ethanporcaro/eric-fulltext-meta huggingface dataset:
Thinking beyond Thinking: Junior High School Students&apos; Metacognitive Awareness and Conceptual Understanding of Integers
Author: Sercenia, Janina C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Junior High School Students,Thinking Skills,Mathematics Skills,Metacognition,Numbers,Grade 7,Mathematics Tests,Achievement Tests,Mathematics Achievement,Number Concepts,Foreign Countries

The potential benefits of cognitive skills in enhancing mathematics ability have been claimed by numerous researchers. Since mathematics requires a complete understanding and grasp of abstract concepts, it is essential to explore how learning with metacognitive skills affects mathematics learning. Thus, the study investigates the students' metacognitive awareness and conceptual understanding of integers. A descriptive-correlational method approach was utilized, and it was carried out on 303 seventh-grade students. The data were obtained using a metacognitive awareness inventory and achievement test on integers. It was further revealed that the students have average metacognitive awareness and performed well in the fundamental operation of integers. Follow-up qualitative analysis revealed that students who were high achievers had the best understanding, average achievers had corrected or incomplete understanding, and low achievers had a functional misconception of integers. Moreover, the student's metacognitive awareness was significantly related to their conceptual understanding of integers. This indicates that student's higher-order thinking skills, such as metacognition, are essential since they are associated with building conceptual skills. Thus, teachers should encourage students' metacognitive awareness to improve students' conceptual understanding of integers. The study provides relevant information for educational managers on the potential factors to be considered in improving mathematics education practices, particularly in promoting metacognition among high school students.
Taking a Collaborative Approach to Our Students&apos; Research in Education Settings
Author: Solvason, Carla
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Research,Cooperation,Theses,Undergraduate Students,Supervisors,Supervisory Methods,Research Skills,College Faculty,Teacher Role

In the United Kingdom (U.K.), all students who are studying for a Bachelor of Arts degree need to complete a piece of independent research in order to gain their &quot;honours&quot; (U.S. &quot;honors&quot;) status. As a university faculty we have very specific ideas about the purpose of this research and the positive impact that we hope that it will have upon the U.K. settings (mainly schools and kindergartens) in which it is carried out, which we discuss in this article. Although our approach would appear successful, this judgement has so far been based upon the evidence of the final, summative project alone. Obtaining a small amount of funding from the university for students to act as co-researchers provided the ideal opportunity to explore the topic further by collecting empirical data from students and settings. Because our original plans for data collection were disrupted by COVID-19, we gained responses through an anonymous survey which enabled frank responses from both students and staff in settings. Although the data collected was, overall, encouraging, it did raise some issues for us, as faculty tutors, to consider. These include the way that we convey the importance of students carrying out their projects &quot;independently&quot; (that is, without university supervisor intervention) to settings themselves, and how we ensure that the students collaborate with settings at &quot;all&quot; stages of the project.
Primary School Students&apos; Understanding of Four Operation Symbols (+, -, x, ÷, =) and Using Them in Arithmetic Operations and Word Problems
Author: Önal, Halil
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Knowledge Level,Elementary School Mathematics,Arithmetic,Symbols (Mathematics),Word Problems (Mathematics),Grade 4,Problem Solving,Writing (Composition),Student Attitudes,Opinions,Foreign Countries

The aim of this study is to determine the primary school fourth-grade students' understanding of four operation symbols, using them in arithmetic operations and word problems. Phenomenology research design, one of the qualitative research methods, was used in the research. The participants of the research consist of 123 students, attending the fourth grade of primary school (9 years old). The participants of the study were determined by using convenience sampling, The &quot;four operation symbol study form&quot; developed by the researcher was used as a data collection tool. Content analysis method was used in the analysis of the data. According to the results of the research, it was determined that the students formed meanings in different categories for the meanings of symbols, they were more successful in writing arithmetic operations by using symbols than in solving arithmetic operations. It was concluded that the students showed lower success in writing and solving word problems by using symbols compared to writing and solving arithmetic operations. It was determined that the lowest success in the use of symbols in arithmetic operations and word problems was in the use of the &quot;=&quot; symbol. [Note: The volume number (5) shown in the header on the PDF is incorrect. The correct issue number is 15.]
Teachers&apos; Attitudes towards Parental Involvement in Israel: Comparing Teachers in General Education and in Special Education
Author: Agam Ben Artzi, Galit
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Parent Participation,Parent School Relationship,School Policy,Special Education Teachers,General Education,Teacher Characteristics,Parent Teacher Cooperation,Elementary Secondary Education

