ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of an Attitude Scale on Activities Related to Biology and Nature for Mentally Disabled Students
Author: Gul, Seyda
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Students with Disabilities,Intellectual Disability,Preservice Teachers,Student Attitudes,Biology,Science Instruction,Learning Activities,Special Education Teachers

The aim of this study is to develop a valid and reliable scale to determine the attitudes towards the activities that can be applied to the mentally retarded students about biology and nature. During the preparation of the draft form of the scale, an item pool was created from relevant literature. Then, these items were presented to expert opinion in terms of language, intelligibility and content. This draft scale with 30 items in 5-point Likert type was applied to 177 pre-service teachers studying in the special education department of the faculty of education at a state university. Item analysis, exploratory factor analysis and confirmatory factor analysis were performed for the data collected after the application. As a result of the analyses, it was revealed that the scale had a five-factor structure consisting of 20 items. Confirmatory factor analysis revealed that the factor structure was compatible with the data. Goodness of fit index values was sufficient. The Cronbach Alpha internal consistency coefficient of the scale was calculated as 0.89. It can be said that the scale is valid and reliable in determining the views of pre-service teachers about the activities to be applied for mentally retarded students. In addition, the scale is suitable not only for teacher candidates, but also for use by teachers and researchers. In addition, different types of samples such as students in other fields at the undergraduate level and special education teachers who take courses related to special education can be included in the study group.
Integrating Multiple Intelligence Learning Approach to Upgrade Students&apos; English Writing Skills
Author: Hasbullah
Date: 2023-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Writing Skills,English (Second Language),Cognitive Style,Second Language Learning,Second Language Instruction,Foreign Countries,Writing Instruction,Teaching Methods,Writing Tests,Student Attitudes,Islam,Religious Colleges,College Students

This study aimed to investigate the multiple intelligence learning approaches (MILA) which were used to provide students' competence in English writing skills in an institute of IAIN Sorong, Southwest Papua Province, Indonesia. In terms of it, the MILA introduced interactive, analytic, and introspective domains which cover elements of linguistics, mathematics, visual, kinesthetic, music, intra-personal, interpersonal, naturalistic, and existential or spiritual. Those elements would be appropriately implemented to upgrade students' English writing skills. This study employed a survey method using lists of questionnaires and an English writing test to obtain qualified data which were collected from seventy-two students. The findings conclude that most respondents felt contented and interested in developing and upgrading English writing skills using the Multiple Intelligence Learning Approaches. It was supported by the findings of the English writing test showed significant upgrading of students' English writing skills. The results of this research claimed that the MILA is a suitable and precise approach to upgrading students' writing skills. Also, it is recommended to English educators formulate together the strategies to be included in MILA for teaching English writing skills as recommended by the national education curriculum.
Maximizing Academic Integrity While Minimizing Stress in the Virtual Classroom
Author: Novick, Peter A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,COVID-19,Pandemics,STEM Education,Integrity,Stress Variables,Student Responsibility,Student Attitudes,In Person Learning,Cheating,Computer Assisted Testing,Fear,Grades (Scholastic),Intervention,Testing,Prevention

The article documents students' experiences with the shift online at the onset of the COVID-19 pandemic and provides informed recommendations to STEM instructors regarding academic integrity and student stress. Over 500 students were surveyed on these topics, including an open-ended question. Students experienced more stress and perceived a greater workload in online courses and therefore preferred in-person courses overall. Personal awareness of cheating during online exams is positively correlated with the proportion of cheating a student perceives. Fear of getting caught is the best cheating deterrent while getting a better grade makes cheating most enticing. Randomization of questions and answer choices is perceived as a highly effective tool to reduce cheating and is reported as the least stress-inducing method. Inability to backtrack and time limits cause students the most stress. Students report that multiple choice questions are the least effective question type to discourage cheating and oral exam questions cause the most stress. Use of camera and lockdown browser or being video- and audio- recorded caused the majority of student stress. Yet, nearly 60% agree that the combination of camera and lockdown browser is an effective deterrent. Recommendations: (i) Be transparent regarding academic dishonesty detection methods and penalties. (ii) Use online invigilating tools. (iii) Synchronize exams and (iv) randomize exam questions. (v) Allow backtracking. (vi) Avoid converting in-person exams to online exams; instead, explore new ways of designing exams for the online environment.
Undergraduates&apos; Experiences with Online and In-Person Courses Provide Opportunities for Improving Student-Centered Biology Laboratory Instruction
Author: Sarvary, Mark A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Biology,Science Instruction,Science Laboratories,Student Centered Learning,Undergraduate Students,Online Courses,In Person Learning,Preferences,Student Attitudes,Science Achievement,COVID-19,Pandemics

