on cognitive styles. Additionally, there was no correlation between learning strategies and cognitive styles on students' problem-solving abilities.
The Influence of Teacher Certification on the Performance of Elementary School Teachers in Gorontalo Province, Indonesia
Author: Tjabolo, Siti Asiah
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Certification,Elementary School Teachers,Job Performance,Teacher Effectiveness,Teacher Improvement

The purpose of this study was to determine the performance of certified elementary school teachers and the influence of teacher certification on the performance of elementary school teachers in Gorontalo Province. This study uses a quantitative approach through the comparative design of two groups of data. The data group in question is data from a sample of teachers who already have an educator certificate, as well as other data groups derived from a sample of teachers who do not yet have an educator certificate. The sample of this study was 179 teachers taken by simple random sampling. Data is collected through observation. The data analysis technique used is descriptive statistics and inferential statistics through the t test. The results of the study show that there is a significant influence of teacher certification on the performance of elementary school teachers in Gorontalo Province. The results of the study found that teachers who had an educator certificate had better performance than teachers who did not yet have an educator certificate. The teacher certification program has a positive impact on Gorontalo Province.
The Interplay of Self-Efficacy Sources and Reading Self-Efficacy Beliefs in Metacognitive Reading Strategies
Author: Shehzad, Muhammad Waleed
Date: 2020-10-00
Type: Journal Articles
Subjects: Self Efficacy,Second Language Learning,Second Language Instruction,English (Second Language),Reading Strategies,Metacognition,Correlation,State Universities,Foreign Countries,Student Attitudes,Structural Equation Models,Males,College Students,Measurement Techniques

The study aimed at identifying the association between Bandura's four hypothesized self-efficacy sources and metacognitive reading strategies by employing reading self-efficacy beliefs as a mediating variable. A correlational research design was used. A total of 188 Saudi EFL learners were selected from five public universities of Kingdom of Saudi Arabia by employing proportionate stratified random sampling. Three questionnaires including 'questionnaire for sources of reading self-efficacy', 'reading self-efficacy beliefs questionnaire', and 'survey of reading strategies' were used to collect the data. Structural equation modelling by a statistical software, i.e., PLS 3.0 was utilised in order to test the relationships among variables. Findings provided support for the proposed conceptual framework, disclosing that all the four self-efficacy sources were significantly correlated with reading self-efficacy beliefs. Also, reading self-efficacy beliefs were significantly correlated with metacognitive reading strategies. Lastly, reading self-efficacy beliefs mediated the association between self-efficacy sources and metacognitive reading strategies.
Students&apos; Ability to Work with Graphs in Physics Studies Related to Three Typical Student Groups
Author: Skrabankova, Jana
Date: 2020-00-00
Type: Journal Articles
Subjects: Graphs,Physics,Science Instruction,Eye Movements,Teaching Methods,Ability Grouping,Academically Gifted,Gifted Education,Foreign Countries,Secondary School Science,High School Students

Graphs are often used to represent mathematical functions, to illustrate data from social and natural sciences, or to specify scientific theories. With increasing emphasis on the development of scientific research skills, the work with graphs and data interpretation are gaining in importance. The research involved an eye-tracking experiment conducted to evaluate student work with graphs in physics. Eye-movement data were recorded using the GazePoint eye-tracker. A total of 40 third-year grammar school students participated in the research. These students were allocated into three groups by a physics teacher. These groups were called PLUS, AVERAGE and MINUS. The PLUS group showed excellent results in education and included gifted physics students. The MINUS group was composed of the opposite end of this cognitive spectrum, whose members made the most mistakes in graph reading. The aim of the experiment was to find the differences between students allocated to these three groups and to evaluate whether the allocation based on the teacher's experience, long-term observations and the students' previous achievements was sufficient. The results showed that students from all three groups had problems with reading graphs in physics. According to the eye-movement data, several students who had been incorrectly assigned to groups were identified.
The Precision of Students&apos; Ability Estimation on Combinations of Item Response Theory Models
Author: Falani, Ilham
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Ability,Item Response Theory,Test Format,Mathematics Skills,Multiple Choice Tests,Evaluation Criteria,Accuracy

This study compared the precision of ability estimation on different types of item response theory models for mixed-format data. Participants in this study were 1625 Junior High School Students in Depok, Indonesia. The mixed-format test was used to measure the students' ability in mathematics. The test used consists of multiple-choice and constructed response. Multiple-choice items are scored dichotomously, whereas constructed response items are scored polytomously. Furthermore, the mixed response data were analyzed using combinations of item response theory models. This study used a combination of Multiple-Choice Model for dichotomous data and Graded response model for polytomous data (MCM+GRM). Analysis of this model combination has never been done simultaneously. Test response data were analysed using PARSCALE. Furthermore, the estimation results were compared with the estimation results from a combination of 3 Parameters Logistic Model and Generalized Partial Credit Model (3PLM+GPCM). There are two criteria evaluation for the level of estimation precision: Root Mean Squared Error (RMSE) and correlation method. Based on the results obtained, the estimated RMSE value for the MCM+GRM is smaller than the estimated RMSE value with the 3PLM+GPCM. Also, the results of the estimated ability with MCM+GRM produce higher correlation values than 3PLM+GPCM. So, it can be concluded that the level precision of the MCM+GRM model is higher than 3PLM+GPCM. Therefore, MCM+GRM is more recommended for estimating students' mathematical ability in mixed-format tests.
The Impact of Professional Development in Inquiry-Based Methods on Science Teachers&apos; Classroom Practice
Author: Bernard, Pawel
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Development,Inservice Teacher Education,Program Effectiveness,Active Learning,Inquiry,Science Teachers,Theory Practice Relationship,Positive Attitudes,Self Evaluation (Individuals),Classroom Techniques,Foreign Countries

Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers' professional practices. The training consisted of two stages: I -- one-week-long core training, and II -- one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers' practices related to facilitating learning by inquiry and identified the inquiry's features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning.
Various Roles in the Development of EFL Learners&apos; English Skills
Author: Haberman, Phillip
Date: 2020-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teacher Role,Native Speakers,Student Role,Parent Role,Reading Comprehension,Vocabulary Development,Writing Ability,Language Teachers,Pretests Posttests,Spelling,Error Patterns,Foreign Countries,Elementary School Students,Error Analysis (Language),Language Skills,Language Tests,Scores

This paper investigates the various roles found in the EFL classroom, such as native English-speaking teachers, learners' parents, and study habits outside of the classroom. During the study, the development of learners' reading comprehension, vocabulary, and writing ability was measured over the course of one semester in a weekly 2-hour English class taught by a native English speaker. Results of the change in the twenty learners' performance on reading comprehension, vocabulary, and writing ability, are drawn from pre-tests and post-tests. In both the pre and post-tests, the frequently occurring errors included articles, spelling errors, the use of fragments and run-on sentences, as well as a lack of overall coherence in the writing portion of the pre and post-tests. The study finds the learner's struggled to express their ideas properly in and academic way in both the pre and post-tests writing ability section. Based on the findings in the pre and post-tests performance of the learners, it is concluded that the role of a native English-speaking teacher in the development of learners' reading comprehension, vocabulary, and writing skills may not be as important a factor as perceived by students and parents of English language in China.
A Cognitive Model to Analyse Physics and Chemistry Problem-Solving Skills: Mental Representations Implied in Solving Actions
Author: Álvarez, Vanessa
Date: 2020-00-00
Type: Journal Articles
Subjects: Physics,Chemistry,Science Instruction,Problem Solving,Skill Development,Cognitive Processes,Scientific Concepts,Concept Formation,Models,College Students,College Science

In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students' lacks.
Effect of Goal Setting for Motivation, Self-Efficacy, and Performance in Elementary Mathematics
Author: Sides, Jacklyne D.
Date: 2020-10-00
Type: Journal Articles
Subjects: Goal Orientation,Grade 3,Grade 4,Mathematics Instruction,Self Efficacy,Mathematics Achievement,Comparative Analysis,Elementary School Students,Multiplication,Teaching Methods,Reflection,Graphs,Educational Benefits,Student Attitudes,Student Motivation,Rural Areas

Goal setting is utilized by adults regularly to foster success. It has also been shown to benefit academic achievement. This 8-week study sought to determine the effects of goal setting on motivation, self-efficacy, and math achievement in elementary students. The quasi-experimental study included 70 students in 3rd and 4th grade math classes. Students in the experimental group were involved in setting an achievement goal for fluency of multiplication facts. The students monitored their progress through a weekly graphing and reflection activity. The results indicated that elementary students involved in setting goals showed an increase in their mathematical performance of multiplication facts. However, based on the results from this study, goal setting did not have an impact on motivation or self-efficacy. These results support the concept of goal setting theory in the academic setting, suggesting that it may be beneficial for teachers to include goal setting in their day-to-day instructional practices, though further research on its effect on affective traits is warranted.
Motivational Intensity as the Mediator of Orientation and Attitudinal with the Achievement of Chinese Language among the Preservice Teachers
Author: Hutagalung, Fonny
Date: 2020-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Language Teachers,Chinese,Expectation,Student Motivation,Student Attitudes,Correlation,Predictor Variables,Second Language Instruction,Preservice Teacher Education,Academic Achievement,Cultural Awareness,Interpersonal Competence,Social Influences,Language Proficiency,Second Language Learning,Goal Orientation

This research is about the importance of the expected achievement of preservice Chinese language teachers based on their orientation, attitude, and motivation in teaching education programs. The cluster sampling and random sampling methods were implemented to select the samples from 16 Institute of Teacher Education Malaysia (IPGM). A total of 389 respondents were selected in the study and the data was analysed by using Smart PLS 3.0 software. This study applied a two-stage analysis in a reflective-formative way to analysis the multidimensional constructs on the learning situation. The findings showed a significant positive relationship of teachers' integration orientation, instrumental orientation, and attitudes towards learning situations with their Chinese language achievements. The motivation of intensity acted as a mediator factor and showed a partial positive effect in the relationship between integration orientation, instrumental orientation and attitudes towards learning situation with Chinese language achievement. It is due to relationship between motivation and positive attitude as well as the orientation of integration has shaped the integration motivation in the socio-learning model. Thus, the results of the study can be used as a reference source of multivariate relationship study between the orientation, attitudes, motivation, and achievement of future refractive-formative research.
Improving Student Learning Outcomes through School Culture, Work Motivation and Teacher Performance
Author: Amtu, Onisimus
Date: 2020-10-00
Type: Journal Articles
Subjects: Outcomes of Education,School Culture,Teacher Motivation,Teacher Effectiveness,Religious Education,Foreign Countries,Christianity,Educational Improvement

This study aims to investigate the direct and indirect effects of school culture and work motivation on student learning outcomes through teacher performance. This study was designed according to quantitative methods and used a questionnaire as a data collection instrument and purposive sampling technique to determine a sample of 213 Christian religious education teachers as participants in Teacher Professional Education (TPE) from 26 provinces in Indonesia. This study presents a path analysis diagram model to analyze the value of the influence of exogenous variables on endogenous variables through intervening variables. The results showed that there were direct or indirect effects of exogenous variables of school culture and work motivation on endogenous variables of student learning outcomes with teacher performance as an intervening variable. The magnitude of the significance value of each variable is discussed.