ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Physics Mobile Learning (PML) with HomboBatu Theme to Improve the Ability of Diagram Representation and Critical Thinking of Senior High School Students
Author: Saputra, M. Reza Dwi
Date: 2019-04-00
Type: Journal Articles
Subjects: Physics,Electronic Learning,Instructional Effectiveness,Visual Aids,Critical Thinking,Handheld Devices,Telecommunications,High School Students,Secondary School Science,Science Instruction,Foreign Countries

This study aimed to determine the effectiveness of Physics Mobile Learning (PML) with HomboBatu theme smartphone Android-Assisted to improve the ability of diagram representation and critical thinking of students of Grade X in senior high school. The research type used was experimental research with pretestposttest control group design. The sampling technique selection used cluster random sampling. The subjects were 32 students of Grade X MIPA 4, SMAN 6 Yogyakarta as control class with learning treatment of Powerpoint media and 22 students of Grade X MIPA 7, SMAN 6 Yogyakarta as experimental class with learning treatment of PML smartphone Android-Assisted with BatuHombo theme. Test instruments consisted of pretest and posttest. Data analysis used was analysis of N-Gain and Hotteling's Trace multivariate test (MANOVA). The results showed that learning with PML-themed HomboBatu media was more effective in increasing the representation ability of N-Gain diagrams by 0.78 in the high category. However, there was no significant difference in N-Gain scores in the experimental class and control class in improving critical thinking skills. This Physics Mobile Learning can be used by students or teachers to study Indonesian culture (Nias) for its learning media as well as for learning experiences that train the ability of diagram representation and critical thinking.
Addition Error Patterns among the Preschool Children
Author: Muthukrishnan, Priyadarshini
Date: 2019-04-00
Type: Journal Articles
Subjects: Addition,Mathematics Instruction,Error Patterns,Foreign Countries,Preschool Children,Preschool Teachers,Numeracy,Kindergarten,Problem Solving,Mathematics Tests

This study aimed to identify the different types of factual, conceptual and procedural errors among the six-years-old preschool children. The data were collected from 45 children from 3 kindergartens. The children responded to a Math worksheet which had 20 addition problems based on the early numeracy curriculum. The worksheet was validated by two experienced early childhood teachers. Both quantitative and qualitative methods were used to analyze the data. A total of 166 errors which occurred in the addition work of the participants were analyzed and categorized under 9 different types of addition errors. Further, the study revealed that 58% of the total errors were conceptual, 28% were factual and the remaining 14% were procedural errors in the addition operations. To gain deeper insights to the quantitative findings, seven children were identified and interviewed based on the nine errors. Findings from the interviews further corroborated the quantitative findings that, these children experienced misconception of mathematical knowledge, lack of procedural skills and memorizing facts which are inter related and precursors of each other. The findings of this study will facilitate teachers to adopt effective interventions and teaching methods to improve mathematical learning. The error analysis allows educators and content developers to understand the key development of young learners' knowledge and abilities in addition operations.
Analyzing Discourses of Gifted Students in Terms of Their Perspectives on Social Gender
Author: Kapanadze, Dilek Ünveren
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Language Usage,Grammar,Vocabulary,Ambiguity (Semantics),Social Attitudes,Gender Differences,Sex Role,Gender Bias

This study aims to investigate the perspectives of gifted students on social gender through the stories they wrote and personal identification forms. In the study, cross-sectional screening method was used. The sample of the study was 55 gifted students of Centre of Science, Art and Education in 6 provinces of Turkey. Content analysis and Pearson Product-Moment Correlation Coefficient were used to analyze data. Items in the texts were examined in their relation to each other. Not only the frequency analysis was made, also we tried to identify and analyze the context and positions of the items in relation to others. As result of content analysis, we concluded with seven categories; linguistic form, language code, grammar structure and features, vocabulary specificity, ambiguity and uncertainty and power of attitude. In the structures related to linguistic form, intensely female or intensely male expressions and semantic constructs that connate them were observed. The traditional and common way of using and attaching meaning to the words, were found in many stories. Some students employed the words in the context of traditional social values and the taboo gendered discourse, while others used them to produce opposing discourse.
Analysis of Discourse Markers in Essays Writing in ESL Classroom
Author: Al-khazraji, Asmaa
Date: 2019-04-00
Type: Journal Articles
Subjects: Essays,English (Second Language),Second Language Learning,Second Language Instruction,Writing Improvement,Knowledge Level,Grade 9,Writing Evaluation,Connected Discourse,Foreign Countries,Private Schools,Secondary School Students,Academic Language,Writing Instruction

