ethanporcaro/eric-fulltext-meta huggingface dataset:
Determinants of Students&apos; Dropout Rate in Primary Schools: The Case of Awi Zone Selected Schools, Ethiopia
Author: Dagnew, Asrat
Date: 2017-08-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Dropout Rate,Teacher Attitudes,Elementary School Teachers,Principals,Administrator Attitudes,Parent Teacher Cooperation,Organizations (Groups),Parent Attitudes,Student Attitudes,Scores,Educational Experience,Cooperation,School Holding Power,Problem Solving,Educational Quality,Quality Assurance,Family Income,Child Health,Student Interests,Family Structure,Religious Factors,Attendance,Family Characteristics,Peer Influence,Early Parenthood,Marriage,Housework,Poverty,Institutional Characteristics,Educational Facilities,Transportation,Relevance (Education),Native Language,Safety,Language of Instruction,Behavior Problems,Low Achievement,Special Needs Students

The purpose of this study was to examine determinants of student dropout rate in seven second cycle primary schools situated in Awi Zone. To effectuate this, descriptive survey research design was adopted for the study. The data were collected via questionnaire and interview from teachers, students who had dropped out of school, school principals and parent-teacher association representatives. Seventy three dropped out students, seventy-five teachers, seven school principals, and seven parent teacher association representatives were participated in this study. Dropout students were selected using available sampling technique. Teachers were selected using a simple random sampling technique whereas school principals and parent teacher association representatives were selected using purposive sampling technique. Quantitative data were analyzed using percentage, mean and independent t-test, whereas qualitative data were analyzed with themes and categories. Independent samples t-test revealed statistically significant differences across students and teachers on determinant factors of dropout. The mean in the t-test indicated teachers' ratings causes/reasons for dropout was significantly higher than those of students. The comparative mean score results, which one of out- of- school and in-school related factors exert the strongest influence students to drop out; the result indicates that in-school and school related factors were exerting the strongest influence that forced students to dropout in the study area. Based on the findings, the following recommendations were forwarded; the government, the school, the community and all of the stakeholders/concerning bodies should collaborate/team up to work together to assist students on the verge of dropping out to remain in school and solve drop out problem at each grade level to realize the millennium development goals and assuring quality education for all citizens.
Self-Regulated Learning Perceptions of Foreign Language Learners: A Cross-Sectional Study
Author: Yüce, Erkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Metacognition,Learning Strategies,Student Attitudes,College Students,Case Studies,Computer Software,Stress Variables,Recordkeeping,Recall (Psychology),Time Management,Learning Processes,Learning Activities,Second Language Learning,Second Language Instruction,Foreign Countries,Gender Differences,Profiles

This study investigated the self-regulated learning (SRL) perceptions of foreign language learners at a public university in Turkey. A quantitative crosssectional model was chosen as the framework. Data were collected by means of a scale originally developed by Hirata (2010). The study was conducted with 230 voluntary participants selected purposefully from the same university. The collected data were analyzed through a computer program in terms of numbers (n), percentages (%), means (x-bar), standard deviations (Sd.), Shapiro-Wilk, One-Way ANOVA, and Independent-Samples T-Test. The results suggested that the participants had problems recalling their foreign language knowledge regularly, controlling their stress levels, keeping records of their learning, relating new knowledge to their existing knowledge, and scheduling their learning time. However, they did not have problems following specific strategies, continuing to study in cases of failure, trying new ways of learning and sparing enough time for learning. The study also found that variables such as sex, grade, and preparatory class education did not contribute to the SRL perceptions of the participants. Based on these results, it can be suggested that activities promoting SRL may enhance the efficiency of language education contexts.
Assessment of Teaching and Learning in Nigeria: Some Methodological Issues
Author: Nwokeocha, Steve
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,Educational Assessment,Teacher Evaluation,Student Evaluation,Teacher Competencies,Teacher Characteristics,Evaluation Methods,National Standards

