ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Achievement of Extroverted Students in Algebraic Operations by Tutorial Learning: A Single Subject Research
Author: Widodo, Sri Adi
Date: 2022-03-00
Type: Journal Articles
Subjects: Academic Achievement,Extraversion Introversion,Algebra,Tutoring,Junior High School Students,Instructional Effectiveness

The purpose of this study was to improve the learning achievement of extroverted students on algebraic operations using the tutorial method. This type of research was a single subject with AB design, where A is the baseline condition, and B is an intervention condition. The research subjects were selected based on a purposive sampling technique with the help of the Keirsey Temperament Sorter (KTS) test in selecting extrovert subjects. Data collection techniques were using observation and test methods. Observation was used to collect data and record all behavior of extrovert subjects during the study. The tests in this study were the KTS and learning achievement tests. The KTS was used to determine subjects with an extroverted temperament while learning achievement tests are used to determine the ability of extrovert students to solve algebraic operation questions at the junior high school level. The results showed that the tutorial method had a positive effect on extrovert student learning achievement in algebraic operation material. This can be seen from the results of the analysis in conditions and between conditions which show that the intervention condition has a better tendency when compared to the baseline condition to the intervention. Besides that, the mean level obtained at the baseline is 50 and increases in the intervention condition with a mean level of 88.5.
The Psychometric Properties of Parenting Styles and Dimensions Questionnaire-Short Form in Indonesia
Author: Rahmawati, Anayanti
Date: 2022-03-00
Type: Journal Articles
Subjects: Psychometrics,Parenting Styles,Foreign Countries,Factor Structure,Test Reliability,Test Validity,Test Construction,Indonesian

Parenting style was a set of parental attitude and behavior communicated by parents to children, forming an emotional climate condition used by parents to raise children. The study on parenting style had been conducted for a long time, but measurement of parenting style in Indonesia was still experiencing problem due to lack of sufficient and proper instrument, despite the monumental need for a valid and reliable instrument. The aim of this study was to examine the factor structure, internal consistency and others psychometric properties of the Indonesian version of the parenting styles and dimensions questionnaire-short form (PSDQ-SF). The instrument comprises 32 items (12 questions regarding the authoritative style, 15 questions regarding the authoritarian style, and five questions regarding the permissive style). The research sample consisted of 169 mothers with children of 5-7 years of age. Research was conducted in Sukoharjo, Central Java, Indonesia. Structural equation modelling (SEM) with LISREL 9.20 was utilized as the data analysis technique. Data analysis results by CFA second order showed that construct validity testing fulfilled the minimum criteria, with the factor loading range of 0.51-0.99. The reliability score's Cronbach's alpha also fulfilled the requirement, including the authoritative parenting style 0.86; the authoritarian parenting style 0.76 and the permissive authoritarian parenting style 0.67. These findings support the PSDQ-SF original structure. The results showed that the adaptation of PSDQ-SF in Indonesia was valid and reliable to use in measurement of parenting styles of parents of children of 5-7 years of age in Indonesia.
The Ideology of English-as-the-Global-Language in Taiwan&apos;s Private English Language Schools
Author: Chang, Jackie
Date: 2021-12-00
Type: Journal Articles
Subjects: Global Approach,Second Language Learning,Second Language Instruction,English (Second Language),Language Attitudes,Foreign Countries,Private Schools,Discourse Analysis,Teaching Methods,Learning Processes,Television,Advertising,Language Role,Futures (of Society),Native Speakers

English is regarded as a key to globalization or internationalization and future success for Taiwan and its people. One of the most extraordinary results of English-as-the-global-language of English teaching and learning in Taiwan is private English language schools are ubiquitous. Research into how private English language schools weld together English-as-the-global-language and English teaching and learning has yet received much attention. This study aims to investigate how Taiwan's private English language schools' television commercials market English-as-the-global-language and what the underlying ideologies of English-as-the-global-language are. Exploring the ideology of English-as-the-global-language, Critical Discourse Analysis was employed herein to analyze 106 private English language school television commercials produced from 2000 to 2020 in Taiwan. The results indicate that English as the key to internationalization and future success is an ideology. Moreover, the ideological concept of English-as-the-global-language is central to English teaching and learning ideologies in Taiwan, such as an early start in English learning, English-only as the ideal English teaching method, and native-speaker norms in English teaching and learning.
Reading Difficulties in English as a Second Language in Grade Five at a Saint Patrick&apos;s High School for Boys, Hyderabad--India
Author: Mohammad, Zena Abdulameer
Date: 2021-12-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Reading Difficulties,Reading Comprehension,Second Language Learning,Grade 5,Single Sex Schools,Males,Language Usage,Language Skills,Reading Rate,Accuracy