Discourse markers improve the quality of writing and increase the comprehension of text. This paper attempts to throw more light in measuring the students' knowledge about Discourse Markers. This paper aims to exponentiate the Discourse Markers in ESL students' essay writing. The Qualitative data was collected from intermediate students of grade 9 from a school in Dubai. Six of their essays were chosen randomly and only nine extracts were analyzed. These extracts focus on how students use Discourse markers with cohesion and coherence. The findings were categorized into three parts: Misused Discourse Markers', Overused Discourse Markers', and Advanced used Discourse Markers'. Based on the results, opportunities for further studies were underlined and recommendations were proposed.
Development and Validation of Students&apos; Perception on Learning by Questioning Scale in Physics
Author: Suprapto, Nadi
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Likert Scales,Science Tests,Test Construction,Construct Validity,Test Reliability,Student Attitudes,Questioning Techniques,Science Process Skills,Physics,High School Students,Factor Analysis,Factor Structure,Scientific Attitudes,Science Interests,Learning Strategies,Thinking Skills,Problem Solving

The aim of the study was describing the development and validation of students' perception on learning by questioning (LBQ) scale in physics. Research and Development (R &amp; D) design was utilized in the research method. The number of senior high school students involved in the research were 224 students, composed of 95 boys (42.41%) and 129 girls (57.59%) from Indonesia. The instrument used for this study was the questionnaire of students' perception on LBQ. Analysis of data used SPSS 21 and AMOS 21, which consisted of identifying the factor structure through an exploratory factor analysis (EFA), estimating each dimension's internal consistency reliability coefficients, and cross-validating through a confirmatory factor analysis (CFA). The research obtained findings: (a) the construct validities and reliabilities of the students' perception on LBQ was varying from 0.577 and 0.901 with reliability Cronbach's [alpha] was 0.74 and the total variance explained was 57.99%, (b) the result of CFA determined the parameters such as RMSEA, GFI, AGFI, RMR, CFI, NFI, and IFI of the structural model of students' perception on LBQ, which may be considered an acceptable model.
Effect of Three Methods of Morphological Awareness on Iranian Intermediate EFL Learners&apos; Reading Comprehension
Author: Ghasemi, Behnam
Date: 2019-04-00
Type: Journal Articles
Subjects: Morphology (Languages),Metalinguistics,Language Tests,Morphemes,English (Second Language),Second Language Learning,Pretests Posttests,Reading Comprehension,Task Analysis,Foreign Countries,Reading Tests,Undergraduate Students,Second Language Instruction,Teaching Methods

This study scrutinized the development of Iranian intermediate EFL learners' reading comprehension through the employment of three methods of morphological awareness (i.e. Textual Enhancement (TE), Metalinguistic Explanation (ME) and Morpheme Recognition Task (MRT). To do so, 90 intermediate EFL learners were divided into three groups, each group including 30 participants. Each group was taught sixty English derivational affixes including prefixes, suffixes and roots through three methods of morphological awareness (i.e., TE, ME, and MRT). Due to the high frequency of derivational affixes, less common derivational affixes were utilized for the treatment. For the purpose of the study, a pretest-posttest design was adopted. Given that it was impossible to provide texts containing all English affixes, single-sentence reading comprehension tests were administered as both pretest and posttest. As the first objective of the study, the development of the learners' morphological awareness in the three groups was measured by conducting a series of paired-samples t-tests. The results revealed that there was a significant improvement for all three groups. As another objective of the study, the posttest results of the reading comprehension test of the three groups were compared by running a one-way ANOVA.
ARICESA as an Alternative Learning Model to Improve Learning Motivation and Understanding of Student Concepts
Author: Setiani, Rahyu
Date: 2019-04-00
Type: Journal Articles
Subjects: Learning Motivation,Student Attitudes,Models,Foreign Countries,Elementary Education,Preservice Teachers,Pretests Posttests,Science Education,Nontraditional Education

The ARICESA model was designed to improve learning motivation and understanding of student concepts. This study aims to develop a valid, practical, and effective ARICESA model to improve learning motivation and conceptual understanding of science teacher pre-service elementary school. The model was developed using the Plomp design with a preliminary study, prototyping, and assessment stages. The trial subjects were 34 students who programmed the Basic Concept of Elementary Science course. The trial was conducted using one-group pre-test and post-test design. A descriptive statistical analysis was used to determine the validity and practicality of the model, as well as inferential statistical analysis to determine the effectiveness of the learning model. The results showed that the ARICESA model: 1) was valid based on review of content and construct validity, and supported by valid learning materials, 2) practically used in learning as shown by excellent lecturer and student activities, 3) effective in improving the learning motivation by means of N-gain 0.65 and improving the conceptual understanding by means of N-gain 0.72 to 0.76 for each topic. The implementation of the ARICESA model needs to be expanded for greater support of the practicality and effectiveness.
A Study on the Assessment Methods and Experiences of Teachers at an Ethiopian University
Author: Sewagegn, Abatihun A.
Date: 2019-04-00
Type: Journal Articles
Subjects: Evaluation Methods,Teaching Experience,College Faculty,Foreign Countries,Teacher Effectiveness,Test Items,Test Reliability,Questionnaires

