ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Conceptual Understanding in Kinematics Subject Matter with Hypertext Media Learning and Formal Thinking
Author: Manurung, Sondang R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Mechanics (Physics),Hypermedia,Concept Formation,Instructional Effectiveness,Pretests Posttests,Computer Uses in Education,Science Instruction,Mixed Methods Research,Thinking Skills,Preservice Teachers,Logical Thinking,Foreign Countries

The purpose of this study was to determine the effectiveness of hypertext media based kinematic learning and formal thinking ability to improve the conceptual understanding of physic prospective students. The research design used is the one-group pretest-posttest experimental design is carried out in the research by taking 36 students on from physics education program in one Institute for teacher education in Medan, Indonesia. The samples are given kinematics conceptual understanding tests before and after the hypertext media based kinematic learning, and also the samples are given test of logical thinking (TOLT) or test of formal thinking before learning. The results show that learning outcomes is significantly improved by using hypertext media based kinematic learning.
Traditional Instruction versus Virtual Reality Simulation: A Comparative Study of Phlebotomy Training among Nursing Students in Kuwait
Author: William, Abeer
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Simulation,Conventional Instruction,Comparative Analysis,Control Groups,Experimental Groups,Nursing Students,Foreign Countries,Screening Tests,Diagnostic Tests,Human Body,Technology Uses in Education,Technological Advancement,Teaching Methods,Nursing Education,Nurses,Student Surveys,Quasiexperimental Design,Teacher Effectiveness,Nursing,Questionnaires,Pilot Projects,Associate Degrees

This quasi-experimental study compared differences in phlebotomy performance on a live client, between a control group taught through the traditional method and an experimental group using virtual reality simulation. The study showed both groups had performed successfully, using the following metrics: number of reinsertions, pain factor, hematoma status, duration of tourniquet application, time to complete the procedure, and successful completion of procedure. Utilizing t-test in comparing the control and experimental groups, no performance metric was found to be significant. Total time to complete the procedure for both groups had the lowest p value, but was of no significance. Both methods for phlebotomy training were found to be equally effective. Nurse educators are challenged to recognize the advantages and limitations of both methods to pave their way in an enhanced quality phlebotomy program
The Effectiveness of Academic Supervision for Teachers
Author: Rahabav, Patris
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Supervision,Supervisor Qualifications,Program Implementation,Program Effectiveness,Participant Observation,Interviews,Content Analysis,Principals,Secondary School Teachers,Teacher Attitudes,Administrator Attitudes,Foreign Countries,Qualitative Research

This research was conducted with the purpose of describing the general effectiveness of the academic supervision for teachers with three main focus, which is to analyze the competence of supervisors; academic supervision program implementation and the results and impact of academic supervision. The research location is SMU Maria Mediatrix Ambon, Maluku province, Indonesia. The subjects were Principal and 9 regular teachers who teach in high school Mediatrix Ambon. Data collection instrument of this study is the researchers themselves are supported with interview guides. Techniques of data collection is done by participant observation, interviews and documentation study. Data was analyzed using descriptive and analytical analysis techniques. The results showed that the supervisors do not yet have sufficient competence as a prerequisite for implementing the academic supervision; academic supervision has not been done effectively explored from two sources: First, from the supervisor; 1) the time constraints (many administrative tasks that must be completed); 2) has not been programmed in a participatory manner; 3) a lack of understanding of the supervisor of the concept, theory and practice of supervision; 4) lack of understanding of the scientific supervisor of substance related to the field of study is taught by each teacher. Second, from the teacher; 1) a commitment to low quality; 2) the motivation of many teachers who work solely for the pursuit of prosperity.
Social Phobia as a Predictor of Social Competence Perceived by Teenagers
Author: Ates, Bünyamin
Date: 2016-00-00
Type: Journal Articles
Subjects: Adolescents,Anxiety Disorders,Anxiety,Interpersonal Competence,Predictor Variables,High School Students,Foreign Countries,Regression (Statistics),Correlation,Statistical Analysis,Test Results,Social Environment,Factor Analysis,Likert Scales

