ethanporcaro/eric-fulltext-meta huggingface dataset:
The Needs Analysis in Developing Trig-GO App for Trigonometry Learning: A Qualitative Approach
Author: Hamzah, Nurjailam
Date: 2023-00-00
Type: Journal Articles
Subjects: Needs Assessment,Computer Oriented Programs,Mathematics Education,Trigonometry,Secondary School Students,Mathematics Instruction,Mathematics Teachers,Teacher Attitudes,Misconceptions,Instructional Design,Electronic Learning,Criterion Referenced Tests,Teaching Methods,Instructional Materials,Formative Evaluation,Summative Evaluation,Mathematics Tests,Validity,Sampling,Computer Software

The rapid development in the world of technology and communication has contributed directly to the teaching and learning process in schools. Therefore, a paradigm shift towards learning methods in the education system needs to be implemented to meet the educational aims of the 21st century. This is due to the current methods of delivery in teaching and learning are still conventional. Therefore, this study aims to develop Trig-GO apps for mathematics in secondary schools by focusing on the topic of trigonometry. The development process of this application is guided by the model of Dick, Carey and Carey. This paper describes the design and development of Trig-GO apps prototype based on Design and Development Research (DDR) methods and approaches.The findings of the study indicated that a prototype of the Trig-GO application has been developed. The results of the development of the application prototype were evaluated through qualitative methods. The data was obtained from five experienced teachers and six students via observations, interviews and document analysis. Therefore, the results of the analysis showed that the Trig-GO application prototype developed need improvement. Thus, this also will give impact to the quality and production of the application prototype. It is expected to assist students in solving trigonometry questions at the highest level. The development of this prototype application is intended to assist teachers in providing teaching aids that can be used in the teaching of trigonometry through a digital approach.
Students&apos; Perceptions at Al Ain University about the Ethics of the Teaching Profession Practiced by Their Professors and Possible Ways of Enhancing Them
Author: AlKhaza'leh, Mohammad S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,College Students,Foreign Countries,Ethics,Teaching (Occupation),College Faculty,Educational Improvement

The study aimed to explore students' perceptions at Al Ain University about the ethics of the teaching profession practiced by their professors and possible ways of enhancing them. The study sample consisted of (448) male and female students, who were randomly selected in class. The questionnaire was distributed among them. The results of the study showed that the ethics of the teaching profession among faculty members at Al-Ain University of Science and Technology was medium. The study also showed that there are no statistically significant differences in the availability of educational ethics due to gender, major, and Level of study. The study also revealed that there are (18) aspects of the ethics of the teaching profession among faculty members at Al Ain University, which were agreed upon by the students of the university.
The Role of Reality Counseling to Improve Students&apos; Responsibility in Thesis Completion Procrastination
Author: Azwar, Beni
Date: 2023-00-00
Type: Journal Articles
Subjects: Counseling Techniques,Psychological Needs,Undergraduate Students,Time Management,Theses,Foreign Countries,Anxiety,Student Responsibility,COVID-19,Pandemics,Student Motivation

This study aimed at analyzing the procrastination of IAIN Curup students in completing their thesis and growing responsibility with reality counseling. This study used a mixed methods research design. There were two instruments used in the process. The participants consisted of 46 volunteer students (XIV semester) who experienced procrastination in completing their thesis spread across 6 study programs at IAIN Curup. Data collection instruments were a questionnaire, and an in-depth interview form. The obtained data were analyzed based on three stages of grounded analysis: open coding, axial coding, and selective coding. The research results revealed that the highest cause was 97.1% anxiety about not being able to complete the thesis on time; 74.3% estimated that it did not match reality; and 62.9% found it difficult to find a supervisor for thesis guidance. In addition, it was found out that completing a thesis takes awareness and responsibility of students and counseling is needed via appropriate steps.
Development of Learning Application for College Students with Special Needs Using Universal Design for Learning
Author: Yuwono, Imam
Date: 2023-00-00
Type: Journal Articles
Subjects: Special Needs Students,Access to Education,Autism Spectrum Disorders,Material Development,Educational Needs,Teaching Methods,Instructional Effectiveness,Scores,Classification,Pretests Posttests,College Students,Universities,Foreign Countries,Computer Software,Computer Assisted Instruction

