ethanporcaro/eric-fulltext-meta huggingface dataset:
Customs Administration Students&apos; Usage of Metacognitive Knowledge in Their Internships
Author: Castillo, Romer C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Internship Programs,Concept Formation,Knowledge Level,Academic Achievement,Undergraduate Students,Gender Differences,Urban Areas,Foreign Countries

Educators have the responsibility of assessing their students' metacognitive knowledge and identifying students who may need support in developing effective metacognitive skills and providing them with necessary learning intervention. This study assessed the customs administration students' metacognitive knowledge and its usage in their internships. The dimensions, declarative knowledge, procedural knowledge and conditional knowledge were correlated to academic performance. Differences in metacognitive knowledge and its dimensions and their usage were also ascertained. The study used the descriptive-survey method, using a questionnaire for data gathering. The respondents were 99 randomly selected final year BS in Customs Administration students. The results showed that the majority of students were female, had a capital city based internship and had an average academic performance. The majority of high performers had an internship in a capital city while the majority of low performers had an internship in their home city. Male and female students had similar performance while capital city internship students had better performance than home city internship students. The declarative, procedural and total metacognitive knowledge and their usage were high while conditional knowledge and its usage were very high. The dimensions of metacognitive knowledge and usage, except procedural knowledge had significant relationships with academic performance. Statistical differences in the responses of students when they were grouped according to sex were found only with procedural knowledge and its usage but when they were grouped by internship location -- on declarative, procedural and total metacognitive knowledge usage; and when grouped by academic performance -- on declarative knowledge, total metacognitive knowledge, conditional knowledge usage and total metacognitive knowledge usage.
Social Studies Teachers&apos; Performance in the Context of the Knowledge Society at Saudi Arabian Schools
Author: Almelweth, Hoash
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Studies,Knowledge Economy,Educational Experience,Foreign Countries,Teaching Methods,Supervisors,Teacher Attitudes,Teacher Effectiveness

This study investigated social studies teachers' teaching practices in the knowledge society framework at Saudi Arabian schools as viewed by educational supervisors and teachers using the descriptive analytical approach. The study used a questionnaire. The study's sample consisted of 33 randomly selected educational supervisors and 62 social studies teachers. Only 95 questionnaires were complete and statistically analyzed. Results revealed that the means of the social studies teachers' performance were viewed as being above average. The study recommends training teachers on the modern educational experiences imposed by the knowledge society.
Effectiveness of Gamification of Web-Based Learning in Improving Academic Achievement and Creative Thinking among Primary School Students
Author: Aljraiwi, Seham
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Educational Games,Web Based Instruction,Academic Achievement,Creative Thinking,Elementary School Students,Achievement Tests,Creativity Tests,Scores,Experimental Groups,Control Groups,Inservice Teacher Education,Second Language Instruction,English (Second Language)

Gamification is one of the most significant modern trends in educational technology. The present study aims to identify the effectiveness of gamification of web-based learning on academic achievement and creative thinking among primary school students. A learning environment was designed based on gamification of web-based learning. A quasi-experimental approach was utilized to identify the effect of the independent variable, gamification, on the dependent variables, academic achievement and creative thinking among participants. An academic achievement test and the Torrance test of creative thinking were applied to the participants. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-test academic achievement test and the Torrance test of creative thinking in favor of the experimental group. This suggests a high level of academic achievement and creative thinking after using gamification. The study recommends training in-service teachers in the use of gamification for web-based teaching of English.
Investigating Attitude towards Role Play and Its Subjective Value in Predicting Arabic Language Proficiency among UiTM Students
Author: Mat, Azman Che
Date: 2019-00-00
Type: Journal Articles
Subjects: Role Playing,Semitic Languages,Second Language Learning,Learning Motivation,Correlation,Student Attitudes,College Students,Foreign Countries,Teaching Methods,Second Language Instruction