Reading is one of the essential components of the English language. Countries that use English as a second language (ESL) sometimes have difficulties in reading and comprehension. According to many researches, mother tongue has proved some interferences with learning a second language. This study investigated the results of reading difficulties of young second language learners in terms of accuracy, comprehension, and rate using the Neale Analysis of Reading Ability test. The study was carried out in one of the High Schools for Boys in Hyderabad, India and included Grade five, aged 10-12 years. In order to understand the reading difficulties of English as a second language, a qualitative approach was employed. Interview, reading tests, and observation were conducted as a data collection tool. The findings showed that these subjects had no specific language impairments but they had different degrees of language exposure and usage that led to poor accuracy, comprehension, and reading rate during reading English language texts. Five students (50%) were classified at a low level of readers, three (30%) at a high level, and two (20%) at a mild level after evaluation of their compatibility between their chronological and reading age. It is suggested that the teachers should first assess students who struggle in reading accuracy and comprehension and then assist them with their language learning and acquisition that take place at school and home.
Teaching Spoken Production in Global Contexts 2021
Author: Phukan, Nilakshi
Date: 2021-12-00
Type: Journal Articles
Subjects: Teaching Methods,Speech Communication,English (Second Language),Second Language Learning,Second Language Instruction,Video Technology,Authentic Learning,Instructional Effectiveness,Language Proficiency,Speeches,English for Special Purposes,Professional Education,Foreign Countries,Law Students,Sociology,College Students,Soft Skills

Shaping and developing communication skills in non-linguistic faculties in higher education institutions remain relevant. Thus, the theoretical and methodological guidelines for training English professionally-oriented spoken production are among significant problems. Intending to overcome some related challenges, we conducted this study to investigate the efficiency of using presentational speeches based on authentic video materials. The main aim of the research was to analyze the problem from methodological and didactic perspectives and substantiate the theoretical and methodological principles of the professional training of monolingual students through the experimental verification of the effectiveness of the proposed methodology. To achieve the objectives of this study, in the first stage, we determined the efficiency of pedagogical conditions for developing the foreign language competence of students. Then we verified the efficiency of using presentational speeches in teaching Spoken Production. At the last stage, we analyzed the effectiveness of the proposed methods of forming and developing foreign language competence (Spoken Production) by using presentational speeches. The study sample included 45 students of the Sociology and Law Faculty in the National Technical University of Ukraine &quot;Igor Sikorsky Kyiv Polytechnic Institute&quot;. We obtained the results that confirmed the efficiency of the presentational speech approach in teaching spoken production. Our study revealed that the presentational speech approach facilitates enhancement in the level of students' professional competence. These findings provide a good starting point for discussion and further research.
Project Work in Moroccan EFL Classroom: Between the Official Guidelines&apos; Recommendation and the Challenges of Implementation
Author: Bouqetyb, Tariq
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Textbooks,Student Attitudes,Teacher Attitudes,High School Students,Learning Processes,Language Teachers,Positive Attitudes

Project work is used in several educational settings, including foreign and second language teaching contexts. In the Moroccan English as a foreign language (EFL) classroom, the Moroccan Ministry of Education recommended implementing project work, and it is a common component of the Moroccan textbooks of English. Yet, there is a scarcity of studies conducted on the use of project work in Moroccan EFL classrooms. The main aim of the study is to investigate students' and teachers' attitudes towards project work. The study addresses the question about students' and teachers' attitudes towards project work and the factors behind those attitudes. It was conducted with sixty students and eight teachers belonging to two different high schools (Moulay Rachid and Abbas Sebti high schools) in Tangier. To collect data, the researcher made use of two data collection methods, namely the questionnaire and the interview. The results of the study showed that both students and teachers had positive attitudes towards project work. The results also revealed that not all teachers follow the steps of using project work. Based on the results, it was clear that the lack of technology is one of the most severe challenges that hamper the use of project work. The findings of this study could form the basis for further research and contribute to improving the learning and teaching situation in Moroccan high schools.
Home Quarantined: Privacy at Risk in Technologically-Oriented Learning amidst COVID-19 Pandemic
Author: Malinao, Client William Melchor
Date: 2022-03-00
Type: Journal Articles
Subjects: Privacy,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,Distance Education,Risk,College Students,Private Colleges,Foreign Countries