This study aims to analyse the learning needs of college students with special needs, develop a Universal Design for Learning based learning application named AJAR MBK, and assess the efficiency of the AJAR MBK application. It used a research and development model adapted from the ADDIE (analysis, design, development, implementation, and evaluation) development model. Our analysis results showed the learning needs of college students with special needs, which were used in the AJAR MBK learning application development. Further, the AJAR MBK's feasibility test results showed 4.56 and 4.67 scores from the experts in learning materials and media, respectively. Both feasibility scores were classified as very feasible. Meanwhile, the average feasibility score from the students with special needs was 4.6, categorized as very feasible. Our last analysis results showed that the developed learning media was effective to be used as presented by students' average final score in the education for children with spectrum autism course that increased by 15.4% from their pre-test score. The higher post-test score than the pre-test score confirmed that the AJAR MBK is effective to be used by students with special needs in the education for children with spectrum autism course.
Development and Construct Validation of Indonesian Students Self-Confidence Scale Using Pearson Product Moment
Author: Hidayati, Richma
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Construct Validity,Content Validity,Test Reliability,Foreign Countries,Self Concept Measures,Academic Ability,Self Esteem,High School Students

The purpose of this study is to develop and validate based on construct validity and sampling validity on a self-confidence scale that can measure student self-confidence at the high school level by adapting self-confidence indicators and adjusting indicators according to the character of students in Indonesia with an age range of 16-18 years. A total of 405 students from several senior high schools in Indonesia participated in this study. Respondents came from 15 schools in several regions in Indonesia. The validity test uses Pearson Product Moment which is useful for determining the validity or suitability of the instruments used by researchers in measuring and obtaining research data from respondents. While the reliability test used Alpha Cronbach the Self Confidence Scale were said to be reliable (0.794). The basis for taking the Pearson validity test is if the significance value is &lt;0.05 then the items in the instrument are declared valid. And based on the r value of the product moment table with 405 respondents, the significance level value of 5% is more than &lt;0.098, the result is that the instrument scale item is also said to be valid. Based on the results of the Pearson validity test, 11 self-confidence scale statement items were declared invalid or invalid because the significance level value &lt;5% was smaller &lt;0.098. 11 invalid statement items were declared invalid so that there were 45 items of self-confidence scale statements that were declared valid and reliable. And it can be concluded that the 45 items are declared valid and become a valid and reliable self-confidence scale and can be used to measure student self-confidence. And become instruments in a self-confidence scale that can be used to measure the level of self-confidence of high school students, especially in Indonesia.
Developing the Mathematical Thinking Scale for Gifted Students
Author: Er, Zübeyde
Date: 2023-00-00
Type: Journal Articles
Subjects: Measures (Individuals),Rating Scales,Test Construction,Construct Validity,Content Validity,Test Reliability,Factor Analysis,Factor Structure,Scoring,Mathematics Skills,Thinking Skills,Academically Gifted,Gender Differences,Instructional Program Divisions,Educational Attainment,Foreign Countries

