ethanporcaro/eric-fulltext-meta huggingface dataset:
A Prototype Instrument for Measuring Service Quality by Generation X Parents: A Case Study at the International School of Macao
Author: Stribbell, Howard
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Quality,Elementary Schools,Secondary Schools,International Schools,Parent Attitudes,Age Groups,School Responsibility,Quality Assurance,Professionalism,Empathy,Attitude Measures,Factor Analysis,Test Reliability,Foreign Countries

This quantitative research aimed to advance the use of the service quality construct to measure the perceived service quality of K-12 international schools by Generation X parents. It proposed an approach that contextualised previously published scale items for private healthcare into educationally relevant scale items. The revised scale items were developed and confirmed through an Item Objective Congruence Test (IOC) by industry experts. The instrument was tested for reliability through a pilot test and then administered to 499 parents in a school. The results used Exploratory Factor Analysis (EFA) to reduce the complexity of the standard 5 service quality (SERQUAL) factors into 3 factors: Responsibility, Assurance and Professionalism, Empathy and Facilities which accounted for 65% of the variance of the SERVQUAL variables amongst Generation X parents at The International School of Macao. The revised instrument can be used to effectively measure parents' perception of service quality in an international school setting.
The Effect of STEM and STEM-Based Robotic Activities on the Development of Students&apos; Perceptions of Mental Risk-Taking and Its Predictors and Their Inquiry Skills in Science Learning
Author: Akkoyun, Nida
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,STEM Education,Robotics,Student Attitudes,Risk,Predictor Variables,Student Behavior,Inquiry,Skills,Science Instruction,Cognitive Processes,Learning Processes

The research explores the effect of STEM and STEM-based robotic activities on the development of students' perceptions of mental risk-taking and its predictors and their perceptions of inquiry learning skills related to science. A mixed method was applied in the research. Its sample consisted of 35 students in a high school of the Ministry of National Education in a medium-scale province of the Eastern Anatolia Region between the 2017-2018 educational year. The Scale for Perceptions of Mental Risk-taking in Science Learning and Its Predictors (SPMRSLIP) and the Scale for Perception of Inquiry Learning Skills for Science (SPILSS) were applied to obtain the quantitative data in the research. In addition, the focus group interview was held. The STEM and STEM-based robotic activities have been performed with the students for 14 weeks. In the findings obtained at the end of the research, no significant difference was determined between the perception pre-test and post-test scores related to mental risk-taking and its predictors in science learning. However, difference was found in the dimension of interest. It was found that there was a significant difference between the pre-test and post-test scores in the inquiry learning skills perception scale for science and the qualitative findings also supported this result. According to the results, it can be recommended that STEM and Robotic educations should be given in other grades.
Examination of Teacher&apos;s Opinions Regarding Normal Development Students and Students with Special Needs Education in the Same Class
Author: Aydin, Sefket
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Needs,Students with Disabilities,Elementary School Students,Elementary School Teachers,Student Characteristics,Time Management,Inclusion,Barriers,Success,Regular and Special Education Relationship,Program Effectiveness

This study examines teacher opinions about the education needs of children with normal and special abilities in the same class at a Turkish Republic of Northern Cyprus (TRNC) primary school. Therefore, in order to increase the success of the students studying in the same class, the opinions and suggestions of the teachers were examined and the things to be done were stated. As one of the qualitative research methods, the descriptive survey method was used in the study. According to purposive criterion sampling, 84 primary school teachers were sampled for this study. The semi-structured interview forms were used to collect the data related to teachers' opinions. The obtained data were analyzed by content analysis. As a result, it shows that this prepares students with special needs for socialization by introducing them to students at different developmental levels. However, when the teachers' opinions were examined, it was stated that the education applied in this way had negative aspects. Due to the deterioration of the classroom order, it was determined that sufficient time could not be allocated to special needs students. At this point, participants emphasized the importance of designing appropriate education programs for special-needs students in order to ensure their success.
Students and Supervisors Interactions in Master&apos;s Projects: Exploring Face-to-Face vs Mediated Communication
Author: El Khashab, Yousra
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Masters Theses,Graduate Students,Supervisors,Interaction,Supervisor Supervisee Relationship,Synchronous Communication,Computer Mediated Communication,Communication (Thought Transfer),Electronic Mail,Information Seeking,Student Attitudes,Communication Strategies,Information Dissemination,Barriers

