ethanporcaro/eric-fulltext-meta huggingface dataset:
Attitude of School Principals, Supervisors and Mentees towards Action Research as Reflective Practices
Author: Gobena, Gemechu Abera
Date: 2017-01-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Supervisors,Mentors,Action Research,Foreign Countries,Statistical Analysis,Educational Quality,Children,Teacher Education,Reflective Teaching,Reflection,Research Design,Qualitative Research

This study was aimed to investigate the attitude of principals, supervisors and mentees towards action research as reflective practices in Postgraduate Diploma in Secondary School Teaching (PGDT). The samples used for this study consisted of 82 mentees, 38 Principals and 26 Supervisors taken from three clustered centres by using stratified random sampling technique for mentees and principals whereas availability sampling techniques were employed for supervisors. To make the interpretation of data sound and to the point, the researcher used descriptive statistics (mean scores and standard deviations) to describe the nature of the data and the characteristics of the sample. Moreover, inferential statistics (one way ANOVA) was employed to compare a significant mean differences exist between and within groups of the most likely value of the variables. The findings from this study revealed a statistically significance mean difference among mentees for lack of innovative methodologies, lack of instructional materials and lack of dedication from lecturers and attitudes towards action research as reflective practices in the case of Haramaya clustered centre. Therefore, principals and supervisors of the implementing unit of the system should act morally, practically, professionally, ethically, responsibly and critically so as to accommodate professional need of the nation to bring behavioural changes and quality education for the Ethiopian children.
Learning Geometry through Discovery Learning Using a Scientific Approach
Author: In'am, Akhsanul
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Geometry,Discovery Learning,Teaching Methods,Learning Activities,Mathematics Achievement,Junior High School Students,Mathematics Tests,Scientific Methodology,Data Analysis

The objective of this present research is to analyze the implementation of learning geometry through a scientific learning consisting of three aspects: 1) teacher's activities, 2) students' activities and, 3) the achievement results. The adopted approach is a descriptive-quantitative one and the subject is the Class VII students of Islamic Junior High School in Indonesia. The data were obtained through direct observations in order to gain some knowledge of the teacher's and students' learning activities. The results of the students' learning activities were obtained through geometry tests. The research results showed that the teachers were able to implement the preplanned learning activities and their leaning activities may be able to improve the students' learning activities. Moreover, the five aspects of the scientific approach namely observing, asking questions, reasoning, attempting and presenting, were well implemented. The students' activities were also done as planned and all the aspects of the learning activities as stated in the approach may said to be well implemented. The mean value of students' learning results in groups was found to be 96; meanwhile their individual learning result was found to be 95. This condition showed that the students' learning results were under a very good category.
First-Year College Students' Experiences in the EFL Flipped Classroom: A Case Study in Indonesia
Author: Zainuddin, Zamzami
Date: 2017-01-00
Type: Journal Articles
Subjects: College Freshmen,Student Experience,English (Second Language),Second Language Learning,Foreign Countries,Case Studies,Conventional Instruction,Video Technology,Blended Learning,Surveys,Focus Groups,Interviews,Observation,Educational Technology,Technology Uses in Education,Teaching Methods,Interaction,Taxonomy,Qualitative Research,Statistical Analysis

The present study aimed to identify the first year college students' learning and experiences in an EFL flipped classroom at the State Islamic University of Ar-Raniry in Indonesia. 27 students who enrolled in English 2 course participated as samples of this study. The data were collected from diverse sources including questionnaire surveys, focus group discussion, individual interview and observation. The quantitative data responses were analyzed in column charts with the percentage, Mean and Standard Deviation while the interview analysis used a step-wise design described by Patton (2002). The process consisted of three steps: (1) Assemble the raw case; (2) Construct the case record and (3) Report a final case. Results designated that students engaged in the EFL flipped classroom environment through hands-on activities and peer work. This instruction also successfully enhanced students' enthusiasm for learning the content before coming to the class, provided more opportunities for interaction among peers, came to class prepared and obtained immediate instructor's feedbacks. All in all, the categories revealed that the majority of students perceived the flipped classroom highly positive. In this study, the researcher concluded that the students had successfully achieved six levels of cognitive domain of Taxonomy or higher-level learning of Bloom's Taxonomy.
Text-Selection for Teaching Reading to ESL Tertiary Students: A Study on Genre and Content Preferences
Author: Nordin, Razanawati
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Second Language Instruction,Reading Material Selection,Content Analysis,Preferences,Undergraduate Students,Questionnaires,Literary Genres,Reading Comprehension,Web Sites,Electronic Journals,Business Administration Education,Films,Music,Schemata (Cognition)