The aim of this research is to develop a reliable and valid scale to determine the mathematical thinking skills of gifted students. In addition, with the developed scale, thinking skills of gifted students was examined in terms of various variables. In this context, the research was carried out on two different study groups. The first stage of this research was the development of the scale, and the data obtained from 410 gifted students. The second stage of this research was the testing process of the developed scale, and it was carried out on the data obtained from 393 gifted students. While developing the scale, confirmatory factor analysis, exploratory factor analysis, Guttman Split-half values reliability, Cronbach Alpha internal consistency coefficient calculations were performed. As a result of analyses, the total variance percentage of the scale consisting of 16 items and four factors was obtained as 60.781%. It was concluded that the model obtained from confirmatory factor analysis applied was at an acceptable level. For the whole scale, Cronbach's alpha value of the scale was determined as 0.841. As a result of this study, a reliable and valid scale was developed to determine mathematical thinking skills of students. In addition, through the scale developed, it was concluded that thinking skills of the students showed differences according to gender, group, grade level and education status.
A Comparison of Online Games and Pictures Instruction in the Context of EFL to Enhance Students&apos; Vocabulary Achievement
Author: Wenas, Beauty Gatari Cathleen
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Computer Games,Vocabulary Development,Teaching Methods,Foreign Countries,Language Tests,English (Second Language),Grade 8,Pictorial Stimuli,Lesson Plans,Instructional Effectiveness

The purpose of this study is to find the enhancement of students' vocabulary achievement using Online Games and Pictures Instruction. This study used quantitative research method and comparative design. This study was designed to seek the answer to the following question: Is there any significant difference on the students' vocabulary enhancement between those who are taught using Online Games and Pictures Instruction? In order to answer that question, there were two classes in grade eight of SMP Perguruan Advent XV Ciracas, Jakarta Timur. They were divided into two groups, grade 8-a was Pictures Instruction group and grade 8-b was Online Games group. The vocabulary test (pre-test) was given at the first meeting. After 16 hours of treatment, the post-test was administered to both groups to see the significant of both methods. The data was analyzed using SPSS 17. The normalized gain of the students who are taught using Online Games 0.2802. It can be concluded that the gain level of Online Games is low. While the normilezed gain of the students who are taught using Pictures Instruction is 0.4631. It can be concluded that the gain level of it can be concluded that the gain level of Picture Instruction is average. The obtained result through the normalized gain indicated there was a significant difference between the group which was taught through Online Games and Pictures Instruction. Based on the result of the data the null hypothesis was rejected and some recommendations are given at the end.
Comparative Study between Think Aloud and Visual Imagery in Enhancing Students&apos; Reading Comprehension
Author: Siagian, Sylvania Walanda
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Imagery,Reading Instruction,Teaching Methods,Comparative Analysis,Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Cooperative Learning,Reading Difficulties,Grade 8

The purpose of this study is to find out whether Think Aloud and Visual Imagery have significant difference in enhancing students' reading comprehension. This study used comparative design, test the comprehension of the students through pre-test, treatment, and post-test. This research was done to 32 students of class 8F in Visual Imagery group; they were given passage to read and draw the image created in her mind on the paper; and 29 students of class 8E in Think Aloud group; the teacher and students think aloud the answers to the questions that were found in the text. The study was done in SMPN 1 Parongpong, West Bandung for 5 weeks or 640 minutes. Result of the study showed the average gain for Visual Imagery group is 0.038 and Think Aloud group is 0.125. The p-value = 0.686 &gt; [alpha] (0.05), which means H[subscript 0] is not rejected. Thus, there is no significant difference on students' reading comprehension between those who are taught using Think-Aloud and those who are taught using Visual Imagery.
Daily Journal Writing to Enhance Students&apos; Writing Skills
Author: Sihite, Ester Eveline
Date: 2016-00-00
Type: Journal Articles
Subjects: Writing Skills,Journal Writing,Skill Development,High School Students,Junior High School Students,Foreign Countries,Writing Improvement