This study aims at exploring communication practices between students and supervisors in thesis projects. The study conducted a comparison between face-to-face and mediated communication through the use of emails. The researcher used the autobiographical reflection to document examples of information communicated during the two interactions. Furthermore, it utilized semi-structured interviews with three students who were conducting their thesis in the Information Studies Department at Kuwait University. Then, the researcher conducted interviews with four students' from other masters' programs. The study used a qualitative method to analyze the results. The findings showed that students used face-to-face meetings and mediated communication to seek different types of information. The topics discussed varied between the face-to-face and mediated interaction. Face-to-face communication was perceived as more effective and productive, while mediated communication was easier and faster. Students used e-mails to set appointments with their supervisors, ask questions and get feedback on assignments. Students faced some communication barriers such as difficulty of sense-making and experiencing the &quot;black-hole&quot; phenomenon. The study suggested applying an electronic supervision system to facilitate students' communication with their supervisors. This study has practical significance as it helps students and supervisors interact successfully during different thesis writing stages.
The Impact of Family Background on Subject Selection in Senior Secondary School Students in the Context of the Reform of College Entrance Examination: An Empirical Study Based on Survey Data from Zhejiang Province
Author: Zhang, Jianzhen
Date: 2023-00-00
Type: Journal Articles
Subjects: Family Characteristics,Socioeconomic Status,Academic Achievement,Mathematics Education,Physics,Chemistry,Decision Making,Liberal Arts,Gender Differences,High Achievement,Advantaged,Costs,Science Education,Student Attitudes,Preferences,Foreign Countries,Secondary School Students,Educational Change,College Entrance Examinations,Course Selection (Students),Geographic Regions,Correlation

Subject selection is one of the key components in the new college entrance examination system. This study analyzed the data from a sample survey of college entrance examination participants in Zhejiang Province between 2017 and 2020 using descriptive statistics, factor analysis, cross analysis, and binary logistic regression in an effort to research into the impact of family background on subject selection and academic achievements in senior secondary school students. Research findings showed that: (1) Students from families of higher social and economic status were more likely to be academically high-achieving; (2) Student family background had a significant impact on their subject selection, specifically represented by a positive effect of home economic capital on student choice of subjects requiring higher learning costs, a positive effect of family perception of the importance of mathematics, physics, and chemistry on student choice of science subjects, and a positive effect of family cultural environment on student choice of liberal arts subjects; (3) Personal factors such as gender and academic results are crucial for students' decisions on subject selection, with male and high-performing students showing preferences for science subjects.
Explorations to Overcome Socio-Economic Barriers in Learning and Thinking: A Flipped Classroom Study
Author: Öz, Ahmet Mutlu
Date: 2023-00-00
Type: Journal Articles
Subjects: Socioeconomic Background,Barriers,Thinking Skills,Flipped Classroom,Academic Achievement,Critical Thinking,Social Differences,Secondary School Students,Low Income Students,Cognitive Tests,Science Education,Foreign Countries

The present study aims to examine the effect of the flipped classroom model on the academic achievement and critical-analytic thinking skills of students from different socio-economic backgrounds. For this purpose, two schools in the same province, attended by children from families with varying socio-economic levels, were included in the study. The study sample consisted of a total of 82 students: 30 from a secondary school with students from a low socio-economic background and 52 from another secondary school with students from a high socio-economic background in the 2021-2022 academic year. The study was designed based on the quasi-experimental design with pretest-posttest control groups. Experimental and control groups consisting of one class each, and four classes in total, were selected from the schools using the random assignment method. The total application period was 9 weeks while the duration of the experimental applications was 7 weeks (28 class hours). In the present study utilizing Edpuzzle, an online platform, interactive videos were developed in accordance with the learning outcomes of the course. Data were collected using the 25-item &quot;Sun, Earth and Moon Achievement Test&quot; applied to determine the learning levels of the students and the 72-item &quot;Cornell Conditional Reasoning Test&quot; applied to measure critical-analytic thinking skills. In conclusion, it was revealed that although there was no significant change in critical-analytic thinking skills, the flipped classroom model provided a significant increase in the academic achievement and critical-analytic thinking skills of students from both socio-economic backgrounds.
Students&apos; Models of Magnetic Interactions: A Comparative Analysis of Accurate and Inaccurate Models over a Ten-Year Interval
Author: Yuksel, Tugba
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Models,Grade 8,Secondary School Students,Magnets,Scientific Concepts,Comparative Analysis,Science Education,Grade 4,Elementary School Science

