ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Learning: The Effects of Using E-Modules on Self-Efficacy, Motivation and Learning Outcomes
Author: Delita, Fitra
Date: 2022-10-00
Type: Journal Articles
Subjects: Electronic Learning,Self Efficacy,Student Motivation,Outcomes of Education,Geography Instruction,Foreign Countries,College Students,Instructional Effectiveness,Learning Modules,Teaching Methods

Teachers' mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasiexperimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.
Education and Equalities in Britain, 2010-2022: Due Regard and Disregard in a Time of Pandemic
Author: Richardson, Robin
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Agencies,Government (Administrative Body),Education,Legislation,Equal Education,Pandemics,COVID-19,Objectives

This article recalls the key concept of due regard in the Equality Act 2010 and outlines how it was increasingly ignored by the Department for Education (DfE) in England in the following decade. Further, it speculates that if the concept of due regard had been observed more rigorously across all government departments, the COVID-19 pandemic would have been less tragic and traumatising in its effects, and less responsible for deepening inequalities throughout British society. It concludes that the Act should be revisited, revised and re-emphasised.
School Teachers&apos; Behavior in Remote Learning during COVID-19 Pandemic: Indonesia Perspective
Author: Patiro, Shine Pintor Siolemba
Date: 2022-10-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Behavior,Foreign Countries,Electronic Learning,Predictor Variables,COVID-19,Pandemics,Usability,Technological Literacy,Technology Uses in Education,Anxiety,Teacher Attitudes,Relevance (Education),Educational Technology

This study aims to uncover the extension of the Technology Acceptance Model (TAM) in understanding, explaining, and predicting elementary school teachers' behavior in Indonesia to use online learning technology during the COVID-19 pandemic. The TAM model in this study is extended by accounting for four additional variables, which are subjective norms, and job relevance as a predictor of perceived usefulness, also, computer self-efficacy and computer anxiety to predict perceived ease of use. This study uses an online survey method with a purposive sampling technique involving 475 elementary school teachers located in Jakarta, Palu, and Sorong (some of the big cities in Indonesia). The data analysis technique is Structural Equation Modeling (SEM) with the help of IBM SPSS AMOS 21 software. The results of this study show that the TAM model developed in this study can explain and predict the intentions of elementary school teachers in using online learning technology during the COVID-19 pandemic as indicated by the support of the hypotheses tested in this study. Overall, TAM is a very popular model for understanding, explaining, and predicting the use of new technology systems. The implications and limitations of this study are also discussed in this article.
South Korean University Students&apos; Views of Online Learning during the COVID-19 Pandemic
Author: Lee, Andrea Rakushin
Date: 2022-10-00
Type: Journal Articles
Subjects: College Students,Foreign Countries,Student Attitudes,Electronic Learning,COVID-19,Pandemics,Student Satisfaction,Online Courses,Learner Engagement,Interaction

The COVID-19 pandemic has created many formidable challenges for educational institutions around the world. This case study sought to gain insight into South Korean university students' satisfaction with online learning during the pandemic. It also obtained participant recommendations for improving online learning. Participants included 20 South Korean students studying at a university in central South Korea. Data included open-ended surveys, a focus group, and semi-structured interviews. Most students had mixed feelings in regard to satisfaction with online classes. A salient result is a need for more interaction in online classes. Students also provided a wide range of recommendations to improve online learning. Through these recommendations, university educators and administrators can better optimize online learning during the COVID-19 pandemic and after the crisis has dissipated.
Undergraduates&apos; Attitudes towards Distance Education and Perceptions of Readiness for e-Learning during the COVID-19 Pandemic
Author: Kuloglu, M. Esad
Date: 2022-10-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Distance Education,Readiness,Electronic Learning,COVID-19,Pandemics,Attitude Measures,Foreign Countries,Correlation,Summer Schools,Summer Programs