This study aims to enhance students' writing skills through Daily Journal writing. This research was divided into three steps: giving pre-test, giving treatment (writing daily journal), and giving posttest. The result showed significant difference between control and experimental group. Experimental participants was improved through the writing of daily journal, and the score gained by participants showed that there was a significant effect on students' writing skills. The achievements showed that the mean difference of post-test scores between the two groups was -0.45433 and for the standard error mean was 0.03840 with p Value 0.050, means that Ha is accepted and Ho is not accepted. It means, writing daily journal is strong enough to improve the students' writing skills.
Small Talk among the Indonesians in Three Different Countries: America, Indonesia, Philippines
Author: Katemba, Caroline Victorine
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interpersonal Communication,Speech Communication,Migration,Change,Interests,Cultural Influences,Asian Culture,Western Civilization,Cultural Background

This study explores the &quot;Small Talk&quot; Among the Indonesians in three countries. It aims to determine the topics that make up a small talk among the Indonesians in the motherland/homeland, USA (New Jersey, LA, Washington D.C), and the Philippines (Manila). This study sought to answer the following questions: (a) What particular topics of conversation shared by the Indonesians upon meeting for the first time? (b) Are Indonesians who stay in the motherland/homeland and those who are in the Philippines and those who migrated to the USA shared the same topics? (c) What changes of conversational topic has taken place?
Enhancing Students&apos; Reading Comprehension Ability through Comparison Study between Cooperative Learning Numbered Heads Together (NHT) and Thin-Pair-Share (TPS) Strategies
Author: Mokodompit, Prisilia L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Ability,Comparative Analysis,Cooperative Learning,Teaching Methods,Instructional Effectiveness,Foreign Countries,Grade 8,Middle School Students

This study attempts to find significance difference in enhancing students' reading comprehension ability by comparing two teaching methods: Numbered Heads Together (NHT) and Think-PairShare (TPS). In this study, the respondents were students of Grade VIII from SMP Advent II, Setia Budi and students of Grade VIII from SMPN 1, parongpong. After careful detail of analysis, the result found is the average gain for Numbered Heads Together group is 0.2553 and Think-Pair-Share group is 0.5127. The p-value = 0.001 &lt; [alpha] (0.05), which means there is a significant difference on the students' ability in reading comprehension between those who are taught using Numbered Heads Together (NHT) method and those who are taught using Think-Pair-Share (TPS) method
Examining Students&apos; Perceptions and Experiences in a Community College Mathematics Course
Author: Harrell, Nicole Boatswain
Date: 2023-00-00
Type: Journal Articles
Subjects: Supplementary Education,Community College Students,Student Attitudes,Mathematics Instruction,Student Attrition,Skill Development,Transfer of Training,Problem Solving,Time Management,Test Wiseness

Although student academic support programs have dated back to Early Colleges in America, the way we service our students' populations has had to evolve. Various student support programs have been utilized over the years, and while at that current time may have indicated benefits, are now outdated. One service that is demonstrating success is Supplemental Instruction (SI). There is a plethora of quantitative research studies that support the use of SI for raising students' grades in historically difficult courses. Few research studies explore the qualitative benefits and experiences of SI experienced by students. The purpose of this study was to explore students' perceptions and experiences in a community college mathematics course with attached SI. This study explored the attrition and failure rates experienced by community college students, which affects graduation rates and limits the number of individuals who are workforce ready. The population utilized in this qualitative research study consisted of students enrolled in a math course with SI attached in northeast US.
Comparing L1 and L2 Transfer Effects in Definite Article Usage by Heritage and Second Language Learners of Standard Arabic
Author: Albirini, Abdulkafi
Date: 2022-00-00
Type: Journal Articles
Subjects: Arabic,Second Language Learning,Native Language,Native Speakers,Form Classes (Languages),English,Interference (Language),College Students,Graduate Students

