ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Working Conditions in Selected Rural Schools: Teachers&apos; Experiences
Author: Nkambule, Thabisile
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Teachers,Elementary School Teachers,Rural Schools,Teaching Experience,Work Environment,Disadvantaged Schools,Educational Facilities,Teacher Attitudes

Even though quality education is important for the empowerment of individuals and development of society, some rural schools in South Africa continue to function amid tough conditions. Because little research on the topic exists, with this article I explore and identify teachers' experiences of the working conditions in rural schools in South Africa. A qualitative, descriptive and interpretive case study was used, and 5 schools were purposively selected as cases for the study, 2 primary and 3 secondary schools. Interviews and observations with 11 teachers provided insight into the difficult working conditions that teachers in some rural school need to contend with. Teachers in rural schools continue to experience difficult working conditions and due to their loyalty to their schools, they do not relocate to other schools. Dilapidated infrastructure, a lack of chalk boards, insufficient textbooks, among others, hamper teacher's working conditions and constrain their teaching. The participants in the study indicated that principals played a fundamental role in supporting and inspiring teachers who work under challenging conditions.
Vulnerable Young Adults&apos; Retrospective Perceptions of School-Based Psychosocial Support
Author: Nortje, Ann Lindsey
Date: 2022-02-00
Type: Journal Articles
Subjects: Foreign Countries,Young Adults,Student Experience,Emotional Experience,Emotional Response,Psychological Patterns,Interpersonal Competence,Social Isolation,Self Concept,Mental Health,Well Being,At Risk Persons,Group Homes,Rehabilitation Centers

In this article we describe the retrospective perceptions of vulnerable young adults on the psychosocial support they had been exposed to when they were in school. Qualitative data were collected through individual interviews, collages and a focus group discussion with 5 young adults (2 females and 3 males aged from 20 to 23) who resided at a foster home in Johannesburg. Thematic data analysis identified distinct psychological and social experiences which impacted on their ability to function independently as adults. The psychological experiences highlighted their sense of vulnerability, a lack of identity, emotional pain, and the need for career and guidance counselling. Their social experiences were characterised by social isolation and a lack of social skills. Adopting Erikson's theory of psychosocial development, we discuss what psychosocial support should be provided at schools so that vulnerable children could have a better life.
Online Submission, Feedback and Grading of Assessment: What Do Academic Staff Really Think?
Author: Mayhew, Emma
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Educational Technology,Technology Uses in Education,Feedback (Response),Grading,Higher Education,College Faculty,Teacher Attitudes,Educational Practices

The move to institution-wide adoption of online submission, feedback and grading is increasing significantly within the Higher Education sector. This transition is predominantly driven by the need to improve the student assessment experience, but some institutions now also cite the need to improve the staff assessment experience. Existing studies, however, provide seemingly contradictory evidence surrounding this online marking experience. This article adopts a mixed methods approach to explore academic staff preferences of the assessment experience within a UK-based institution following adoption of online submission, feedback and grading during 2017-2018. It finds that although the majority of colleagues prefer to mark and provide feedback online, the process of marking electronically is highly individual. Online marking is not just a single practice but a set of varied, rich approaches, influenced by individual marker perceptions, preferences and previous experiences, and is often highly emotive. Changes to existing marking practices are seen simultaneously as both challenging and liberating by cohorts of markers. Drawing on the results of a detailed staff survey, this article identifies seven themes that are influential to that experience. These findings have significant implications for how institutions manage change to large-scale adoption of online marking.
The Development of the Integrated Curriculum of the Buddhist Morals for Strengthening Social Adaptation of Vulnerable Youth
Author: Neadpuckdee, Radchaneeboon
Date: 2022-00-00
Type: Journal Articles
Subjects: Buddhism,Moral Values,Curriculum Development,Curriculum Evaluation,Content Analysis,Social Adjustment,Integrated Curriculum,At Risk Persons,Stakeholders,Pretests Posttests,Learning Activities,Specialists,Youth,Daily Living Skills,Religious Education,Outcomes of Education,Caregiver Attitudes,Foreign Countries

