ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM-Based Course Design: A Way to Develop Attitudes toward STEM and Science Course
Author: Uygur, Mutlu
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Instructional Design,Student Attitudes,Science Instruction,Grade 4,Elementary School Students,Public Schools,Foreign Countries

The study aimed to investigate the effects of a STEM-based course design on students' attitudes toward STEM and a science course. STEM activities were prepared per learning outcomes relating to the &quot;illumination and sound technologies&quot; learning domain in the Grade 4 science course. The study was carried out based on an experiment and control group quasi-experimental design. The study was carried out at a state school in Mersin in 2021. The experimental group of the study consisted of 32 and the control group consisted of 32 Grade 4 students. STEM-based activities were performed in the experimental group. However, non-STEM activities were performed based on usual experimental setups in the control group. At the end of the study, the experimental and control group students' attitudes toward STEM and science course were examined to determine whether there were statistically significant differences. As part of this study, student opinions on STEM were examined. A STEM attitude test and open-ended opinion form were used as data collection tools. Normality tests were conducted, and the homogeneity of variances was examined. Dependent and independent t-tests were conducted in quantitative data analysis and content analysis in the qualitative data analysis. The results suggested that STEM-based course design significantly increased students' STEM attitudes and their attitudes toward science course more than the attitudes of students not exposed to STEM-based course design. In addition, students considered STEM practices fun and informative. Accordingly preparing STEM-based course design for science course has been suggested.
Teachers&apos; Work-Life Balance in Emergency Remote Teaching during the COVID-19 Pandemic
Author: Ünal, Ilgin
Date: 2022-00-00
Type: Journal Articles
Subjects: Family Work Relationship,Distance Education,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,Private Schools,Well Being,Barriers,Teacher Attitudes,Preschool Teachers,Elementary School Teachers

The balance between personal life and work life is essential to achieve desired outcomes. However, the COVID-19 global pandemic changed the way people live and work and affected schools like other organizations. Teachers were expected to work from home and adapt to the tools and technologies used in distance education. Working from home has blurred the borders between work and personal life and might affect the work-life balance adversely. Although there are studies based on the work-life balance of academicians, there is a gap lack of in the experiences of teachers on work-life balance during emergency remote teaching, especially those who worked at private schools. Therefore, the aim of this study is to identify teachers' experiences on work-life balance in emergency remote teaching. The current study was designed as phenomenological research. Data were collected through semi-structured interviews with 11 teachers who were selected through the purposive sampling. The obtained data were analyzed through content analysis. The findings of the study revealed that there were two themes as (i) challenges for work-life balance and (ii) ways of maintaining a work-life balance. It was found that the teachers, who had to work from home, did not maintain a balance between personal life and work because of such challenges as inadequacy of workspace, irregularity of working hours, lack of support and role conflicts. Consequently, they failed to achieve the desired outcomes of work and individual lives which adversely affected their well-being. Besides, working from home and distance education seem likely to continue even after the pandemic has ended. Hence, this study will provide practical and managerial implication for human resources, crisis management and work-life balance.
Primary Teachers and Students&apos; Anxiety toward Online Instruction during COVID-19 Pandemic
Author: Phayponpruek, Kanokwan
Date: 2022-11-00
Type: Journal Articles
Subjects: Elementary School Teachers,Anxiety,Distance Education,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,Elementary School Students,Psychological Patterns,Handheld Devices,Telecommunications,Computers,Tablet Computers

The study explored primary teachers and students' anxiety toward online instruction during COVID-19 pandemic, the factors affecting anxiety related to online instruction of students and teachers in primary school. This research study was designed to collect data from primary teachers and students on the factors that affect anxiety in online teaching. The informants were 127 students and 11 teachers based on the purpose of the research. Questionnaire concerning general student data, such as gender, grade level, online study equipment, and online learning channels. Factors influencing anxiety in online education in the context of the COVID-19 pandemic, with 23 items for students and 25 items for teachers. Data is collected by online inquiries with students and teachers According to the findings, the general degree of factors influencing anxiety from online instruction in primary school is at moderate level. Physical and mental elements, evaluation and course content are the categories of factors that have the most impact on students' anxiety toward online learning. Meanwhile, the factors that have the greatest impact on students' anxiety toward online learning are concerning about their grades and courses are extremely recorded. Students believe that online learning is more challenging than traditional classroom. At the same time, teachers are worried about online assessment, concerns about students who are unable to attend online sessions. Teachers who only use computers to teach online have less anxiety than teachers who use computers, tablets, and mobile phones.
Relationship among Socioeconomic Status, Attitude toward Science, School Climate and Students&apos; Science Achievement: A Cross-Country Comparison of TIMSS
Author: Kaya, Metin
Date: 2022-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Student Attitudes,Educational Environment,Science Achievement,Cross Cultural Studies,Comparative Analysis,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Science Tests,Grade 8,Secondary School Students

