ethanporcaro/eric-fulltext-meta huggingface dataset:
Trends of Game-Based Learning in Mathematics Education: A Systematic Review
Author: Ersen, Zeynep Bahar
Date: 2022-09-00
Type: Journal Articles
Subjects: Game Based Learning,Mathematics Education,Literature Reviews,Mathematics Instruction,Video Games,Elementary Secondary Education,Educational Games,Trend Analysis

Teaching mathematics through games is one of the most preferred methods in mathematics education today, just as it was in the past. For this reason, studies discussing the concepts of mathematics education and games are proceeding with increasing momentum. In this study, research studies conducted between 2017-2021 on games and mathematics teaching were analyzed using qualitative methods within the framework of certain criteria, and the trend shown by the studies was determined. In this way, a guide for future studies was also provided. For this reason, the study was conducted using a systematic review approach. Within the scope of the study, 80 research studies were examined. As a result of the research, it was seen that the most publications were made in 2019 and were of the article type, that studies aimed at determining effect gained importance, and that in the methodological context, quantitative studies were frequently preferred and experimental designs were used accordingly. It was also found that secondary school students were preferred as participants, that the most common type of game used was digital computer games, that the games were mostly associated with the learning area of &quot;numbers and operations,&quot; and that the research studies had mostly positive results for the use of games in mathematics education.
Achieving the Effectiveness of the Students Industrial Work Experience Scheme for Sustainability of the Nigerian Economy
Author: Alao, Olusegun Ezekiel
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Undergraduate Students,Business Administration Education,Family and Consumer Sciences,Technology Education,Foreign Countries,State Universities,Industry,Education Work Relationship,Educational Improvement,Sustainability,Student Attitudes,Outcomes of Education,Barriers,Program Effectiveness,School Business Relationship,Case Studies,Vocational Education,Comparative Analysis,Economic Development

The increasing unemployment of graduates and its consequence on society make it imperative to examine the potential of the Students Industrial Work Experience Scheme (SIWES), as a work-integrated learning program, towards sustainability. This study adopts the descriptive survey design, with relevant research questions and hypotheses. The population of the study comprised all the 166 final-year students of vocational and technology education (business education, home economics education and technology education) undergraduates in the federal university in Lagos State, Nigeria. The sample size consisted of 132 randomly selected students from this cohort. The findings of this study can be generalized for other public universities in Nigeria on the assumption that they share similar characteristics. The findings showed that the inadequacy of SIWES duration, insufficient funding and poorly matched placements were some of the impediments to its effectiveness. The recommended strategy is an urgent improvement of the SIWES program for the attainment of sustainability in Nigeria.
Beyond Employability: Work-Integrated Learning and Self-Authorship Development
Author: Caldicott, Julia
Date: 2022-00-00
Type: Journal Articles
Subjects: Employment Potential,Work Experience Programs,Internship Programs,Professional Development,Self Concept,Tourism,Business Administration Education,Longitudinal Studies,Case Studies,Student Placement,Models,College Students,Foreign Countries

Work-integrated learning (WIL) continues to be a central element of higher education and may provide students with opportunities for both personal and professional development. However, the personal development opportunities afforded by WIL are often overshadowed by the more typical focus of work readiness. Increasing attention to self-authorship, an important stage of personal development when students start to make use of their internal voice to guide their beliefs, identity and relationships, could address this imbalance in WIL programs. This article explores the extent to which WIL enables self-authorship development in tourism management students. An interpretive, longitudinal case study methodology guided the study. The findings indicate the significant potential of WIL to foster students' self-authorship development given the opportunities and challenges inherent in placements. The Work-Integrated Learning for Self-authorship Development (WILSAD) model is proposed as a conceptual framework to assist WIL program designers in fostering self-authorship development in their students.
Designing Financial Support for Students in Australian Work-Integrated Learning Programs
Author: Cameron, Craig
Date: 2022-00-00
Type: Journal Articles
Subjects: Financial Support,Work Experience Programs,Classification,Foreign Countries,Risk,Self Concept,Student Placement,Costs,Program Design,Case Studies,Access to Education,Risk Management,Secondary School Students,STEM Education,Eligibility,Disadvantaged,Undergraduate Students

