ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Challenges Encountered by Orphaned Undergraduates of a Public University in Kwara State, Nigeria
Author: Amali, Ismaila O. O.
Date: 2020-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Characteristics,Student Problems,Student Welfare,Student Financial Aid,Disadvantaged,Parents,Death,Access to Computers,Public Colleges,Gender Differences,Foreign Countries

Over the years, the educational related problems been faced by orphans during their tertiary education seems to under explored. However, there is a need to investigate this phenomenon in order proffer a precise solution. In respects to the forgoing, this study examined educational challenges encountered by orphaned undergraduates of a public university in Kwara State, Nigeria. Descriptive survey design was adopted for this study with a sample of 258 undergraduate orphans were selected through accidental and snowball techniques. Data were collected with Educational Challenges Questionnaire with reliability coefficient of 0.83. Mean ranking was used to answer the research question while hypotheses were tested with t-test and ANOVA. Results showed that orphaned undergraduates encounter difficulties in getting ICT facilities, financial support, accommodation/hostels, upkeep/welfare, learning resources and many more. Furthermore, the result revealed a significant difference in the educational challenges of male undergraduate orphans and their female counterpart. Also, there was a significant difference in the challenges based on their level with 100 and 500 level undergraduate orphans encountering greater difficulties and respectively. It was therefore recommended that relevant authority should provide basic needs like learning resources, ICT facilities and financial support to support them.
Students&apos; Self-Regulated Learning in Iconic Mobile Learning System in English Cross-Disciplined Program
Author: Hanif, Muhammad
Date: 2020-10-00
Type: Journal Articles
Subjects: Self Management,English (Second Language),Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,High School Students,Self Control,Foreign Countries,Visual Aids,Teaching Methods,Learning Strategies,Student Motivation,Self Esteem

The purpose of this study was to assess learners' self-regulated learning (SRL) levels and the effect toward an attitude of m-learning adoption in assisting English learning. By using m-learning, students were expected to have a flexible way to learn and gained self-regulated learning since it would help them to learn based on their pace of learning. The respondents in this study were 66 students from two different senior high schools in Jepara regency who enrolled in the English cross-disciplined program. In this ex-post-facto study, the researcher used a phenomenological approach to describe SRL aspects while students were using self-designed mobile software for speaking skills which also contained a national iconic woman hero. From the investigation of aspects of Learning Plan and Strategy, Intrinsic Motivation, Learning Control, Self-evaluation, and Confidence, this study found that the respondents were categorized as moderate regulators. From those five aspects of self-regulated learning investigated, it indicated that students had higher Self-evaluation than other aspects in that condition. Then the attitude to adopt m-learning is influenced by SRL. It can be potential to foster the effectiveness of English learning and further learning process since self-regulated learning can positively support the long-life learning characters.
Needs of Students and Lecturers on Linear Programming as an Instructional Strategy in Solving National Economic Problems
Author: Baidawi, Muhammad
Date: 2020-10-00
Type: Journal Articles
Subjects: Educational Needs,Mathematical Applications,Mathematics Education,Values Education,Educational Strategies,Instructional Materials,Economics,Problem Solving,Programming,College Students,College Faculty,Technology Integration,Foreign Countries

This research is motivated by the difficulty of students in expressing economic problems in verbal and linear program languages. It is important to develop a linear program teaching material through realistic mathematic education approach with problem solving strategies with national character. This study aims to describe the needs of students and lecturers on the linear program teaching materials. this teaching material applies a realistic mathematics education approach to problem solving strategies. problem in this study relates to national economic problems. This research is mixed type of research design. Research instruments in the form of questionnaires and interviews. Subject of research 225 students and 7 lecturers. The results showed that linear program teaching materials are very important for students and lecturers. They get teaching material from the internet. The material they need is short, clear and the evaluation is in the form of a description. They need economic-based linear program teaching materials through realistic Mathematics education approach with problem-solving strategies with the national character. Based on the needs of students, it is necessary to arrange linear program teaching materials.
Effect of the Interactive Whiteboard on Vocabulary Achievement, Vocabulary Retention and Learning Attitudes
Author: Hoa, Truong Minh
Date: 2020-10-00
Type: Journal Articles
Subjects: Visual Aids,Educational Technology,Vocabulary Development,Retention (Psychology),Student Attitudes,Grade 5,Elementary School Students,Foreign Countries,Teaching Methods,Instructional Effectiveness,Learning Activities,Pretests Posttests