This study examines teachers' attitudes towards parental involvement in five areas: general attitudes, passive involvement in the educational process, active involvement in the educational process, giving and receiving services, and school policy. The study mainly aimed to establish what the differences are, if any, between the attitudes of special education teachers and those of general education teachers towards these parental involvement areas. It also examined the correlation between spheres of involvement and teachers' background variables (age, seniority, academic level). The sample consisted of 157 teachers: 71 special education teachers, and 86 general education teachers. Teachers were asked to complete a questionnaire and to indicate desired areas of involvement as well as positive and negative experiences of parental involvement. Significant differences were found between the two research groups in all five areas of involvement. General education teachers had more positive attitudes towards parental involvement than special education teachers. The study highlights the importance of enhancing communication between teachers and parents, especially between special education teachers and parents.
The Association between Teaching Practices and Students&apos; Perceptions of Being in a Classroom Community of Engaged Learners
Author: Keyes, Tasha Seneca
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Attitudes,Learner Engagement,Classroom Environment,Sense of Community,Grade 9,High School Students,Hierarchical Linear Modeling,Urban Schools,Teacher Student Relationship,Student Characteristics,Individual Differences

Past research suggests that a sense of belonging to a community is developmentally important for adolescents and affects their engagement in school, especially during the transition to high school. However, little research examines the teaching practices that simultaneously foster classroom belonging and behavioral engagement to create a classroom community of engaged learners. This study investigates the association between specific teaching practices (i.e., lesson organization and structure, academic support, and student-teacher trust) related to students perceiving they are in a classroom community of engaged learners. Hierarchical linear modeling was used to analyze survey responses of 16,137 ninth grade students in a large urban school district. Results show a positive relationship between the way a teacher organizes their classroom lessons and activities, the level of academic support, and student-teacher trust towards students perceiving they are in a community of engaged learners. These findings differ across student characteristics (e.g., race, sex, living in a high poverty neighborhood, special education status, grades). The findings suggest that teaching practices that are generally considered by educators within the profession as good instructional practices may also be key for creating a community of engaged learners.
TeleNGAGE: Promoting Transformative Equitable Collaboration between Families and Schools
Author: Egure, Dominic Siami
Date: 2023-00-00
Type: Journal Articles
Subjects: Family School Relationship,Equal Education,Problem Solving,Case Studies,Adult Learning,Learning Theories,Transformative Learning,Socialization,Preferences,Social Status,Faculty Development,Computer Mediated Communication,Program Descriptions,Cooperative Learning,Elementary Secondary Education,COVID-19,Pandemics,Educational Change,Distance Education,Teacher Attitudes,Parent Attitudes,Attitude Change

The purpose of this qualitative case study was to investigate, through the lens of Adult Learning Theory, the perceived influence of TeleNGAGE on educators' and families' capacity to collaborate in equitable and transformative ways. Findings suggest that educators' and families' capacity for collaborative problem-solving was enhanced through TeleNGAGE. This social learning space, which supported adult preferences and motivations for learning, created a synergy that led to equitable social status, the application of new knowledge, and innovative approaches to problem-solving. These findings provide insight into equitable collaborative initiatives as educators seek to find solutions to complex problems in their schools.
A Diachronic View into an Understanding of Technology Acceptance: Where to Go through TAM for Teacher Education from Global to Local?
Author: Ölmez, Rabia
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Teaching Methods,Thinking Skills,Teacher Attitudes,Role,Teacher Education Programs,21st Century Skills,Technological Literacy,Pedagogical Content Knowledge,Foreign Countries,Educational Change,Teacher Education Curriculum,Usability,Models,Student Attitudes

Technology acceptance is rooted at the center of the growing body of research in lieu of education, educational technology, and teacher education. This is mainly occupied with the idea of integrating technology into the classroom setting in order to trigger learners to be advanced in higher-order thinking skills and be digitally literate in order to cope with the challenges of the information era. In doing so, teachers, as the gatekeepers of technology in the classroom, are renowned to be vital sources to deliver information. Thus, it is of critical importance to detect whether teachers are accepting technology with ease and as useful, which can be explained through the technology acceptance model (TAM). That said, this study adopts a diachronic view into an understanding of the role of TAM in teacher education. Accordingly, the aim of this article is to provide an overview of the lay of the land for the development of TAM together with the theories and variables beneath it by means of a review of existing literature. Conceptualizing where to go by means of a top-down approach from global (worldwide) to local (the Turkish context), this article scrutinizes the following results: (1) since new-age learners are expected to develop 21st-century skills, it is today's necessity for future teachers to develop their knowledge and skills in technology; (2) this, in turn, holds the requirement for new teacher education programs to renew the already existing curriculum by providing multimodal learning and teaching environments; (3) herein, understanding how teachers perceive ease of use and usefulness of technology in order to employ it in the classroom environment is of critical importance to trigger teachers' technology adoption through TAM as a credible model; however, TAM somehow falls short of unveiling what it means to adopt and integrate technology in classroom settings, though.
An Expression of Fear Realized in the Form of Sentences in the &quot;Stranger Things&quot; Movie
Author: Arbain
Date: 2023-00-00
Type: Journal Articles
Subjects: Films,Speech Acts,Accuracy,Fear,Computer Software,Computational Linguistics,Discourse Analysis,Sentences,Pragmatics,Language Usage