Assessment plays a significant role in determining the quality of education. This is particularly so when students are properly assessed using various appropriate methods of assessment. This study investigates teachers' assessment methods and the challenges they encounter in assessing learning in an Ethiopian university. A convergent parallel mixed-method research design was used. A total of 166 from 210 sample teachers completed and returned the questionnaire. Moreover, six heads of departments and six teachers were selected for the interview. The results indicate that teachers largely depend on written assessment methods against innovative/alternative methods that would have been used to uncover students' creative and proficiency in their study areas. However, teachers encounter challenges as they attempt unfamiliar (but innovative) assessment methods. The study reveals that making the students creative and proficient in their study areas is simply untenable if teachers continue to utilise current assessment practices. This study acknowledges the contribution of effective assessment to making the students proficient in their study area. Implications of the current assessment practices are discussed and consequently, recommendations for the enactment of innovative/alternative methods are made.
Developing Computer Program as a Learning Resource on Gas Law Topics for High School Students
Author: Pratidhina, Elisabeth
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Secondary School Science,Physics,Science Instruction,Computer Assisted Instruction,Computer Oriented Programs,Computer Software,Scientific Concepts,Instructional Effectiveness,Science Achievement,Outcomes of Education

The research aims to: (1) produce a computer program as a learning resource on gas law topics; (2) determine the appropriateness and quality of the computer program; and (3) describe the effectiveness of the computer program to help students in learning the concept of gas law. We employed 4D (define, design, develop, disseminate) models in this research. The computer program is validated by physics expert, learning media expert, and physics teachers. The appropriateness and quality of the computer program were analyzed descriptively. The field testing involved a small group consists of 4 students and a larger group consists of 61 students. The effectiveness of the computer program in improving students' learning achievement was investigated through one group pretest and posttest design. The results of this study showed that the computer program is feasible for high school physics learning. Based on the assessment by physics experts, learning media experts and high school physics teachers, the quality of computer program can be categorized as very good. Normalized gains from the conducted pretest and posttest to small and larger group are found as 0.68 and 0.55, respectively. It indicates that there is medium improvement of students' learning achievement after using the computer program as a learning resource.
The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers&apos; Metacognition Knowledge and Metacognition Awareness
Author: Asy'ari, Muhammad
Date: 2019-04-00
Type: Journal Articles
Subjects: Inquiry,Metacognition,Measures (Individuals),Instructional Effectiveness,Teaching Methods,Experimental Groups,Pretests Posttests,Tests,Preservice Teachers,Foreign Countries,Physics,Science Instruction,Scientific Concepts

This study aimed at (1) evaluating the effectiveness of inquiry learning model; (2) consistency of inquiry learning model impact; and (3) identifying differences of consistency of inquiry learning model impact in improving the prospective teachers' metacognition knowledge and metacognition awareness in learning about fluid. This study was a weak-experimental research since there was no control class. There were three experimental classes in order to find consistency within the results of the study, which was also designed as one-group pretest-posttest protocol. Samples in this study were 90 students, which were distributed into three groups by using saturated sampling technique. Metacognition knowledge tests consisted of 20 items asking about description, while Metacognition Awareness Inventory (MAI) was used to collect data about metacognition awareness. Results showed that metacognition knowledge and metacognition awareness of samples from three groups were significantly varied after being engaged in learning (p &lt; 0.05). The impact of applying inquiry learning model was not significantly varied (p&gt; 0.05), but only on samples' metacognition awareness among Group B and Group C. The inquiry learning model was proven effective in increasing samples' metacognition knowledge and metacognition awareness in learning about fluid. However, the impact was inconsistent in all three experimental groups.
Automated Writing Evaluation Tools in the Improvement of the Writing Skill
Author: Parra G., Lorena
Date: 2019-04-00
Type: Journal Articles
Subjects: Automation,Writing Evaluation,Writing Improvement,Computer Uses in Education,English (Second Language),Undergraduate Students,Foreign Countries,Writing Skills,Second Language Learning,Student Attitudes