Role play activities contribute to learners' performance if they actively participate in a group. Learners may gain confidence when given a proper and clear role in role play which enhances their motivation levels. This study adopts Byram (2004) resultative and motivational hypothesis and Eccles &quot;et al.&quot; (1983). Expectancy-Value theory as underlying theories to investigate the relationship between attitude toward role play and subjective role play value to account for Arabic language proficiency. The data were analyzed using more recent confirmatory analysis which is now available in SmartPLS 3.2.6 called consistent PLS (PLSc). Using a sample of 331 students from UiTM campuses at Kelantan, Terengganu and Pahang, the analysis showed that these theories support a sound framework for predicting Arabic language proficiency. Additionally, Arabic language proficiency was significantly influenced by attitude towards role play and subjective role play value. Attitude toward role play and subjective role play value are found to be positively influencing Arabic language proficiency. The R[superscript 2] was measured as 0.308 for Arabic language proficiency. Therefore, it is believed that these findings will be considered as a useful source of information to lecturers, teachers, institutions, and management in supporting role play practices and thus enhancing Arabic language proficiency among UiTM students.
Conceptual Understanding, Procedural Knowledge and Problem-Solving Skills in Mathematics: High School Graduates Work Analysis and Standpoints
Author: Al-Mutawah, Masooma Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Graduates,Mathematics Skills,Problem Solving,Knowledge Level,Mathematical Concepts,Mathematics Tests,Grade Point Average,Algebra,Geometry,Measurement,Data Analysis,Probability,Misconceptions

This study measures the mathematical abilities high school graduates' in Bahrain. Mathematical abilities encompass conceptual understanding, procedural knowledge and problem-solving skills in the five content domains which are Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. While procedural understanding focusses on performing facts and algorithms, conceptual understanding reflects a student's ability to reason and comprehend mathematical concepts, operations and relations which will be helpful in solving non-routine problems. A test consisting of questions from the five content domains was administered to students where they demonstrated conceptual understanding and procedural knowledge which enabled them to solve problems in various real-life situations. Structured interviews were also conducted to test their mathematical abilities and suggest ways to improve proficiency in mathematics and eliminate misconceptions. The results show that conceptual understanding and problem-solving skills are positively correlated. This research also endeavors to correlate students' performance in this test with their high school GPA.
Building a Project Culture through Research and Innovation Training of Future PhDs in Ukraine
Author: Meniailo, Viktoriia
Date: 2019-00-00
Type: Journal Articles
Subjects: Doctoral Students,Doctoral Programs,Student Projects,Problem Solving,Active Learning,Innovation,Fund Raising,Instructional Effectiveness,Transfer of Training,Foreign Countries,Program Descriptions

Ever since the European model of training of PhD students has been introduced in Ukraine in 2016, the issue of finding effective forms and methods of doctoral studies has been raised in the national education system. The aim of this study is to present a strategy for creating a project culture in which PhD students develop and implement real projects and solve regional problems as a basis of their preparation for research and innovation activities. The main methods used in this study are the theoretical description of the program of research and innovation training of postgraduates using project-based learning and its application in practice. This program includes the following stages of project activities: preparatory, initiation, formation of the project team, analysis of the situation, development of the project concept, ?s well as: fundraising, implementation and concluding of the project. The effectiveness of training and its results were tested through empirical and statistical processing methods. The results of the experiments show the positive impact of the developed training program in building of the project culture and developing transferable skills of the future PhDs (instrumental, systemic, and interpersonal), as well as gaining of the pre-professional experience in the process of working on real projects. The study also reiterates the role and importance training in bringing effectiveness of research and innovation of postgraduates.
Forecasting the Results of Students Attending School in Vietnam by Geographical Area
Author: Van, Son Huynh
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Prediction,Outcomes of Education,Attendance Patterns,Geographic Regions,Educational Trends,Kindergarten,Preschool Children,Elementary School Students,Secondary School Students

This study attempts to forecast the results of school students in Vietnam by geographical region analysis. Results show variations between regions. In the Red River Delta region, it is forecast that in the decade 2015 to 2025, the number of children attending to school will increase slightly. In the Midlands and Northern Mountains region, the average number of children attending school should increase gradually by 2.4 percent over five years. In the North Central and Central Coast regions, student numbers have increased and decreased erratically. In the Central Highlands, there has been an average rate increase of 3.45 percent over five years. In the Southeast region, student numbers at all levels are expected to increase by an average of 3.9 per cent over five years. In the Mekong Delta region, student numbers are expected to increase by one percent over five years but experience a 1.8 percent reduction by 2035. These data will be critical to planning for the education sector in the coming decades.
Investigating Effectiveness of Disability Friendly Education Training Modules in Indonesian Schools
Author: Salim, Abdul
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Special Education,Students with Disabilities,Teacher Attitudes,Attitudes toward Disabilities,Knowledge Level,Teacher Education,Public School Teachers,Training,Intervention,Attitude Change

