ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Mathematical Argumentation through Automated Conversation
Author: Cayton-Hodges, Gabrielle A.
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Persuasive Discourse,Teaching Methods,Computer Simulation,Common Core State Standards,Skill Development,Peer Relationship,Discourse Analysis,Language Patterns,Classroom Communication,Elementary School Students,Elementary School Teachers,Grade 8,Algebra,Student Evaluation,Evaluation Methods,Pretests Posttests

Mathematical Argumentation skills have historically been overlooked in assessment, but the inclusion of Mathematical Argumentation in the Common Core State Standards (CCSS) as one of the Standards of Mathematical Practice challenges assessment developers to assess this mathematical practice. Explanation and justification of one's own thinking to a specific audience is considered a fundamental part of this mathematical practice. Based on student demonstration of argumentation skills when engaging with peers, we have developed automated conversations with virtual teachers and peers to investigate how alternative conversational patterns influence types of student responses. This technology allows assessment developers an innovative avenue for exploring new task designs that adapt to individual users and produce additional data not found in traditional measures. Preliminary findings from this investigation are presented. [For the complete proceedings, see ED583608.]
The Rhythm of TouchCounts: Counting on Technology
Author: Chorney, Sean
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Grade 1,Elementary School Students,Number Concepts,Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Concept Formation,Class Activities,Computation,Music,Nonverbal Communication,Elementary School Mathematics,Teaching Methods,Foreign Countries

This research reports on a class of grade one students engaging with number concepts using the iPad application TouchCounts. It is theorized that students develop understandings of number based on a materially engagement with both social and material resources. Rhythm is the fundamental unit of analysis used to attend to student engagement with TouchCounts. A class activity as well as three students working together will be analyzed in terms of emerging rhythms. It is concluded that rhythm is an emergence of form, modeling and aligning with the mathematical notions of number. [For the complete proceedings, see ED583608.]
Using Robotics and Game Design to Promote Pathways to STEM
Author: Leonard, Jacqueline
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Robotics,Design,STEM Education,Elementary School Students,Summer Science Programs,Computer Games,Thinking Skills,Computation,Skill Development,Self Efficacy,Attitude Change,Technological Literacy,Mixed Methods Research,Student Interests,Scores,Self Concept Measures,Preferences,Focus Groups,Informal Education,Grade 5,Student Surveys

This research report presents the results of a STEM summer program on robotics and game design. The program was part of a three-year study funded by the National Science Foundation. Children in grades four through six participated in a two-week summer camp in 2015 to learn STEM by engaging in LEGO® EV3 robotics and computer-based games using Scalable Game Design. Twentyeight students participated in the study that took place in a small urban community in the Rocky Mountain West. This paper reports on the results of this part of the study, specifically, how children's computational thinking skills developed and how their self-efficacy in technology, attitude toward engineering and technology, and 21st century skills changed as a result of their participation. [For the complete proceedings, see ED583608.]
Tradeoffs of Situatedness: Iconicity Constrains the Development of Content-Oriented Sensorimotor Schemes
Author: Rosen, Dana
Date: 2016-11-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Instruction,Teaching Methods,Mathematical Concepts,Concept Formation,Heuristics,Generalization,Context Effect,Manipulative Materials,Semi Structured Interviews,Grade 4,Grade 5,Grade 6,Elementary School Mathematics,Educational Technology,Technology Uses in Education,Spatial Ability,Interviews,Attention

Mathematics education practitioners and researchers have long debated best pedagogical practices for introducing new concepts. Our design-based research project evaluated a heuristic framework, whereby students first develop acontextual sensorimotor schemes and only then extend these schemes to incorporate both concrete narratives (grounding) and formal mathematical rules (generalizing). We compared student performance under conditions of working with stark (acontextual) vs. iconic (situated) manipulatives. We summarize findings from analyzing 20 individually administered task-based semi-structured clinical interviews with Grade 4-6 participant students. We found tradeoffs of situatedness: Whereas iconic objects elicit richer narratives than stark objects, these narratives may detrimentally constrain the scope of potential sensorimotor schemes students develop in attempt to solve manipulation problems. [For the complete proceedings, see ED583608.]
Outcome of Growth and Developmental Challenges on the Behavioral Dispositions of In-School Christian Adolescents in Nigeria
Author: Omede, Jacob
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Adolescent Development,Adolescent Attitudes,Developmental Psychology,Christianity,Hypothesis Testing,Questionnaires,Student Behavior,Barriers,Emotional Development,Social Development,Moral Development,Cognitive Development,Physical Development,Student Attitudes,Likert Scales,Statistical Analysis