This research investigates the Models of eighth-grade students in Turkey pertaining to magnets and magnetic interactions, while also examining the consistency of these models within themselves. Additionally, a comparative assessment is conducted by comparing the current data with data collected from eighth-grade students a decade earlier. The study comprises 59 students in the first phase and 45 students in the second phase, all of whom briefly received formal instruction on magnetism during fourth grade. The focus of the analysis centers on identifying the students' Models and evaluating their coherence across diverse contexts in both phases. Surprisingly, despite the passage of ten years, the mental model patterns exhibited by the students in both studies remain remarkably similar. Three primary categories emerged from the students' Models of magnets, including attraction and repulsion, magnetic poles, and the composition and functionality of magnets. However, noticeable distinctions between the two studies are evident. In the earlier study, the students' responses to survey questions displayed a greater variety and detail in comparison to the responses from the later study. Moreover, the second study revealed fewer instances of inconsistent Models concerning the magnetic interaction between magnets and nails, but more instances of inaccurate Models compared to the first study. The findings of this investigation offer valuable insights to educators, guiding them in designing effective lessons and activities aimed at helping students overcome their inaccurate and inconsistent Models.
The Effect of Block Coding (Scratch) Activities Integrated into the 5E Learning Model in Science Teaching on Students&apos; Computational Thinking Skills and Programming Self-Efficacy
Author: Koray, Abdullah
Date: 2023-00-00
Type: Journal Articles
Subjects: Programming,Learning Activities,Integrated Activities,Computation,Thinking Skills,Self Efficacy,Student Attitudes,Grade 6,Foreign Countries,Secondary School Students,Student Experience,Science Education

This study was carried out to determine the effect of Scratch-based coding applications integrated into the 5E learning model used in science teaching on students' computational thinking skills and self-efficacy towards block-based programming. In addition, students' perceptions of the activity were measured after each Scratch activity, which was applied at different stages of the course and with different difficulty. The study employed the pretest-posttest control group less design, one of the quasi-experimental methods. The study sample consist of 22 6th grade students attending a public school in Turkey located in a district center in the Eastern Black Sea region. The study was carried out in a five-week period in the 2022-2023 academic years. Computational thinking scale and robotics attitude scale, self-efficacy perception scale related to block-based programming and activity perception scale were used as data collection tools. The data were analyzed using the dependent samples t-test. The findings suggest that computational thinking skills level of students and their self-efficacy perception related to block-based programming increased significantly with the Scratch-based activities integrated into 5E learning model applied in science subjects. In addition, students have positive attitudes towards these activities. Thus, it is recommended to apply Scratch-based coding applications in teaching science subjects.
Barriers for Non-Traditional Students in Higher Education
Author: Beckwith, Naomi
Date: 2023-00-00
Type: Journal Articles
Subjects: Barriers,Nontraditional Students,College Students,Family Influence,Adult Students,Student Responsibility,Stress Variables,Costs,Services,Student Needs,Scheduling,Housing,Generational Differences,Student School Relationship

The purpose of this study is to examine the barriers non-traditional students experience in their attempt to complete their degree program. Semi-structured interviews revealed four key themes: family; support; generational-gaps, and community. These themes highlight areas in which non-traditional students feel they have experienced obstacles in reaching their educational goals. Results of this study may be used as a tool for institutes of higher education to recognize the unique challenges that non-traditional students face and use this knowledge to provide better resources and other forms of encouragement to help these students complete their degree program.
Assessing a Teacher Candidate&apos;s Preparedness from the College Supervisor and Cooperating Teacher during Student Teaching
Author: Seay, Darolyn
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Evaluation,Career Readiness,Cooperating Teachers,Student Teacher Supervisors,Student Teachers,Personality,Student Development

This study specifically examined the candidates' dispositions as assessed by both their college supervisor and cooperating teacher during their student teaching semester. If the teacher education candidate is to reflect, change, and grow then the feedback they receive needs to be consistent. The results of this study provided a clear picture of whether there is a difference in the assessment of the teacher education candidate. By comparing the assessment of both college supervisors and cooperating teachers, we can determine if their expectations are consistent and thereby providing meaningful feedback to the teacher education candidates. This information is critical in moving forward in making decisions about the effectiveness of the institution and the teacher education program, including adding more opportunities that allow for growth in developing effective teacher education candidates.
Face-to-Face, Online or Hybrid, Which Model Is Preferred by University Students and Why?
Author: Hotar, Nükhet
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Preferences,In Person Learning,Online Courses,Blended Learning,Gender Differences,Asynchronous Communication,Synchronous Communication,Interpersonal Relationship,Problem Solving,Learning Management Systems,Instructional Materials,Foreign Countries

