ethanporcaro/eric-fulltext-meta huggingface dataset:
Quality Control Measures and Student Output in University of Uyo and University of Calabar
Author: Iroegbu, Ekaette Emenike
Date: 2020-02-00
Type: Journal Articles
Subjects: Educational Quality,Quality Control,Universities,Check Lists,Specialists,Validity,Correlation,Learner Engagement,College Admission,Grades (Scholastic),College Applicants,Academic Achievement,Admission Criteria,Achievement Tests,Foreign Countries

The study examines the nature of relationship between quality control measures and student output in University of Uyo and University of Calabar. Two research questions and two hypotheses guided the study. The correlational research design was used for the study. The population comprised 2,967 teaching staff and 11,635 students from University of Uyo and University of Calabar. Simple random sampling technique was used to select 642 teaching staff and 1,232 students from the sampled schools. Two instruments, one being researchers-developed instrument titled &quot;Quality Control Questionnaire (QCQ)&quot; and a documentary analysis checklist titled &quot;Student Output Checklist (SOC)&quot; were used for data collection. The instruments used for data collection were face validated by three experts. The reliability co-efficient of QCQ was determined using the Cronbach Alpha Analysis and a reliability index of 0.81 was obtained. The r-value of Pearson Product Moment Correlation (PPMC) coefficient was used to answer the research questions, while PPMC was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the quality control on student intake and student engagement significantly relates to student output in University of Uyo and University of Calabar. It was therefore concluded that the quality of student output in University of Uyo and University of Calabar is influenced by quality control variables. Based on the findings of this study, it is therefore recommended amongst others that, universities' admission regulatory body should ensure that all prospective students vying for admission have good grades in their O'levels and Unified Tertiary Matriculation Examination (UTME). Furthermore, all candidates should also be admitted based on merit in order to ensure quality student output.
Carbon Cycle Learning of Chemistry Students: Modeling Method
Author: Sivrikaya, Serpil Ozkurt
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Teaching Methods,Vocational Education,Instructional Effectiveness,Scientific Concepts,Concept Formation,Foreign Countries,Conservation (Environment),Environmental Education,Natural Resources,Misconceptions

Science education tries to develop students thinking, linking, analyzing by embodying an abstract concept. The modeling method is used as one of the methods used in science education. This research in 2018-2019 academic year at Kocaeli Vocational School, was applied to students who are taking the course. In this survey, the qualitative method is preferred. The sample which consists of 22 people research and control groups involves 44 students. In the research, the pre-interview-final interview method was used for experimental and control groups. In the study; all the students were asked about the subject before the topic was told. Then the subject was explained to the experimental group by modeling method. The control group was told only verbally. Qualitative research was performed and data and significance analysis were used. As a result of this research, the carbon cycle, which plays an important role in the survival of the world, should be taught to students using materials that significantly affect learning.
Investigating the Relationship between Cognitive Distortions and Academic Stress for Intermediate School Teachers before and during Work
Author: El-Shokheby, Asmaa Mostafa Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Stress Variables,Social Cognition,Teacher Attitudes,Intermediate Grades,Females,Teacher Characteristics,Specialization,Teaching Experience,Foreign Countries,Preservice Teachers,Anxiety

The current study aimed to investigate the correlation between cognitive distortions and academic stress among intermediate school teachers before and during admitting work at Dilam region in Saudi Arabia. The sample comprised of 120 females, with 63 trainee students from Education College, fourth year, and 57 intermediate school teachers with various years of experience. The sample aged from 20 to 23 years for trainee students, and from 30 to 50 years for intermediate school teachers. Cognitive distortions Scale, (Qurashi, 2016) and the Academic Stress Scale (Hussain,2015) were used to assess the major variables of the study. The study adopted a descriptive design to test the correlation between variables. The results showed that teachers of the intermediate stage before and during admitting actual work have moderate cognitive distortions and academic stress level. Analysis of variance showed that no statistically significant difference in cognitive distortions attributed to specialization and that experience was not a significant factor. Futher, interaction between specialization and experience was not significant. Similarly, results implied that there were significant differences between specialization and experience on academic Stress. Also the results indicated that all coefficients were statistically significant. It showed the strong direct correlation between cognitive distortions and academic stress.
Reading Inequities by the Economic Status of Texas Grade 3 English Language Learners: A Texas, Multiyear Analysis
Author: Schleeter, Gideon D.
Date: 2020-02-00
Type: Journal Articles
Subjects: Equal Education,Economic Status,Grade 3,English Language Learners,Achievement Gap,Economically Disadvantaged,Reading Achievement,Low Income Students,Reading Tests,State Standards,Standardized Tests

