ethanporcaro/eric-fulltext-meta huggingface dataset:
A Systematic Review of Flipped Learning Approach in Improving Speaking Skills
Author: Santhanasamy, Cassandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Speech Skills,Speech Communication,Flipped Classroom,English (Second Language),Second Language Instruction,Foreign Countries,College Students,Secondary School Students,College Faculty,Elementary School Students,Independent Study,Interaction,Student Motivation,Achievement

Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils' speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils' speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils' speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils' speaking skills from various levels of education.
An Investigation on Student Perceptions of Self-Regulated Learning in an Introductory Computer Programming Course
Author: Menon, Pratibha
Date: 2021-12-00
Type: Journal Articles
Subjects: Student Attitudes,Independent Study,Introductory Courses,Programming,Computer Science Education,Undergraduate Students,Self Efficacy,Learning Strategies,Problem Solving,Learning Activities

Learning how to become a self-regulated learner could benefit students in introductory undergraduate courses, such as computer programming. This study explores the perceived value of instructional and skill-building activities and students' self-efficacy to learn and apply programming skills in an introductory computer programming course. The instructional activities include code-demos through which the instructor demonstrates several cognitive strategies for self-regulated learning. Four different skill-building activities accompanied by Q&amp;A sessions let the students model the teacher's practices, and apply various self-regulated learning methods to strengthen their programming skills. Surveys are implemented and analyzed to learn the students' perceptions of the task value of skill-building activities and the Q&amp;A sessions and their reported self-efficacy for independent mastery, problem-solving, correcting errors, and experimenting with programs. Studies revealed that the perceived ability to master programming independently is significantly correlated to the perceived task value of activities that required students to complete programs similar to the instructor's code-demos. Students who report a higher self-efficacy for problem-solving also positively value the Q&amp;A sessions through which they obtain help from the instructor to complete tasks on pre-written codes.
Current State of High-School Students&apos; Multiliteracy after a Year of Online Lessons in the Context of Chile
Author: Araos-Gallardo, Nicole
Date: 2022-00-00
Type: Journal Articles
Subjects: High School Students,Multiple Literacies,Foreign Countries,Distance Education,Electronic Learning,COVID-19,Pandemics,Student Attitudes,Learning Strategies,Technology Uses in Education

The worldwide pandemic Coronavirus disease, affected every aspect of people's lives due to being locked at their homes, therefore many difficulties began to appear, especially in education. Scholars were the leading group that has been affected the most due to the online lessons that began from one day to another, without any kind of previous training specifically in these types of contexts at home. According to some national diagnostical studies, most of the students could not achieve the minimum educational objectives in mathematics and language, which are the essential subjects in Chilean education. In this study, in which qualitative phenomenology analysis was used, the aim was to reveal the current state of students after a whole year of online lessons in terms of personal technological use and personal perceptions about e-learning. In this study, in which the criterion sampling was used, semi-structured interviews were conducted with 10 adolescents from different sorts of schools who experienced online lessons using their previous personal knowledge in Information and Communication Technologies. The data were analyzed in Nvivo node tree, which revealed six main themes that define the experience and personal perception of the participants: adaptation to the new order, learning by their own, how to use better the technology, use of social media, new ways of personal knowledge sharing, importance of classmates. It is believed that the results obtained from this study will contribute to schools' view of learning and teaching education in the 21st century and to improve students' experiences in online lessons.
Moving to Business Analytics: Re-Designing a Traditional Systems Analysis and Design Course
Author: Pomykalski, James J.
Date: 2021-12-00
Type: Journal Articles
Subjects: Instructional Design,Information Science Education,Information Systems,Data Analysis,Teaching Methods,Educational Change,Databases,Course Descriptions,Curriculum Development,Outcomes of Education,Decision Making,Teamwork,Student Projects,Metadata,Business Administration Education,Undergraduate Students,Educational Objectives