Work-integrated learning (WIL) can be expensive for tertiary students. There are potential accommodation, equipment, and travel expenses, as well as opportunity costs associated with lost income when completing unpaid WIL placements. Non-remunerative financial support such as bursaries, scholarships, stipends, and honorariums (collectively 'WIL studentships') can defray student expenses and facilitate access to WIL for students of diverse backgrounds, alleviating equity concerns. Careful consideration is required, however, when designing WIL studentships to maximize the opportunities and minimize the hazards for stakeholders. This article arises from the first known systematic study examining WIL studentship design across Australian institutions, which included a qualitative web-based study of 59 WIL studentships. The article presents a typology of WIL studentships developed from that study. In addition, two case studies are presented as to facilitate examination of key features of WIL studentships, identify risks, and provide a basis for recommending effective practice in WIL studentship design.
Developmental Relationships Matter: Examining the Joint Role of Supervisor Support and Mentor Status on Intern Outcomes
Author: Ali, Abdifatah A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Internship Programs,Supervisors,Mentors,Supervision,College Graduates,Student Satisfaction,Socialization,Supervisor Supervisee Relationship,State Universities,Employment Opportunities,Job Placement,Education Work Relationship

U.S. organizations seek to provide interns with positive socialization experiences such that their internships may lead to job offer acceptances. This study presents a process model examining how developmental relationships shape interns' experiences and outcomes. Utilizing a sample of 6,802 recent graduates from across 200 U.S. colleges and universities who completed an internship, the study found that supervisor support indirectly influences an intern's decision to accept a job offer through learning and intern satisfaction. Findings further show that interns benefit from developmental relationships such as mentors since mentor status buffered the decrements in learning when supervisor support was low. This study contributes to the growing internship literature that draws upon early socialization and newcomer adaptation by examining the critical role developmental relationships play in the experiences of interns.
Enhancing Student Employability: A Mixed-Methods Study into Work-Integrated Learning Curricula in Vietnamese Universities
Author: Ha, Nguyen Thi Ngoc
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Employment Potential,Curriculum Development,Safety,Ethics,Communication Skills,Work Environment,Job Skills,Student Attitudes,College Students,Stakeholders,Work Attitudes

This article explores employability content that should be integrated in work-integrated learning (WIL) curricula in Vietnamese universities. An exploratory sequential mixed-methods design was employed that included 15 in-depth interviews and three focus groups with key WIL stakeholders: university department leaders, company leaders, lecturers, industry professionals, graduates, and students; and 461 responses to a student survey. Findings indicated that a WIL curriculum should contain: (1) general requirements of the workplace such as work safety and work ethics; (2) generic skills related to effective communication; and (3) attitudes towards working effectively with customers. The influence of four factors, field of study, year of study, gender, and WIL experiences, on student preferences in WIL learning content, suggested that student demographic information should be considered when designing and implementing WIL. The research findings provide valuable information for WIL developers in Vietnam and contribute to the global quest to enhance student employability.
Pre Pre-Service Teacher Training: Professional Preparation and Work-Integrated Learning Pedagogy
Author: Martin, Andrew J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Physical Education,Work Experience Programs,Outcomes of Education,Student Attitudes,Self Efficacy,Undergraduate Students,Career Readiness,Creativity,Citizenship,Communication (Thought Transfer),Cooperation,Critical Thinking,Transfer of Training

In order to compensate for a demise in New Zealand's pre-service teacher training, particularly in health and physical education (HPE), a work-integrated learning (WIL) course was added to a Bachelor of Sport and Exercise curriculum. This exploratory research provides insights into the outcomes of twenty-nine final year undergraduate PE students' involvement in teaching, coaching and management of school sports events and activities. The impact of initiatives resulted in enhanced participation, opportunities and engagement in physical education and sport activity for a range of children. Themes emerged from content analysis of student perceptions of individual's learning outcomes. WIL opportunities enabled students to build self-efficacy and career capability despite the COVID-19 restrictions and lockdowns. Findings indicated that from the students' perspectives, school-based initiatives enriched career capability, whilst also requiring adaptability, flexibility and resilience. The WIL experience enabled development of transferable skills and attributes in preparation for pre-service teacher training.
U.S. Employer Response to COVID-19: Actions Taken and Future Expectations of Virtual Work-Integrated Learning
Author: Maietta, Heather
Date: 2022-00-00
Type: Journal Articles
Subjects: Employers,Employer Attitudes,COVID-19,Pandemics,Work Experience Programs,Educational Technology,Electronic Learning,Internship Programs,School Closing,Higher Education,Educational Trends,School Business Relationship

