ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic
Author: Capinding, Andie Tangonan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Student Attitudes,Student Interests,Mathematics Instruction,Mathematics Achievement,High School Students,Student Satisfaction,Mathematics Anxiety,Gender Differences,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education

This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija, Philippines during the first and second grading of the academic year 2021-2022. The study included both a descriptive-comparative and descriptive-correlational research design. The 207 high school students were chosen using stratified sampling. According to the findings, students have a very satisfactory rating in mathematics. Students agree that they are motivated, enthusiastic, and have a positive attitude toward mathematics. They do, however, agree that mathematics causes them anxiety. When students are subdivided based on sex, their mathematics interest and anxiety differ significantly. However, there was no significant difference in interest/attitude and achievement. When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly. Students' motivation, anxiety, and achievement differ significantly by year level. There was a positive relationship between and among mathematics motivation, interest/attitude, and achievement. However, there is a negative association between mathematics anxiety and mathematics motivation; mathematics anxiety and mathematical interest/attitude; and mathematics anxiety and mathematical performance. The study's theoretical and practical implications were also discussed, and recommendations for educators and researchers were given.
Surveillance in Schools across Europe: A New Phenomenon in Light of the COVID-19 Pandemic? The Cases of Greece and France
Author: Karagianni, Anastasia
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Privacy,Legal Responsibility,School Security,Crime Prevention,Student Rights,Video Technology,Information Security,Elementary Secondary Education,COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Distance Education,Artificial Intelligence

Surveillance technology is more and more used in educational environments, which results in mass privacy violations of kids and, thus, the processing of huge amount of children's data in the name of safety. Methodology used is doctrinal, since the focus of this research was given in the implementation of the legal doctrine of data protection law in the educational environments. More than that, the cases of Greece and France regarding the use of surveillance technologies in schools are carefully studied in this article. Privacy risks that both children and educators are exposed to are underlined. In these terms, this research paper focuses on the proper implementation of the European data protection framework and the role of Data Protection Authorities as control mechanisms, so that human rights risks from the perspective of privacy and data protection to be revealed, and the purposes of the use of such technologies to be evaluated. This study is limited in the legal examination of the European General Data Protection Regulation, and its implementation in the legal orders of Greece and France, and practice pertaining to the case studies of Greece and France respectively.
The Effects of the &quot;Predict-Observe-Explain (POE)&quot; Strategy on Academic Achievement, Attitude and Retention in Science Learning
Author: Erdem Özcan, Gamze
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Comparative Analysis,Student Attitudes,Pretests Posttests,Grade 4,Elementary School Students,Science Achievement,Science Education,Teaching Methods,Scores,Retention (Psychology),Scientific Attitudes,Measures (Individuals),Foreign Countries,Intervention

This paper employed a quasi-experimental design with pretest-posttest control group to investigate the effects of the predict-observe-explain (POE) strategy on fourth grade students' academic achievement, attitudes towards science, and retention. Participants of the study were consisted of 60 students. Experimental (n=30) and control groups (n=30) were randomly selected. The activities in the intervention group conducted eight weeks and a total of 18 lesson hours were run. The pre- and post-test results of the students in the experimental group and the control group were compared using the t-test for independent groups. The results demonstrated statistically significant differences between the experimental and control groups in terms of both academic achievement and attitudes post-test scores. In addition, a retention test was applied five weeks later than post-test application. The retention test results of the study revealed that the difference between the experimental group and the control group was statistically significant in favor of the experimental group. In conclusion, the results suggest that POE is an effective strategy in increasing the academic achievement and providing positive attitudes towards science.
The COVID-19 Pandemic&apos;s Impact on 9th Grade Students&apos; Mathematics Achievement
Author: Moliner, Lidon
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Grade 9,Mathematics Achievement,Public Schools,High School Students,Gender Differences,School Closing,Online Courses,Barriers