Assessment of teaching and learning internationally and within Nigeria formed the crux of the paper. The focus is the basic and secondary education levels. The main objective is to demonstrate that assessment of teaching and learning are core to education delivery. The concept of assessment was analyzed. Cases of assessments in Africa were cited and compared. Then the analysis went in-depth into the frameworks for assessing teaching and learning internationally and within Nigeria. It revealed the insufficient assessments so far in the Nigerian education system and the commendable decision of the Minister of Education in 2012 to set up a national committee to development national blueprint for assessing learning achievements in Nigeria. Against these backgrounds, the paper made several recommendations that included the need to institutionalize national frameworks for assessing teaching and learning in Nigeria. It also advised that the national frameworks should be compatible with international teaching and learning assessment models so as to enable comparison of findings in Nigeria and internationally. It further called for the establishment of a national forum on teaching and learning assessment driven by the Federal Ministry of Education to promote exchange of best practices; collaboration among stakeholders involved in teaching and learning assessments to boost the exercises; and the implementation of the recommendations of the learning assessments committee set up by the Federal Government.
Correlation of Anxiety with Teacher Interaction, Self-Esteem and Value
Author: Taye, Bekalu Atnafu
Date: 2017-06-00
Type: Journal Articles
Subjects: Correlation,Anxiety,Teacher Student Relationship,Interaction,Self Esteem,Value Judgment,College Freshmen,Foreign Countries,English (Second Language),Second Language Instruction,Student Attitudes

This study tries to see the relationship among the variables (anxiety, teacher-interaction, self-esteem and values given to language) and it attempts to measure the levels of these variables from different perspectives. The participants of the study were drawn from the Department of Foreign Languages and Literature at Addis Ababa University. Freshman students took part in the study. The study used quantitative approaches. Correlation and regression analyses were employed. In this regard, both descriptive and inferential statistics were made. The results of the study showed that freshman students were anxious and there were many factors that made them apprehensive. Among these factors were teacher interaction and low self-view. The one sample t-test result showed that the average anxiety, self-esteem and teacher-student interaction scores of the students differed significantly from the media and they were found to be significant. There was also a modest inverse correlation among the dependent (anxiety) and the independent variables (teacher interaction, values and self-esteem). Regarding the regression analysis, the combined effect of these variables (teacher interaction, self-esteem and value) affected the emotional stability of the learners' anxiety. Based on the findings, conclusions are forwarded.
Effect of In-Service Training on Effective Classroom Control and Teachers&apos;-Students&apos; Relationship in Secondary Schools in Edo Central Senatorial District
Author: Iwuagwu, Oselumese B.
Date: 2017-05-00
Type: Journal Articles
Subjects: Foreign Countries,Inservice Teacher Education,Secondary School Teachers,Principals,Assistant Principals,Public Schools,Program Effectiveness,Teacher Student Relationship,Classroom Techniques

This study investigated effects of in-service training on effective classroom control and teachers'- students' relationship in secondary schools in Edo State. A descriptive survey using an ex-post facto research design was adopted. Stratified and simple sampling techniques were utilized to determine the sample size. The respondents were two hundred and eighty (280) principals, vice principals and heads of department from selected public secondary schools in Edo Central Senatorial District. The instrument for data collection was a 10 item structured questionnaire. Data were collected and analysed using percentages and frequency counts. The instrument for data collection was a 10 item structured questionnaire. The findings of the study showed that in-service training has significantly affects effective classroom control and teachers'-students' relationship. It was therefore recommended that in-service training should be regularly organized for teachers in secondary schools.
University Students with Disabilities: Factors That Contribute to Their Self-Predicted Likelihood of Graduation
Author: Schechter, Julia
Date: 2018-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Undergraduate Students,Predictor Variables,Student Characteristics,Student Attitudes,Graduation,Student Personnel Services,Special Education,Low Income Students,Planning,Family Involvement,Individualized Education Programs,Agency Cooperation,High School Students,Student Experience,Educational Legislation,Federal Legislation

The purpose of this article is to explore what college planning practices or demographic characteristics are associated with confidence in degree completion for college students with disabilities. A survey was used to gather retrospective data from undergraduate students with disabilities registered with a disability services office at a large doctoral-granting public four-year university (n = 260). A series of t-tests were conducted to test for significant differences in students' confidence of graduation by demographic factors and practices while in high school. Certainty in graduation was measured by students' self-reported likelihood of graduation on a five-point Likert-type scale. Results demonstrate that students at that university, who predict a high likelihood of graduation, report certain individual characteristics, attitudes, practices and activities as important to their eventual degree attainment compared to students not in those groups. These include talking with a college representative while in high school, registering with the disability service office during the first year of college, receiving special education services in high school and students who are deaf or hard of hearing self-report a higher likelihood of graduation. Students who were beneficiaries of the free and reduced lunch program in high school had a lower self-prediction of college graduation than non-free and reduced lunch program students.
Effect of Training on Market Women&apos;s Level of Awareness and Their Disposition towards Solid Waste Management in Lagos Metropolis
Author: Ajiboye, Adebisi A.
Date: 2017-04-00
Type: Journal Articles
Subjects: Females,Knowledge Level,Wastes,Sanitation,Foreign Countries,Retailing,Agricultural Production,Food,Behavior Change,Teaching Methods

