ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education
Author: Akgunduz, Devrim
Date: 2016-04-00
Type: Journal Articles
Subjects: Science Instruction,Blended Learning,Student Attitudes,Grade 7,Elementary School Students,Foreign Countries,Pretests Posttests,Experimental Groups,Control Groups,Conventional Instruction,Technology Uses in Education,Surveys,Statistical Analysis,Social Media,Nonparametric Statistics,Likert Scales

The main purpose of this study is to investigate the effect of blended learning and social media supported learning on the students' attitude and self-directed learning skills in Science Education. This research took place with the 7th grade 74 students attending to a primary school in Kadikoy, Istanbul and carried out &quot;Our Body Systems&quot; unit at 2011-2012 Academic Year. The design of the study was pretest-posttest control group design. Control Group is taught by using the traditional face to face approach with the 5E learning cycle, one of the experimental groups received blended learning model (face to face and internet based learning) with the 5E learning cycle and the other experimental group received social networking supported based on face to face approach and the 5E learning cycle model. Data were collected using the Science Teaching Attitude Scale and the Self-directed Learning Skills Scale. Quantitative data were analyzed by One-Way Anova, t-Tests and Kolmogorov Smirnov-Z Test of SPSS 17 Statistic Program. As a result, while blended learning experimental group increase science attitude and self-directed learning skills significantly than the control group; social media supported learning group has a positive impact on attitude and self-directed learning skills, although this change didn't make a significant difference compared with the control group.
Effectiveness of the Computer and Internet Literacy Project in Public High Schools of Tarlac Province, Philippines
Author: Lorenzo, Arnold R.
Date: 2016-04-00
Type: Journal Articles
Subjects: Computer Literacy,Internet,High Schools,Program Effectiveness,Program Evaluation,Questionnaires,Secondary School Teachers,Teacher Surveys,Teacher Attitudes,Interviews,Administrator Surveys,Administrator Attitudes,Classroom Observation Techniques,Program Implementation,Technology Integration,Technology Planning,Educational Technology,Delivery Systems,Capacity Building,Sustainability,Technical Support,Usability,Foreign Countries

Evaluation is important to gauge the strengths, weaknesses and effectiveness of any activity. This study evaluated the iSchools Project implemented in the Public High Schools of Tarlac Province, Philippines by the Commission on Information and Communications Technology (CICT) in partnership with the selected State Universities and Colleges. Using survey questionnaires, data were gathered from the public high school teachers who were the recipients of the project. To supplement data from the survey, interviews with Principals and ICT Coordinators and actual observation of classes in the laboratory were also done. Findings showed that the beneficiary schools encountered problems in project implementation. These problems include hardware failure, difficulty on the use of software package, lack of follow-up on capability building, no available internet connection, limited access to the laboratory, and lack of repair/maintenance of the equipment in the laboratory. Despite these problems, however, the project was rated by the teachers as very satisfactory in terms of project administration, project components, and project delivery system. This implies that the project in general was effective in attaining its objectives which is ICT integration in education and to bridge the digital divide among public high school teachers.
Evaluation of Fatih Project in the Frame of Digital Divide
Author: Karabacak, Kerim
Date: 2016-04-00
Type: Journal Articles
Subjects: Access to Computers,Access to Information,Grade 9,Handheld Devices,Program Effectiveness,Program Evaluation,Likert Scales,Student Surveys,Student Attitudes,Computer Literacy,Information Literacy,Information Skills,Educational Opportunities,Foreign Countries,Statistical Analysis

The aim of this research realized at the general survey model is to evaluate &quot;FATIH Project&quot; in the frame of digital divide by determining the effects of the distributed tablets to the students being educated at K-12 schools on digital divide. Sample is taking from the 9th grade students in Sakarya city in the 2013-2014 academic session. The sample is determined according to purposive sampling method, and is formed of 301 students of two Anatolian High Schools and one Anatolian Teacher High School. They made use of tablet computers, whose opportunities scale they have benefited from (these have been developed by researcher as data collection instrument). After the data which was collected by the researchers has been classified; they were transferred to SPSS 17.00 in PC. The frequency distribution of the data was taken and t-test statistical procedure for matching groups was realized to compare the averages before and after the tablets have been distributed. According to the findings, it was established that FATIH Project increased the students' level of ICT, and the usage and benefit from the opportunities that it present. It has also been established that FATIH Project has an important place in preventing digital divide.
Examination of the Relationship between Internet Attitudes and Internet Addictions of 13-18-Year-Old Students: The Case of Kahramanmaras
Author: Ilhan, Aziz
Date: 2016-04-00
Type: Journal Articles
Subjects: Internet,Computer Attitudes,Addictive Behavior,Adolescent Attitudes,Case Studies,Predictor Variables,Secondary School Students,Attitude Measures,Regression (Statistics),Mass Media Use,Computer Use,Correlation,Scores,Foreign Countries