In this research, the influence of the Coronavirus disease (COVID-19) pandemic on 9th grade students' mathematics achievement is analyzed through quantitative and qualitative methods. A posttest only with control group design was used to compare the mathematics marks of 9th grade students from the previous school year (before the pandemic, control group) and the current school year (during the pandemic, experimental group). Seventy-three students from a public high school in Spain attending class on alternate days participated in the study. Three focus group sessions were held with students, and five semi-structured interviews were conducted--two with teachers and three with students' families. Results show statistically significant differences in students' mathematics achievement, with students enrolled in 9th grade the previous (pre-pandemic) year outscoring their peers currently enrolled in 9th grade (during the pandemic) by 22.17%. An overall negative effect size of Hedge's g = -1.11 was reported. Although significant statistical differences between groups were reported for both male and female students, the effect was 42.31% larger for male students (Hedge's g = -1.11) than for females (Hedge's g = -0.78). The qualitative information supported the quantitative results. Changes in educational settings, students' lack of motivation, monotony, and students' level of responsibility were qualitatively reported as factors that may explain this phenomenon. The main conclusion of this study is that the COVID-19 pandemic may be significantly and negatively affecting 9th grade students' mathematics achievement.
What Teachers Tell Us about the Impact of the COVID-19 Pandemic on Public Education in Italy
Author: Decarli, Gisella
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Elementary School Teachers,Middle School Teachers,High School Teachers,Online Courses,School Closing,Teaching Methods,Students with Disabilities,Program Effectiveness,Innovation,Teacher Student Relationship,Public Education,Foreign Countries

The Coronavirus disease (COVID-19) state of emergency has brought about a radical change in the way of teaching. In a questionnaire, we asked 120 teachers from Italian Primary, Middle and High Schools about the advantages and disadvantages of online teaching, the students' conduct during lessons and the methodologies applied to students with special educational needs. Primary School teachers most strongly reported an increase in boredom and distraction, and disagreed that online teaching helps students' learning and that it makes them more active. The main advantage of online teaching was the technical and methodological innovations, while the main disadvantage was the lack of relationship with students. In the case of students with special educational needs, many teachers reported that they used simplified procedures and personalized meetings. Overall, teachers appear to think that online teaching has many drawbacks, though it also has some positive aspects that need to be appreciated and exploited.
X&apos;s and Y&apos;s in the Midst of the Pandemic: Generational Identity, Mental Well-Being and Life Satisfaction among Filipino Adult Learners
Author: Dela-Rosa, Ronnell D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Mental Health,Quality of Life,Adult Students,Life Satisfaction,Generational Differences,Well Being,Predictor Variables,Social Influences,College Students

The 2019 novel Coronavirus disease (COVID-19) has increased the mental health challenges and decreased the quality of life among students and the general adult population. However, adult learners and non-traditional students who are currently at their quarter and midlife during the pandemic, remain underrepresented in well-being research. Moreover, the unique sociocultural and historical contexts specific to generational cohorts may have an impact on the way they experience and cope with the challenges brought about by the pandemic. This study sought to determine the relationships among generational identity, mental well-being and life satisfaction among Millennial and Generation X Filipino adult learners. A total of 543 adult learners participated in this online cross-sectional study. Findings suggest that young millennials reported lower levels of mental well-being and life satisfaction compared to old millennials and Gen Xers. Moreover, mental well-being was found to be a predictor of life satisfaction among Filipino adult learners, regardless of their generational identity. Schools must implement initiatives to monitor and address mental health issues among adult learners, contextualized to quarter and midlife contexts.
The Study on Awareness, Ability and Policy Suggestions to Meet Job Requirements of the Digital Transformation
Author: Loc, Nguyen Duc
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Force Development,College Students,College Faculty,Administrators,Industrialization,Technological Advancement,Labor Demands,Vocational Adjustment,Student Attitudes,Career Readiness

The discourse that revolves around the Fourth Industrial Revolution in Vietnam has witnessed participation from policy makers, business circles, and academics. This study sought to explore the future of Vietnamese workforce's awareness and competencies in meeting labour market needs in the Fourth Industrial Revolution. To capture these awareness and competencies, the study used the mixed method. Questionnaires were initially conducted with 800 third- and fourth-year students who were studying in four fields: social sciences and humanities, science and technology, natural sciences, and finance and banking in public and private universities in Ho Chi Minh City. Thirty lecturers and managers from private and state-owned enterprises were then invited to participate in interviews to gain a multidimensional perspective. Analyses showed the large proportion of students had heard of the Fourth Industrial Revolution primarily from the media, which led to a difference in both awareness and behaviour towards the Fourth Industrial Revolution. The survey students had a positive outlook on employment trends, but felt doubtful and diffident about job-seeking after graduation. From a multidimensional perspective, the study also pointed out obsolete knowledge, traditional teaching, and the shortage of connection between universities and enterprises. The present study provided significant implications for higher educational institutions in the development of future training programmes to prepare the future workforce for the digital economy.
Zero in Arithmetic Operations: A Comparison of Students with and without Learning Disabilities
Author: Güven Akdeniz, Dilsad
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Arithmetic,Students with Disabilities,Learning Disabilities,Preadolescents,Concept Formation,Multiplication,Division,Grade 4,Elementary School Students,Foreign Countries