The COVID-19 triggers technologically-oriented learning and is critical in ensuring that education continues after schools close physically. The internet has a plethora of learning opportunities but may invite privacy risks to users. Using descriptive-comparative research design, the study determined the contents and artifacts exchanged in online portals, the extent of use of social media sites, teaching-learning platforms, and educational websites. The sample was 341 college students of a family-owned private higher education institution. Finally, the difference in online privacy risk management practices was determined when grouped by selected demographic variables. Using means, t-test, and ANOVA, findings from an online survey showed that personal information is shared the most in online portals. For online learning, students heavily relied on Facebook, Microsoft Teams, and Google. To protect their privacy, respondents from all classes follow online management practices. Generally, the respondents' good affordances and decorum in the online media imply that they have good behavior and value creation. Still, a comprehensive strategy to safeguard data among learners in the utilization of online productivity platforms is a must.
Mathematical Connections Made during Investigative Tasks in Statistics and Probability
Author: Quilang, Liezl Joy Lazaro
Date: 2022-03-00
Type: Journal Articles
Subjects: Mathematics Instruction,Statistics Education,Educational Change,Probability,Secondary School Teachers,Mathematics Teachers,Protocol Analysis,State Universities,Foreign Countries,Preservice Teachers,Mathematical Concepts,Teacher Education Programs,Student Attitudes,Pedagogical Content Knowledge,Thinking Skills,Outcomes of Education

The Philippines has undergone a fundamental overhaul of its educational system to highlight basic education and overcome its deficiencies. The educational reform prompts prospective teachers to connect the concepts taught to instill a more profound understanding. As such, the researchers explored the mathematical connections made by prospective secondary mathematics teachers while completing investigative tasks. The study employed a concurrent triangulation mixed-methods design. Data were gathered from 39 prospective secondary mathematics teachers enrolled in the state universities' flagship campuses in Northeastern Philippines. Data were gathered using mathematical connections evaluation, think-aloud strategy, and interviews. Frequency counts, percentages, mean percent scores, Pearson product-moment correlation coefficient, and analysis of the interviews' transcriptions were employed in the study. Results showed that the prospective teachers performed best in making instruction-oriented connections but have difficulty in making implications connection. Also, the prospective teachers' ability to successfully make the mathematical connection is directly linked to their knowledge of the concept, the algorithm, and the part-whole relationship. As such, reform efforts should be made to enhance mathematical connections, emphasizing statistical thinking, and reasoning. Moreover, higher education institutions should incorporate connecting as one of the intended learning outcomes for prospective mathematics teachers.
EEG Correlates of Engagement during Assessment. Research Report. ETS RR-21-01
Author: Halderman, Laura K.
Date: 2021-12-00
Type: Journal Articles
Subjects: Diagnostic Tests,Brain Hemisphere Functions,Correlation,Learner Engagement,College Students,College Entrance Examinations,Graduate Study,Educational Assessment,Measurement Equipment

In educational assessment, low engagement is problematic when tests are low stakes for students but have significant consequences for teachers or schools. In the current study, we sought to establish the electroencephalographic (EEG) correlates of engagement and to distinguish engagement from mental effort. Forty university students participated in a simulated &quot;GRE&quot;® General Test session while scalp EEG was recorded from 128 channels. Participants completed two verbal and two quantitative GRE test blocks for a total of 40 items each, and after each item, rated either their engagement or mental effort on a scale of 1-6. We computed power for seven frequency bands (delta, theta, alpha, beta, and low, medium, and high gamma) across six regions of interest: left hemisphere (LH) and right hemisphere (RH) frontal, temporal, and parietal. Preliminary results suggested that gamma power (30-150 hertz [Hz]) indexed differences between high- and low-engagement ratings. This pattern was similar but weaker for mental effort. A cumulative logit model with cross-classified random effects determined that high gamma (90-150 Hz) over the LH temporal cortex predicted engagement ratings, while controlling for reaction time and accuracy. However, for effort ratings, reaction time was the sole significant predictor. These results suggest that high gamma may be a correlate of engagement during complex cognitive tasks, but not a correlate of effort. The findings are a promising step toward the goal of objectively measuring engagement during assessment tasks.
Effect of Statistically Matching Equating Samples for Common-Item Equating. Research Report. ETS RR-21-02
Author: Lu, Ru
Date: 2021-12-00
Type: Journal Articles
Subjects: Equated Scores,Weighted Scores,Raw Scores,Test Items,Sample Size,Accuracy,Test Format

This study evaluated the impact of subgroup weighting for equating through a common-item anchor. We used data from a single test form to create two research forms for which the equating relationship was known. The results showed that equating was most accurate when the new form and reference form samples were weighted to be similar to the target population. When the target population was a combination of the two equating samples and one sample was weighted to be similar to the other, the equating was less accurate but still much more accurate than equating with unweighted samples.
Identifying Teachers&apos; Needs for Results from Interim Unit Assessments. Research Report. ETS RR-21-08
Author: Kannan, Priya
Date: 2021-12-00
Type: Journal Articles
Subjects: Educational Assessment,Student Evaluation,Units of Study,Mathematics Tests,Language Arts,Needs Assessment,Elementary School Teachers,Middle School Teachers,Mathematics Teachers,English Teachers,Test Interpretation,Reports,Scores