This study aims to determine internet attitudes and internet addiction levels of 13-18-year-old students and examine the relationship between these variables. The &quot;internet attitude scale&quot;, developed by Tavsancil and Keser (2002) and the &quot;internet addiction scale&quot;, developed by Hahn and Jerusalem and adapted into Turkish by Sahin and Korkmaz (2011), were used as a data collection tool. The scales were applied to 286 students who were selected from secondary schools and high schools in the Kahramanmaras province. The analyses indicated that average internet attitude score of students is 3.661 and this value corresponds to the choice &quot;I agree&quot; in the scale. Also, it was found that average internet addiction score of students is 2.119. The findings show that the students are at the level of probable addiction in terms of tendency to internet addiction. As a result of correlation analysis, a positively significant relationship was found between internet attitude and internet addictions of the students. Also, it was determined through the regression analysis that internet attitudes of students significantly predict their internet addictions.
The Influences of Technical Support, Self Efficacy and Instructional Design on the Usage and Acceptance of LMS: A Comprehensive Review
Author: Alshammari, Sultan Hammad
Date: 2016-04-00
Type: Journal Articles
Subjects: Technical Support,Self Efficacy,Instructional Design,Database Management Systems,Courseware,Literature Reviews,Technology Uses in Education,Performance Factors,Barriers,Technology Integration,Educational Technology,Developing Nations,Foreign Countries

Innovation, globalization and the rapid expansion of technologies are the current trend now, which lead to the use of latest technologies in several different sectors, including education sector without exception. Learning management system (LMS) that is used for delivering education has become one of the most important innovative tools that is widely used and implemented by educational institutes and universities all over the world. Therefore, it is clear that LMS provides its users with huge benefits. Although LMS has been successful in developed countries and its huge benefits have been gained, the implementation of LMS in developing countries has failed either partly or fully, and its utilization is not complete and considered below the satisfactory level. For an example, in Saudi Arabia, which is considered as one of the developing countries, LMS has been implemented by universities for many years, however its utilization is still under the satisfactory level among both the academic staffs and the students. Organizational, technological and self factors, such as the technical support, self efficacy and instructional design of LMS are believed to be the barriers in Saudi Arabia that may have prevented or decreased the utilization of LMS. Therefore, this paper intends to review the literatures that are related to all the studies that used Technology Acceptance Model (TAM) recently to investigate empirically the influence of factors, majorly the technical support, self efficacy and instructional design, along with other factors that may influence the usage and acceptance of LMS. By reviewing the literatures, it is found herein that enjoyment and self efficacy factors within the context of LMS are mostly examined empirically by using TAM, while technical support, self efficacy and instructional design of LMS have not been empirically and simultaneously examined by using TAM at the global level.
E-Learning Capability Maturity Level in Kingdom of Bahrain
Author: Al-Ammary, Jaflah
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Questionnaires,Educational Assessment,Educational Indicators,Technology Integration,Usability,Systems Analysis,Models,Teacher Surveys,Teacher Attitudes,Database Management Systems,Online Systems,Delivery Systems,Technical Support,Universities,Educational Resources,Educational Technology

Despite the effectiveness of using e-learning, educational institutions are still facing many challenges with the e-learning infrastructure and technical aspects, practices and capabilities, and improvement in learning outcome. Hence, a need for framework to benchmark the e-learning capability maturity level and measure the extent to what it is improving the learning processes and ensure improvements in student learning outcomes is raised. The current research is aim at assessing and identifying the e-learning maturity level of the universities in the Kingdom of Bahrain by adopting the e-learning Maturity Model (e-MM). The current state of e-learning in the Kingdom of Bahrain in terms of the drivers for the using e-learning, the technical challenges faced by the learners and level of satisfaction with the current e-learning systems will be investigated in attempt to consolidate the findings. A self-administrated questionnaire was adopted in which 400 surveys were distributed to the public university (University of Bahrain) and all private universities in Kingdom of Bahrain. The overall eMM figures demonstrate that universities in Kingdom of Bahrain both public and private reached an average level of achievement and performance in e-learning processes and developed reasonable capability maturity level on each dimension of the learning processes.
A Study to Determine the Mental Models in Preschool Children's Conceptualization of a Desert Environment
Author: Ahi, Berat
Date: 2016-00-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Foreign Countries,Semi Structured Interviews,Animals,Early Childhood Education,Scientific Concepts,Environmental Education,Ecological Factors,Cognitive Structures,Qualitative Research,Freehand Drawing