Students' socioeconomic status (SES), school climate, and students' attitudes stand out as important factors that determine academic achievement. The current study investigated the relationship among SES, attitude toward science, school climate, and academic achievement comparatively in terms of countries. Trends in International Mathematics and Science Study 2019 data from Turkey, United Kingdom, and Singapore were used for comparison. The study adopted a correlation design for each comparison. The participants were eighth grade students from these three countries. The data were analyzed with Pearson product-moment correlation coefficient and hierarchical multiple regression. The Singapore sample had an auto-correlation problem, so it was not included in the regression analysis. SES explained 16.6% and attitude towards science explained 9.8% of the change in the academic achievement in the United Kingdom sample while these values were 21.9% and 14.4% for the Turkey sample, respectively. The sub-dimensions of the independent variable were also examined in the study. One the most important factors associated with students' academic achievement in Turkey is their SES. In this sense, the limitations of students in their access to home resources for learning are reflected negatively to their academic performance.
Time Management and Procrastination during the COVID-19 Pandemic in Higher Education
Author: Sefriani, Rini
Date: 2022-11-00
Type: Journal Articles
Subjects: Time Management,COVID-19,Pandemics,Higher Education,Electronic Learning,Distance Education,Technology Uses in Education,Foreign Countries,College Students,Student Behavior

Online learning is enforced by all higher education in Indonesia due to the COVID-19 pandemic. There is an inability of students to manage time and often delay the work given by the lecturer. This study aimed to reveal the degree of relationship between student time management and academic procrastination in higher education. This research was conducted at the Psychology Faculty of the University Puta Indonesia YPTK Padang, Indonesia. The sample of this research was psychology students as many as 202 respondents. The research instrument was in the form of a questionnaire distributed via Google Form. The results showed that the level of correlation between time management and academic procrastination of psychology students was 0.242 with data processing using SPSS 26. Which means that there is a relationship between students' ability to manage time and delay in completing assignments by students of the faculty of psychology. The role of lecturers in providing direction and motivation to students is very much needed.
Effects of Technology-Integrated Formative Assessment on Students&apos; Retention of Conceptual and Procedural Knowledge in Chemical Equilibrium Concepts
Author: Hagos, Tadesse
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Formative Evaluation,Retention (Psychology),Scientific Concepts,Chemistry,Science Instruction,Secondary School Students,Secondary School Science,Knowledge Level,Technology Uses in Education,Foreign Countries,Program Effectiveness,Feedback (Response)

The main objective of this study was to evaluate the impact of technology-integrated formative assessment strategies on students' retention of conceptual and procedural knowledge in chemical equilibrium concepts. A quasi-experimental control group interrupted time series design was employed. Data were collected from 132 students, who were selected using a random sampling technique from three governmental secondary schools. Two experimental groups and one comparison group were involved in the study. A series of chemical equilibrium conceptual and procedural tests were used to collect data. A mixed model analysis of variance (ANOVA) was used to analyze the test scores. The three groups had varied mean gain scores in conceptual and procedural examination scores as repeated measurements of time, as can be observed from the descriptive statistics. The two-way mixed ANOVA findings revealed that there was a significant main effect between groups on conceptual test scores. Furthermore, on conceptual knowledge test scores, there was a significant interaction between time point and intervention groups. On procedural examination scores, there was also a significant difference between the 3-time points and intervention groups. A significant interaction between time points and groups was also observed. Given that there was a significant difference between the pre-test, post-test, and follow-up post-test scores in the experimental group, with the difference favoring the post-test scores, it can be concluded that the technology-integrated formative assessment strategy is successful in raising secondary school students' conceptual and procedural test scores.
Exploratory Study to Determine the Effectiveness of Discussion Sessions as a Teaching Strategy on the Concepts of Spontaneity
Author: Obaya-Valdivia, Adolfo E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Scientific Concepts,Concept Formation,Comparative Analysis,Chemistry,Science Achievement,Taxonomy,Thinking Skills,Intervention,Thermodynamics,Foreign Countries,Biochemistry,Undergraduate Students