The most important and recent subject that affects and worries mankind is the issue of waste and its management. Waste can be described in a relative or subjective term; relative because it is viewed in different ways by different persons or group of people and subjective because what is waste to some may not necessarily be to others. The aim of this study was to assess the effect of training on market women's level of awareness and their disposition towards solid waste management in Lagos State, Nigeria. A 2×2 schematic type of quasi-experimental design was used for this study. The population for this work consists of all market women selling raw farm produce in Lagos State. A sample of forty women was selected from two markets using a simple random sampling technique. A questionnaire on &quot;effect of training on market women's awareness level on solid waste management&quot; was used, having a reliability co-efficient (r) of 0.84 was established. Analysis of Co-Variance (ANCOVA) was used to analyze the data while post-hoc analysis was further used to identify which of the variables allowed for the significant effect in the study. The three formulated hypotheses were rejected showing that there is a significant effect among training on level of awareness, change in behaviour and rate of patronage of waste infrastructures in the respective markets sampled. It was concluded that more efforts from private bodies, government and even market officials should be saddled with the responsibility of sensitizing these market women in other states so that waste management can be a thing to be practiced in our respective houses.
Curbing Violence among Children through Adult Education Programmes
Author: Saula, Shamsideen Ayinla
Date: 2017-06-00
Type: Journal Articles
Subjects: Violence,Foreign Countries,Prevention,Adult Education,Adult Basic Education,Literacy Education,Adult Literacy,Secondary School Students,Secondary School Teachers,Family Characteristics,Background,Peer Influence,Films,Emotional Problems,Child Rearing,Athletics,Recreational Activities,Games,Clubs,Parent Participation,Counseling,Child Welfare,Child Abuse,Bullying,Aggression,Cultural Influences

Children constitute a significant proportion of any nation's population and they are the inheritors of the society. In Nigeria, children hold a great thrust for the future. This paper examined various methods by adult educators in curbing violence among children through various adult education programmes such as literacy education, fundamental education etc. The study was a survey designed to investigate causes, effects and ways of curbing violence among children in Nigeria. Three research questions were formulated and tested for the study. A total of 200 respondents comprising of both teachers and students were selected from 10 public junior secondary schools in Ikeja Local Government Area of Lagos State. An instrument titled &quot;Curbing Violence among Children&quot; was used to collect data. Data were analyzed using frequency tables and percentages. The result revealed that children's violence is mostly caused by family background, peer influence, exposure to violent films, emotional instability and poor child upbringing. Opportunity for sports and other recreational activities, games, debate, excursions, club activities, visitation to schools by parents, establishment of Guidance and Counselling units are some of the strategies suggested for curbing violence among children in the state.
Development of a First Year Success Seminar for College Students with Disabilities
Author: Fleming, Allison R.
Date: 2018-00-00
Type: Journal Articles
Subjects: College Freshmen,First Year Seminars,Program Development,Program Evaluation,Students with Disabilities,Student School Relationship,Academic Achievement,Student Needs,Educational Experience,Student Attitudes,School Holding Power,Academic Persistence,Social Integration

Students with disabilities are enrolling in colleges and universities at increasing rates, but not completing degrees with comparable success as their peers. First Year Seminars (FYS) are commonly employed by colleges and universities to address retention, strengthen connections between the student and the institution, and enhance the likelihood for academic success. Descriptions of FYS programs that address the needs of students with disabilities are very limited in the higher education literature despite the expressed need to improve supports to students with disabilities. In the current study, we gathered qualitative data from students with disabilities attending a four-year university to determine what information would complement a more traditional FYS program to address needs and concerns of this population. Four themes emerged to inform program development: experiences with campus integration, disability experience, student strategies, and suggestions for FYS programs. Implications for program development and evaluation are presented.
Social Group Membership and Risk-Taking Behaviors among College Students with ADHD Symptoms
Author: Pollack, Brittany
Date: 2018-00-00
Type: Journal Articles
Subjects: Group Membership,Risk,Health Behavior,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),Drug Use,Sexuality,Drinking,College Students,College Athletics,Sororities,Fraternities,Conceptual Tempo,Hyperactivity,Prediction,Correlation,Social Life,Behavior Problems,Alcohol Abuse,Universities,Prevention,Program Implementation,Student Attitudes,Rating Scales,Screening Tests,Measures (Individuals),Predictor Variables,Team Sports