In this research, it was analyzed to what extent the variables of social avoidance, concern for being criticized and sense of individual worthlessness as sub-dimensions of social phobia predicted the perceived social competence levels of teenagers. The study group of this study included totally 648 students including 301 (46.5%) female and 347 (53.5%) male studying at high-school grade in Erzincan Provincial center. Age interval of the research group varied between 14 and 18. In the research, Perceived Social Competence Scale, Social Anxiety Scale and Personal Information Form were used as data collection tools. The data obtained in the research were analyzed through the stepwise regression analysis method as one of the multiple linear regression analysis. According to the research findings, the variables of social avoidance, concern for being criticized and sense of individual worthlessness significantly predicted perceived social competence.
E-Advisory Based Analysis of Student Expressions throughout the University Courses' Registration Period on Digital Media
Author: Kaysi, Feyzi
Date: 2016-00-00
Type: Journal Articles
Subjects: Multimedia Materials,Electronic Publishing,Higher Education,College Curriculum,School Registration,Social Media,Feedback (Response),College Students,Technology Uses in Education,Technology Integration,Information Technology,Case Studies,Foreign Countries,Mixed Methods Research,Interviews,Content Analysis

One other factor that determines university characteristics is the present students receiving education. Especially the feeling of content or the difficulty that students encounter during the registration period at the beginning of the term is strictly crucial for them. Internet based solutions have been offered rather than the other methods that students resorted to solve their problems at the university campus. Along with the 24 hour open automations system in which the advisor and students can communicate, advisors can be contacted through e-mail and social media accounts. The purpose of this study is to examine student opinions which they express to their advisors during the registration period. The study was conducted with the qualitative research method. The case study design was used in the study and data were collected with the criterion sampling method which is one of the purposeful sampling methods. The data were collected from the texts on the automation software, e-mails, Whatsapp, Facebook and the program website with the permission of students and advisors. The required permissions were received from Yildiz Technical University Institute of Social Sciences before conducting the study. Tacit consents were received from the individuals whose data were to be used in the study. The collected data were analyzed through the content analysis method by the two researchers. The data were also analyzed with the MAXQDA 11 software. The findings were sent to 15 participants via e-mail in order to receive participant confirmation. The themes for the study were &quot;Elective and Unavailable Courses, Faulty-Deficient Course Selection, Courses, Fees and GPA.&quot; According to the results, there are fewer messages where the texts can be read by everyone and a high number of similar or same problems are expressed in conversations that take place between the advisor and the students. In addition, some students, however low in number, were observed to complain about issues that have previously been offered with explanations about what to do. Thus, it was concluded that these students did not read about the shared issues. The key roles in such technology-based courses are the expressions, attitudes and behaviors of the advisor.
The Role of Teachers' Emotional Intelligence and Self-Efficacy in Decreasing Students' Separation Anxiety Disorder
Author: Masoumparast, Shiva
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Role,Self Efficacy,Separation Anxiety,Emotional Intelligence,Elementary School Students,Foreign Countries,Correlation,Pretests Posttests,Teacher Student Relationship,Teaching (Occupation),Grade 1,Elementary School Teachers,Statistical Analysis,Likert Scales

Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students. Methods: This study used a descriptive-correlational methodology. The sample consisted of 345 teachers and 280 students with SAD selected by stratified proportional to size sampling by Cochran formula. Bar-on's EQ-i, Schwarzer's GSE and evaluation forms were used to evaluate teachers; Espada's CSAS and Spence Children's Anxiety Scale (SCAS) were used to measure SAD in children. Finally, post-test was taken from students with SAD.Results: The results showed a significant positive correlation between EI and self-efficacy of teachers. On the other hand, EI and self-efficacy of teachers significantly influenced students, so that a significant difference was found in the pre-test and post-test scores of students. SAD significantly decreased in students. Conclusion: positive teacher-student interactions can reduce the symptoms of SAD in students. Thus, teaching profession is a serious responsibility which should not be considered only as a job.
An Analysis of the Science Curricula in Turkey with Respect to Spiral Curriculum Approach
Author: Yumusak, Güngör Keskinkiliç
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Science Curriculum,Science Instruction,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Qualitative Research,Teaching Methods,Instructional Program Divisions,Course Content

This paper aims to analyze the science curricula which is being implemented in Turkey with respect to spiral curriculum approach. To carry out this analyze 3th, 4th, 5th, 6th, 7th and 8th grade education programs are analyzed correlatively based on qualitative research method. The research findings were analyzed in terms of iterative revisiting of topics in different grade levels and gradual sophistication of topics in different grade levels. According to the research findings, topics in each learning area do not appear to be represented in each grade level. Topics covered in the learning area of living beings and life are generally taught in two grade levels and not presented in more detail in higher grades. As the topics are repeated, they become more complex and detailed. In this research spiral curriculum approach is depicted based on the related literature and the science curricula in Turkey are analyzed with this respect. To understand implementation of the spiral approach in a curriculum is supposed to lead to enrich the comments to be made in this approach and also become a guide in light of these comments.
Enhancing the Utilization of Information Communication Technology (ICT) among Home Economics Lecturers in South Eastern Nigeria
Author: Ejinkeonye, Uju Bridget
Date: 2016-00-00
Type: Journal Articles
Subjects: Information Technology,Foreign Countries,Home Economics,Teaching Methods,Schools of Education,Higher Education,Questionnaires,Technology Uses in Education,Technology Integration,Computer Mediated Communication,College Faculty,Lecture Method,Surveys,Home Economics Education

