ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Mathematical Communication Skills (MCS) in Solving Mathematics Problems: A Case in Indonesian Context
Author: Rohid, Nabrisi
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 8,Mathematics Skills,Communication Skills,Problem Solving,Group Discussion

Mathematical Communication Skills (MCS) refer to the students' ability to (1) arrange and link their mathematical thinking through communication; (2) communicate their logical and clear mathematical thinking to their friends, teachers, and others; (3) analyze and assess mathematical thinking and strategies used by others; and (4) use mathematical language to express mathematical ideas correctly. Referring to the importance of MCS in mathematics problem-solving, this study was intended to analyze students' mathematical communication skills in solving a mathematics problem. This study employed a case study design with the participants of the study were 3 students of the eighth-grade of Junior High School in Indonesia. The data of this study was dug up through observation, documentation, and interview. The findings reveal that only 1 out of 3 students' is able to express mathematical ideas; understand, interpret and assess or respond to mathematical ideas; and use terms, notations, and symbols to present mathematical ideas. This study implies that the students' mathematical communication skills are still needed to be developed. This study should be taken into account by the Mathematics teachers to not only teach mathematics but also stimulate the students' mathematical communication skills through creative and innovative learning activities.
Teachers&apos; Perception on Use of Values Clarification Strategy for Curbing Examination Malpractice in Upper-Basic Schools in Ilorin Metropolis
Author: Okunloye, Rotimi W.
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Values Clarification,Educational Malpractice,Cheating,Testing Problems,Social Studies

The study examined Social Studies teachers' perception of values clarification strategy for curbing examination mal-practice in upper basic schools in Ilorin Metropolis, Kwara state. The study adopted a descriptive survey design. The population for this study was all teachers in Upper Basic schools while the target population was Upper Basic Social Studies teachers sampled using the simple random and purposive sampling strategy. The instrument used for this study was a researcher-designed questionnaire, face and content validated by social studies experts and the reliability was determined using Cronbach's Alpha which yielded a coefficient of 0.76. Data obtained were analyzed using descriptive and inferential statistics. Results showed that different forms of examination malpractices are still prevalent in the Nigerian basic schools and teachers' awareness level of values clarification strategy for curbing the menace is moderate among others. It was recommended that values clarification strategy should be emphasized as a method for curbing examination mal-practices in basic schools and school proprietors and social studies and civic education teachers should address the challenges facing the use of values clarification for tackling examination malpractices. [Paper presented at the 34th annual National Conference of Social Studies Association of Nigeria (SOSAN), University of Lagos, 26th - 29th August, 2018.]
Implementation of Differentiated Instruction: Conjoint Effect of Teachers&apos; Sense of Efficacy, Perception and Knowledge
Author: Moosa, Visal
Date: 2019-04-00
Type: Journal Articles
Subjects: Individualized Instruction,Self Efficacy,Teacher Attitudes,Knowledge Level,Elementary School Teachers,Correlation,Foreign Countries,Curriculum Implementation,Public Schools

Existing literature suggests that teachers' sense of efficacy, their perception and knowledge of differentiated instruction (DI) are related to their implementation of differentiation. However, there is deficiency of research examining the predictive nature of those relationships. The purpose of this study is to examine the impact of teachers' perception and knowledge of differentiated instruction, and their sense of teacher efficacy on the implementation of DI strategies. The study employed a tool composed of validated items and constructs from previous studies to collect data from a sample of 101 elementary teachers in a single atoll* of Maldives. Data were analyzed using SPSS 21.0. The results indicated that there was a significant correlation between teachers' knowledge of differentiated instruction and its implementation, and also between teachers' sense of efficacy and implementation of DI. Result of regression analysis showed that teachers' knowledge had a significant impact on their implementation of differentiated instruction. Recommendations were made for future research to investigate the effect of certain demographic variables and mediators on differentiation.
Students&apos; Perception on Teaching Practice Assessment: Implications on Teacher Professional Performance in Nigeria
Author: Balogun, Idayat Nike
Date: 2018-10-00
Type: Journal Articles
Subjects: Student Teacher Attitudes,Foreign Countries,Departments,Teacher Supervision,Student Teaching,Professionalism,Supervisory Methods,Theory Practice Relationship,Program Effectiveness