The improvement of the writing skill with the help of modern computer programmes has gained considerable attention in the English as a Foreign Language writing learning process and the better understanding about the contributions of these technological programmes are needed in the field of education. This paper sought to shed light on the effects of implementing free Automated Writing Evaluation tools on the writing performance of the students of an English Teacher Training Programme. Ecuadorian undergraduate learners were encouraged to use Grammark and Grammarly as free Automated Writing Evaluation tools in the improvement of the writing skill as part of the experimentation of this study. These AWE tools were used as complement of teacher´s feedback given to 28 learners on their writing performance during a semester of studies. Quantitative method was used to conduct this practical research by applying a t-test technique and a survey. A pre-test/post-test experimental research design was applied to examine students' improvement on the writing skill. The results revealed positive effects on the improvement of the students writing. This study confirms the benefits of free Automated Writing Evaluation tools in the improvement of the writing skill as it is discussed in the conclusion of this paper followed by some recommendations.
Needs Analysis of Academic-English Speaking Material in Promoting 21st Century Skills
Author: Menggo, Sebastianus
Date: 2019-04-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Needs Assessment,Student Role,Material Development,College Students,Student Attitudes,Task Analysis,Speech Communication,Vocabulary Skills,Video Technology,Discussion (Teaching Technique),21st Century Skills,Computer Software,Foreign Countries,Teaching Methods,Learning Activities

Needs analysis plays a vital role in developing speaking material and results in a powerful tool that helps teachers to design materials in line with the learners' target needs and learning needs. The aims of this research are to analyse the types of learners' target needs and learning needs for material development in the academic English-speaking course. This study surveyed 312 English department students from six universities in three Indonesian provinces. Questionnaire and in-depth interview were used in collecting data then those data were analysed by using a software program, namely an excel chart data series. Findings revealed that learners' target needs are necessities, lacks, and wants. Meanwhile, learning needs cover input, procedure, setting, and learner's role. The independent speaking task was necessitated by students (64,49%) and lack of vocabulary (32,69%). Moreover, communication &amp; collaboration (39,10%) was students' wants towards course design whereas video was learning media input (38,46%). Discussion as procedure desired (37,50%), group work (37,82%) as a classroom setting, and active communicator (39,74%) as the learners' role. Students' wants strongly indicated that material design must be able to promote 21st -century skills. Speaking practitioners are suggested to adapt their material based upon need analysis.
One-to-One Learning and Self-Determination Theory
Author: Turner, Kristina
Date: 2019-04-00
Type: Journal Articles
Subjects: Computer Uses in Education,Self Determination,Affordances,Foreign Countries,Elementary School Teachers,Elementary School Students,Personal Autonomy,Student Needs,Student Motivation,Grade 6,Competence,Interpersonal Relationship

One-to-one learning refers to an instructional environment where all students have their own personal computer and relevant software available 24 hours a day, seven days a week. This qualitative phenomenological study was conducted with 11 Year Six classroom teachers who were conducting one-to-one learning programs. Through this study's analysis made using the lens of self-determination theory, it was found that teachers could use the affordances of one-to-one learning classroom environments to support students' autonomy, competence and relatedness needs, enhancing student motivation. These findings may be applicable in other similar contexts. The findings of this study provide a unique contribution to knowledge around one-to-one learning and student motivation through the lens of self-determination theory. This study will enable educators to recognise the affordances of one-to-one learning environments in optimising student motivation.
Common Errors in Fractions and the Thinking Strategies That Accompany Them
Author: Alkhateeb, Mohammad Ahmad
Date: 2019-04-00
Type: Journal Articles
Subjects: Error Patterns,Grade 5,Mathematics Instruction,Foreign Countries,Fractions,Thinking Skills,Misconceptions,Numbers,Number Concepts,Persistence

This study aimed to reveal the common errors in fractions, the associated thinking strategies among 5th graders, and the persistence of these errors. A quantitative method was applied in this study through calculating the percentages of every type of error the students made in the diagnostic test, The qualitative part was performed through individual interviews and analyzing them to probe the thinking strategies used by the students that lie behind their common errors, The test was conducted for 240 students and 30 students were interviewed. The results showed a variety of common mistakes the students made, and that the rates of these mistakes were as follows: the highest was due to dealing with the fractions as integers, followed by errors about the basic concepts of the fractions. The results further showed a diversification in the students' thinking and the associated mistakes. One of the most noticeable mistakes was expressing the fraction without attention to the equal parts. The rates of other common errors were as follows: considering that the fractional number is always higher than the figure A/B, and that figure A/B is always less than one; treating the fractions as integers; misinterpretation of the relation between the numerator and the denominator with the actual value of the fraction, and ignoring the integer in the fractional number. The results also showed that more than 50% of the students made errors associated with solution strategies in the fractions issue.