Most learners studying English language feel that their educators use irrelevant, uninteresting, and culturally unfamiliar reading materials for teaching reading. As a result, most of them struggle to comprehend the English language texts used by the teachers. Therefore, the aim of this research is to investigate the genre and content preferences of ESL tertiary learners in UiTM Kedah, Malaysia. A two-part questionnaire was administered to 132 respondents aged 20 to 23 years old who are presently furthering their undergraduate studies in Accountancy, Administrative Science and Policy Studies, Business Management, Industrial Design, and Information Management. The results of the study show that these ESL tertiary learners prefer texts from the websites and blogs; and their preferred reading contents are dealing with Business Management, watching movies and listening to music. This article offers guidance to ESL teachers to select L2 reading texts based on the students' preferred genre and content.
The Home Literacy Environments of Turkish Kindergarteners: Does SES Make a Difference?
Author: Ergül, Cevriye
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Socioeconomic Status,Family Environment,Surveys,Statistical Analysis,Socioeconomic Influences,Kindergarten,Questionnaires,Emergent Literacy,Reading Habits,Multivariate Analysis

This study investigated the possible differences in the home literacy environments (HLE) among Turkish kindergarteners from three different SES (socio-economic) strata. 341 parents of a total of 341 kindergarteners from 24 kindergarten classrooms in low, middle and high SES neighbourhoods across Ankara completed the Socio-Demographics Form and the Home Literacy Questionnaire (HLQ). Results of MANOVA and the Kruskal-Wallis test revealed significant differences among the three SES levels, with high SES scoring significantly higher than the middle and low SES and the middle SES scoring significantly higher than the low SES in all HLQ subscales. These findings imply that low and partly middle SES kindergarteners may be at a disadvantage for quality HLEs and so we educators have to look for ways to support these families. However results also point that all three groups fell within the &quot;moderate HLE&quot; range which shows that Turkish kindergarteners from all SES strata may need to be supported through systematic interventions.
An Investigation of Undergraduate Students' Beliefs about Autonomous Language Learning
Author: Orawiwatnakul, Wiwat
Date: 2017-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Personal Autonomy,Independent Study,Second Language Learning,Beliefs,Language Attitudes,Questionnaires,Likert Scales,Language Proficiency,Gender Differences,Foreign Countries,English (Second Language),Correlation,Statistical Analysis

The concept of learner autonomy is now playing an important role in the language learning field. An emphasis is put on the new form of learning which enables learners to direct their own learning. This study aimed to examine how undergraduate students believed about autonomous language learning in a university setting and to find out whether some factors were related to their beliefs. A 5-point Likert scale questionnaire was employed to gather data from the first-year students taking a fundamental English course in a private university. The findings revealed that on average, students had a high level of beliefs about autonomous language learning while language learning behaviors outside the class were at a moderate level. The relationships were found between beliefs of autonomous language learning and all factors comprising English proficiency, gender, attitudes towards studying English, and language learning behaviors outside the class. The findings highlight the need for increasing learning environments where responsibilities are shared between teachers and students.
The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement
Author: Kizkapan, Oktay
Date: 2017-01-00
Type: Journal Articles
Subjects: Grade 7,Academic Achievement,Active Learning,Student Projects,Statistical Analysis,Research Methodology,Pretests Posttests,Control Groups,Quasiexperimental Design,Achievement Tests,Lesson Plans,Classroom Observation Techniques,Check Lists,Experimental Groups,Science Education,Constructivism (Learning),Teaching Methods,Pilot Projects,Scientific Concepts,Foreign Countries

The purpose of this study is to investigate whether there is a significant effect of project based learning approach on seventh grade students' academic achievement in the structure and properties of matter. In the study, according to the characteristics of quantitative research methods, pretest-posttest control group quasi-experimental design was used to test the effect of project-based learning and traditional methods on seventh grade students' academic achievement. Convenience sampling was preferred and 38 students participated in this study. The structure and properties of matter achievement test, lesson plans, and observation checklist were used as data collection instruments. In order to analyze the data obtained from the structure and properties of matter achievement test, independent samples t-test was performed. Based on the results, there is no significant difference between the experimental and control groups' scores which is obtained from their &quot;Achievement test&quot; post-test performance. Discussions based on literature were carried out and suggestions were performed as pre-activities based on project based learning should be performed for the adaptation of students and teachers before treatment.
Lived Experience: Perceptions of Competency of Novice Teachers
Author: Goh, Pauline Swee Choo
Date: 2017-01-00
Type: Journal Articles
Subjects: Beginning Teachers,Teacher Competencies,Teaching Experience,Qualitative Research,Interviews,Foreign Countries,Classroom Techniques,Teacher Role,Student Role,Student Empowerment