Biology laboratory courses with hands-on activities faced many challenges when switched to online instruction during the COVID-19 pandemic. The transition back to in-person instruction presents an opportunity to redesign courses with greater student input. Undergraduates in an [approximately]350-student laboratory course were surveyed about their preferences for online or in-person instruction of specific laboratory course components. We predicted that students who have taken a virtual laboratory course prefer keeping some of the components online. We also hypothesized that their preferences are affected by their experience with online-only or with both online and in-person instruction. The results showed that students would like to move the laboratory component and group meetings back to in-person instruction, even if they never experienced college-level in-person courses. Also, many components, including the lectures, exams, assignment submission, and office hours are preferred to be held online. Surprisingly, students who have only taken online courses would rather give group presentations in person, while those who experienced both online and in-person instruction were undecided. Group presentations were the only component where the preference of the two groups significantly differed. Self-assessed learning gains showed that students performed very well in both the online semesters and the in-person semesters. Therefore, the preferences measured in this study were likely developed based on students' future expectations and personal gains, and not only on their metacognitive decisions and academic performances. This study provides considerations for redesigning components of laboratory courses to be more student-centered after the pandemic.
Development an Achievement Test on the Subject of &quot;Basic Compounds in the Structure of Living Things&quot;
Author: Yalinkilic, Funda
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Science Achievement,Science Tests,Test Validity,Test Reliability,High School Students,Multiple Choice Tests,Biology,Grade 9

The aim of this study is to develop a valid and reliable achievement test on the subject of 'Basic Compounds in the Structure of Living Things'. During the preparation of the draft form of the test, a 32 item-question pool was created by the researchers in the light of the relevant literature. Then, these questions were presented to expert opinion in terms of language, intelligibility and content. This draft test with 32 multiple choice questions, was applied to 252 students studying at three different high schools. Item difficulty and item discrimination indices were calculated for the data obtained. After the item analysis, seven questions were removed from the test. Thus, the average item difficulty of the 25 question achievement test was calculated as 0.44, and the average item discrimination was 0.44. The KR-20 reliability coefficient of the test was calculated as 0.75. This result shows that the test is of medium difficulty and excellent discriminative reliability. In addition, according to the revised Bloom taxonomy, seven of the questions in the test are at the level of remembering, fifteen at the level of understanding, two at the level of application and one at the level of evaluation.
Investigation of the Relationship between Middle School Students&apos; Motivation and Attitudes toward Social Studies
Author: Subasi, Yakup
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Motivation,Student Attitudes,Middle School Students,Social Studies,Grade 6,Learner Engagement,Foreign Countries,Correlation

The two most important affective skills that influence students' success in a course are motivation and attitude. The desire to achieve a specific goal is related to motivation, while the experiences gained in the pursuit of that goal shape one's attitude. The high motivation of students for a course is also an indicator of their positive attitudes toward that course. This study aims to determine the predictive power of 6th-grade middle school students' attitudes toward the social studies course on their motivation to engage in this course. A correlational survey model was employed for this quantitative research. The participants in the study comprise 306 6th-grade middle school students enrolled in schools affiliated with the Republic of Türkiye Ministry of National Education. The &quot;Social Studies Attitude Scale&quot; and &quot;Social Studies Motivation Scale&quot; were used as data collection tools. The results of the multiple regression analysis revealed that the correlation between motivation and attitude varies depending on their dimensions. Moreover, it was observed that the predictive power of attitude on motivation differed across dimensions.
Instructor Perceptions of Student Incivility in the Online Undergraduate Science Classroom
Author: Abraham, Anna E.
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Behavior,Antisocial Behavior,Undergraduate Students,Online Courses,Synchronous Communication,College Faculty,Science Teachers,Teacher Attitudes,Gender Differences,Racial Differences,COVID-19,Pandemics