This study aimed to determine mental models and identify codes (schemes) used in conceptualizing a desert environment. The sample for this study consisted of 184--out of a total population of 3,630--children in preschool education in the central district of Kastamonu, Turkey. Within the scope of this study, the children were initially asked to draw a desert-themed picture, followed by a semi-structured interview to seek their opinions about the drawing and clarify what a desert environment meant to them. According to the findings, the children referred to 38 different codes relevant to the conceptualization of a desert environment; the most frequently used were the sun (f = 160, 86.9%), sand (f = 100, 54.3%), cacti (f = 74, 35.3%) and camels (f = 52, 28.6%). During the interview phase, 33 children described a desert as a place where there is no life, although a significant number of the children (f = 65, 39.1%) did describe a desert as a place where plants and animals live. Moreover, the sun and its rays were disproportionately bigger in size, in order to emphasize the excessive heat associated with the specific ecosystem found in a desert environment; to reinforce this, humans drenched in sweat, the absence of trees and the prevalence of cacti and exotic wildlife, including camels, scorpions and lizards, were all features of the children's drawings. Based on these findings, it was inferred that the mental models in some of the children (f = 72, 39.1%) were scientifically informed, with a degree of accuracy, about a desert environment. On the basis of the findings, it is considered that determining mental models in children in relation to different ecological concepts can be beneficial to teachers and curriculum programmers involved in environmental education.
How Does Supervision Support Inclusive Teacherhood?
Author: Alila, Sanna
Date: 2016-00-00
Type: Journal Articles
Subjects: Supervision,Professional Development,Focus Groups,Interviews,Teacher Background,Foreign Countries,Nursing,Teaching Methods,Special Education,Inclusion,Qualitative Research,Teaching (Occupation),Access to Education,Curriculum Development

Supervision is a multidimensional concept and phenomenon. In this study, the advantages of supervision and its development in inclusive teacherhood was studied. Inclusive teacherhood means a teacher's professional development and the school culture's change toward participatory school for all students. The study analyzed the views of supervisors with a teaching background on how supervision can be a way to support inclusive teacherhood and its development. This was a qualitative research. The data were obtained using the focus-group interview method focused on supervisors with a teaching background. The interviews were conducted in five places in Finland. The analysis involved a combination of phenomenography, particularly the application called the variation theory, and the classic analysis that is typical of the focus-group research method. According to the findings, supervision provides individual and communal support to inclusive teacherhood. Individual support was given in four ways: empowering and promoting new teacherhood, clarifying teachers' professional growth and roles, helping teachers to evaluate their work, and supporting teachers in challenges at work. Communal support was manifested as strengthening collaboration, promoting a change in the work culture of a school, and developing a communal work approach. At its best, supervision can enable teachers' professional, communal, and personal development in an inclusive learning environment, but more time, resources, and opportunities for supervision should be arranged for teachers.
Primary School Teachers' Views on Constructive Classroom Management
Author: Ari, Ercan
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Classroom Techniques,Foreign Countries,Teaching Methods,Constructivism (Learning),Interviews,Qualitative Research,Phenomenology,Research Design,Test Items,Questioning Techniques,Data Analysis,Student Behavior,Elementary School Students,Teacher Student Relationship

Behavioural teaching programmes that had long been used in Turkey began changing in 2005. In a significant development, new programmes based on constructivism have come to the fore. The adaptation of teachers in this transitional process and their internalization of this new approach have been of utmost importance for the success of the programme. Difficulties faced by experienced primary school teachers in particular have become a serious matter that should be qualitatively addressed. This study aimed to reveal the views of experienced primary school teachers (175) about constructive classroom management. Interviews were employed to do so. The study revealed that a large majority of the interviewed teachers considered themselves to be successful at classroom management (thanks to factors like experience, close contact with students, their affection for students, etc.), while almost half of the teachers thought that classroom management had been much easier in pre-2005 teaching programmes. The results also exposed disturbing behaviours, among them students fighting, the use of improper language, disrupting in-class teaching processes and irrelevant talking among students. The coping techniques adopted for these behaviours were warnings, punishment and more enjoyable teaching that incorporated a range of different activities.
Supporting School Counseling in Belize: Establishing a Middle School Career Development Program
Author: Coogan, Theresa A.
Date: 2016-00-00
Type: Journal Articles
Subjects: School Counseling,Foreign Countries,Career Development,Partnerships in Education,Program Implementation,School Counselors,Middle School Students,Career Counseling,Children,Adolescents,Counselor Role,Career Exploration,Middle Schools,Grade 6,Career Awareness