The COVID-19 pandemic, which suddenly took the whole world under its influence, also radically affected the educational environments. This research aimed to examine the attitudes of undergraduates towards distance education, their perceptions of readiness for e-learning, and the relationship between these two variables during the COVID-19 pandemic, the effects of which are also felt in higher education. Thus, quantitative research paradigm and correlational design were used in the study. Data were collected online in two weeks via the Attitude Scale towards Distance Learning (ASDL) and E-Learning Readiness SelfAssessment Instrument (ERSI). Using the convenient sampling method, 1422 undergraduate students enrolled in a summer school program at a state university in Turkiye were included in the sample. The findings of the research indicate that the participants' attitudes towards distance education are moderate, and their perceptions of readiness for e-learning are high-level during the COVID-19 pandemic. There is a moderate positive correlation between these two variables. There are also positive, moderate, or strong correlations between the ASDL and some subscales of the ERSI. The findings of the study provide useful information about the distance education carried out during the COVID-19 pandemic.
Academic Problems Facing High Achieving Students at Universities
Author: Almousa, Nusaiba A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,High Achievement,Problems,Study Habits,Emotional Problems,Career Choice,Interpersonal Competence,Family Problems,Gender Differences

The study aimed to identify the academic problems facing high achieving students in Jordanian universities. The study sample consisted of (353) randomly selected high achieving male and female students from graduate and Bachelor's degrees at Amman Arab University and Balqa Applied University, who obtained a cumulative GPA of 3.7/4 or higher. The researchers followed the descriptive approach, and developed a scale that mainly focused on the following areas (studying problems, emotional problems, problems related to future professional choices, social problems, and family problems). The results indicated that academic problems are the most common problems among high achieving students, which affect them moderately, whereas family problems affect them the least. The results also indicated that there were no statistically significant differences at the level of ([alpha]=0.05) due to gender and college variables, and a statistically significant difference at the level of ([alpha]=0.05) due to the degree variable in favor of bachelors. Also, differences appeared in emotional problems in favor of females and in studying problems in favor of high achieving students in scientific colleges.
Developing and Refining a Model for Measuring Implementation Fidelity for an Instructionally Embedded Assessment System
Author: Kobrin, Jennifer L.
Date: 2022-09-00
Type: Journal Articles
Subjects: Program Implementation,Fidelity,Formative Evaluation,Student Evaluation,Logical Thinking,Models,Measurement Techniques

We developed a six-step iterative process for developing and evaluating a model of implementation fidelity appropriate for use in an instructionally embedded assessment system. Our work explicitly connects the literature on theories of actions for assessment systems with the implementation fidelity literature originating from the program evaluation field. The steps include (a) developing a logic model identifying critical and optional implementation components; (b) identifying process data and indicators from the assessment system to represent each component; (c) developing hypotheses about expected patterns in the indicators representing different levels of implementation fidelity and identifying criteria for defining implementation levels; (d) conducting analyses to test the hypotheses; (e) using the results to refine the indicators and criteria; and (f) evaluating strength of the evidence and identifying gaps. This process facilitates measuring action mechanisms and making and testing hypotheses about how critical implementation components are related to intended outcomes of an assessment. Studying implementation fidelity for assessment systems can help us better understand how teachers use assessment results and where additional support may be needed. This work can also help evaluate the extent to which instructionally embedded or formative assessments are implemented as intended and that all students are provided with sufficient opportunity to demonstrate what they have learned.
A Systematic Review on the Effectiveness of Blended Learning on Learners&apos; EFL Vocabulary Performance
Author: Chuane, Qiu
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Second Language Learning,English (Second Language),Instructional Effectiveness,Vocabulary Development,Student Behavior,Psychological Patterns,Educational Research,Trend Analysis,Recall (Psychology),Writing Skills,Reading Skills,Teaching Methods

Researchers have shown significantly pervasive interest in English Foreign Language (EFL) vocabulary performance through blended learning in both K-12 and tertiary education. This study is a systematic literature review (SLR) of quantitative studies related to vocabulary performance through blended learning approach in EFL context aiming at exploring the trend of this research topic and the effectiveness of this teaching approach on learners' vocabulary performance, EFL skills (except vocabulary performance), emotions and behaviors. We systematically searched articles on the related topic in four major databases, namely, Education Resource Information Center (ERIC), Web of Science, Scopus and Google Scholar from 2017 to 2021 and the reviewers independently performed the quality assessment by using PICOS principle. 45 out of 2894 studies with 3557 participants were included in this SLR article with which employed blended learning in experimental or quasi-experimental research designs mainly cultivating learners' vocabulary. Results showed that blended learning approach was frequently associated with statistically positive significance and displayed better academic performance and imposed positive effect on learners' EFL socio- psychological factors including skills, emotions and behaviors. This study quantifies an objective evaluation and precise estimation of the effects from blended learning studies that could further encourage researchers to bridge learning gaps and to know the research trend of this topic more comprehensively.
Developing Formative Assessment Practices in Instruction: Recommendations from a Meta-Aggregation
Author: Lolkus, Michael
Date: 2022-10-00
Type: Journal Articles
Subjects: Formative Evaluation,Mathematics Instruction,Secondary School Students,Student Evaluation,Thinking Skills,Teaching Methods,Theory Practice Relationship,Evaluation Methods,Meta Analysis,Teacher Attitudes,Reflection,Equal Education