The purposes of the study consequently were (1) to study background information needed in the development of a Buddhism curriculum in developing vulnerable youths' social adaptation, (2) to develop a Buddhism curriculum in developing vulnerable youths' social adaptation, and (3) to implement the Buddhism curriculum in developing vulnerable youths' social adaptation. The study was divided into 3 phases including need analysis, curriculum development, and curriculum implementation. The participants were 50 stakeholders of vulnerable youth caregivers in phase 1, 5 experts in phase 2, and 100 vulnerable youths in phase 3. The instruments were an interview form, a curriculum evaluation form, an integrated curriculum of the Buddhist morals, and a pre-post test. The data were analyzed using content analysis, percentages, mean scores, standard deviation, and a paired sample t-test. The main findings could be summarized that using the integrated curriculum of the Buddhist morals was beneficial in strengthening the social adaptation of vulnerable youths. However, the developmental processes of the curriculum also demand the analysis of information regarding vulnerable youths, their environment, and potential Buddhism morals that could benefit their life skills. Students also need learning activities that could help them make a connection between religious morals and life situations.
Providing Dementia Education with Augmented Reality: A Health Sciences and Medicine Feasibility Pilot Study
Author: Jones, Cindy
Date: 2022-00-00
Type: Journal Articles
Subjects: Dementia,Computer Simulation,Brain Hemisphere Functions,Medical Students,Teaching Methods,Printed Materials,Educational Technology,Technology Uses in Education,Knowledge Level,Prior Learning,Student Attitudes,Usability,Foreign Countries,Medical Education,Anatomy,Physiology

Understanding the key physiology and anatomy of the brain, and the mechanisms underlying dementia, represents essential components within a medical curriculum. This study assessed the implementation feasibility of an augmented reality (AR) three-dimensional (3D) brain visualisation learning mode and the knowledge improvements in medical students when compared to a text-based pamphlet. The pamphlet group learnt from a double-sided information pamphlet, while the AR group used an AR app. In AR, participants held a cube in front of the camera on the tablet, rendered on-screen as a 3D brain model, and received a narrated lesson containing the same information as the pamphlet verbatim. Both resources were also evaluated for perceived usefulness via pre-post tests and written survey. A total of 24 students participated in the study. A significant overall difference in knowledge scores (p &lt; 0.001) was found for all participants but without significant differences between groups. Prior education was a significant covariate for pre-post change (p = 0.016) across all participants but had no impact on group outcomes. Positive feedback was received on both resources where the majority perceived them as easy to use, enjoyable, and helped develop their knowledge of dementia. Both the text-based pamphlet and AR delivery modes improved knowledge, although neither was significantly superior to the other. However, the AR lesson was perceived highly for learning, and has the potential for implementation within a medical programme.
The Effect of Subject Matter Knowledge Education on Pre-Service Science Teacher&apos;s Approach to Errors
Author: Degirmenci, Salih
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Science Instruction,Pedagogical Content Knowledge,Misconceptions,Physics,Teacher Education Programs,Teacher Characteristics,Foreign Countries,Teaching Methods,Error Correction,Validity,Reliability

The aim of this research is to examine the effect of subject matter knowledge education (SMKE) on the pre-service science teachers' approach to error about plane mirrors. This study was conducted using developmental research and phenomenology designs, which are qualitative research methods. In the study, the data were analyzed with the descriptive research method. As a result of the research, it was observed that the rate of detecting the correct or incorrect statements given by the teacher candidates increased after the SMKE. It has been revealed that many candidates, who identified the wrong solutions directed to them after the SMKE, were able to make correct statements. These show that although it is dependent on the question, SMKE contributes to the conceptual development of many candidates and their learning at a metacognitive level. Some teacher candidates participating in the research has misconceptions. These are the misconceptions given in the literature such as &quot;the location and size of an object's image in plane mirrors are affected by the movement of the observer&quot;, &quot;if there is an obstacle in front of an object, some or all of the object does not appear in the mirror&quot;, &quot;when we look at the plane mirror, the image of the object is formed, when we do not look, the image of the object does not form&quot;, and &quot;the size of the image depends on the distance of the object from the mirror&quot;. In addition, it was revealed that a few candidates had a misconception, which was not seen in the literature, as &quot;if the mirror size increases, the image becomes smaller&quot;.
The Promotion of Knowledge and Attitude towards the Prevention of COVID-19 for Undergraduate Students
Author: Wongchantra, Kuantean
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Undergraduate Students,Knowledge Level,Student Attitudes,Prevention,Gender Differences,Foreign Countries,Health Promotion