This study bridges the gap of an outsider-insider perspective of competency and captures the essence of what constitutes competency among 18 novice teachers in their own actions performed in real classrooms. In this study, relevant aspects of the novice teachers' &quot;lived-experience&quot; in their schools make up their conceptions of competency. Novice teachers' talk about achieving their aims of competency in strategically different ways and in each of these ways, the novice teachers' strategies are critical to their understanding of the novice teacher-student roles. Five identified conceptions are: controls in the classroom and behaviour of students, methodical preparation, uses of sound in pedagogical knowledge and skills, understanding and empowering their students to take charge of their own learning, and an awareness of themselves as teachers. The conceptions of competency are represented diagrammatically and are discussed with respect to levels of complexity. Variation exists in the way novice teachers conceive of their competency. Teacher educators should be cognizant of the diversity in practices of teachers and not limit that to say that there is just one acceptable conception of competency.
Evaluating Pragmatic Competence in Nigerian Undergraduates' Language Errors within Descriptive ESL Writing
Author: Muhammad, Anas Sa'idu
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,English (Second Language),Second Language Learning,Descriptive Writing,Pragmatics,Competence,Error Patterns,Writing Skills,Focus Groups,Gender Differences,Grammar,Mixed Methods Research

This study investigates the level of pragmatic competence for ESL writing skills among Nigerian undergraduates. Methodologically, it adopts descriptive research design within the explanatory framework of the QUAN-Qual model. The instruments used are descriptive essay text and focus group interview questions. In writing the descriptive essays, a total of 402 undergraduates' participated through convenience sampling. Quantitatively, an independent samples t-test was carried out. The results indicated the females required putting more efforts towards improving their pragmatic competence in the ESL writing as they achieved a higher means for language errors, compared to that of the males. Moreover, the t-test value demonstrated that the females lacked skills in the pragmatic skills of mechanical structure, grammatical function, and sentence structures and this made them commit more language errors. Qualitatively, a focus group interview was held randomly with 12 participants out of the 402 undergraduates through purposive sampling. The results of the interview sessions revealed novelties of culture-specific, learning feasibility and the academic discourse as the key elements that constraint most of the Nigerian undergraduates ESL writing skills, particularly the females. Therefore, this study revealed strong implications on how best to develop Nigerian learners' pragmatic competence in ESL writing skills.
Teachers' Perspectives: Factors That Impact Implementation of Integrated Curriculum in K-3 Classrooms
Author: Fu, Yao
Date: 2017-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Curriculum Implementation,Integrated Curriculum,Primary Education,Elementary School Curriculum,Influences,Teacher Surveys,Teacher Characteristics,Statistical Analysis

The purpose of this study was to uncover the factors that may influence K-3 in-service teachers' implementation of integrated curriculum (IC). To provide a consistent research base, the broad definition of IC and Jacob's model were adopted to clarify the controversial concept of IC. Survey data were collected from forty-two teachers from ten school districts in Ohio. Results showed that most teachers implemented IC on a regular basis; however, they preferred to use less integrated forms of the curriculum. In addition, the study revealed that though teachers overwhelmingly believed in the effectiveness of IC and their own knowledge and skills on IC, their agreement levels about other factors that might affect IC implementation varied. Teachers' planning time and compatible working hours with their colleagues were identified as the significant predictors affecting teachers' frequency of using IC. Community support, colleague support and teachers' knowledge and skills of implementing IC were found to moderately influence the form of IC most frequently adopted by those K-3 teachers. Educational implications and recommendations for future research are discussed.
Comparison of Writing Anxiety and Writing Dispositions of Sixth, Seventh and Eighth Grade Students
Author: Berk, Rifat Ramazan
Date: 2017-01-00
Type: Journal Articles
Subjects: Writing Instruction,Anxiety,Grade 6,Grade 7,Grade 8,Predictor Variables,Gender Differences,Age Differences,Student Characteristics,Foreign Countries,Elementary School Students,Personality Traits,Statistical Analysis,Likert Scales,Self Esteem,Student Surveys