Interim assessments have been defined variously in different contexts and can be used for predictive purposes or instructional purposes. In this paper, we present results from a study where we evaluated reporting needs for interim assessments designed for instructional purposes and intended to be used at the end of defined curriculum units. Results from such unit assessments should help teachers determine gaps in student understanding and inform ongoing instructional decision-making. Our goal was to determine if learning progressions (LPs) could serve as the cognitive lens through which teachers can evaluate how their students' understanding of key constructs improves through periodic unit assessments. Therefore, we used the LP framework in mathematics and the key practices (KP) framework for English language arts (ELA) to design preliminary teacher report mock-ups for these unit assessments. Within a utilization-oriented evaluation framework, we conducted six needs-assessment focus groups with elementary and middle school mathematics (n=12) and ELA (n=11) teachers to specifically evaluate the extent to which they find results presented within the LP and KP frameworks understandable and useful for their instructional practice. Results from the focus groups show teachers' overall needs for types of information sought from unit assessment reports, the extent to which teachers are familiar with the LP and KP frameworks, their interpretations (including confusions) of the information presented in the preliminary mock-ups, and their additional needs for reports from unit assessments to be instructionally useful.
Career and Technical Education as a Conduit for Skilled Technical Careers: A Targeted Research Review and Framework for Future Research. Research Report. ETS RR-21-07
Author: Haviland, Sara
Date: 2021-12-00
Type: Journal Articles
Subjects: Vocational Education,Technical Education,Skilled Workers,Educational Research,Definitions,Labor Force Development,Postsecondary Education,Job Skills,Skill Development,Career Pathways,High Schools,Community Colleges,Credentials,Decision Making

Workforce development and career and technical education (CTE) have long provided reliable pathways to middle skill jobs and a gateway to the middle class. Given recent changes in middle skills jobs, the education landscape, and federal policy priorities, the role of CTE in the U.S. educational landscape is evolving more rapidly, encompassing a broader range of education, and practices are changing ahead of research. The first part of this report provides an overview of the current state of CTE in the United States, as well as the state of CTE research, and presents an argument for a broader definition of CTE that incorporates workforce development through postsecondary institutions. The second part provides operational definitions and typologies to facilitate future research. Our aim is to build a research framework for CTE that is grounded in a normative path through CTE: getting in (preparation and recruitment), getting through (retention and skill acquisition), getting out (completion and initial hire), and getting on (career progression). Key challenges and priorities for future research are discussed.
The Relationship between &quot;Praxis&quot;® Core Academic Skills for Educators Test and &quot;Praxis&quot;® Subject Assessment Scores: Validity Coefficients and Differential Prediction Analysis by Race/Ethnicity. Research Report. ETS RR-21-23
Author: Buzick, Heather
Date: 2021-12-00
Type: Journal Articles
Subjects: Teacher Certification,Licensing Examinations (Professions),Prediction,Teacher Education Programs,Scores,Race,Ethnicity,Reading Tests,Writing Tests,Mathematics

The &quot;Praxis&quot;® Core Academic Skills for Educators (Core) tests are used in the teacher preparation program admissions process and as part of initial teacher licensure. The purpose of this study was to estimate the relationship between scores on Praxis Core tests and Praxis Subject Assessments and to test for differential prediction by race and ethnicity. Data were drawn from operational test taker records over a period of nearly 5 years. The analysis suggests that Praxis Core tests of reading, writing, and mathematics are moderate predictors of scores from 11 high-volume Praxis Subject Assessments. There was little evidence of differential prediction across White, Black or African American, and Hispanic or Latinx test takers.
Evaluation of Structural and Measurement Models of Student Satisfaction in Online Learning
Author: Herwin, Herwin
Date: 2022-03-00
Type: Journal Articles
Subjects: Models,Measurement,Student Satisfaction,Electronic Learning,Integrated Learning Systems,Teacher Effectiveness,College Students,Structural Equation Models

This study aimed to evaluate structural models and measurement models of student satisfaction in online learning. This was a quantitative study using a survey research design. Structural model testing was done by examining the relationship between several variables. The variables in question were the learning management system (LMS), admin services, the performance of facilitator lecturers and student satisfaction in learning. The sample used in this study were 149 students. Data analysis was performed using the multivariate Structural Equation Modeling (SEM) technique. The findings of this study indicated that the facilitator lecturer performance is the variable that has the greatest effect in increasing student satisfaction in online learning. Admin service is another variable that has a positive effect on student satisfaction, both direct and indirect effects. The LMS variable does not show a direct effect on student satisfaction, but the LMS has an indirect effect on student satisfaction through the variable facilitator lecturer performance and admin services.