The sudden termination of nearly 40% of U.S. WIL experiences during the summer of 2020 caused employers to quickly adapt to virtual WIL experiences. What employers learned from these adjustments to their traditional WIL practices and perceptions of the advantages and disadvantages of virtual experiences form the basis of this paper. Over 350 employers provided comments to a special set of questions pertaining to virtual WIL experiences in their organizations. A strong virtual experience required constant communicate, set schedules, structured workflow, and prepared supervisors to handle remote student employees. The advantages included more innovative practices, safe experiences, and cost savings for both students and the organization. Virtual experiences present challenges, including organizational enculturation, loss of serendipitous connections, and inability to provide hands-on learning opportunities. For virtual experiences to play a more prominent role, issues around tacit knowledge acquisition, trust building, serendipity, and mentoring need to be addressed.
A Bilingual Version of the Vocabulary Size Test for Spanish Speakers
Author: Carcamo, Benjamin
Date: 2022-10-00
Type: Journal Articles
Subjects: Vocabulary Development,Language Tests,Bilingualism,Spanish,English (Second Language),Native Language,Test Validity,Linguistic Competence,Bilingual Students,Difficulty Level,Undergraduate Students,Foreign Countries,Second Language Learning

The objective of this study was to validate a bilingual Spanish-English version of the Vocabulary Size Test (VST) considering its potential use as a discriminator between learners in terms of language competence. This version was designed based on the two forms available on one of the creators' websites as well as considering practices recommended regarding the elimination of cognates and loans. A one-way ANOVA test was used to confirm the test's capacity to discriminate among learners of different linguistic competence. Additionally, Principal Axis Factoring (PAF) was conducted to revise the existence of only one underlying variable. As a result of this study, a VST version for Spanish speakers consisting of 9 vocabulary frequency levels is shared. This version is in line with validation standards put forward in previous research. It is expected that this instrument will help future studies that seek to measure Spanish speakers' competence in English as a foreign or second language without having to deal with the interference of other intervening factors.
The Relationship between Iranian EFL Teachers&apos; Conceptions of Assessment and Their Self-Efficacy
Author: Farangi, Mohamad Reza
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Language Teachers,Teacher Attitudes,Self Efficacy,Student Evaluation,Evaluation Methods,Second Language Instruction

This study investigated the relationships between Iranian EFL teachers' conceptions of assessment and their self-efficacy. For this purpose, 154 Iranian EFL teachers were selected through purposeful sampling and completed the 27-item teachers' conceptions of assessment scale (TCoA) (Brown, 2006), and the 24-item teachers' self-efficacy scale (Tschannen-Moran &amp; Hoy, 2001). Multiple regression analysis and ANOVA were used to analyze the data. The results showed that teachers considered assessment as a tool to determine how much have their students learned from instruction, assessment results can be used to modify teaching practices and assessment processes may be inaccurate. Moreover, they argued that assessment is an indicator of school performance and, at the same time, assessment results should be treated cautiously. In addition, the results showed that Iranian EFL teachers had a high level of self-efficacy, were good at asking appropriate questions and answering students' difficult questions, can assess students' learning, and provide alternative explanations and examples when learners are confused. Multiple regression analysis results showed that school accountability and irrelevance predicted students' engagement, students' accountability predicted classroom management and improvement predicted instructional strategies. These results may have some implications for EFL teachers' professional development.
Analytic Assessment of TEFL Undergraduate Students&apos; Writings: Diagnosing Areas of Strength and Weakness
Author: Mohammadkarimi, Ebrahim
Date: 2022-10-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Undergraduate Students,Writing Evaluation,Grammar,Punctuation,Age Differences,Writing Skills,Writing (Composition),Vocabulary,Spelling

Assessment of learners affects all processes of their learning. Generally, without assessment, it is very difficult to evaluate the effectiveness of the teaching and learning process. Understanding their weak points and difficulties in their writing would help teachers and administrators focus more on these areas. Therefore, this content analysis study was an attempt to investigate the relative contribution of each writing component to the variation in the overall writing performance of TEFL undergraduate students to determine areas of strength and weakness in their writing. To this end, the writing samples of 73 students who were willing to participate in this study at different universities in Tabriz, Iran, were assessed through an Analytical Scoring Scale. These participants were divided into two groups: group 1, first-year and second-year students, and group 2, third-year and fourth-year students. The results of the Stepwise Multiple Linear Regression analysis revealed that the greatest contributions to the variance of the total rating of TEFL undergraduate students' writings were related to the grammar and punctuation components in groups 1 and 2, while the least contributions were related to the content and spelling in group 1, and vocabulary and spelling in group 2. In addition, the results indicated that the weaknesses and issues of participants in both groups of this research were mostly related to the grammatical structure and using punctuation marks in paragraphs. Moreover, the positive effects of the analytical scoring scale as well as the implications of the findings were discussed.
Why IELTS Candidates Score Low in Writing: Investigating the Effects of Test Design and Scoring Criteria on Test-Takers&apos; Grades in IELTS and World Englishes Essay Writing Tests
Author: Arefsadr, Sajjad
Date: 2022-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Tests,Writing Evaluation,Scores,Grades (Scholastic),Essay Tests,Writing Tests,Scoring,Evaluation Criteria,Test Construction,Writing Achievement,Foreign Countries,Communication Skills