The purpose of this study is to determine sixth, seventh and eighth grade students' writing anxiety and dispositions and to examine to what extent they predict each other. The basis of this study is to determine whether writing disposition is the significant predictor of writing anxiety or not and whether students' grade levels and genders are significant predictor of writing anxiety and dispositions or not. The research was designed according to survey model. The study group, selected through simple sampling method, is made up of 860 students studying at 6th, 7th and 8th grades in elementary schools of Sarkisla District, Sivas. While &quot;Writing Anxiety Scale&quot;, adapted into Turkish by Özbay and Zorbay (2011), was administered to determine the study group's writing anxiety level, &quot;Writing Disposition Scale&quot;, adapted into Turkish by Iseri and Ünal (2010), was used to determine the writing disposition level. At the end of the study, it was found that writing disposition is a significant predictor of writing anxiety and students' grade levels and genders are significant predictors of writing anxiety and dispositions. An education environment to create a strong writing disposition for students is recommended. Also, similar studies on different dimensions of the issue can be conducted.
Impact of the School Outreach Tour Program of Citizens Archive of Pakistan on Students' Perceptions and Attitudes
Author: Alam, Qutbi
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Outreach Programs,Student Attitudes,Grade 8,Public Schools,Student Surveys,Likert Scales,Statistical Analysis,Curriculum,Knowledge Level,Civil Rights,Citizenship Education,Skill Development,Student Development,Critical Thinking

This paper examines the impact of School Outreach Tour (SOT-A) program,one of the projects of the Citizens Archive of Pakistan (CAP), a non-profit organisation on the perceptions and attitudes of Grade-8 Students of partners' schools. The sample in this study consists of (n = 139) students of Grade-8, selected by convenience sampling from five partners' public schools. Data were collected by means of a self-constructed &quot;Survey Tool&quot; consisting of 26 items through which participants were asked to respond using the five point Likert Scale. The collected data were analysed using Statistical Package for Social Science (SPSS). Nonparametric Chi-Square test was applied for contingency and frequency of the items. The results showed that CAP partners' schools students generally had moderately favourable attitude and perception towards the SOT-A program. The content of the CAP curriculum enhanced students' knowledge and understanding about rights and duties and citizenship education. It had created a positive impact on holistic personality and skill development. However, it was found to be less effective in developing a deep civic sense. The study has serious implications for the policy and practice for CAP's partners schools.
Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills
Author: Jamil, Hazri
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Knowledge Level,Teacher Characteristics,Thinking Skills,Qualitative Research,Case Studies,Student Centered Learning,Teaching Methods,Observation,Interviews,Secondary School Teachers

This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of the teacher's expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students' social backgrounds, environment and culture. In this case study, we investigate four teachers from various disciplines and schools located in rural areas who are implementing student-centered teaching approach in the classroom. We identified the method, techniques and approaches they employed to enhance students' thinking skills &quot;via&quot; observations and interviews regarding their teaching practices in the classroom. The study has shown how teachers practice their professional local knowledge through various approaches, strategies and techniques that form positive interaction between teachers and students. This often emboldens intellectual discourse, and gives the students learning autonomy during the process of teaching and learning to improve their thinking skills.
The Effectiveness of Immersive Multimedia Learning with Peer Support on English Speaking and Reading Aloud
Author: Muslem, Asnawi
Date: 2017-01-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Multimedia Instruction,Teaching Methods,Oral Reading,Statistical Analysis,Learning Strategies,Peer Relationship,Academic Achievement,College Freshmen,English (Second Language),Second Language Learning,High Achievement,Code Switching (Language),Native Speakers,Measures (Individuals),Second Language Instruction,Quasiexperimental Design,Language of Instruction,Foreign Countries,Phonology,Intonation

This study investigated the impacts of the immersive multimedia learning strategy with peer support on production skills in reading and speaking. Moreover, the effects of it on performance were investigated by student achievement. The quasi-experimental design with post-test was employed for the study. 80 first-year university students enrolled in English as a foreign language course were selected for this study. Data were analysed using one-way ANOVA. The findings showed that the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production for reading and speaking. Analyses obtained by achievement showed that the high achievement students in the immersive multimedia learning with peer support group reported significantly better performance in all measures of oral production only for speaking while the low achievement students in the immersive multimedia learning with peer supported group reported significantly better performance in all measures of oral production for reading and speaking. These findings showed that the immersive multimedia technique with peer support reduced the use of code-switching strategies among the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially among low achievement students.