This paper examined the outcome of growth and developmental challenges on the behavioral dispositions of in-school Christian adolescents in Nigeria. The study randomly sampled 222 respondents in Township of Kogi State, Nigeria. Six research questions and one null hypothesis was formulated to guide the study. Instrument used for data collection was questionnaire, which has 41 questionnaire items, and it covered the areas of physical, emotional, social, moral, cognitive growth and development, and the possible challenges that they could pose. Data collected was analyzed using mean and standard deviation while the null hypothesis was through the use of t-test. The findings of the study among others were that the in-school Christian adolescents have healthy physical, emotional, social and moral growth and development in spite of the challenges that accompany. But they however scored low in the area of cognitive growth and developments. Based on these, recommendations and implications for further studies were made.
Employee Engagement and Performance of Lecturers in Nigerian Tertiary Institutions
Author: Agbionu, Uchenna Clementina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Effectiveness,Correlation,Questionnaires,Hypothesis Testing,Productivity,Work Ethic,Sense of Community,Employer Employee Relationship,Marital Status,Occupational Surveys,Teacher Attitudes,Interviews

The study investigated employee engagement and performance of lecturers in Nigerian Tertiary Institutions. It employed descriptive and correlation research designs. Stratified random sampling was used to select three tertiary institutions in Nigeria and the sample size of 314 lecturers was obtained through Taro Yamane. Questionnaires were distributed to 314 lecturers but only 290 of them positively responded by returning the filled questionnaires. This represents 92.36% response rate and 7.64% non response rate. The reliability of the instrument was measured with Spearman Brown's Split Half method which yielded the reliability coefficient of 0.835 which is deemed adequate for the study. The hypothesis was tested using Pearson Product Moment Coefficient. Result revealed that there is a positive relationship between employer reciprocity and lectures' research output with a coefficient of correlation (r) value of 0.710 and from the finding; it recommended that management of tertiary institutions in Nigeria need to develop and nurture engagement by providing adequate training opportunities for academic staff to increase organizational visibility and ranking.
School Practice Supervision and Performance of Student Teachers in Higher Institutions of Learning in Uganda: Empirical Evidence from Kyambogo University and Ndejje University
Author: Apolot, Harriet Margret
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Teachers,Higher Education,Interviews,Questionnaires,Qualitative Research,Statistical Analysis,Self Efficacy,Teaching Skills,Teacher Competencies,Supervisory Methods,Practicum Supervision,Gender Differences,Age Differences,Predictor Variables,Correlation,Pedagogical Content Knowledge

This study examined the impact of school practice supervision on performance of student teachers in higher institutions of learning in Uganda. Purposive and random samplings were used to select respondents from the two universities. Data was collected using interviews, closed and open-ended questionnaires from a sample of 103 respondents, and 76 respondents returned their well-filled questionnaires giving a response rate of 73.8%. Quantitative data was analyzed using SPSS Ver. 20 while qualitative data was analyzed using content analysis. The result showed a significant positive relationship between school practice supervision and student teacher performance (r = 0.518, p&lt;0.000) in higher institution of learning in Uganda. It also showed that school practice supervision improves student teachers' subject competence; enhances their confidence in teaching and learning of new teaching techniques. It therefore concludes that although school practice is an integral part of the teacher education programs in both Kyambogo and Ndejje Universities, the practice is bedevilled with many challenges ranging from poor facilitation of both students and supervisors, lack of respect for both student teachers by lecturers and vice versa.
Assessment of Secondary School Teachers&apos; Use of Information and Communication Technology (ICT) in Anyingba Metropolis, Kogi State, Nigeria
Author: Maisamari, A. M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Information Technology,Technology Uses in Education,Technological Literacy,Hypothesis Testing,Teacher Surveys,Statistical Analysis,Gender Differences,Public School Teachers,Private Schools,Use Studies