Many traditional Information Systems (IS) programs are either redesigning current courses to incorporate business/data analytics or expanding curricular offerings to include business /data analytics; our IS program chose the former route to meet the demand (from employers) for business/data analytics. In that transition, a traditional systems analysis and design (SA&amp;D) course was redesigned to focus on the procedures and skills needed to perform business/data analytics; this required changes to the focal topical areas. In 2017-18, curricular changes transitioned a traditionally focused database systems analysis and design course to incorporate business/data analytic skills. This paper focuses on the course redesign and the new business/data analytic topics, activities, and technologies; we highlight the important shifts created to the topical areas of this course. The paper emphasizes the rationale and student outcomes generated.
Developing Primary Students&apos; Understanding of Mathematics through Mathematization: A Case of Teaching the Multiplication of Two Natural Numbers
Author: Duyen, Nguyen Thi Hong
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Mathematics,Numeracy,Teaching Methods,Grade 2,Multiplication,Student Attitudes,Mathematical Concepts,Concept Formation,Foreign Countries,Problem Solving

Numeracy is one of the essential competencies that the objectives of teaching math to primary students should be towards. However, many research findings show that the problem of &quot;innumeracy&quot; frequently exists at primary schools. That means children still do not feel at home in the world of numbers and operations. Therefore, the paper aims to apply the realistic mathematics education (RME) approach to tackling the problem of innumeracy, in the case of teaching the multiplication of two natural numbers to primary students. We conducted a pedagogical experiment with 46 grade 2 students who have not studied the multiplication yet. The pedagogical experiment lasted in six lessons, included seven activities and nine worksheets which are designed according to fundamental principles of RME by researchers. This is mainly a qualitative study. Based on data obtained from classroom observations and students' response on worksheets, under the perspective of RME, the article pointed out how mathematization processes took place throughout students' activities, their attitudes towards math learning, and their learning outcomes. The study results found that students were more interested in math learning and understood the concepts of multiplication of two natural numbers.
Development and Validation of Teachers&apos; Assessment Belief of Mathematical Thinking Instrument
Author: Alhunaini, Saoud
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Mathematics Teachers,Factor Analysis,Mathematics Skills,Measures (Individuals),Evaluation Methods,Student Evaluation,Public School Teachers,Likert Scales,Goodness of Fit,Construct Validity,Foreign Countries

This study was conducted to corroborate in understanding the teachers' beliefs about assessment practices. The prior studies related to teachers' assessment beliefs in mathematics have been done to assess teachers' beliefs in the general context of mathematics teaching. This study developed an instrument to assess teachers' assessment beliefs of mathematical thinking. The research aimed to develop and validate a scale of assessment beliefs of mathematical thinking by using the confirmatory factor analysis. The first draft of the scale contained 25 items. The sample of the study consisted of 537 mathematics teachers from public schools in Oman. The instrument was a questionnaire with a 5-point Likert scale. The scale was validated by asking a number of experts in mathematics educational measurement and evaluation. Exploratory and confirmatory factor analysis was applied to test the model of assessment beliefs of mathematical thinking scale using AMOS 25.0. All constructs had acceptable reliability. The model had a good model fit for the assessment beliefs of mathematical thinking scale which obtainable from the fit indices tests. The findings revealed that all fit criteria indices were realized. The results also showed acceptable validity and construct reliability for the scale.
The Continuity of Students&apos; Disengaged Responding in Low-Stakes Assessments: Evidence from Response Times
Author: Bulut, Hatice Cigdem
Date: 2021-00-00
Type: Journal Articles
Subjects: Reaction Time,Response Style (Tests),Foreign Countries,International Assessment,Achievement Tests,Secondary School Students

Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.
The Learning Effect of Corpora on Strong and Weak Collocations: Implications for Corpus-Based Assessment of Collocation Competence
Author: Altun, Hatice
Date: 2021-00-00
Type: Journal Articles
Subjects: Computational Linguistics,Phrase Structure,Dictionaries,Second Language Learning,Second Language Instruction,English (Second Language),Advanced Students,State Universities,Teaching Methods,Majors (Students),Comparative Analysis,Scores,Technology Integration,Pretests Posttests,North American English,Language Proficiency,English for Academic Purposes,Writing Instruction,Foreign Countries