In order to evaluate the success of integrating the Interactive Whiteboard into vocabulary lessons in terms of developing the fifth graders' vocabulary achievement, retention and learning attitudes, the thirteen-week quasi-experimental study was conducted in two classes with the participation of 40 fifth graders as the control group and another 40 from the same grade as the experimental group, respectively. The instruments included three vocabulary tests (e.g. one pre-test, one posttest and one delayed post-test); and the attitude questionnaire. The quantitative data obtained from these measurement tools were analyzed by SPSS. The findings of the study indicated that the Interactive Whiteboard activities positively contributed to the fifth graders' vocabulary achievement and retention of form, meaning and use. Besides, the fifth graders' level of motivation, interest, and active behavioural intentions increased via the Interactive Whiteboard.
Integrating Thematic Instruction Using Webbed Curricula Model to Improve Students&apos; Reading Comprehension on Informational Text
Author: Puspita, Ryan Dwi
Date: 2020-10-00
Type: Journal Articles
Subjects: Thematic Approach,Integrated Curriculum,Grade 5,Elementary School Students,Reading Comprehension,Reading Instruction,Instructional Effectiveness,Student Improvement,Foreign Countries

Webbed curricula model presents the concept to integrate various subjects in a learning process. It employs several activities that enable students to be capable of providing a meaningful learning and experience for them. This study was aimed at examining the effect of integrated thematic learning that refers to the model of webbed curricula to improve 5th grade students' reading comprehension skills on informational text. It used quasi experimental method and collected data through observation, pre-test and post-test. There were 368 samples of students participated in the study. The results indicated that integrating Thematic learning using the model of webbed curricula carried significant effect on improving students reading comprehension skills on informational text. It can be seen from the difference related to their ability to read before and after learning by using webbed curricula model. This research suggests that students reading comprehension should be supported by teaching materials, learning media, student worksheet and interesting and practical activities to stimulate their reading performance.
Integrated between DAPIC Problem Solving Model and RME Approach to Enhance Critical Thinking Ability and Self Confidence
Author: Wulandari, Ika Putri
Date: 2020-10-00
Type: Journal Articles
Subjects: Problem Solving,Critical Thinking,Thinking Skills,Self Esteem,Mathematics Instruction,Teaching Methods,Middle School Students,Pretests Posttests

The goals of learning mathematics are to develop thinking skills. But the results showed that critical thinking ability are still low and the lack of self confidence of students. Therefore we need a supportive learning, alternative learning is DAPIC (Define, Assess, Plan, Implement, and Communicate) Problem Solving with Realistic Mathematics Education approach. This study aims to find out whether the use of DAPIC Problem Solving with Realistic Mathematics Education approach was effective in critical thinking ability and self confidence. The method used is pretest and posttest of a controlled group, where 67 middle school students are used as research sample. The instrument used are valid and reliable. First stage of examination is normality and homogeneity test. Meanwhile, the hypothesis is tested by analyzing the parametrical statistic of proportion test, proportion difference test, t-test, independent sample t-test, and regression test. The result showed that DAPIC Problem Solving with Realistic Mathematics Education approach was effective in critical thinking ability and self confidence. Based on the results, DAPIC Problem Solving with Realistic Mathematics Education approach can be used as a choice to improve student learning outcomes, especially critical thinking skills and self confidence.
Effect of Critical Dialogue on Students&apos; Academic Performance in Economics in Abeokuta, Nigeria
Author: Odutayo, Adesegun O.
Date: 2020-10-00
Type: Journal Articles
Subjects: Discussion (Teaching Technique),Academic Achievement,Economics,Foreign Countries,Secondary School Students,Instructional Effectiveness,Critical Thinking,Cooperative Learning,Gender Differences,Conventional Instruction,Pretests Posttests