Young adults with attention-deficit/hyperactivity disorder (ADHD) symptoms are more likely than their peers to engage in risk-taking behaviors, including harmful alcohol use, consumption of illicit drugs, and risky sexual behaviors. These behaviors become more common in the general population of young adults as they enter college, particularly for those who join social groups such as Greek life and athletics. It is unclear whether the presence of significant ADHD symptoms is related to engagement in risky behaviors particularly among students who participate in various social activities. We examined: (a) the degree to which inattentive and hyperactive-impulsive symptoms predict risk-taking behavior for a sample of 395 college students, and (b) whether the relationship between ADHD symptoms and risk-taking behavior is moderated by participation in social activities. Results indicated that more significant ADHD symptoms are associated with increased risk-taking behaviors, including harmful alcohol consumption, illicit drug use, and risky sexual behavior. Additionally, social group membership was predictive of increased risk-taking in some cases, particularly for students affiliated with Greek organizations. Findings demonstrate the need for universities to implement preventive programs for students with ADHD symptoms and those in social groups, especially Greek life, to minimize the likelihood of negative outcomes associated with risk-taking.
Sexual Coercion Experiences among Canadian University Students with Disabilities
Author: Stermac, Lana
Date: 2018-00-00
Type: Journal Articles
Subjects: Females,Students with Disabilities,Rape,Sexual Abuse,Violence,Victims,Undergraduate Students,Sexual Harassment,Alcohol Abuse,Student Needs,Student Attitudes,Foreign Countries,Surveys,Victims of Crime,Risk

Many young women attending post-secondary education report high rates of sexual coercion and other forms of sexual violence on campus; however young women with disabilities may experience even higher rates of these behaviours. While researchers have investigated some types of violence, in particular intimate partner violence, little of this work has examined the broader forms of sexual victimization that may impact young women with disabilities. This study examined the types and methods of sexually coercive behaviours that women undergraduates with disabilities reported while attending universities in Ontario, Canada. Eighty-eight women with disabilities responded to an online survey about any unwanted sexual behaviour they experienced during their undergraduate program, including sexual harassment, touching/ kissing, and attempted as well as completed sexual acts. The results of this study support previous research indicating high rates of sexual coercion among women with disabilities. Compared to women without disabilities, a greater proportion of women with disabilities reported sexual harassment as well as completed sexual acts committed through arguments and pressure, the use of physical force, or while intoxicated or incapacitated and unable to consent. These results are discussed in terms of understanding sexual victimization on campus and the needs of students with disabilities.
Mediation Effect of Performance Appraisal Management on the Work Environment -- Job Satisfaction Relationship among Support Staff in a University in Uganda
Author: Namwagwe, Justine
Date: 2017-11-00
Type: Journal Articles
Subjects: Work Environment,Job Satisfaction,Foreign Countries,Personnel Evaluation,School Personnel,Public Colleges

The suitability of work environment is an important antecedent of effective performance appraisal management process and job satisfaction among employees within an organization. This study examined the mediation effect of performance appraisal management on the relationship between work environment and job satisfaction among support staff at a public university in Uganda. The study employed cross-sectional survey design. A structured, closed ended questionnaire containing mainly 5-point Likert type items was administered to a census of 207 support staff of the university; 172 (83.1%) responses were complete and used in data analysis. Findings revealed that the support staff ratings of suitability of work environment, effectiveness of performance appraisal management, and job satisfaction at the university were at moderate levels. In addition there was a partial mediation effect of performance appraisal management on the work environment -- job satisfaction link at the university. Policy implications include deliberate effort on the part of management to provide suitable working conditions and enhance effective performance appraisal management so as to increase job satisfaction among the support staff.
Learning Climate and Self-Efficacy Beliefs of High School Students in an EFL Setting
Author: Dislen Daggöl, Gökçe
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),High School Students,Student Attitudes,Educational Environment,Self Efficacy,Success,Failure,Personal Autonomy,Classroom Environment,Language Proficiency,Learning Strategies,Student Characteristics,Influences

Language learning constitutes a prominent need in the 21st century, and many factors influence it, such as cognitive, affective, social, cultural and physical conditions. Considering that where we learn language impacts how we feel while learning, the present study dwells upon two of these conditions: learning climate and self-efficacy. In this study, 192 students from a vocational high school in Turkey were administered a Learning Climate Questionnaire, Self-efficacy Scale and one open-ended question that explored their attributions for success or failure in learning English. This descriptive study used a mixed research design. The results showed that high school students have positive perceptions of their learning climate and their own abilities to learn English although they remain neutral on most issues, which might be indicative of their unconstructed opinions on learning atmosphere and their own language learning abilities. A statistically significant relationship was found between learning climate and self-efficacy. Qualitative data also shed light onto students' attributions for success and failure in learning English Therefore, the present study has implications for stakeholders who make decisions on language learning and teaching procedures.