This study aimed at assessing teachers' competency in the use of ICT. Five research questions and two hypotheses tested at 0.05 alpha level guided the study. Using purposive sampling techniques, 140 respondents were sampled from the total population of secondary school teachers in Ayangba metropolis. The population consist of the entire teachers of both public and private secondary schools in Ayangba metropolis. A modified instrument tagged &quot;Teachers ICT use survey&quot; (TICTUS) adapted from ICT survey indicator for teachers and staff by UNESCO (2004) was used to gather data for the study. The instrument was trial tested on 30 respondents from Benue State which was outside the study area. The reliability coefficient was determined using Cronbach Alpha (a). The overall reliability index was 0.82. Statistically weighted mean and simple percentage (%) were used for answering research questions, t-test was used for testing the null hypotheses, and Special Package for Social Sciences (SPSS) version 21 was the software used to run the analysis. The findings of the study revealed among others that there is poor teachers' use of ICT to facilitate teaching and learning. Recommendations were made based on results found.
Influence of Social Media on Psychosocial Behaviour and Academic Performance of Secondary School Students
Author: Umar, Talatu Ibrahim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Psychological Patterns,Social Behavior,Student Behavior,Academic Achievement,Secondary School Students,Hypothesis Testing,Questionnaires,Likert Scales,Language Tests,English (Second Language),Statistical Analysis,Student Attitudes,Time Management

This study investigated the influence of social media on psychosocial behaviour and academic performance of secondary school students. It was conducted in Batagarawa Local Government, Katsina State, Nigeria. Two research hypotheses were formulated for the study, and descriptive survey research design was employed. The target population consists of four secondary schools purposively selected out of the seven public schools and 306 SSII students were randomly selected for the study. Researcher-made validated questionnaire and academic performance test in English Language was used for data collection. Collected data was analyzed using descriptive statistics of mean and standard deviation. Null hypotheses were subjected to t-test of independent samples. The study found among others that, social media usage has negative influence on psychosocial behaviour and academic performance. It therefore recommended that parents, teachers, and educational psychologists should pay more attention to their students' attitude on these platforms and also educate them on time management as not to waste too much of their time chatting, they should concentrate on their studies.
The Use of Mathematical Games and Secondary School Students&apos; Achievement in Mathematics in Fako Division, South West Region of Cameroon
Author: Nfon, Nekang Fabian
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Secondary School Mathematics,Secondary School Students,Foreign Countries,Statistical Analysis,Mathematics Teachers,Educational Games,Mathematical Concepts,Mathematics Achievement,Questionnaires,Teaching Methods

This study investigated the effect of mathematical games on secondary school students' achievement in mathematics in Fako Division in the South West Region of Cameroon. The target population comprised of 4,224 form five students from the Secondary schools in Fako Division. The accessible population was made up of 188 students and the sample size of the study was made up of 100 students from two colleges using the multistage sampling technique. The statistical analyses and findings revealed that mathematics teachers do not use mathematical games to teach mathematics in secondary schools in Fako Division of the South West Region in Cameroon. It was recommended that mathematics teachers in Cameroon should use mathematical games such as tic-tac-toe, dots and boxes, playing cards, dice games, ludo games and so on to teach mathematical concepts that are difficult and abstract so as to enhance socialization amongst learners, class participation, arouse and sustain interest, and achievement in class and public examinations in mathematics and the mathematical sciences.
Influence of Parental Support and Monitoring on Antisocial Behaviour among Secondary School Students
Author: Ogwuche, Chinelo Helen
Date: 2018-00-00
Type: Journal Articles
Subjects: Antisocial Behavior,Parent Child Relationship,Secondary School Students,Foreign Countries,Parenting Styles,Crime,Cheating,Rape,Parent Role,Sampling,Questionnaires,Parent Attitudes,Regression (Statistics),Correlation,Surveys,Statistical Analysis