The study was on enhancing the utilization of information communication Technology (ICT) among Home Economics lecturers in south Eastern Nigeria. The study adopted a survey method. The area of the study is south eastern Nigeria. Three research questions guided the study. The population was made up of 63 Home Economics lecturers from the six colleges of education that offer Home Economics in the area of the study. There was no sampling. Questionnaire was used for data collection. Data were analyzed using means and standard deviation. The findings include that there were low extent utilization of ICT in lesson preparation and presentation. The finding also reveals 10 challenges of ICT utilization and 15 measures for enhancing ICT utilization. It was recommended that workshops, conferences, seminars, in-service training and improvement programs should be organized by schools to train lecturers on ICT utilization among others.
Effectiveness of Ministry of Internal Affairs Regulation Number 15 Year 2008 about Mainstreaming Gender on Basic Education Level in the East Java, Indonesia
Author: Handayani, Trisakti
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Observation,Interviews,Sex Fairness,Females,Accountability,Governance,Gender Discrimination,Gender Issues,Qualitative Research,Statistical Analysis

General purpose of this research are: assessing the implementation of Permendagri no. 15 year 2008 about Gender Mainstreaming on Basic Education Levels in the East Java Province, analyze the problem of the implementation of Permendagri no. 15 year 2008 about Gender Mainstreaming on Basic Education Levels in the East Java Province and analyze the effectiveness of Permendagri no. 15 year 2008 about Gender Mainstreaming on Basic Education Levels in the East Java Province. This research used a quantitative approach supported by qualitative, while the design of the research was a qualitative and quantitative descriptive design. The data required were primary and secondary data. The subject of this research was Permendagri no. 15 year 2008 on General Guidelines for Implementation of Gender Mainstreaming in the Region. Data was collected through observation, interviews and documentation studies. Analysis of data used quantitative and qualitative descriptive analysis and is supported by the Gender Analysis Pathways (GAP), Parity and Disparity Index. The conclusion of this research was in the education policy especially on issues of access and equality of education had been a gender perspective. But in the level of implementation was still uneven implementation of gender policy in basic education. In general, there was gender equalities for the aspect of access and equality of education. There were gender inequalities disadvantage men in the aspect of quality and relevance of education. While there were gender inequalities disadvantage women in the accountability and governance aspects of education.
Pro-Social Behavior Amongst Students of Tertiary Institutions: An Explorative and a Quantitative Approach
Author: Quain, Samuel
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Prosocial Behavior,Private Colleges,Case Studies,Statistical Analysis,Questionnaires,Predictor Variables,Altruism,Empathy,Hypothesis Testing,Gender Differences,Geographic Location,Models

The purpose of this paper was to explore antecedents of pro-social behavior amongst university students, using a private university as a case study. Following an explorative research, the study was guided by some theories relating to the phenomenon, focusing on gender and location factors. A quantitative approach was used in the follow up to the exploratory research. A total of 520 structured questionnaires, based on the total population, were distributed out of which 271 were returned. Thus the response rate was approximately 52%. A parametric technique involving independent samples t-test and one-way between-groups ANOVA with post-hoc tests (using SPSS, 4th edition, version 18) was employed. The scale used in the measurement was highly validated. The results showed that the relationships between gender and location factors as independent factors and pro-social behavior as dependent factor was highly positive amongst the students. Pro-social behavior is a positive social phenomenon. Thus, the promotion of pro-social culture amongst university students will make them adapt progressively to society, including that of tertiary institutions. Some changes in the curricula could be made to include elements of pro-social behavior.
Integrative Teaching Techniques and Improvement of German Speaking Learning Skills
Author: Litualy, Samuel Jusuf
Date: 2016-00-00
Type: Journal Articles
Subjects: Quasiexperimental Design,German,Teaching Methods,Second Language Learning,Second Language Instruction,Oral Language,Pretests Posttests,Comparative Analysis,Correlation,Foreign Countries,College Students,Outcomes of Education