Student incivility, defined as a student behavior perceived to be disrespectful or disruptive to the overall learning environment in a course, can negatively affect the science learning environment and instructors. The transition to online science courses during the COVID-19 pandemic created a unique environment for student incivility to take place in undergraduate courses. There are few studies that examine student incivility in online synchronous courses, and we know of no studies that have investigated student incivility during the COVID-19 pandemic. In this study, we surveyed 283 instructors across U.S. institutions who taught undergraduate science courses with synchronous online components. We probed their experiences with student incivility during the fall 2020 term. Over half of instructors surveyed reported experiencing student incivility, with women being more likely than men to report student incivility. Compared with white instructors, people of color were more likely to perceive an increase in student incivility in fall 2020 relative to previous in-person terms. This work indicates that student incivility is perceived in the online synchronous learning environment and that the negative impacts of perceived student incivility during COVID-19 online instruction were not distributed equally among instructors, disproportionately burdening women and people of color.
Investigating Prior Mentoring Experiences of Medical Students and Its Perceived Benefits
Author: Wekam, Vanina
Date: 2022-00-00
Type: Journal Articles
Subjects: Medical Students,Mentors,Student Attitudes,Student Experience,Racial Differences,Ethnicity,Gender Differences,Family Income,Parent Background,Educational Attainment

Successful mentoring relationships allow mentees to gain the confidence and knowledge they need to reach their goals, but students from populations generally underrepresented in science and health fields have been shown to receive less mentorship than their well-represented peers. In highly competitive processes, like medical school admissions, mentoring may be particularly valuable. We investigated the prior mentoring experiences of medical students and whether their perceptions of mentoring differed based on their mentoring goals or demographics (race/ethnicity, gender identity, household income, or parental highest level of education) through surveys and interviews of medical students from three different institutions. These medical students had widely participated in mentoring, though student race and household income impacted their access to medical professionals to serve as informal mentors. Medical students shared the same gender identity as their mentor more often than would be expected under the null hypothesis. Students reported having both career and psychosocial goals for mentoring, and there was a positive association between the strength of the mentees' goals for mentoring and the number of formal mentors the mentees had. These respondents viewed mentoring as having provided them with both career and psychosocial benefits. Mentoring programs for aspiring medical students may benefit from focusing on both career and psychosocial functions to maximize the benefits of mentoring for students from diverse backgrounds.
Effects of a Short Course Training Program on Approaches to Teaching in Higher Education: Example from Croatia
Author: Bušljeta Kardum, Rona
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Faculty Development,Teaching Methods,Teacher Attitudes,Teacher Competencies

European countries, in accordance with their higher education policy, regulate in various ways the need for additional professional education of higher education teachers. In the Republic of Croatia, despite the recognized need to improve the process of teaching and learning at the higher education level, efforts and activities in this direction are left to the universities. The main aim of the present study was to examine how the participants of the short course training program on approaches to teaching in higher education in Croatia perceived their own teaching and learning competencies before and after attending the program. University teachers from five higher education institutions in the Republic of Croatia participated in the research. The participants assessed agreement with the statements related to various teaching competencies, important for university teachers, on a 5-point Likert-type scale. The results obtained through research quantitative and qualitative methods indicate that the participants of the short course training program on approaches to teaching in higher education evaluate their own teaching competencies better at the end than at the beginning of the program. The obtained results indicate the importance of formal training and improvement of teaching competencies of university teachers and can serve as an assessment of the expediency of the short course training program on approaches to teaching in higher education at the national level and as a basis for comparison with programs implemented at other European universities.
The Use of Google Trends to Improve Students&apos; Listening and Speaking Skills
Author: Kara, Saban
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Online Searching,Internet,Web Sites,Teaching Methods,Listening Skills,Speech Skills,Instructional Materials,College Students,Second Language Learning,English (Second Language),Instructional Effectiveness,Scores,Learning Motivation,Enrichment

Using authentic materials, such as books, videos, news, and podcasts has received increasing attention in English classes in the last two decades. Among others, Google Trends serves as a platform to choose authentic materials based on their popularity on a global scale. It has been displaying huge data about the most popular news, people, events, books, movies, and songs since 2004. To this aim, 40 Foundation English students who studied at a private university in Erbil, Iraq, were chosen through a simple random sampling method for the 2022-2023 Academic Year. Control group students kept their education according to the principles of the pre-defined curriculum, while experimental group students made a presentation about a trending topic on Google, prepared a listening quiz, and ran a speaking session. The data, collected by exams and surveys, were analyzed by SPSS 26 and NVivo application, revealing that Google Trends enriched teaching mode, increased students' listening scores and enhanced speaking performance significantly in the experimental group, whereas no noticeable progress was observed in the control group. Likewise, students' motivation towards learning English increased significantly in the experimental group, while it was less than noticeable in the control group. The findings of this study can have some implications for educators who consider integrating Google Trends into the curriculum to present authentic materials.
Opinions of Faculty Members on the Effects of Using Social Media in Higher Education
Author: Gencel, Nurgun
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Social Media,Technology Uses in Education,Higher Education,College Faculty,Foreign Countries