This study investigated influence of parental support and monitoring on antisocial behaviour among Secondary School Students in Gwer West Local Government Area of Benue State. The recent hike in the rate of adolescent vices (rape, robbery, thuggery and examination malpractices) experienced in Nigerian society calls for the need for this study while examining the Parental roles. Ex-post facto design was utilized for the study. Purposive and simple random sampling technique was used to sample six secondary schools and 184 students comprising of 118 (64.1%) males and 66 (35.9%) females respectively. The Revised Child Report of Parent Behaviour Inventory, the Parental Monitoring Scale and the Bergen Questionnaire of Antisocial Behaviour were used for data collection. Three hypotheses were tested using simple linear regression and multiple regression. It was found among others that parental support has no significant influence on antisocial behaviour among secondary school students. The result also showed a significant influence of parental monitoring on antisocial behaviour among secondary school students and a significant joint influence of parental support and parental monitoring on antisocial behaviour among secondary schools students in Gwer-West Local Government Area of Benue State. Based on the study findings, recommendations were made.
Planning, Supervision and Quality of Instructional Leadership of Girls&apos; Day Secondary Schools in Kaduna State, Nigeria
Author: Duruh, Benjamin C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Secondary Schools,Females,Day Schools,Single Sex Schools,Principals,Teacher Attitudes,Parent Attitudes,Student Attitudes,Public Officials,Hypothesis Testing,Questionnaires,Educational Planning,Supervision,Educational Quality,Instructional Effectiveness,Statistical Analysis

This study investigated the Planning, Supervision and Quality of Instructional Leadership of Girls' Day Secondary Schools in Kaduna State. The research design adopted was a survey design. The independent variables were the respondents which include principals, teachers, students, parents and government officials while dependent variable includes planning, supervision and quality of instructional leadership of girls' day secondary schools. This study was conducted in Girls' Day Secondary Schools across Kaduna State. A Multiple sampling technique was adopted to sample six hundred and forty-eight (648) respondents consisting of 300 males and 348 females. Three hypotheses guided the study. The instrument for data collection was the questionnaire which was duly validated and found to be reliable. Analysis of variance (ANOVA) was used to test the null hypotheses at 0.05 level of significance. Results showed that there was a significant difference among the respondents on the planning of Girls' Day Secondary Schools in Kaduna State, there was a significant difference among the respondents on the supervision of Girls' Day Secondary Schools in Kaduna State and there was a significant difference among the respondents on the quality of instructional leadership of Girls' Day Secondary Schools in Kaduna State. It was recommended that the Kaduna State Government should ensure adequate planning and running of Girls' Day Secondary Schools by putting machinery on ground in terms of resources needed by the schools. The schools should be adequately supervised by the ministry of education officials to ensure compliance with government directives on quality education.
A Study on the Views of Graduate Students on the Use of GeoGebra in Mathematics Teaching
Author: Yorganci, Serpil
Date: 2018-00-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Mathematics Instruction,Computer Software,Educational Technology,Case Studies,Qualitative Research,Observation,Worksheets,Questionnaires,Visualization,Difficulty Level,Motivation,Competence,Concept Formation,Mathematical Logic,Foreign Countries,Content Analysis

In this study, it was aimed to determine the views of graduate students on mathematics learning with dynamic mathematics software GeoGebra. Case study method was used in qualitative research patterns. The study group consists of 7 graduate students who were doing their degrees at the Education Faculty of a state university in Turkey. Data were collected with observations, models on the GeoGebra screen made by the students, dynamic worksheets and a semi-structured questionnaire consisting of open and closed ended questions developed by the researcher. The findings show that &quot;visualisation&quot;, &quot;ease of use&quot;, &quot;motivation&quot;, &quot;rich content&quot;, &quot;competence&quot;, &quot;conceptual learning&quot; and &quot;algebraic thinking&quot; are the themes in the competence of the learning environment created by GeoGebra. In particular, &quot;visualization&quot;, &quot;ease of use&quot; and &quot;rich content&quot; themes play a key role in the clarity of &quot;motivation&quot; theme. In addition, the construction protocol and the text tool are effective in gaining the skills of algebraic thinking, while the construction protocol, visualization and concretization features are effective in their conceptual learning. &quot;Simulation&quot; and &quot;content&quot; themes are prominent in the student's views regarding the effective use of GeoGebra in mathematics courses.
Teachers&apos; Perceptions and Practices of Classroom Assessment in Secondary School Science Classes in Bangladesh
Author: Rahman, Md. Mehadi
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Teacher Attitudes,Educational Practices,Student Evaluation,Evaluation Methods,Statistical Analysis,Qualitative Research,Questionnaires,Lesson Observation Criteria,Interviews,Class Activities,Questioning Techniques,Feedback (Response)

Classroom assessment is an essential part of education. The study investigated teachers' perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers' perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers' perceptions of classroom assessment have no significant relation with their classroom assessment practices.