Secondary mathematics teachers' use of formative assessments have shown promise for developing models of their students' mathematical thinking and informing their instruction. While the complexities of secondary mathematics teachers' formative assessment practices are often captured in qualitative research, there is a critical need for synthesized recommendations to connect formative assessment theory to practice. In a meta-aggregation synthesis from 11 qualitative manuscripts, we explored in-service teachers' formative assessment practices in US secondary mathematics classrooms. Our synthesis led to nine recommendations for in-service secondary mathematics teachers throughout three phases of their instruction: (a) prior to gathering evidence of student thinking; (b) while gathering, supporting, and responding to student thinking; and (c) reflecting on formative assessment practices. We close with connections to equitable teaching practices in secondary mathematics classrooms.
A Case-Based Study in ERP Instructional Model: Fostering Critical Thinking Skills and Portraying Independence on Solving Problems
Author: Haryati, S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Cognitive Tests,Case Studies,Case Method (Teaching Technique),Teaching Models,Problem Solving,College Students,Instructional Effectiveness,Foreign Countries

Case-based study has a lot of potential in supporting the success of learning outcomes needed in the 21st century, one of which is critical thinking skills. However, there are very few studies related to case-based study to promote critical thinking skills. Therefore, this study will analyze the effectiveness of case-based study in improving students' critical thinking skills. In this research, case-based study is carried out with engage, research, present (ERP) instructional model. The ERP model has potential and is in accordance with case-based study schemes for the university level. In addition, this study was also conducted to analyze the achievement of student independence in conducting research to solve a problem. This study used a non-equivalent control group research design with 70 samples divided into the experimental group (N = 35) and the control group (N = 35). The instrument used is a standardized test of critical thinking skills developed by Ennis, namely the Cornell Critical Thinking Test (CCTT) level X and an observation sheet for student independence in solving problems. The results showed that case-based learning using the ERP model (experimental group) was more effective than case-based learning without the ERP model (control group). However, the learning process carried out in groups is effective in improving critical thinking skills. This shows that case giving is quite effective in supporting critical thinking skills. In addition, the dominance of the achievement of student independence in conducting research (in the experimental group) to solve problems is at level 3, namely scaffolded research. The implication is that case-based learning is suitable for use in improving critical thinking skills at the university level.
A Review of Higher Education Leadership in Saudi Arabia
Author: Al-shahrani, Mosaed S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,College Administration,Leadership,Leadership Effectiveness,Women Administrators,Barriers,Family Work Relationship,Inclusion,Educational Change,Leadership Training

This paper aimed to find answers to two questions through a review of literature: (a) What are the factors leading to the current ineffective leadership in Saudi higher educational institutions, and (b) How can this situation be rectified, especially within the implementation of the Vision 2030 programmes? A search of 10 pages of Google Scholar using search terms relevant to the topic yielded 23 papers for review. The answer to the first question- female leaders face more barriers, challenges, and obstacles compared to male leaders in Saudi higher education institutions. Cultural, social, organisational, and personal factors affect their elevation to leadership positions. Sometimes, due to overriding family pressures and the inability to find a work-life balance, some female leaders leave their positions and revert to the role of homemakers. Although many reforms have been implemented by the Saudi government recently to increase the contribution to the economic growth of the country through the Vision 2030 implementation, much more need to be done. The answer to the second question is- Reforms and policies aimed at increasing the participation of women in economic activities need to continue more vigorously. Leadership training and mentoring of female leaders are required to achieve this. These answers are applicable for both categories of papers.
Achievement Motivation and Learning Behavior of Students during COVID-19 Pandemic: Gender Differences
Author: Atmoko, Adi
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Behavior,COVID-19,Pandemics,Gender Differences,High School Students,Foreign Countries,Academic Achievement,Barriers