The aim in the current study is to examine the conceptualizations of zero in arithmetic operations among students with learning disabilities (LD) and no learning disabilities (N-LD). The similarities and differences in the understandings of students with LD and N-LD of zero in arithmetical operations will be discussed. The study is a multiple case study with a qualitative research design. Six students, 3 students with LD and 3 with N-LD aged between 10 and 12 years participated in the study. The data were collected through clinical interviews. The data were analyzed by content analysis. Students' limited understanding of zero and operations affects their interpretation of arithmetic operations with zero. The conceptualizations of students with LD and N-LD regarding specifically division by zero show similarities with the exception of their use of the knowledge about operations. It has been observed that LD students have developed a different algorithm when it comes to addition and multiplication with zero. Through this study examining the differences in the understandings of students with LD and N-LD on a specific concept in terms of underlying conceptions, it is thought to provide an insight in terms of discovering LD and a more detailed recognition of these students' mathematics.
Technology-Enhanced Teaching in Engineering Education: Teachers&apos; Knowledge Construction Using TPACK Framework
Author: Fahadi, Mugigayi
Date: 2022-04-00
Type: Journal Articles
Subjects: Engineering Education,Pedagogical Content Knowledge,Technological Literacy,Educational Technology,Technology Uses in Education,College Faculty,Teacher Competencies,Foreign Countries,Knowledge Level

This study investigates the knowledge that engineering teachers should possess in order to effectively implement technology-enhanced instruction in their teaching practice using Technological Pedagogical Content Knowledge (TPACK) framework, although its (TPACK) use in HEIs is inadequate. The objectives of this investigation are to investigate what TPACK construct is using in engineering education (Eng. Ed) and to study how different attributes of a teacher affect their level of TPACK knowledge. In order to accumulate engineer teachers' knowledge, a descriptive self-assessment tool designed in a Google form was administered via email to 220 teachers from two different universities of Bangladesh located in the business district of Dhaka. Descriptive analysis, Pearson's correlation coefficient (r), Exploratory Factor Analysis, Cronbach Alpha test, ANOVA, and Levene test were carried out to analyse the collected data. The outcomes of this investigation confirmed the practicality of the framework and discovered significant differences regarding technological knowledge (TK), conventional knowledge (PK/PCK) in field of study of the teacher and a significant difference in technology-enhanced instructions in regard to age group of the teacher. The results support the previous argument that only availability of technology and teachers' technology knowledge in Eng. Ed may not accelerate technology-enhanced teaching. The findings add knowledge to prior research whose objective is to find ways of incorporating technology-enhanced instructions in HEIs and thus, provide recommendation to Eng. Ed towards formulating policies on incorporating TPACK components in their teaching.
Strengthening Socio-Cognitive and Emotional Skills in Early Education through a School-Based Program: Preliminary Study
Author: Ison, Mirta Susana
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Preschool Children,Early Childhood Education,Program Effectiveness,Program Implementation,Foreign Countries,Cognitive Ability,Child Development,Urban Areas,Disadvantaged,Comparative Analysis,Preschool Teachers,Teacher Attitudes,Social Cognition,Intelligence Tests,Executive Function,Parent Attitudes,Social Environment,Equal Education,Educational Benefits,Outcomes of Education,Emotional Response,Recognition (Psychology)