This study aims to investigate the types and functions of expressions of fear realized in the form of sentences. With a special context in horror movies, the researcher attempted to reveal the types and functions of fear expressions such as directive, commissive, expressive, assertive, and declarative. This research focuses on the subtitles of the Stranger Things season 1 series with 8 episodes, one of the best-selling serial films on the Netflix application. As research aids, the researcher used the Aegisub application and live transcript to ensure the accuracy of speech data. Findings suggest the dominance of the use of directive speech acts as a form of expression of fear. Then, commanding speech is the function of most utterances found as an expression of fear. This study concludes that expressions of fear realized in sentences do not only exist in expressive speech acts but also in other speech acts such as directive, assertive and commissive.
Buginese Interference into Indonesian: Word Order Level
Author: Balla, Arifuddin
Date: 2023-00-00
Type: Journal Articles
Subjects: Indonesian,Syntax,Interference (Language),Malayo Polynesian Languages,Likert Scales,Task Analysis,Social Influences,Decision Making,Grammar,Foreign Countries,Bilingualism,Native Language,Age Differences,Place of Residence,Item Analysis,Dialects,Second Language Learning,Language Attitudes

The goal of this study is to examine which word order is dominant in colloquial Buginese-Indonesian, 1) to find out which word-order pattern is more acceptable between SVO and VSO, 2) to find out which word-order pattern is more acceptable between VO and OV, and 3) to find out what internal linguistic characteristics and social factors motivate such acceptability. The data were collected through an online survey via Monkey Survey that employed Acceptability Judgment Task (AJT) to determine which word order is more acceptable in Buginese Indonesian (SVO or VSO and VO or OV). A total of 50 Buginese-Indonesian bilinguals rated the acceptability of 48 target items (and 48 fillers) for patterns such as SVO/VSO and VO/OV in a 1-5 Likert Scale (1=completely unnatural; 5=compeletely natural). Target items were controlled for linguistic factors and social factors. ANOVA analysis was used to analyze the data. The results indicate that both SVO and VSO are equally acceptable though VSO was slightly more favorable than SVO. When the subject is omitted, VO was farther favorable than OV. L1, age, and residence had a significant effect on the acceptability of VSO while grammatical person, education level, and residence contributed greatly to the acceptability of VO. The results also reveal that the acceptability of different word orders in Buginese-Indonesian is both linguistically and socially constrained. Thus, the results are situated within a discussion of Backus' (2014) notion of entrenchment and conventionalization.
Exploring the Implications of Chatgpt for Language Learning in Higher Education
Author: Baskara, Risang
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Second Language Learning,Second Language Instruction,Teaching Methods,Higher Education,Educational Benefits,Barriers,Ethics,Technology Uses in Education,Learning Processes,Natural Language Processing,Interdisciplinary Approach,Computer Software

Recent developments in natural language processing have led to the creation of large language models, such as ChatGPT, which could generate human-like text. In this paper, we explore the potential implications of ChatGPT for language learning in higher education. We first provide an overview of ChatGPT and discuss its capabilities and limitations. For instance, ChatGPT can generate coherent and fluent text on various topics but may have difficulties comprehending more complex or abstract ideas. We then consider how ChatGPT could be integrated into language courses and programs in higher education and the potential benefits and challenges of doing so. For example, ChatGPT could provide personalised language instruction or generate authentic language material for learners to engage with. However, using ChatGPT in language learning may also raise concerns about the potential substitution of human language teachers and the ethical implications of using a machine learning system to generate text. Finally, we offer suggestions for future research on using ChatGPT in language learning in higher education, such as studying the effectiveness of ChatGPT-assisted language instruction and exploring the pedagogical implications of using large language models in the language classroom.
Game-Based Learning Kit Method in Isometric Transformations: Usability and Effects on Students&apos; Achievement and Motivation
Author: Mohd Nasir, Siti Munirah
Date: 2023-00-00
Type: Journal Articles
Subjects: Game Based Learning,Learning Motivation,Academic Achievement,Teaching Methods,Instructional Materials,Comparative Analysis,Achievement Tests,Instructional Effectiveness,Usability,Foreign Countries,Secondary School Students,Student Attitudes,Scores,Mathematics Teachers,Mathematics Instruction,Instructional Design