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (i.e., did not qualify for the reduced or free lunch program), English Language Learners who were Moderately Poor (i.e., qualified for the reduced lunch program), and English Language Learners who were Extremely Poor (i.e., qualified for the free lunch program). In all cases, reading achievement was lowest for English Language Learners who were Very Poor, followed by English Language Learners who were Moderately Poor. English Language Learners who were Not Poor had the highest reading performance in all four school years. Implications for policy and practice, as well as recommendations for future research, are provided.
Prevalence Causes of Stress and Coping Strategies among Malaysian University Lecturers
Author: Isa, Khairunesa
Date: 2020-00-00
Type: Journal Articles
Subjects: Stress Variables,Coping,Foreign Countries,College Faculty,Faculty Workload,Work Environment,Social Influences,Individual Differences

As an academician, lecturers are tied to job scope that are related to teaching and learning, research, publication, consultancy, and community services. All these tasks have occasional loads and excessive load may cause stress to lecturers. This study was conducted to identify the level of Malaysian lecturers' stress and the major prevalence causes of stress among them. In addition, the relationship between stressor factors to the lecturers' stress was tested as well. This research used a survey technique. A questionnaire with four Likert Scale was used as an instrument for data collection. The instrument comprised three sections with 33 items. A total of 609 respondents were randomly selected from four Malaysian Public Universities as respondents. The data were analyzed descriptively and inferentially using SPSS 24.0. The findings showed that Malaysian lecturers experienced stress at low levels. Three main factors which included the university factor, social factor and individual factor had significant relationships to lecturers' stress. In addition, work load, work environment, networking, health, and financial factors also were seen as major prevalences that contributed to the lecturers' stress issue.
Are Social Media Sites a Platform for Formal or Informal Learning? Students&apos; Experiences in Institutions of Higher Education
Author: Mpungose, Cedric Bheki
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Web 2.0 Technologies,Informal Education,Higher Education,Teacher Education,Science Education,Student Experience,Integrated Learning Systems,Access to Computers,Preferences,Instructional Effectiveness,Research Universities,Foreign Countries,College Students

By being oblivious to the recent paradigm shift from formal learning to informal learning platforms, higher education institutions (HEIs) disadvantage student learning in the digital age. With the aim of bringing awareness of the need to shift from the use of learning management systems (LMS) to social media sites (SMS), this study explores students' experiences of the use of SMS for learning science modules. This qualitative interpretive case study was carried out at two universities, with electronic reflective activities, Zoom focus group interviews and WhatsApp one-on-one semi-structured interviews used to generate data. The sample was a total of 47 students purposively selected from science modules in a teacher education programme at two schools of education, one in South Africa and one in the United States of America. Data were thematically analysed and framed by social constructivism and connectivism. Findings indicated that learning of science modules is mainly through LMS, at the expense of SMS which are preferred by the students. The study concludes that since SMS are used effectively for students' communication and collaboration outside of the lecture hall, then HEIs need to shift to thinking about bringing these SMS inside and putting them to use for effective learning.
The Anatomy of Persistence: Remediation and Science Identity Perceptions in Undergraduate Anatomy and Physiology
Author: Royse, Emily A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Persistence,Remedial Instruction,Student Attitudes,Undergraduate Students,Anatomy,Physiology,Science Education,Self Efficacy,Identification (Psychology),Predictor Variables,Student Experience,College Preparation,Nursing Students,Allied Health Occupations Education,Learning Strategies,Questionnaires,Outcomes of Education,Social Cognition

Undergraduate Anatomy and Physiology (A&amp;P) courses are gateway courses nursing and allied health students must pass before progressing through their academic programs. Many students need to retake the course to receive grades acceptable to progress in their programs, but identifying students at risk of failure may help instructors extend support. In this study, we examined self-efficacy and science identity as potential predictors of student success in these courses, and, by extension, a potential way to identify students at risk of failing. We found that science identity, and not self-efficacy nor completion of science prerequisite courses, explained the most variance when predicting A&amp;P final grade in hierarchical regression. Additionally, we interviewed a purposive sample of students retaking the course to explore their experiences and perceptions of these constructs in A&amp;P over multiple enrollments. Students retaking the course described their experiences of being &quot;biology people&quot; in their interviews, further suggesting that having a science identity is relevant to A&amp;P students and may be leveraged to support students in A&amp;P contexts.
Enhancing University Students&apos; Achievement in Physics Using Computer-Assisted Instruction
Author: Ugwuanyi, Christian S.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Science Achievement,Physics,Computer Assisted Instruction,Foreign Countries,Instructional Effectiveness,Pretests Posttests

Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students' achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students' achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students' achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in a Nigerian university.
EFL Undergraduate Students&apos; Perspective about the Characteristics of the Effective Instructor at Hashemite University in Jordan
Author: Obeidat, Mohammed M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Student Attitudes,Teacher Effectiveness,College Faculty,Knowledge Level,Gender Differences,English (Second Language),Second Language Instruction,Teaching Skills,Teacher Student Relationship,Teacher Competencies