Critical dialogue is a problem-posing discussion set up to ensure equal access and participation by all students, constructed to focus on a multiplicity of viewpoints. This study examined the effects of Critical Dialogue on the academic performance of students in Economics in Abeokuta, Ogun State, Nigeria. Quasi-Experimental design was adopted. Two research questions were raised for this study which had corresponding hypotheses. 73 students (35 critical dialogue and 38 conventional) were randomly selected from a purposefully sampled secondary school. ANCOVA was used to the hypotheses generated. There was significant difference in the performance of students exposed to critical dialogue. This study recommended among others that teachers should expose students to critical dialogue instructional strategies to develop students' generic skills.
Comparison of Threshold Values of Three-Tier Diagnostic and Multiple-Choice Tests Based on Response Time
Author: Türkoguz, Suat
Date: 2020-10-00
Type: Journal Articles
Subjects: Comparative Analysis,Reaction Time,Multiple Choice Tests,Scores,Reliability,Risk Assessment,Preservice Teachers,Science Teachers,Chemistry,State Universities,Teacher Education Programs,Foreign Countries,Scientific Concepts,Science Tests,Science Instruction,Psychometrics,Test Items,Item Response Theory

This study aimed to investigate the item &quot;Response Time Fidelity scores&quot; (&quot;RTFs&quot;), &quot;KuderRichardson Reliability&quot; (&quot;KR[subscript 20]&quot;) and &quot;Cronbach's Alpha Reliability&quot; (&quot;alpha&quot;) coefficients, calculate &quot;KR[subscript 20]&quot; coefficients with &quot;RTFs&quot; for 30 threshold points between 1 and 30 seconds and compare these values on plots, estimate the threshold point in the literature to support these plots and conduct risk analyses with &quot;Cox Proportional Hazards Model&quot; (&quot;Cox-HM&quot;) on the initial data and the new data determined by the threshold value. This study is a descriptive research. The participants were pre-service science teachers at a state university in Turkey (n:115). The study was conducted in two groups. In Group-1 (n:57), a &quot;Three-Tier Diagnostic Test&quot; (&quot;[subscript 3]TDT&quot;) was performed, and in Group-2 (n:58), a &quot;Multiple-Choice Test&quot; (&quot;MCT&quot;) was applied. Tests consisted of 63 items and chemical concepts. As a result, it was found that item response times could be used in the validity and reliability studies of measurement tools. Moreover, examinees spent less time and effort in Tier-II of &quot;[subscript 3]TDT.&quot; In future research, response times and RTFs may have roles in development of &quot;[subscript 3]TDTs&quot; about different concepts. Moreover, these may be used in Rasch and Parametric Logistic Analysis for &quot;[subscript 3]TDT.&quot; This study may be repeated using different psychometric scales.
Music Education: Thoughts, Reflections and Considerations in &apos;Uniting Voices&apos;
Author: Forrest, David
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Music,Educational Philosophy,Children,Music Teachers,Teacher Education,Role of Education

The paper, presented as the Jacinth Oliver Memorial Address at the ASME national conference in 2017 explores a range of issues in music, education and music education. Past addresses are explored in the framework of a series of preludes.
Primary Music Curriculum Frameworks: A Critical Comparison of the International Baccalaureate Primary Years Programme and the NSW Creative Arts K-6 Syllabus
Author: Norman, Timothy David
Date: 2017-00-00
Type: Journal Articles
Subjects: Music Education,Comparative Analysis,Elementary School Students,Foreign Countries,Advanced Placement Programs,Creativity,Art Education,Program Evaluation,Classification,Best Practices,Course Descriptions

This article compares and evaluates the music components of the International Baccalaureate (IB) Primary Years Programme (PYP) and the NSW Creative Arts K-6 Syllabus. To guide the analysis, this article employs Bernstein's (1971) concepts of classification and frame, and the two levels of 'best practice' in primary music education proposed by Jeanneret and Stevens-Ballenger (2013). Adoption of the PYP by schools has increased significantly throughout the past decade to the extent that it is now the most widely implemented of the four IB programs currently available in Australia (Kidson, Odhiambo, &amp; Wilson, 2018). However, despite its growth in popularity, little research within Australia has focused on the PYP and even fewer, if any, studies have explored its implications for music education practice both nationally and internationally.
Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism
Author: Akbay, Sinem Evin
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Behavior,Risk,Undergraduate Students,Public Colleges,Time Management,Locus of Control,Academic Achievement,Personality Traits,Predictor Variables,Foreign Countries