Teaching practice is paramount in the training of student teachers as a form of exposure into the real world of Teaching. The study examined student teachers' perception on teaching practice assessment and its implications on professional practice. The population of the study was 1,393 university teacher trainees in 400 Level in a Nigerian university with a sample of 150 students using stratified random sampling technique. A researcher-designed questionnaire was used for data collection while data collected for this study were analyzed using percentage to answer research questions. he hypotheses were tested using t-test and ANOVA at 0.5 significance level. Findings of this study revealed that teaching practice exercise and Supervisors Assessment had a positive impact on student teachers. They differed in their perception on the impact of teaching practice based on the department but did not on the basis of gender. It was concluded from the findings that student teachers perceived teaching practice experience as being effective considering its positive impact on their professional training. It was therefore recommended among others that student teachers should be supervised by lecturers from departments other than their department in order to reduce familiarity during teaching practice assessment which sometimes affects their scores.
Effect of Think-Pair-Share Instructional Strategy on Students&apos; Achievement in Civic Education in Bayelsa, Nigeria
Author: Yusuf, AbdulRaheem
Date: 2018-10-00
Type: Journal Articles
Subjects: Cooperative Learning,Pretests Posttests,Factor Analysis,Comparative Analysis,Secondary School Students,Academic Achievement,Citizenship Education,Correlation,Foreign Countries,Achievement Tests,Gender Differences,Active Learning,Educational Experience,Student Centered Learning,Instructional Effectiveness

The major purpose of the study was to investigate the effect of Think-Pair-Share instructional Strategy on secondary school students' achievement in Civic Education in Bayelsa State, Nigeria. The study adopted a quasi-experimental 2x2x3 pre-test,-post-test factorial design. All the SSS II students in Bayelsa State constituted the target population. Intact classes of 61 and 46 students were purposively sampled for the experimental and control groups respectively. Three researcher-designed instruments which included two instructional packages and one Test were used to collect data for the study. Reliability index of the Civic Education Achievement Test was 0.83 obtained through a test re-test method after an interval of two weeks using Pearson's Product Moment Correlation while Analysis of Co-variance (ANCOVA) statistic was used to test three research hypotheses at 0.05 level of significance. Findings from this study revealed among others that students taught Civic Education using Think-Pair-Share strategy outperformed those in the control group. There is no significant effect of treatments on secondary school students' achievement in Civic Education based on gender. Based on the findings, the study recommended among others that teachers should engage all categories of students in active learning where students' previous experiences are explored to recreate new knowledge.
Using Learning Media to Increase Learning Motivation in Elementary School
Author: Puspitarini, Yanuari Dwi
Date: 2019-10-00
Type: Journal Articles
Subjects: Teaching Methods,Elementary School Students,Learning Motivation,Elementary School Teachers,Teacher Attitudes,Lecture Method,Educational Resources,Student Attitudes,Instructional Materials,Technology Uses in Education,Information Technology,Student Motivation,Foreign Countries

This research is a preliminary study that aims to find out how the learning process is implemented in the classroom and how the students' learning motivation. The method used in this research is qualitative research method. Methods of data collection in the form of observation and interview. The results of observations made with elementary school teachers in Purbalingga, Indonesia found that in the learning of teachers using lecture methods and learning resources used were books. The use of lecture methods in the learning process does not attract students so students do not understand the material presented and student learning motivation decreased. In addition, students are also more interested in chatting with the classmate, daydreaming, and busy by themselves. Learning resources are always used is a book, where the delivery of all material comes from the book so that students quickly get bored and difficult to understand the material. Interview results make students more interested in the learning process using media other than books. Therefore, another alternative in the learning process is needed to improve students' learning motivation. One alternative is to utilize technology as a medium in the learning process.
Science Process Skill Development: Potential of Practicum through Problems Based Learning and Authentic Assessment
Author: Duda, Hilarius Jago
Date: 2018-04-00
Type: Journal Articles
Subjects: Science Process Skills,Skill Development,Practicums,Problem Based Learning,Performance Based Assessment,Foreign Countries,Animals,Physiology,College Students,Instructional Effectiveness,Teacher Education,Science Education,Biology

Science essences are product, process and scientific attitude. As a process, science is a used procedure to study the object of study, to discover and to develop science products. It seems that Indonesian education is not focusing on developing students' science process skills. Therefore, the researchers employed a problem-based learning model through an authentic assessment based practicum to improve students' science process skills. A Quasi experimental design with pretest-posttest nonequivalent control group design was applied in this study. Biology educational students of STKIP Persada Khatulistiwa Sintang, West Borneo, Indonesia were taken as the population. The participants of the research were 60 students from two classes of animal physiology, each class consisted of 30 students. Essay test was applied to measure the science process skills. Essay test questions cover both science basic process skills and integrated science process skills. The research result showed that problem based learning through practical and authentic assessment affected the students' science process skills and there were significant differences between the problem-based learning model through authentic assessment based practicum with problem-based learning model.
Influence of Peer Pressure on Sexual Behavior of Undergraduates in Kwara State
Author: Adegboyega, Lateef Omotosho
Date: 2019-04-00
Type: Journal Articles
Subjects: Peer Influence,Sexuality,Undergraduate Students,Public Health,Student Attitudes,Sexually Transmitted Diseases,Risk,Employees,Sexual Abuse,Gender Differences,Age Differences,Universities,Health Behavior,Self Esteem,Interpersonal Competence,Victims,Self Concept,Counseling Services,Socialization,Foreign Countries