This study aimed to determine the effect of disability friendly education training on teachers' understanding by applying disability-friendly education training modules. The research design adopted the pre-posttest method given to the same group before and after training on imparting disability friendly education. Classroom teachers in inclusive schools under the Ministry of Religion in Surakarta were the subjects of this research. The validity of the instrument was tested by using content validity on the feasibility or relevance of the contents of the test instrument through rational analysis by expert judgment. The results showed that the paired sample T-Test score was - 17.736 with significant level at 0.000, which means &lt;0.05. It suggests that there is a significant difference in the score of the average teacher's understanding of disability-friendly education before and after training, and the difference is statistically significant too. It can therefore be concluded that disability friendly educational training is effective to improve teachers' understanding in public schools.
The Profile of Professional Standards for Secondary School Principals in Vietnam
Author: Trinh, Thao Phuong Thi
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary Schools,Principals,Standards,Professionalism,Administrator Attitudes,Educational Quality,School Administration,Foreign Countries,Ethics,Political Attitudes,Educational Needs,Teacher Administrator Relationship,Instructional Leadership

Gathering information on the performance of school principals and acting on the information about their effectiveness as leaders is an essential part of improving school performance. This paper reports part of the findings from an initiative conducted to sustain and improve management quality at secondary schools in Vietnam. An evaluation tool was developed based on Vietnam's professional standards for school leaders and was used by school principals and teachers to provide more insight into their professional practices and training needs. 593 principals and 1647 teachers from 16 provinces across the eight regions of the country participated in the survey and 110 follow-up interviews were conducted. The results indicated that there were certain socio-cultural factors that conditioned the practices of Vietnamese school leaders, including demanding them to be politically, ethically and professionally fit, and to assume many peripheral roles. School principals in Vietnam generally met state standards in terms of qualifications and management expertise, and were perceived to have adequate competencies in handling school management, especially in promoting teachers' teaching capacity and ensuring educational quality. However, Vietnamese school principals found it challenging to manage school resources and assets and to instruct teachers on leadership; areas that they have hitherto received little training in.
The Power of Role-Playing in Counseling Children with Learning Difficulties in Inclusive Schools of Indonesia
Author: Asrowi
Date: 2019-00-00
Type: Journal Articles
Subjects: Role Playing,Children,Learning Problems,Students with Disabilities,Inclusion,Foreign Countries,Learner Engagement,Academic Achievement,Special Education Teachers,Learning Motivation,Educational Games,Self Esteem,Instructional Effectiveness,Interpersonal Relationship,Counselor Role,School Counselors

This research was conducted to measure the impact of counseling among children with learning difficulties in terms of motivation and self-confidence. This study is an action research. The research took place in an inclusive school in Indonesia conducted in collaboration between special education teacher, counselor and practitioners. The subjects were 30 learners in mainstream classroom setting where seven children with learning difficulties were included. Data was collected through pretest and posttest and observation. The tests were used to measure their academic achievement, and observation was carried out to see the learning motivation of children with learning difficulties during the respective classroom instruction that employed role play and educational games. The data were analyzed by using SPSS 16 by comparing test scores obtained before and after the cycles of instruction. The results showed that the use of educational games or role play can overcome the problem of motivation and self-confidence of children with learning difficulties. It was also proven by the acquisition of t value which was greater than the value of t-table at the level of significance of 5%, i.e. 8.789 &gt; 2.045. It also proved that the average score before treatment was 123.97 and after treatment was 133.03 with an average increase of 3.622%.
Initiatives for Accomplishing the TIMSS 500 Centerpoint through Curricula, Teachers&apos; Development and Instructional Strategies
Author: Al-Mutawah, Masooma Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,Elementary Secondary Education,Mathematics Achievement,International Assessment,Mathematics Tests,Science Tests,Science Achievement,Scores,Student Improvement,Benchmarking,Educational Environment,Teacher Education,Faculty Development,Grade 4,Grade 8,Teacher Attitudes,Job Satisfaction,Educational Resources,School Security