Teaching model preferences of university students and the factors explaining these preferences may give ideas to educators and decision-makers to design future innovative higher education systems. For this reason, this study aims to examine how some factors affect university students' teaching model preferences (face-to-face, online and hybrid) in detail. The factors of the study were gender, opinions about the complexity of the learning management system, sufficiency of digital materials, knowing how to solve problems during online learning, course participation preferences, online teaching methods preferences (synchronous, asynchronous or both), and finally community of inquiry elements (teaching, social and cognitive presence levels). 5504 university students participated in the study and the data were collected by an online questionnaire. Two-way contingency table analyses using Pearson X^2 method and a multinomial logistic regression model (MLR) were applied to determine the factors affecting the teaching model preferences. The results revealed that 71.2% of students preferred to use online supported models (online and hybrid) while only 28.8% of them preferred a wholly face-to-face model. Interestingly, more than half of the females preferred face-to-face and hybrid, while more than half of the males preferred online education. The tendency to prefer online education was related to students' problem solving competencies in the online environment and the learning management system not being complicated for them. This study indicated the relationship of the teaching model preferences with the other factors and community of inquiry elements.
Individuals&apos; Habits of Trust and Verification in Social Media News and Their Digital Literacy
Author: Gün Tosik, Ezgi
Date: 2023-00-00
Type: Journal Articles
Subjects: Informed Consent,Social Media,News Media,News Reporting,Trust (Psychology),Digital Literacy,Audits (Verification),Sex,Educational Attainment,Time,Relationship

In this study, individuals' trust and verification of social media news and their digital literacy were examined according to the variables of gender, educational status and duration of social media engagement. 174 people participated in the study, which was designed with a cross-sectional design. The results of t-test, ANOVA and Kruskall Wallis-H analysis revealed that gender made a significant difference in digital literacy, corporate and individual trust scores. Educational status produced the same effect in corporate and individual trust scores. According to the findings of the correlation analysis, the duration of social media usage did not cause a significant difference in any of the variables. In addition, while the factors of trusting and verifying were related to each other at different levels, digital literacy was only associated with verifying.
The Effect of Interactive Videos on Volleyball Education
Author: Taban, Zeynep
Date: 2023-00-00
Type: Journal Articles
Subjects: Team Sports,Video Technology,Gender Differences,Grade 5,Grade 6,Instructional Program Divisions,Program Effectiveness,Physical Education,Knowledge Level,Interaction,Foreign Countries

This study aimed to examine the effect of interactive videos on volleyball education, and the effects of gender and grade level on volleyball knowledge level were evaluated. A total of 105 (43 boys and 62 girls) fifth and sixth-grade students participated in the study. Participants were divided into three groups: Interactive Video Group (IVG), Video Group (VG), and Control Group (CG). The volleyball education program consisting of seven videos for two weeks was applied to the experimental groups. Interactive videos include single or multiple-choice questions, true-false statements, and drag and drop activities. ADDIE Model was used in instructional design. Gender has no effect on volleyball knowledge level (p&gt;0.05), but grade level has an effect in favor of sixth graders (p&lt;05). In terms of volleyball knowledge level, there is a difference between the pretest and posttest of IVG and VG (p&lt;0.05) but not in CG (p&gt;0.05). There is a difference in favor of IVG and VG, respectively, in posttest results (p&lt;0.05), but not in pretest results (p&gt;0.05). Interactive videos positively affect volleyball knowledge, so their use in educational environments should be encouraged.
Teacher Professional Development for STEM Integration in Elementary/Primary Schools: A Systematic Review
Author: Boz, Tugba
Date: 2023-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,STEM Education,Faculty Development,Program Effectiveness,Program Development,Program Implementation,Program Evaluation,Teacher Competencies

There has been a recent increase in studies devoted to integrated science, technology, and engineering mathematics (STEM) education. However, as the field is emerging, there has not been a large amount of scholarship on how to best provide teacher professional development (PD) on integrated STEM education. On the other hand, well-grounded research is available in the field of effective teacher professional development. Therefore, in this study, a systematic review of empirical studies on training elementary/primary school teachers in integrated STEM education was undertaken. Using an adapted version of Lawless and Pellegrino's analytical framework (2007), the emerging commonalities among eleven studies in conjunction with the literature on effective teacher professional development were analyzed and discussed. This study aims at connecting current STEM-integrated PD activities with the literature on effective PD and laying the groundwork for future professional development programs and evaluations in integrating STEM subject areas in elementary or primary schools.