This study aimed to describe and compare the achievement motivation and learning behavior based on male and female students in Indonesia. Respondents have involved 902 female high school students and 637 male high school students using the cluster random sampling technique. Data were collected using a scale of achievement motivation and learning behavior with has a validity coefficient of items in the range of 0.362 to 0.724, and each had Cronbach's alpha reliability of 0.811 and 0.866; data analyzed by descriptive and Mann-Whitney tests. The results showed significant differences in the level of achievement motivation and learning behavior of male and female students. Female students showed better achievement motivation and learning behavior than male students. This study discussed by compare between several countries and recommends the need for guidance and counseling services to increase achievement motivation and student learning behavior based on gender differences.
Rough Set Theory Data Analysis with R and Its Application on Studying Relative Significances of Self-Regulated Learning Strategies of Gifted Students
Author: Fung, Tze-ho
Date: 2022-09-00
Type: Journal Articles
Subjects: Gifted,Metacognition,Learning Strategies,Programming Languages,Algorithms,Data Analysis,Computer Software,Online Courses,Elementary School Students,Secondary School Students,Foreign Countries,Student Attitudes,Measures (Individuals)

Rough set theory (RST) was proposed by Zdzistaw Pawlak (Pawlak,1982) as a methodology for data analysis using the notion of discernibility of objects based on their attribute values. The main advantage of using RST approach is that it does not need additional assumptions--like data distribution in statistical analysis. Besides, it provides efficient algorithms and tools for finding hidden patterns. Despite its advantages, the adoption of RST in educational research is still limited, which may be due to limited quality software available for RST. Recently, the &quot;RoughSets&quot; package in R statistical system has been developed (Riza et al., 2014), providing various utilities of the RST methods. In the paper, we will first describe the basic RST concepts and steps of data analysis under RST. We will then apply RST to a study, which aimed to determine the relative significance of various SRL strategies used by student participants, so as to illustrate the steps of data analysis using the &quot;RoughSets&quot; R package. From the illustration, it is expected that more researchers in the field of education will be encouraged to try RST methods in their own studies.
Elementary School Students Reflection: Didactical Design Analysis on Integer and Fraction Operations on Mathematical Concepts with Sundanese Ethnomathematics Learning
Author: Supriadi, Supriadi
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Reflection,Mathematical Concepts,Mathematics,Ethnology,Games,Foreign Countries,Item Response Theory,Mathematics Instruction,Instructional Design,Teaching Methods

This article analyzes elementary school students' didactical situation in traditional games through ethnomathematics learning. The conventional game studied was &quot;Endog-Endogan&quot; or egg games from the Sundanese culture, West Java, Indonesia. This qualitative and quantitative study applied the design of the didactic learning stage. The quantitative study employed the Rasch Winstep Model to survey 56 elementary school students from grades 2 to 6 as respondents in implementing &quot;Endog-Endogan&quot; games in mathematics learning. The instruments used in this stage were the worksheet, documentation, and observation. Data analysis was carried out by collecting and describing the data of students' responses in Student Worksheets to obtain the data on findings of student learning obstacles. Then the data from the questionnaire were analyzed using a rash model: person and item reliability, unidimensional, and summary of items. The study results showed that the didactic design process in ethnomathematics learning teaching materials could be optimum with &quot;Endog-Endogan&quot; games because almost all teacher predictions were equal to elementary school students' responses. Besides, traditional games can be used as a solution to make learning mathematics easy and flexible with the mathematical concepts taught.
Administrators and Teachers&apos; Perceptions of Their Quality and Skills in Educational Action Research
Author: Tran, Van-Trung
Date: 2022-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Teacher Attitudes,Action Research,Educational Research,High School Teachers,Foreign Countries,Educational Quality,Capacity Building

Action research in education is a study that educational practitioners carry out with the aim that they will be able to make better judgments and take better actions in their respective fields of competence after completing the study. When teachers completely comprehend their students' thoughts and feelings, they can communicate more effectively with their students. One of the key objectives of this study was to examine how teachers and administrators perceived their quality and talents in educational action research in order to improve their practice. The survey process for this study included 245 administrators and instructors from 11 high schools in Binh Duong City, Vietnam, who answered questions about their experiences. The findings presented above are critical for school administrators, teachers, and other stakeholders to consider developing methods to improve the quality and capacities of teachers involved in educational action research and reflect on their perceptions. These findings contribute to the action of applied scientific research in Vietnam. This will enable educational science research in Vietnam to become more and more practical.