This study aims to evaluate the opinions of faculty members about the effects of social media in education. The research was carried out as a qualitative study, and phenomenological design was used in the study. We selected a total of 36 faculty members to participate in an interview about their perceptions of social media effects on education. The results showed that most faculty members think that social media is an effective educational tool. In the context of the positive aspects, the role of social media in higher education is indicated as a support tool, a follow-up tool for educational activities, an entertaining platform, communication tool, resource, learning management tool and a guide. According to the findings, more than half of the academics think that the role of social media in education is positive. The study predicts that social media will have different roles in future education with the increasing number of users every day.
Correlates of Social Anxiety and Internet Addiction of Higher Education Students
Author: Omoyemiju, Michael Adeniyi
Date: 2023-00-00
Type: Journal Articles
Subjects: Anxiety,College Students,Internet,Addictive Behavior,Computer Use,Foreign Countries,Student Characteristics,Institutional Characteristics,Correlation

The research examined the spread of internet addiction among tertiary institution students in Osun State and examine the connection between social anxiety and internet addiction. The research used descriptive survey research methodology. A sample of 1,430 students were picked to be involved in the research using multistage sampling methodology. Information were gathered using an instrument titled &quot;Social Anxiety and Internet Addiction Questionnaire&quot; (SAIAQ). Information gathered were analyzed using descriptive and inferential statistics. Specifically, research questions one, two and three were answered using percentages and frequency counts. Research hypotheses one, two and four were tested using Pearson product moment correlation while hypotheses three, five and six were tested using ordinal logistic regression, multiple regression analysis respectively. The outcome indicated that majority of participants (56.78%) exhibited little degree of internet addiction, while 23.63% and 15.01% exhibited moderate and severe levels of internet addiction respectively. The research also revealed a significant positive relationship between social anxiety and internet addiction among the students (r=0.261, p=0.000). The research inferred that social anxiety is potent factor that could trigger internet addiction of students and exhibition of internet addiction would reduce more with students' age.
The Impact of ASSURE Model-Based Program on EFL In-Service Preparatory Teachers Teaching Skills and Digital Literacy Skills
Author: Zahran, Faten A.
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Faculty Development,Teaching Skills,Pedagogical Content Knowledge,Teacher Evaluation,Digital Literacy,Technological Literacy,Scoring Rubrics,Teacher Effectiveness,Performance Based Assessment,College Preparation,Foreign Countries

Though a number of studies addressed the current needs in EFL teachers' training, a main research gap yet to be addressed is investigating the efficacy of the professional development of in-service teachers using an instructional model and its actual impact on students. Through using three instruments -designed by the author- that included: (a survey of EFL teaching skills, a teacher knowledge test, a digital literacy skills scale, a teacher performance assessment analytic rubric), this study attempted to determine the impact of ASSURE model on EFL in-service preparatory teachers teaching skills and digital literacy skills. The results indicated that z-values of the teachers' knowledge test, teachers' digital literacy skills scale and teachers' performance assessment rubric were significant. ASSURE model proved to be helpful in developing EFL preparatory teachers teaching skills and digital literacy skills.
Collegiality Competence Profiles of Social- and Healthcare Educators -- Cross-Sectional Study
Author: Koskenranta, Miro
Date: 2023-00-00
Type: Journal Articles
Subjects: Collegiality,Vocational Education Teachers,College Faculty,Teacher Attitudes,Teacher Collaboration,Communication (Thought Transfer),Trust (Psychology),Health Education

This study focuses on collegiality competence among social and healthcare educators, aiming to identify profiles and factors linked to these profiles. The importance of collegiality for educators' career growth and workplace well-being has been recognized, but less attention has been given to specific profiles and their underlying factors. Data from educators in vocational institutions and universities of applied sciences were collected using the CollegialityComp instrument, assessing five competence areas: 1) individual-centered collaboration, 2) educator action and fairness, 3) collaboration among colleagues, 4) collaboration outside the organization, and 5) communication and trust. Three educator profiles emerged: Profile A displayed high competence in all areas, Profile B showed strong competence in certain areas, and Profile C demonstrated intermediate competence across all. Education and job title significantly linked to specific profiles. Educators with doctoral degrees had lower collegiality levels. The findings suggest the importance of facilitating external collaboration for educators and providing extra support for high-degree educators to enhance their collegial behavior. Additional resources may be needed to bolster the collegiality competence of educators with significant responsibilities.