The purpose of this research were to study and compare knowledge and attitudes towards prevention of COVID-19 before and after promotion and study and compare knowledge and attitudes towards the prevention of COVID-19 of students with different genders. The sample used in the study were 50 the third year undergraduate students in Environmental Education program, Faculty of Environment and Resource Studies, Mahasarakham University, which was derived by purposive sampling. The research tools were the coronavirus disease 2019 prevention and control manual for citizens by the Ministry of Health, knowledge test about prevention of COVID-19, attitude test towards prevention of COVID-19. The statistics used for data analysis were frequency, percentage, mean, standard deviation and hypothesis testing using Paired t-test and One-Way ANOVA. The results of the research showed that the posttest, the students had average scores of the knowledge and attitude towards prevention of COVID-19 higher than the pretest statistical significance (p &lt; 0.05). And there was no significant difference of score of knowledge and attitude towards prevention of COVID-19 of students with different genders (p &gt; 0.05).
The Role of Emotional Intelligence in Predicting Peer Relationships in Adolescents
Author: Güler, Bahar
Date: 2022-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Peer Relationship,Predictor Variables,Adolescents,Correlation,Gender Differences,Foreign Countries,Athletics

The aim of the research is to determine how much peer relationships are explained by emotional intelligence in adolescents. For this purpose, 539 (283 female+256 male) adolescent individuals participated in the study. &quot;Personal Information Form&quot;, &quot;Trait Emotional Intelligence-Adolescent Questionnaire Short Form (TEIQue-ASF)&quot; and &quot;Friendship Qualities Scale&quot; were used as data collection tools in the research. The data collected online were coded and transferred to the SPSS program, and descriptive statistics, Pearson correlation and Regression techniques were used in statistical analysis. In the study, the level of significance was taken as p &lt; 0.001. According to the results of the analysis, it was determined that there was a positive, significant and low-level correlation between emotional intelligence and peer relationships (r = 0.283, p = 0.000). As a result of the regression analysis, in Model 1, TEIQue-ASF explained 7.8% of the total variance of Friendship Qualities; In Model 2, on the other hand, TEIQue-ASF explained 12.7% of the total variance regarding Friendship Qualities, the variables of gender and playing in the school team. As a result, it can be said that emotional intelligence is an important factor for peer relationships in adolescents.
Teaching and Learning Physics Using Interactive Simulation: A Guided Inquiry Practice
Author: Ogegbo, Ayodele Abosede
Date: 2022-02-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Instructional Effectiveness,Technology Uses in Education,Computer Simulation,Interaction,Inquiry,Physics,Scientific Concepts,High School Students,Grade 11,Foreign Countries

The research reported here examined the outcome of using interactive simulation technology (IST) as a guided-inquiry approach to enhance learners' conceptual knowledge of electrostatics in physics. Participants were Grade 11 physical sciences learners (n = 60) and a teacher from a rural school in South Africa. Learners were randomly assigned to an experimental group (n = 30) that took part in the intervention lesson using the integration of IST in the science classroom, and a control group (n = 30) that continued with the conventional teaching method. We adopted a mixed-method approach for this research. Data were collected through a pre-post achievement instrument, classroom observations, and focus group interviews. Data were analysed using the Mann-Whitney U-test, the Wilcoxon signed-rank test, and content analysis. It was found that the mean rank rating of the pre-test results for learners in both groups was not significantly different. However, the Mann-Whitney U-test indicated that learners' conceptual understanding measured in the post-test result was greater for the experimental group (mean rank gain score = 38.83) compared to the control group (mean rank gain score = 22.17), U = 200.0, p = 0.000185. This finding indicates that integrating IST into inquiry-based activities can be used efficiently to improve learners' in-depth knowledge of science concepts.
The Effect of Life Kinetic Exercise on Performance in Bocce Athletes
Author: Gür, Yunus
Date: 2022-00-00
Type: Journal Articles
Subjects: Kinetics,Exercise,Athletes,Physical Education,Athletics,Males,Preadolescents,Psychomotor Skills,Foreign Countries,Attention

The aim of this study is to examine how life kinetic exercises affect body and mind coordination and shooting performance of bocce athletes in the field of physical education and sports. A total of 40 volunteer men between the ages of 10-12, residing in the city center of Kilis and interested in bocce, participated in this study. Life kinetic exercise was applied to the experimental group for 8 weeks along with bocce training. Only bocce training was applied to the control group. The data were analyzed in the SPSS 26.0 package program. Normality analysis of the data was done with the Shapiro-Wilk test. Paired in the in-group comparison of normally distributed data Sample T-Test was used. At the end of the study, statistically positive significance was determined in the comparison of the pre-test and post-test values of the experimental group. No significant difference was found in the comparison of the pretest and posttest values of the control group. As a result, it can be said that life exercises to be applied in bocce sports, where attention and focus are important, will have positive effects on individuals' sportive performance.
Development of a Virtual Learning Environment Model to Fortify Life Skills for Teenage of Thailand
Author: Haowharn, Songsak
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Daily Living Skills,Specialists,Expertise,Virtual Classrooms,Electronic Learning,Lifelong Learning,Models,Development,Educational Innovation