Sexual development of the youth has increased in the society and public health concerns of all involved. This study investigated the influence of peer pressure on sexual behavior of undergraduates in Kwara State. Descriptive research design was adopted for the study as well as multi stage sampling procedure. A total of 395 undergraduates participated in the study, four research questions were generated to guide the conduct of the study, while three null hypotheses were formulated and tested at 0.05 level of significance. The instrument used for data collection for this study was a researchers-designed and structured questionnaire entitled &quot;Influence of Peer Pressure Questionnaire&quot; (IPPQ). The findings revealed that the influence of peer pressure on sexual behavior of undergraduates reveals that it leads students to erotic electro-stimulation, prostitution, risk of contracting Sexually Transmitted Diseases (STD) and involvement in incest. There were no significant differences in the influence of peer pressure on sexual behavior of undergraduates in Kwara State based on gender and age. There was a significant difference in the influence of peer pressure on sexual behavior of undergraduates in Kwara State based on university attended. It was therefore recommended, among others that counsellors should enlighten the students on how peer pressure could be used to channel the students' behavior towards positive activities, counsellors should inform the students about the positive and negative influence of peer pressure to enhance self-esteem and social skills rather than for abusive purposes to students of different gender and age and counsellors should look for underlying issues that may have led to exhibition of risk sexual behavior through peer pressure and try to identify the perpetrators so that the victims could be offered counselling on assertiveness skills, socialization skills and improving self-concept.
Why Geography Learning: Candidate Teachers&apos; Views for Geography
Author: Çifçi, Taner
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geography Instruction,Preservice Teachers,Value Judgment,Relevance (Education),Expectation,Teaching Methods,Student Attitudes,Elementary Education,Social Studies

The aim of this study is to reveal the status of the geography course among other courses as perceived by teacher candidates, the way they use their geographic knowledge in daily life, what their expectations are from geography courses, and to determine their opinions about the necessity of learning geography and their suggestions for teaching geography. The phenomenology design, one of the qualitative research methods, was adopted in the study. The study group consisted of 94 preservice teachers studying in the Social Studies Education and Primary Education Program of the Cumhuriyet University Faculty of Education in the 2017-2018 academic year. While determining the study group, maximum diversity, which is one of the purposive sampling methods, was used and care was taken to make this selected group of interviewed participants to be representative of the department, age and gender proportion of the preservice teachers. Content analysis and descriptive analysis were used together in the interpretation of the data obtained from the interviews with the preservice teachers. The collected data revealed that the majority of the teacher candidates place the geography courses among the top level/important and necessary courses. According to the preservice teachers, learning geography is necessary for the effective national administration and homeland defense, instilling the love for the homeland, associating phenomena with daily life, gaining knowledge about the near and far environments, creating an awareness of co-existence, gaining a general culture, loving and preserving the natural environment, establishing links between natural and human-made formations and between their causes and consequences.
Worldview--An Investigation of Japanese and Irish Children&apos;s Geographical Knowledge and Understanding
Author: Waddington, Shelagh
Date: 2019-00-00
Type: Journal Articles
Subjects: World Views,Cross Cultural Studies,Geography,Geography Instruction,Secondary School Students,Foreign Countries,Cultural Awareness,Knowledge Level,Misconceptions,Stereotypes,Citizenship,Global Approach,Student Attitudes

Understanding of other cultures and countries is widely regarded as an important aspect of world citizenship and geography is argued to make a valid contribution to the development of this. The aim of this study is to explore the understandings of Japanese and Irish students of other areas of the world, both nearby and more distant. Students at the end of junior secondary school and in their final year in school were asked to locate countries, and to record knowledge of them. They were also asked to identify the country (apart from their own) in which they would most like and least like to live. As there is currently much focus on the impact of media on understanding, they were also asked to identify the main source of their knowledge. Analysis of the data revealed common understandings, misconceptions and stereotypes, but also significant differences between the various groups. Evidence was found that study of geography to a higher level did appear to affect the depth of understanding. While this study focused on only two very different nations, the commonality of perceptions suggests that these are likely to be widespread and, therefore, of relevance to all of those concerned with global citizenship.
The Contribution of Metacognitive Skills and Reasoning Skills on Problem Solving Ability Based on Problem Based Learning (PBL) Model
Author: Setiawan, Beni
Date: 2018-10-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Problem Solving,Problem Based Learning,Elementary Education,Teacher Education,Foreign Countries,Correlation,Mathematics Skills,Preservice Teachers