This work has two objectives. The first is to describe a program to strengthen socio-cognitive abilities in initial education children (called PHSC), which is focused on training teachers on its implementation in the classroom. The second objective is to examine the effectiveness of the program when it is applied in schools with different socio-cultural contexts. It involved a total of 257 initial-level students attending two pre-primary schools in the province of Mendoza. One school was in an urban area of a more stable social environment, and the other in a socially-vulnerable area. The program was administered by teachers who had been trained for it. Pre- and post-assessments were conducted using socio-cognitive tests on the students. The teachers responded to the Executive Functioning Scale for initial education children before and after implementation of the PHSC program, and parents responded to an on-line survey to find out whether they had noticed any improvements or positive changes after the application of the program. The results suggest the possibility that this program, implemented by teachers, could improve the socio-cognitive abilities in children of both of the different social contexts, as well as being a driver to create conditions of equal opportunities and generate learning benefits in all their students.
Higher Order Thinking Skills Based Learning Outcomes Improvement with Blended Web Mobile Learning Model
Author: Hariadi, Bambang
Date: 2022-04-00
Type: Journal Articles
Subjects: Thinking Skills,Foreign Countries,Blended Learning,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,High School Students,Biology,Science Instruction,Instructional Effectiveness,Science Achievement

The objective of this research is to analyze the effectiveness of the blended web mobile learning model in improving Higher Order Thinking Skills-based learning outcomes of high school students. This research is a quasi-experiment design. The research sample was 137 students from 2 senior high schools in East Java Province - Indonesia. Before implementing the BWML model using MoLearn, both groups of students were tested (pre-test) and after the learning was complete, students were again given the same test (post-test). The collected data were analyzed using the Wilcoxon test; calculation of n-gain; and the Mann-Whitney U test. The results shows that biology learning using the BWML Model is effective in improving student learning outcomes as indicated by: (1) an increase in student learning outcomes which is statistically significant at [alpha]=5%, (2) the average of n-gain is in the medium category, and (3) the mean of n-gain has no difference in the two groups of students.
Implementation of Communicative Language Teaching: Cambodian EFL Teachers&apos; Attitudes toward Communicative Language Teaching
Author: Doeur, Bunhorn
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Beliefs,Interpersonal Communication,Language Skills,English (Second Language),Second Language Instruction,English for Special Purposes,College Faculty,Language Teachers,Correlation,Communication Skills

The aim of the present study was to examine the role of teachers' attitudes and beliefs in the implementation of communicative language teaching (CLT) in Cambodian universities. It has repeatedly been demonstrated in past research to teach English for socio-economic, socio-cultural, and other pragmatic purposes in Cambodia. This research explored teachers' attitudes and beliefs toward the implementation of CLT using quantitative methodology. This research was carried out at public and private universities offering the undergraduate program in TESOL/TEFL. The data was collected from 358 teachers who were working in public and private universities. The results of the study showed that teachers' attitudes and beliefs are significantly related to the behaviours in the implementation of CLT in Cambodian universities. The findings concluded that teachers' attitudes and beliefs in managing their instructional practices have significant role in implementing CLT. In order to successfully implement CLT, they need to determine their individual attitudes, beliefs and behaviours. The current study is one of its own kind. To the best of the current study's author's knowledge, no such study has been conducted before.
Implementation of Early Literacy Activities during COVID-19: A Parents Involvement Analysis
Author: Kurnia, Rita
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Parent Participation,Emergent Literacy,Preschool Children,Preschool Education,Parents as Teachers,Skill Development,Vocabulary Development,Phonological Awareness,School Closing

The purpose of this research is to discover how early literacy activities are implemented during COVID-19 pandemic in Pekanbaru, Riau, Indonesia. Since the offline meeting at school has been discontinued, the research sample consists of 400 parents in Pekanbaru who were recruited online. This research method is descriptive in quantitative terms and provides an overview of the performance of literacy activities in Pekanbaru Riau. A questionnaire with A Likert Scale Model was used to collect data. The percentage descriptive technique was used for data analysis with IBM SPSS for Windows Version 23. The results showed that the implementation of literacy activities in Pekanbaru kindergarten was carried out through the parent participation in early childhood literacy development. According to the findings, four indicators that children must have in order to develop early literacy well (vocabulary, narrative, print awareness, and print motivation) are in the high category or more than 65%. Meanwhile, the Letter Knowledge and Phonological Awareness skills are sufficient, at around 60%. Overall, the results of this study are in the high category (64.5%), indicating that literacy activities in Pekanbaru, Riau, Indonesia, have involved parents in the advancement of early childhood literacy skills.