This study explored possible reasons why IELTS candidates usually score low in writing by investigating the effects of two different test designs and scoring criteria on Iranian IELTS candidates' obtained grades in IELTS and World Englishes (WEs) essay writing tests. To this end, first, a WEs essay writing test was preliminarily designed. Then, 17 Iranian IELTS candidates wrote two essays on the same topic, one under the IELTS test condition and one under the WEs test condition. Each of the 34 obtained essays was scored six times, three times based on IELTS scoring criteria, each time by a different rater, and then, three times based on WEs scoring criteria. The results of repeated-measures ANOVA showed that test design and scoring criteria had significant effects on essay grades. The study concludes that some of the reasons why IELTS candidates usually score low in writing may be rooted in the test design and scoring criteria of the IELTS essay writing test, not necessarily in IELTS candidates' weaknesses in writing. The implications of the study focus on the importance and relevance of the results to IELTS candidates, international students, and the future of assessing writing in World Englishes contexts.
Unplugging Students: Utilizing Guided Technology Policies to Enhance Classroom Engagement
Author: Hall, Darien A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Technology,Handheld Devices,Telecommunications,Laptop Computers,Educational Policy,Learner Engagement,Student Participation,Grades (Scholastic),Attention Span,Social Cognition,Classroom Environment,Classroom Techniques,Student Attitudes

The utilization of in-class technology to enhance student learning and increase topic engagement, such as audience response systems, is well-documented. Unfortunately, freely available personal technology such as cell phones and laptops can also act as distractions that reduce learning effectiveness. In this study, which was undertaken just prior to the COVID-19 pandemic, we implemented a guided technology policy that limited access to personal devices in introductory undergraduate anatomy and physiology courses to determine the effect on in-class perception of student engagement and student performance. We utilized grades and surveys to examine the relationship between technology use, achievement, and student perception of the guided technology policy. The results demonstrated that while students in the guided technology class sections of the study all reported a significant increase in feelings of engagement and increased levels of attention paid to the instructor, there was no increase in grades compared to students whose classes allowed free technology use. Thus, while a disconnect was found between perception and achievement, it is clear that selective integration of classroom technology can be beneficial in promoting engagement.
Gratitude and Self-Perceived Stress in an Online Doctoral Program
Author: Davis, Mendi
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Stress Variables,Online Courses,Doctoral Students,Metacognition,Student Journals,Intervention

The purpose of this quasi-experimental quantitative research study was to examine the extent to which a relationship exists between the use of mindfulness interventions, specifically the use of a gratitude journal, and self-perceived stress in students enrolled within a doctoral program at a Christian university located within the southwestern region of the United States. The sample consisted of 292 doctoral students (n = 292) from a single Christian university. This study involved six courses within three different doctoral programs. Participants completed the Perceived Stress Scale (PSS) in the second week of the course and again in the sixth week of the course. Data were analyzed using a paired t-test. We found that the use of mindfulness interventions, specifically the use of a gratitude journal, had no statistical significance on doctoral student's self-perceived stress and the null hypothesis could not be rejected.
The Effect of Layered Inquiry-Based Learning Model on Students&apos; Skills, Values, and Attitudes
Author: Kiliç, Abdurrahman
Date: 2022-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Student Attitudes,Values,College Students,Foreign Countries,Instructional Effectiveness,Interpersonal Competence,Thinking Skills,Skill Development,Critical Thinking,Research Skills,Cooperative Learning

This research aims to determine the effect of the Research Methods Course organized according to the Layered Inquiry-Based Learning Model on students' skills, values, and attitudes. A pre-test and posttest quasi-experimental method without a control group were used in the research. The research has a mixed research feature in terms of data collection methods. The concurrent triangulation method, one of the mixed research methods, was used. The research study group was determined by the purposive sampling method. The study group consisted of 124 sophomore students studying at the Faculty of Education, Turkish Language Teaching and Elementary Education Mathematics Teaching Department in a state university in the spring semester of the 2020-2021 academic year. The course design was structured according to the Layered Inquiry-Based Learning Model. Research data were collected with the Critical Thinking Tendency Scale, Attitude Scale Towards Collaborative Learning, and Opinion Form. In the quantitative analysis, the Wilcoxon Signed Ranks Test was used for related measurements from nonparametric tests, and qualitative data were subjected to content analysis. At the end of the research, it is evident that the students gained personal and social skills, thinking skills and scientific research skills, and various values. At the end of the course, it was concluded that the students generally had positive attitudes towards the course, cooperative learning, and scientific research.