Although corpora and corpus linguistics have been applied for quite long in foreign and second language settings, there is still limited understanding about how EFL learners use corpus tools along with dictionaries to enhance their collocation knowledge. This study aims to gain insight into the effectiveness of corpus-based pedagogy in comparison with the conventional vocabulary teaching methods, particularly using dictionaries. The study was conducted with two non-English major advanced groups of L2 learners at a public university. The experimental group studied 16 pre-selected formal academic words and their strong and weak collocations with corpus (COCA, the corpus of contemporary American English), while the comparison group studied the same collocations using advanced learner's dictionaries. The instruments for collecting data included the Oxford placement test, pretest, posttest, and exercises devised for particular teaching points of collocations. Results of Repeated Measures ANOVA tests showed no significant difference between the two experimental groups. However, the corpus-based approach showed more impact on the reception of strong collocations acquired by the corpus group at a slightly better performance rate, as evidenced by the group's mean scores (Corpus =45.91, Dictionary= 44.06). Interestingly, the acquisition of weak collocations was better for the dictionary use group (Corpus=54.08, Dictionary= 57.18). The paper thus offers some implications for teaching and assessing collocation knowledge and makes suggestions that EFL practitioners should create variations in instructional methodologies through gaining awareness of the increasing availability of innovative technologies. Further research on collocations' assessment has also been suggested.
A Review of Historical Development of Student Selection and Placement for Higher Education in Turkey
Author: Alaca, Eray
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Admission Criteria,Student Placement,Higher Education,College Admission,College Entrance Examinations,Educational Policy,Educational History

A central exam with objective criteria in student selection and placement for higher education in Turkey had not been applied until 1960s. Each higher education institution used to conduct its own exam according to the demand density. No exams were made when the applications were sometimes below the available capacity. In the 1960s, there were so many applications to higher education institutions that it exceeded the existing capacity. Upon the increase in the number of graduates from secondary education, the number of students who want to enroll in higher education increased, and thus some efforts were made to generate an examination that was acceptable by everyone, based on objective criteria, central, equal, fair, and economical, except for the oral and/or written exams of higher education institutions. In conclusion, the &quot;Interuniversity Student Selection and Placement Center (ISSPC)&quot; was established in 1974 so as to conduct exams for student selection and placement in higher education institutions. So, the student selection and placement exams for higher education gained a central quality based on the principles of assessment and evaluation. In this context, it is aimed to show the historical development of the student selection and placement process in higher education in Turkey in this study, which was carried out using document analysis method.
Characteristics of the Citizen of the Future According to the Views of Pre-Service Social Studies Teachers
Author: Kan, Çigdem
Date: 2022-00-00
Type: Journal Articles
Subjects: Citizenship,Futures (of Society),Preservice Teachers,Student Attitudes,Social Studies,Teacher Education Programs,Patriotism,Civil Rights,Social Responsibility,Ethics,Prosocial Behavior,Citizenship Education,Foreign Countries

The present study aimed to allow pre-service social studies teachers to define the citizens of the future and to determine the characteristics of the citizens of the future according to pre-service social studies teachers. The study group included 19 pre-service social studies teachers attending Firat University, Faculty of Education and participated in the study on a volunteer basis. Criterion sampling method was used in the study. Thus, a semi-structured interview form that included open-ended questions was utilized to interview the students. In the study, the data were analzyed with descriptive analysis. The study findings demonstrated that pre-service social studies teachers defined the citizens of the future as individuals who love their homeland, adhere to the state and national ideals, are educated, well-informed, and aware of their rights and responsibilities as active citizens. The characteristics of the citizens of the future were described as well-informed, concerned, research-oriented, prioritizing national unity and solidarity, respectful, honest, charitable, and educated by the students. According to the pre-service teachers, citizens of the future should not be insensitive and irresponsible, betray their homeland and be useful, should not be self-seeking and selfish, uninformed, uneducated, unaware.
Factor Structure and Measurement Invariance of the TIMSS 2015 Mathematics Attitude Questionnaire: Exploratory Structural Equation Modelling Approach
Author: Uyar, Seyma
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Structure,Factor Analysis,Achievement Tests,Elementary Secondary Education,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Structural Equation Models,Grade 8,Attitude Measures,Mathematics Skills,Self Efficacy,Gender Differences,Maximum Likelihood Statistics,Student Interests,Mathematics Anxiety,Item Response Theory