An exploratory study was to determine the effectiveness of discussion sessions as a teaching strategy of thermodynamics in basic physical chemistry of fundamental concepts in this area as spontaneity by explaining students according to their ideas. A previously validated questionnaire was used as an instrument on thermochemistry, enthalpies of bonding, and Gibbs function. The performance of the students who participated in the intervention was compared with that of a control group to which the afore mentioned teaching strategy was not applied. The students of the intervened group explained with a higher academic level the concept of spontaneity than those of the control group reaching the level of the development of the process of effective chemical reasoning (DECRP) of the taxonomy of barrow and bloom.
Supporting the STEM Aspirations of Youth Who Have Been Pushed Out
Author: Peña, Anthony
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Academic Aspiration,Nontraditional Education,Charter Schools,Student Attitudes,Science Teachers,Science Education,Student Participation,Learner Engagement,Relevance (Education),Minority Group Students,Barriers,Self Concept,Intelligence,Educational Environment,Stereotypes,Identification (Psychology),High School Students,Student Characteristics

A lack of diversity permeates the science, technology, engineering, and mathematics (STEM) field. Under-representation within STEM fields can stifle innovation and progressive approaches to the future of STEM. Traditional STEM pathways focus on identifying participants who show academic promise in schools. One segment of young people, youth who have been &quot;pushed out&quot; of high schools, have often been excluded from STEM pathways. Alternative education programs have the potential to support youth who have been pushed out, to re-engage in STEM. The purpose of this study was to understand what factors contributed to the STEM aspirations of students at Xinaxtli Charter School (XCS), an alternative education program for youth who have been &quot;pushed out&quot; in South California. This quantitative study utilized Structural Equation Modeling to analyze a conceptual model for STEM aspirations at XCS. Specifically, this study looked at how each of the following areas -- student perception of their science teacher, critical science education, student sense of agency to create knowledge in science class, student engagement in science class, and the relevance of science to the student -- impacted student STEM aspirations. The best predictors of student STEM aspirations came from the following factors: (a) Relevance of science to students, (b) student sense of agency to create knowledge, (c) and critical science education. Findings from this study provide a framework for educators of STEM classrooms to re-engage youth who have previously &quot;pushed out&quot; of their traditional secondary schools.
Teachers&apos; Feedback and Students&apos; Academic Achievement
Author: Al Maharma, Hamza
Date: 2022-00-00
Type: Journal Articles
Subjects: Feedback (Response),Academic Achievement,Grade 10,Public Schools,Foreign Countries,Teacher Student Relationship

The teachers' feedback that is given to students has played a key role in their academic performance. Thus, it is essential to analyze this feedback. An observation card was used for data collection since it is used to analyze the effect of teachers' feedback during the classes. The researchers analyzed twenty classes to notice the potential effect of this feedback on students' performance. The participants of the study were 50 male tenth-grade students from a public school in Jordan. Findings revealed that students' performance, particularly in tests, is judged objectively. Furthermore, it was discovered that providing accurate and detailed feedback reduces discouragement.
The Effects of Laboratory Safety Professional Development Seminars Implemented on Science Teachers: Laboratory Safety Knowledge Levels
Author: Koç, Simge
Date: 2022-00-00
Type: Journal Articles
Subjects: Laboratory Safety,Science Laboratories,Science Teachers,Knowledge Level,Faculty Development,Seminars,Program Effectiveness,Foreign Countries,Gender Differences,Educational Attainment,Intellectual Disciplines

When laboratory accidents in schools, especially in recent years, are examined, it is remarkable that many of these events resulted from the incorrect implementation of laboratory safety. The most significant role in the administration of laboratory safety belongs to science teachers. During this process, the necessity of laboratory safety training is for teachers to gain knowledge, skills, and attitude with regard to laboratory safety. This study aimed to investigate science teachers' knowledge level regarding laboratory safety and increase science teachers' knowledge level regarding laboratory safety through professional development seminars. Professional development seminars were carried out for teachers in eight modules which included both visual presentations and active learning-teaching activities. Training activities were planned in consideration of the subjects and experiments included in the current Turkish general science curriculum. The single-group pre-test post-test design, a semi-experimental design application, was used. To investigate the effects of laboratory safety professional development seminars, pre- and post-tests were applied to only one group. The &quot;Laboratory Safety Knowledge Test&quot; developed by the researchers was applied to determine teachers' improvement regarding laboratory safety. According to findings, there was a statistically significant difference between scores of changes in teachers' knowledge level regarding laboratory safety before and after professional seminars. Moreover, there was not a demographically significant difference between scores of changes in teachers' knowledge level. It is considered that the findings of the research will contribute to school laboratories being safer and more effective environments in which the activities of science lessons are carried out.
Transitioning to Online Learning Amid COVID-19: Perspectives in a Civil Engineering Program
Author: Maraqa, Munjed A.
Date: 2022-09-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Technology Uses in Education,COVID-19,Pandemics,Civil Engineering,Undergraduate Students,Foreign Countries