This study focused on the development of teaching aids for the topic of Isometric Transformations for Form 2 students in Malaysia. The first objective was to determine the usability of teaching aids in the isometric transformations kit integrates gamebased learning (GBL) Method (KitTI Method) and the second objective was to examine the effectiveness of using the KitTI Method on students' achievement and motivation. This study was directed by the Design and Development Research (DDR) model with survey and quasi-experimental designs. The sample selection was conducted by cluster sampling involving Form 2 students from schools in the district of Muallim and Batang Padang in the state of Perak. The instruments used were KitTI Method Teaching Aids Usability Questionnaire (KMTAUQ), Isometric Transformations Topic Achievement Test (ITTAT), and KitTI Method Motivation Questionnaire (KMMQ). The findings showed that the mean score of KitTI Method's usability was high, the treatment group obtained significantly higher improvement in achievement compared to the control group while the mean scores of pre-test achievement as a covariate and students' motivation in learning Isometric Transformations were high. Therefore, the KitTI Method is suitable to be implemented as a guide for mathematics teachers in designing dynamic teaching and learning and is able to improve students' achievement and motivation.
An Educational Method Based on Student-Generated Questions
Author: Gil Llinás, Julia
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Physics,Science Instruction,Multiple Choice Tests,Science Tests,Active Learning,Test Preparation,Engineering Education,Learning Processes,Undergraduate Students,Comparative Analysis,Misconceptions,Scientific Concepts,Concept Formation,Test Construction,Student Participation,Topography,Foreign Countries

This paper describes an experience based on the use of an active method in which students of a basic physics course prepare multiple choice questions (MCQs) to prepare for exams in the subject. The objective of the research was to provide the students with a method that would enhance their desire to learn physics, and consequently lead to an improvement in their meaningful learning. The participants were 57 first-year students from various engineering degrees. The quasi-experimental design with pre- and post-tests and a control group is described. The results showed that students who use the method of generating MCQs to prepare exams sometimes improve their learning significantly in comparison with the control group. The method also provides a new way to detect students' misconceptions about the concepts covered in class, which thus allows the evolution of their knowledge to be evaluated. Finally, it should be noted that the students valued the method used positively.
Gen Z Students Perception of Ideal Learning in Post-Pandemic: A Phenomenological Study from Indonesia
Author: Helaluddin
Date: 2023-00-00
Type: Journal Articles
Subjects: Age Groups,COVID-19,Pandemics,Foreign Countries,Educational Environment,Blended Learning,Teacher Effectiveness,Phenomenology,College Students

This study aims to investigate the perceptions of Generation Z students about ideal learning after the pandemic in Indonesia. This research uses a qualitative design with a phenomenological approach. There were 30 students from 6 different campuses in Serang City, Banten, Indonesia, who used a purposive sampling technique as research participants. Data collection was carried out using semi-structured interviews, which were then analyzed using thematic analysis techniques. The findings of this study state that there are four main themes regarding ideal post-pandemic learning, namely: (a) learning that is not monotonous, (b) equal portions of theory and practice, (c) ideal learning managed by an ideal lecturer, and (d) the need for the application of blended learning. This research contributes to the current literature on designing ideal learning on campus after the COVID-19 pandemic.
Student&apos;s Readiness on the Implementation of Face-to-Face Classes: The Aftermath of Face-to-Face Class Restriction
Author: Capinding, Andie Tangonan
Date: 2023-00-00
Type: Journal Articles
Subjects: In Person Learning,COVID-19,Pandemics,Distance Education,Foreign Countries,College Students,Student Attitudes,Learning Readiness,Social Emotional Learning,Age Differences,Gender Differences,Income,Cognitive Style

This research analyzes the effects of restricting face-to-face classes during the lockdown and students' preparation for face-to-face instruction. During the academic year 2021-2022 break, it was conducted at Nueva Ecija University of Science and Technology (NEUST)-Gabaldon Campus's College of Education. This study employed a descriptive correlational and descriptive comparative research design. The 151 education students who participated in this study were chosen using a stratified sampling method. According to the study, students received satisfactory to very satisfactory grades during the lockdown. The study also showed that after the lockdown and after the Commission on Higher Education recommended face-to-face classes, the majority of respondents agree that they are academically, socio-emotionally, and physically prepared to go through a face-to-face mode of learning. The majority of them prefer face-to-face classes to any other form of distance learning. The general weighted average of a student is a predictor of academic readiness in face-to-face classes. In addition, students' general weighted averages have direct link to their socio-emotional readiness. Students' profiles, on the other hand, have no impact on their physical readiness. There is no significant difference in student preparation in face-to-face classes when students are grouped by gender, year and section, and civil status. There is no association between the student profile and their preferred mode of learning. The theoretical and practical ramifications of the research were also addressed.