Purpose: The aim of this study was to examine how academic procrastination, academic locus of control, and academic perfectionism predicts the tendency of university students' academic risk taking. Also, this study focused on understanding how academic procrastination, academic locus of control, and academic perfectionism of university students had power to predict the students' tendency of academic risk taking. Research Methods: The study group of this research consisted of 507 (351 female and 154 male) undergraduate students studying at a state university in Turkey during the 2018-2019 academic year fall semester. The study group was identified using convenient sampling. In this study, the &quot;Personal Information Form&quot;, &quot;Academic Risk Taking Scale&quot;, &quot;Academic Procrastination Scale&quot;, &quot;Perceived Social Self-efficacy Scale&quot;, &quot;Academic Locus of Control Scale&quot;, and &quot;Academic Perfectionism Scale&quot; were used to collect data. The Pearson Moments Multiplication Correlation Coefficient (r) and stepwise multiple regression analysis were used in the analysis of the data. The upper margin of error is assumed to be 0.05. Findings: According to the findings obtained, academic procrastination, academic locus of control, and academic perfectionism respectively predicted the academic risk-taking behaviors of university students significantly. Accordingly, as the academic procrastination, academic external locus of control, and academic perfectionism decreased, academic internal locus of control increased, and academic risk-taking behavior increased as well. Implications for Research and Practice: Research can be done by using other variables to understand academic risk-taking behavior. In addition, various activities can be planned for students to take more risks in academic life, to show less procrastination behavior and to have more internal locus of control.
Trends in PhD Theses in Turkish Chemistry Education (1999-2019)
Author: Yildirim, Tamer
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Doctoral Dissertations,Chemistry,Science Education,Teaching Methods,Research Methodology,Sampling,Data Collection,Data Analysis

Purpose: This study analyzes the content of doctoral theses completed in chemistry education within the last two decades (1999-2019) after the restructuring of education faculties in Turkey. This study examines the doctoral dissertations completed in chemistry education in 1999-2019 concerning their year of publication, university, objective, research design, sample properties, data collection tools and data analysis methods. Research Methods: This study was conducted using the qualitative research method of document review. The documents analyzed as part of this study were PhD theses completed in chemistry education in Turkey in 1999-2019. The theses were subjected to descriptive content analysis. Findings: The findings obtained in this study showed that the number of theses began to increase in 2001 and reached its peak in 2012, before beginning to taper off in the following years. The Middle East Technical University published the highest number of theses. It was observed that most theses concerned the development and implementation of a teaching method. Quasi-experimental designs featured prominently as a research method, with most samples comprising high-school-level study groups. Although examples of quantitative research were more on the whole, in recent years, there was a higher number of studies based on mixed and qualitative research. Interviews and concept testing/achievement tests were frequently observed as data collection tools, while inferential and descriptive statistics were predominantly brought to bear as data analysis methods. Implications for Research and Practice: This findings obtained in this study suggest that more emphasis should be placed on graduate courses that teach research methods, incorporating more practice sessions because the research methods used in the theses were not specified appropriately by the researchers. There is also a need, in keeping with international trends, to focus more on mixed method research, and to increase the number of qualitative studies, which do a better job of exploring educational environments naturally.
Interventions for Promoting Student Engagement and Predicting Performance in an Introductory Engineering Class
Author: Rao, A. Ravishshankar
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Student Motivation,Prediction,Academic Achievement,Introductory Courses,Engineering Education,Educational Innovation,Textbooks,Electronic Learning,Films,Questioning Techniques,Discussion (Teaching Technique),Skill Development,Early Intervention,At Risk Students,College Students,Generational Differences,Class Size,Data Use

Studies show that a significant fraction of students graduating from high schools in the U.S. is ill prepared for college and careers. Some problems include weak grounding in math and writing, lack of motivation, and insufficient conscientiousness. Academic institutions are under pressure to improve student retention and graduate rates, whereas students are under pressure to graduate and find employment. Consequently, there is room for substantial innovation in better motivating students, improving their performance, and helping them succeed. This paper describes two interventions consisting of cinematic meditation and online books. We utilized them to improve student engagement while developing important skills including conscientiousness and communication. In cinematic meditation, we engaged students in goal-directed and guided viewing of films concerning important technological developments. We administered this exercise during the first week of class, which helped to motivate students and stimulate classroom discussion. We asked students to write an essay describing their responses to questions related to the films. Online books help to log student activity and provide supplementary learning material for the students to master. Both these interventions produce quantitative data about student behavior, such as timeliness, which we used to predict subsequent student performance. A timeliness measure, obtainable as early as within 5 weeks of the semester, is correlated (r = 0.4, p &lt; 0.001) with a cumulative score computed at the midpoint of the semester. This facilitates the early identification of at-risk students, and could avert further performance problems in the semester. The interventions and data-driven techniques described in this paper are easy to administer and scalable to large class sizes.