Within the education field, international partnerships to address career development have been successful around the world (Brown, Bim Rose, &amp; Hughes, 2005; Nazali, 2007; Prideaux, Patton, &amp; Creed, 2002; Repetto, 2001). Career development programming impacts the educational development for children and adolescents (Gottfredson, 1981; Gottfredson &amp; Lapan, 1997; NCDA, 2011). School Counselors are often an untapped resource in the schools to design, implement and evaluate school-wide programs centered on career development. This article explores the benefits of career development and the creation of a career development school-wide program for the 6th grade level in Belize. This is accomplished through an international partnership between the Ministry of Education in Belize and a University in the Northeastern United States. This article explains the school counselors role as well as best practices for international partnerships when creating a full-year, school-wide career program at the middle school level in Belize.
The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes
Author: Sumantri, Mohamad Syarif
Date: 2016-00-00
Type: Journal Articles
Subjects: Independent Study,Formative Evaluation,Outcomes of Education,Mathematics,Mathematics Instruction,Grade 4,Statistical Analysis,Multiple Choice Tests,Elementary School Mathematics,Foreign Countries,Mathematics Achievement,International Assessment,Mathematics Tests,Science Tests,Science Achievement,Elementary Secondary Education,Secondary School Students,Achievement Tests,Mathematics Teachers,Academic Achievement,Essay Tests,Mathematics Education,Thinking Skills

The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data were obtained through testing and were analyzed using a two-line analysis of variance (ANOVA) according to the treatment design and level of self-directed learning. The results showed that (1) mathematics learning outcomes differ between students who are given formative essay tests and those who are given formative multiple choice tests; (2) there is an interaction effect between formative testing and self-directed learning on mathematics learning outcomes; (3) students with high levels of self-directed learning have better learning outcomes when given formative essay tests than when given formative multiple choice tests; and (4) students with low levels of self-directed learning show no difference in mathematics learning outcomes based on whether they are given formative essay tests or multiple choice tests.
An Investigation into Illustrations in English Course Books in a Turkish Context
Author: Basal, Ahmet
Date: 2016-00-00
Type: Journal Articles
Subjects: Illustrations,Textbooks,Recall (Psychology),Second Language Learning,Second Language Instruction,Foreign Countries,Instructional Materials,Content Analysis,English (Second Language),Qualitative Research,Material Development,Elementary Secondary Education

In language classrooms all over the world, textbooks are the most dominant teaching and learning materials. In these books, illustrations occupy a prominent place in teaching and learning processes. This qualitative study aims to investigate the frequency of occurrence and functions of illustrations in English course books. Four course books (5th, 6th 7th, and 8th grades) approved by the Ministry of National Education in Turkey were analyzed. In this qualitative research, content analysis was used as the research technique. In the analysis, Levin's 1981 typology including five categories in terms of the functions of illustrations (decorational, representational, organizational, interpretational, and transformational) was employed. Based on the results, it was found that most of the illustrations in four books were subsumed under the category of representational function. The results also showed that the books were mostly lacking transformational, interpretational, and organizational illustrations. This is considered a serious drawback of the books in terms of content-related illustrations since they make abstract concepts more memorable, enhance the recall of details of texts, and facilitate students' comprehension. The study also provides recommendations for the use of illustrations in English language course books.
The Investigation of the Level of Self-Directed Learning Readiness According to the Locus of Control and Personality Traits of Preschool Teacher Candidates
Author: Balaban Dagal, Asude
Date: 2016-00-00
Type: Journal Articles
Subjects: Investigations,Learning Readiness,Locus of Control,Personality Traits,Learner Engagement,Preschool Curriculum,Preservice Teachers,Student Surveys,Schematic Studies,Personality Measures,Independent Study,Foreign Countries,Likert Scales,Questionnaires,Statistical Analysis,Multiple Regression Analysis

The aim of this study is to investigate the relationship between the level of self-directed learning readiness, locus of control and the personality traits of preschool teacher candidates. The survey method was used for this study. The study group consisted of 151 teacher candidates who volunteered to participate in the study from Preschool Education department at Atatürk Faculty of Education, Marmara University. A Demographic Form, Self-Directed Learning Readiness Scale, The Big Five Inventory and Locus of Control Scale were used as the data collection tools. The results of the study indicated that there is a significant relationship between the level of self-directed learning readiness, &quot;extraversion&quot; and &quot;conscientiousness&quot; traits of personality and &quot;personal control&quot; subscale of the locus of control. The results could be discussed in terms of training the preschool teacher candidates to improve their self-directed learning readiness levels by considering their personality traits and locus of control