This research ist a Quasi-Experimental research which only applied to one group without comparison group. It aims to prove whether the implementation of integrative teaching technique has influenced the speaking skill of the students in German Education Study Program of FKIP, Pattimura University. The research was held in the German Education Study Program of FKIP, Pattimura University in the second semester of 2014/2015 academic year. In this research, the dependence variable is &quot;the learning result of speaking skill&quot; and the independence variable is &quot;the integrative teaching technique.&quot; The population of this research was all the students in the German Education Study Program. Meanwhile the sample is the students of second semester in 2014/2015 academic year who attended the &quot;Sprechfertigkeit 2&quot; with total subject is 20 students. This research used one single group design with pre-test and post-test. The data analysis of this research used t-test. The result of the data analysis shows that the learning result t[subscript count] = 8.23 with the t[subscript table] in significance of a value is 0.05 and dk = 18 got t[subscript table] = 1.73. Those results shows that t[subscript count] &gt; t[subscript table] (t[subscript count] = 8.23 &gt; t[subscript table] = 1.73). Compare to the learning result of the speaking skill of the students in German Education Study Program who have been taught by integrative teaching technique with the learning result of the speaking skill of German students who have been taught without using Integrative Teaching Technique; the result shows that the learning result of the students' speaking skill who been taught using Integrative Teaching Technique was higher than the result of the students' speaking skill who been taught without using Integrative Teaching Technique.
Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices
Author: Mmasa, Mussa
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy Education,Numeracy,Teaching Methods,African Languages,Case Studies,Semi Structured Interviews,Elementary School Students,Foreign Countries,Qualitative Research,Geographic Regions,Sampling,Illiteracy,Teacher Effectiveness,Parent Background,Educational Attainment,Teacher Education,Teaching Skills,Attendance,Truancy,Elementary School Teachers,Family Relationship,Faculty Development,Instructional Materials,Educational Facilities,Observation

The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the teaching literacy in standard one (grade one) and two (grade two) in public primary schools. Secondly, it was to examine standard two and three mastering of literacy skills in Kiswahili language in public primary schools; and the thirdly to find out problems associated with the teaching and learning literacy skills in Tanzanian primary school classrooms. This study employed case study research design within qualitative research approach. The study conducted in one of the district Tanga region. The study involved a total of 582 respondents in the categories of: District education officer, head teachers, academic teachers, class teachers and pupils who were selected through purposeful sampling approach. Data were collected through semi-structured interview, classrooms observation and documentary review. Qualitative data were subjected to thematic analysis. Later on data were tabulated and responses calculated as percentages. The study findings indicated that there were serious literacy problems of literacy teaching in public primary schools where most the teachers do not have adequate skills of teaching literacy. Pupils in standard two about 64% cannot read, write and do simple numeracy while standard three about 54%. In addition, factors that contributed to literacy problem were pupils' late enrolment in standard one, shortages of teaching and learning resources, and parents' level of education, inadequate literacy teachers and teachers with poor literacy teaching skills. Teachers teaching literacy teaching needs professional learning in order improve their teaching skills.
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Author: Kulkin, Margaret
Date: 2016-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,Mathematics Education,Mathematics Instruction,After School Education,Tutoring,Student Attitudes,Children,Individualized Instruction,Case Studies,Problem Solving,Elementary School Mathematics,Attitude Change,Educational Practices,Student Surveys,Elementary School Students,Grade 4,Grade 5,Grade 6,Teaching Methods

Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude &quot;myth-buster&quot; led her to apply to a STEM-focused National Afterschool Matters Practitioner Fellowship, an 18-month professional development opportunity offered by the National Institute on Out-of-School Time. During that fellowship, she developed and administered a student survey, developed new student-centered curriculum, and conducted the case studies that inform this article. Her quest was to chip away at the &quot;math is hard&quot; idea to show students that math is accessible to all. Math learning starts early, as children discover quantity and measurement by filling up and pouring out containers, create patterns by drawing pictures, or explore numbers by counting days on a calendar. Teachers need to continue to nurture this math potential, grounded in real-life experience, as children grow older. Kulkin's research with her own students helped her find ways to help them overcome math anxiety by creating learning opportunities based on their interests. She begins this article with a discussion of the origins of math anxiety. She goes on to describe briefly the results of a survey she gave to five of her students, grades 4-6, who struggled with math. Next, two case studies exemplifying how students achieved mastery through problem solving are presented.