The Trends in International Mathematics and Science Study (TIMSS) is one of the most influential assessments of student achievement conducted every four years. It provides reliable data on mathematics and science achievements in grade 4 and grade 8 as well as information about instructional curricular and teaching-learning process. This helps to make decisions on policy development and identify areas of progress. This research delivers evidence on factors that influence the improvement in the scores of TIMSS examination in 2015 compared to 2011 in the Kingdom of Bahrain. Since the Kingdom experienced a major reformation in mathematics and science education, this research analyzes the improvement in students' skills and knowledge by comparing the same cohort results in 2011 and 2015 in mathematics as well as science. This research is also trying to identify other factors, as benchmarked by the Bahrain Numeracy Strategy (BNS) such as school environment, teacher education, teacher's professional development, and classroom contexts for learning and instructional support which backed the improvement. This research provides initiatives to be taken to accomplish TIMSS Center Point 500 in the coming TIMSS examination in 2019 or later.
Examining the Implications of Differentiated Instruction for High School Students&apos; Self-Actualization
Author: Aljaser, Afaf
Date: 2019-00-00
Type: Journal Articles
Subjects: Individualized Instruction,High School Students,Self Actualization,Foreign Countries,Classroom Environment,English (Second Language),Individual Differences,English Teachers,Academic Achievement,Student Attitudes,Self Efficacy,Adolescents

Adopting differentiated teaching and learning strategies has proved effective in addressing students' diverse capabilities and potentials as well as developing their skills. This study examines the implications of differentiated instruction for self-actualization among high school students. For achieving this purpose, the quasi-experimental approach was adopted. The sample consisted of (58) high school students from Riyadh, Saudi Arabia. They were subdivided into an experimental group comprising (28) students taught in a differentiated classroom environment and a control one comprising (30) students taught in a traditional classroom environment. Two scales, a differentiated classroom environment scale and a self-actualization scale, were prepared and applied upon the participants. The results showed a high level of self-actualization among the experimental group students, indicating that differentiated instruction improved their self-actualization skills. Differentiated instruction provided students with an environment suitable to make them feel self-confident, establish positive relations with their classmates, and positively interact and cooperate with them. In the light of these results, the author recommends holding training courses and workshops to qualify teachers for designing and utilizing differentiated instruction.
Flipped Learning for Repurposing EFL Class Time in Moroccan University
Author: Jaafari, Mohamed
Date: 2019-12-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Teaching Methods,Semitic Languages,Attendance,Instructional Materials,Computer Mediated Communication,Case Studies,Computer Assisted Testing,Universities,Language Tests,College Students

This article demonstrates the way flipped learning is implemented in response to new learning environment to solve inadequacies in setting and enhance learning and teaching practices. Accordingly, in the Faculty of Arabic Language in Marrakech, flipped classroom is adopted as a pedagogical solution to approach novel occurrences in teaching and learning context, namely students' irregular classroom attendance and quantity and variety of instructional material the students have to assimilate within an allotted time to meet deadlines. The question raised seeks to discover the extent flipped pedagogy is successful in improving the teaching and learning performances despite the mentioned inadequacies. For this purpose, and following flipped methodology, the course is disseminated to the learners through a technology based tool of communication and physical classroom time is managed for discussion purposes rather than lecturing in a traditional way. The success of this implementation is measured through the assessment of the students' performance in both online quizzes and on-campus exams. Pedagogical benefits and pending points in the implementation of such method in this particular context is thoroughly debated with the purpose to highlight the implications of this empirical case study for educators and researchers.
Shifting Primary School Teachers&apos; Understanding of Songs Teaching Methods: An Action Research Study in Indonesia
Author: Julia, J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Music Teachers,Elementary School Teachers,Singing,Teaching Methods,Technology Uses in Education,Handheld Devices,Computer Oriented Programs,Technological Literacy

In order to teach songs properly, primary school teachers need to be equipped with various strategies in songs teaching, and develop an understanding about correct methods of songs teaching. These primary school teachers teach songs through traditional oral methods with their own voices as the role model, though they did not have a perfect pitch. This research aims at rectifying primary school teachers' understanding of their own teaching methods in vocal teaching. This research exemplifies the results of a collaborative teamwork for critical units in order to change primary school teachers' understanding on teaching songs to their students. The result of these units show that by providing information about the impact of teaching songs to their prospective students who sang with poor singing skills and did not have a good pitch, it is possible to change teachers' understanding of teaching songs by using modern teaching methods. Moreover, guiding teachers to use various applications and media in teaching songs would provide new insight into them to choose supporting devices, and improve teaching literacy for vocal teaching.