The study of correlation between metacognitive skills and reasoning skills on problem solving ability simultaneously in class used PBL learning model is still less. This study aims to reveal the relationship between metacognitive skills and reasoning skills on problem solving ability of the students in STKIP Persada Khatulistiwa Sintang in learning mathematics used Problem Based Learning (PBL) model. This research involves 29 students of 3rd semester at Primary School Teacher Education Department. This research was a correlational research. Data were analyzed using multiple regression analysis. The result of analysis shows that there is a correlation between metacognitive skills and reasoning skills on problem solving ability of the student in learning mathematics based on Problem Based Learning (PBL) model. This is indicated by the significance value of 0.046 &lt; 0.05. This is also indicated by the number of contribution of metacognitive skills and reasoning skills toward problem solving abilities of 20.41% and 0.69%. It appears that the relationship is an metacognitive skills and reasoning skills that has the greatest contribution to problem solving abilities.
Using the Arts to Foster Students&apos; Interest, Engagement, and Learning in a Distance-Learning Environment
Author: Arantes do Amaral, João Alberto
Date: 2018-10-00
Type: Journal Articles
Subjects: Student Interests,Learner Engagement,Distance Education,Active Learning,Student Projects,Educational Environment,Multicampus Colleges,Undergraduate Students,Foreign Countries,Instructional Effectiveness,Visual Arts,Systems Approach,Art Materials,Web Sites,Textbook Content,Case Method (Teaching Technique),Cartoons

In this article, we discuss the lessons learned in a system thinking course developed in a multicampus, distance-learning environment. Forty-six undergraduate students were involved; the students were from four campuses of the Federal University of São Paulo, Brazil. We explain the course design, curriculum and online components. We analyze the effectiveness of the use of art (visual art, literature, performing arts and media arts) in fostering the students' interest, engagement and learning. In order to gather data, we used a convergent parallel mixed method approach. We made systemic analysis of the data collected. We found that the use of music, poetry, stories and films helped students to make connections between theory and practice, thereby improving their learning. Students' use of these materials also increased their enthusiasm for the course. We also found that the visual arts, in particular, fostered the students' curiosity, increasing their engagement in the proposed activities.
EFL Learners&apos; Grammar Knowledge Development through Explicit and Implicit Feedback: Social Networks in Focus
Author: Naderi, Samane
Date: 2018-04-00
Type: Journal Articles
Subjects: Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Comparative Analysis,Grammar,Teaching Methods,Visual Aids,Nonverbal Communication,Social Networks,Verbs,Pretests Posttests,Language Tests,Student Attitudes,Preferences,Computer Mediated Communication,Instructional Effectiveness

This study investigated the effect of explicit text based and implicit emoticons and emoji based feedback through social network on the EFL learners' grammar knowledge development. To fulfil this purpose, one control group and two experimental groups each consists of 20 learners were selected. The pre-test was conducted to evaluate learners' grammar knowledge. During the term, three types of verb in English were instructed in the classroom for all three groups in a same way. For two experimental groups two separate telegram groups were created in which the learners of one experimental group received explicit text-based feedback and the other group received implicit emoticons and emoji based feedback and the control group received no feedback on their grammar exercises' answers. At the end of the course, the post-test was administered to investigate the effect of two kinds of feedback. Finally, the interviews were conducted with 10 members of each experimental group. The results of the one-way ANOVA revealed that these two kinds of feedback had significant effect on the EFL learners' grammar knowledge development, also the superiority of the experimental group with explicit text-based feedback was found. The interviews' findings indicated that most of the learners preferred explicit text-based feedback.
Data-Based Decision Making for Social Behavior: Setting a Research Agenda
Author: Bruhn, Allison L.
Date: 2020-04-00
Type: Journal Articles
Subjects: Social Behavior,Decision Making,Teaching Methods,Measurement,Behavior Change,Outcomes of Education,Data Analysis,Behavior Problems,Elementary Secondary Education,Intervention,Response to Intervention,Curriculum Based Assessment

With the advent of Precision Teaching more than 50 years ago, researchers and practitioners began to examine how to use K-12 students' academic data to guide instructional decisions. Although the field has advanced with the use of curriculum-based measurement and data-driven decision rules for reading and math, the same is not true in the area of social behavior. In this article, we provide a brief retrospective of academic decision making to inform an initial call for research related to behavioral decision making. Then, we highlight areas for exploration related to baseline data, measurement tools, and features of behavior that, if answered via rigorous scientific inquiry, can move the field forward in making data-based decisions to improve behavioral outcomes.