The transition from face-to-face classes to fully online learning (OL) during the spring semester of 2020 occurred almost globally because of the imposed COVID-19 lockdown. The present study investigated the perception and experiences of undergraduate students and faculty members of the Civil Engineering program at the United Arab Emirates University concerning switching to OL during COVID-19. Quantitative questionnaires were distributed to faculty members and students following the end of the spring semester of 2020. Students and faculty members identified student engagement and online exams as major areas that require improvement. Online exams were challenging for students and difficult to prepare, control, and administer for faculty. Providing technical support is critical for the successful streaming of online courses. Initially, half of the surveyed students began the transition with a positive attitude toward OL, and this percentage increased during the transition. The capacity to continue learning during the COVID-19 crisis and the availability of recorded materials were perceived by the students as the main advantages of OL while challenging online examinations and the lack of social interaction were the main disadvantages.
BioPhy Magazine Based on a Floating Market for Problem-Solving Skills and Environmental Awareness
Author: Fitriah, Lutfiyanti
Date: 2022-11-00
Type: Journal Articles
Subjects: Periodicals,Problem Solving,Environmental Education,Physics,Conservation (Environment),Economic Factors,Earth Science,Foreign Countries,College Students,Social Media

This study aimed to describe the validity and effectiveness of the floating market-based BioPhy magazine to improve problem-solving skills and encourage students to conduct environmental awareness campaigns. This research was development research with Tessmer formative evaluation model. The field test subjects were 24 students who studied fluids in the Fundamental Physics Course in the 2021/2022 academic year. Data were obtained through validation sheets and problem-solving questions. Data were analyzed quantitatively and qualitatively. The results showed that the developed magazine was valid and effective in improving students' problem-solving skills with an N-gain score in the field trial of 0.96 with a high category and an effect size of 12.61 with a strong influence category. In addition, based on the different tests, it was known that there is a significant difference between problem-solving abilities before and after learning. The magazine also succeeded in encouraging students to campaign on environmental awareness, as shown in the environmental-themed posters they made and shared on social media. Thus, the developed magazine was valid and effective to improve problem-solving skills and encourage environmental awareness campaigns on fluids in the Fundamental Physics Course.
Islamic Higher Education Students&apos; Expenditure before and during Pandemic in Indonesia
Author: Juhaidi, Ahmad
Date: 2022-11-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Parent Financial Contribution,Expenditure per Student,COVID-19,Pandemics,Online Courses,Paying for College,Student Costs

Students are experiencing difficulty with online learning because it requires infrastructure, such as internet access that needs to be purchased. This study examined whether online lectures increase or decrease family/student expenses on education using a qualitative approach. Data on education expenditures were collected by interviewing 736 students at State Islamic University (UIN) Antasari, Indonesia before the COVID-19 pandemic and 761 students during the occurrence. Also, interviews were used to collect data on opportunity costs during the pandemic. The results showed that the student/family average expenditure on education at State Islamic University in Indonesia (PTKIN) before the occurrence was IDR 20,420,708 per year. Meanwhile, during the pandemic, their expenses decreased to an average of IDR 15,788,989 per year, indicating a decline of IDR 4,631,719 or 22.68%.
The Effectiveness of Peer Educators and Guidance Counselling Teachers to the Knowledge of Reproductive Health
Author: Meilani, Niken
Date: 2022-11-00
Type: Journal Articles
Subjects: School Counselors,Peer Teaching,Knowledge Level,Sex Education,Birth,Health Education,Pregnancy,Sexually Transmitted Diseases,Acquired Immunodeficiency Syndrome (AIDS),Sexual Abuse,Instructional Effectiveness,High School Students,High School Teachers

Adolescence is the most vulnerable period to reproductive health problems. These problems include early pregnancy, unsafe abortion, sexually infections transmitted (STIs) including the human immunodeficiency virus (HIV), sexual abuse. Access for sexuality education and reproductive health services to comprehensive and youth-friendly was limited. This study aims to determine the effectiveness of peer educators and guidance and counselling teachers in adolescent reproductive health level of knowledge. This is a quantitative study with a quasi-experimental nonequivalent control group design with treatment groups using peer educators and teacher as control groups. The sample size was 70 respondents. Data was collected by questionnaire that already had validity and reliability test. Data analysis used univariate, t-test and logistic regression. The results of this study showed that the provision of information was more effective through guidance conselling teachers (p=0.000, exp B=14.5). This study recommends that improve adolescents' reproductive knowledge need to optimize the role of guidance and counseling teachers in providing information.