In the current study, the appropriateness of the Mathematics Attitude Questionnaire administered to middle school 8th grade students in the TIMSS 2015 application to the exploratory structural equation and confirmatory factor analysis models was examined. The study was conducted on 6079 students making up the sample of Turkey. In the TIMSS 2015 application, the attitude items are presented under four headings called students' interest in mathematics, students' views on engaging teaching in mathematics lessons, students' self-confidence in mathematics, and students' value mathematics. As a result of the investigation of the factor structure of these items, the attitude questionnaire with its 5 factors and 35 items was accepted to be suitable for the Exploratory Structural Equation Model (ESEM). Moreover, invariance of the TIMSS 8th grade mathematics attitude questionnaire depending on gender was investigated at six stages as configural, weak (metric), strong (scalar), strict, variance-covariance, and latent mean invariance through ESEM. It was concluded that the questionnaire satisfied all the invariance conditions.
Fuzzy Logic Expert System for Evaluating the Activity of University Teachers
Author: Popescu, Vasile Florin
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Artificial Intelligence,Computer Uses in Education,Logical Thinking,Teacher Evaluation

Assessing the performance of academics at different levels is increasingly difficult to achieve using traditional methods based mainly on numerical scores in evaluating teaching and research activity. The indexing of academic performance in various international databases with impact indices at different scales has led to the need for advanced computer models, such as expert systems based on fuzzy logic, proposed in this research, which address the evaluation of teachers even in the face of imprecise information and under conditions of uncertainty. In this research, as a contribution and novelty, a fuzzy logic model was developed in which an algorithm was simulated and implemented in Matlab using the Mandami toolkit, which allows inference of the rules of fuzzy logic and visualization. 3D. The system implementation was done by software in Matlab environment, using systems with fuzzy Mandami logic. The result of this pilot study was to test and validate the proposed model through a graphical interface, giving the results according to minimum criteria and with additional explanations.
Investigation of a Middle School Preservice Teacher&apos;s Knowledge of Content and Students
Author: Ersari, Ebru
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Preservice Teachers,Pedagogical Content Knowledge,Pattern Recognition,Problem Solving,Mathematics Education

The purpose of this study was to explicate one preservice middle grades mathematics teacher's Knowledge of Content and Students (KCS) in the context of multiple solution strategies. This study's purpose is to underline the importance of preservice teachers' KCS and provide possible investigative methods for evaluating preservice teachers' KCS. Specifically, the research inquiry guiding this study focused on how a middle school preservice mathematics teacher displays KCS when engaging with tasks about pattern recognition and linear functions in the context of multiple solution strategies. The data consisted of three videotaped semistructured interviews with the preservice mathematics teacher as well as the written work she produced during the interviews. This study explicated one preservice mathematic teacher's performance regarding two important themes of KCS: generating multiple possible solution strategies of middle school students and explaining multiple student solution strategies. In terms of generating multiple solution strategies of middle school students, the study found that the preservice mathematics teacher provided the same solution strategies that she employed when she solved the problems by herself. Regarding explaining multiple student solution strategies, this study revealed that the preservice teacher did not explicate how typical middle school students reason. The preservice teacher had limitations when explaining the possible procedures that students might have used to solve problems when given the final student solutions. With regard to the teacher's abilities to recognise and understand students' typical understandings and misunderstandings, the study demonstrated that the preservice teacher was capable of explaining some solution strategies but not all of them.