This study examined the influence of Colloquial Arabic (CA) and English on the use of the definite article by heritage and L2 learners of Standard Arabic (SA). It also investigated the role of typological proximity in language transfer and whether transfer effects change over time. The study involved 149 participants: 73 L2 learners of SA, 61 heritage learners of SA, and 15 native-speaker controls. The participants were from elementary, intermediate and advanced SA courses. The participants completed a fill-in-the-blank task and a translation task. The results indicate that CA plays a facilitative role in heritage learners' use of the definite article. However, English plays both a facilitative and a non-facilitative role for both heritage and L2 learners of SA. In general, typological proximity seems to play a positive role in the use of the definite article in SA. Negative transfer, irrespective of typological proximity, becomes less visible as heritage and L2 learners advance in their study of SA.
Context of Learning and Overcoming Protracted Instability at the Interface in Advanced L2 Learning: Evidence from Definite Plurals in L2 Arabic
Author: Azaz, Mahmoud
Date: 2022-00-00
Type: Journal Articles
Subjects: Advanced Courses,Second Language Learning,Second Language Instruction,Arabic,Bilingualism,English,Native Language,Comparative Analysis,Advanced Students,Linguistic Input,Grammar,Study Abroad,Linguistic Theory,Semantics,Syntax,Classroom Environment,Language Proficiency,Undergraduate Students,Transfer of Training,Rating Scales,Task Analysis,Profiles,Language Tests

Interface properties have been found to exhibit protracted instability in advanced bilingualism and L2 learning (Sorace, 2000, 2005; Sorace &amp; Filiaci, 2006). This study examines the role of learning context in modulating this instability in an interface property, namely the interpretation of definite plurals in L2 Arabic. Generic readings in English preverbal positions are expressed with bare plurals, which are ungrammatical in Arabic. Performances of two advanced English-speaking learners of Arabic in two learning contexts are compared: formal language instruction in an at-home (AH) setting and an extended study abroad (SA) setting. Results of two elicited production tasks reveal that whereas the advanced-AH group fluctuated between bare plurals (arguably transferred from L1) and definite plurals, the advanced-SA group opted for definite plurals. These results confirm Sorace's (2011) claim that protracted instability is real in interface properties in advanced bilingualism. They further suggest that input conditions and learning context play a crucial role in overcoming this instability. Active contact with the L2, which is characteristic of extended SA settings, is suggested to stabilize L2 forms and preempt competing L1 forms in interface properties.
Multidialectal Use of L2 Arabic: A Study of Advanced Learners&apos; Profiles
Author: Nassif, Lama
Date: 2022-00-00
Type: Journal Articles
Subjects: Advanced Students,Arabic,Dialects,Second Language Learning,Second Language Instruction,Sociolinguistics,Teaching Methods,Standard Spoken Usage,Metalinguistics,Profiles,Oral Language,Written Language,Language Variation,Interpersonal Competence,Cues,English,Native Language,Undergraduate Students

Developing sociolinguistic competence in Arabic can be a complex process given how Modern Standard Arabic (MSA) and Colloquial Arabic (CA) are used within a changing sociolinguistic environment in Arabic-speaking communities. Findings from empirical research suggest that second language (L2) Arabic learners who receive multidialectal training in MSA and CA can gain awareness of context-related sociolinguistic expectations. However, research is yet to examine the association between L2 Arabic learners' profiles, the type of first-year Arabic instruction, and their metasociolinguistic awareness and code preferences as shown in their metasociolinguistic reflections. It also needs to examine how such association manifests itself in learners' oral and written productions. The current study addresses these questions. Six advanced students receiving multidialectal training participated in the study. The data comprised a language learning history survey, reflections on sociolinguistic variation, and oral and written productions. All the data were analyzed qualitatively, and MSA-CA use in the participants' productions was also analyzed quantitatively. The findings show that first-year training was sometimes associated with participants' MSA-CA use. However, learners' personal preferences, the type of task, topic, and interpersonal cues interacted with the type of training to influence how participants use MSA-CA, providing evidence of the participants' rich, multifaceted sociolinguistic competence and agency that enable them to navigate tasks and contexts. This study offers important pedagogical implications for the L2 Arabic classroom. [The page range cited (pp. 142-168) on the .pdf is incorrect. The correct page range is pp. 142-185.]