Developing a virtual learning environment model to fortify life skills for teenagers in Thailand entails an application between information technology and communication for managing an instruction in life skills and expanding the opportunities of Thai teenagers to have access to the skills contents. The objectives of research were to develop the virtual learning environment model to fortify life skills for teenagers in Thailand. There were 4 sample groups: 176 specialists in life skills; 45 teenagers at the age of 12-18 years; 5 experts in related fields; and 9 specialists in related fields. There were 4 components of the model of virtual learning environment to fortify life skills for Thai teenagers: input, processes, output, and feedback. The model of virtual learning environment to fortify life skills for Thai teenagers gained the process and outcome was 89.66/90.90. The result indicated that the score of process of model was 89.66% and the score of product of model was 90.90%, and the efficiency index of 0.8063. The satisfaction towards virtual learning environment is fluctuating but tend to be useful for learners. This virtual learning environment model can use and employ for implementing in education.
The Relationship between Caffeine Consumption Status and Happiness Levels of Students in the Faculty of Sports Sciences
Author: Samar, Ezgi
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Athletics,Psychological Patterns,Correlation,Age Differences,Gender Differences,Body Weight,Body Height,Body Composition,Athletes,Recreational Activities,Chronic Illness,Smoking,Eating Habits,Food,Stimulants,Nutrition,Foreign Countries,Departments

This study aimed to examine the relationship between the caffeine consumption status of students in sports sciences and their happiness levels. The study was quantitative and was conducted with the participation of 228 volunteer students studying in sports sciences from various universities (Artvin Coruh, Trabzon, Bayburt, Igdir, Agri Ibrahim Çeçen, Gazi, Atatürk). The Oxford Happiness Scale (OHS) developed by (Hills &amp; Argyle, 2002) and this questionnaire were used to collect the data. Statistical analysis of the data was performed with independent groups T-test, one-way analysis of variance (ANOVA) and Pearson correlation analysis. As a result of the analysis, while a positive and low-level significant relationship was found between the students' happiness scores and the age variable (p &lt; 0.05); no significant difference was found in the variables of gender, body mass index (BMI), department of education (p &gt; 0.05). When looking at the variable of doing sports, statistically significant differences were found, and it was concluded that the mean score of those who did sports as licensed-national was significantly higher than the mean score of those who did sports as hobbyists and amateurs (p &lt; 0.05). Again, a statistically significant difference was found in happiness scores according to chronic disease states; (p &lt; 0.05) no difference was found according to smoking status (p &gt; 0.05). At the same time, a statistically positive and low-level significant relationship was found between happiness scores and the amount of coffee consumed daily (p &lt; 0.05); No statistically significant relationship was found between happiness and the amount of black tea and chocolate consumed daily (p &gt; 0.05).
Uses of Learning Media for Improving the Use of Proverbs in Communication of Students with Vision Disabilities
Author: Samathayakul, Ariyanuwat
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Visual Impairments,Interpersonal Communication,Blindness,Assistive Technology,Communication Skills,Foreign Countries,Language Skills,Educational Technology,Technology Uses in Education,Proverbs,Student Satisfaction,College Students

The purposes of the study were (1) to develop a learning media for improving the use of proverbs in the communication of students with vision disabilities, (2) to study the effect of the developed media on the use of proverbs in the communication of students with vision disabilities, and (3) to study students' satisfaction toward the developed media. The study was divided into two phases the development of learning media and the implementation of the media. The participants were a group of 5 scholars in related areas employed in developing the learning media and a group of 7 visually impaired students employed in the implementation phase. The instruments were a learning media developed in an audiobook in the DAISY system, a media evaluation form, a pre-posttest, and a questionnaire. The data were analyzed using the mean score, standard deviation, t-test, and content analysis. The results of the study show that (1) the learning media for improving the use of proverbs in the communication of students with vision disabilities was designed in an audiobook in the DAISY system and evaluated to be appropriate by experts in the area; (2) The developed learning media was effective in developing the use of proverbs in the communication of students with vision disabilities; (3) the developed learning media could bring about satisfaction in learning to a language class of visually impaired learners. The results of the study could be beneficial for teachers seeking ideas in managing language classes with blind students and scholars who are interested in studying how assistive technology help visually impaired students learn language skills.