Researchers in different educational fields regard the instructor as an important factor which influences students' progress. Since students have a direct relationship with the instructor, the researcher has found it necessary to explore their perspectives about the instructors' characteristics in the teaching-learning context. To achieve this, 190 students responded to a five-point Likert scale questionnaire and 25 responded to an open-end interview question. The researcher used Descriptive statistics, such as the t-test and ANOVA. He also categorized the data obtained from the open-end interview. Results of the study indicated that students attributed the most effective quality in the instructor to knowledge. Results also revealed significant differences in male and female students' responses to the evaluation attribute category and to the five categories as a whole. With regard to the open-ended interview, results showed that the students' views differed with their attitudes in terms of focus and agreed in general with students' views in other research studies.
The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students&apos; Perceptions
Author: Abuhmaid, Atef Mohammad
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,Active Learning,Student Projects,Online Courses,Student Attitudes,Program Effectiveness,Foreign Countries,College Students,Teaching Methods

Project-based learning is gaining increasing popularity supported by research studies regarding its effectiveness for teaching and learning. In addition, the widespread of digital technologies and sudden disruptions to traditional in-person teaching have accelerated the adoption of online learning. The current study examined students' perceptions of the impact of online learning environment on project-based teaching method. Most universities worldwide have considered online learning encouraging their faculty to use online learning tools, and Hashemite University in Jordan is no exception. 154 students studying Computers in Education course were selected during the first semester of the academic year 2019/2020 and were divided into two groups. The experimental group consisted of 75 students who studied the course online and 79 students in the control group who studied the course in a face-to-face mode. For the purpose of gathering data, a questionnaire was developed which consisted of 17 items and students' answers were on a four-point Likert scale: 4= strongly agree, 3= agree, 2= disagree, and 1= strongly disagree. Means, standard deviations, and One-Way ANOVA were used to analyze the data. The results of the study showed positive attitudes among students (both online and in-class) toward project-based learning. In addition, the results showed that in-class students had a stronger views of project based-learning than online learning students.
Servant Leadership: Antecedent Factors, Impact, and Education Theories Used as Researcher&apos;s Perspective
Author: Sawan, Fransiskus
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership Styles,Social Exchange Theory,Emotional Intelligence,Self Efficacy,Motivation,Educational Theories

A comprehensive understanding of the antecedent factors, and the impact of servant leadership and also about the education theories used as a perspective are so essential for leaders and researchers. However, there is not enough information about it. This paper was made to fill this gap by using the literature review approach. It was done to 71 Scopus indexed articles, which were published in the 2015-2020. There are several results of the review, those are: (1) servant leadership is influenced by the emotional intelligence, self-efficacy, motivation to serve, non-calculative as one dimension of motivation-to-lead, and mindfulness; (2) servant leadership have an impact on 38 dependent variables in individual level and 16 dependent variables in the organizational level both directly and indirectly; (3) there are 31 theories, which are used as a researcher's perspective, and two between them, which are mostly used are the social exchange theory and social learning theory. The result of this research gives contribution, which enriches the theoretical scope of servant leadership. This academic contribution is for sure will be so beneficial for leaders who commit to developing the best potential owned by their staff for a better organization. The result of this research will also be essential for future researchers because it shows a state of the art and research gap about servant leadership.
Social Media by Indian Universities--Does It Convince or Confuse International Students in University Choice?
Author: Kumar, Vikram
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Media,Higher Education,Foreign Students,College Choice,Marketing,Internet,Student Recruitment,Decision Making,Preferences,Information Dissemination,College Freshmen,Information Sources

The advent of information and communications technology has changed the way people and organisations function, communicate, transact, recruit, market business and services. To keep pace with the ever-changing business and marketing trends, organisations have integrated information, tools of communication &amp; the boom of internet technology into their strategies. The education industry is no exception to this challenge. The primary goals in marketing University is to attract prospective students from across the globe. Increasing globalisation, aspiration, movement, ease of financial access is drawing students to apply for higher studies in Universities away from their country of residence. Many new-age studies of youth, teenagers and Gen Y overwhelmingly suggest that they are prolific users of the Internet and in particular social media applications. These factors have led to social media being heavily leveraged by universities to create interest and draw in applicants. Social media tools like Facebook, Instagram, LinkedIn, Quora, Google+, YouTube is integrated with the other traditional media viz print/broadcast media, exhibitions, educational trade fairs et al to reach students from various countries. Social Media plays dual power of attracting student applicants as well as helps engagement to create a loyal online community through sharing content which is found relevant and useful by the new young generation. This research paper examines the role of social media in helping international students choose university for higher studies in India. This study included in-depth interviews and a survey to include 183 students' International students studying in 6 different cities in India. The research findings indicate that International Students increasingly use social media thus highlighting the role of social media in influencing international students' choice of university. All in all, this study provides directions for universities to influence students innovatively and strategically. International students depend on social media for supplementary information to strengthen the information gathered through primary influencers like family, friends and alumni. With increasing media clutter it's absolutely essential to ensure media planning for use of social media sharp and appropriate media tools are selected to reach the students and thereby enable them to effectively use it for choice of University. Social media strategy through consumer generated word of mouth and influencer marketing to communicate the experience, safety, acceptance of diverse culture can be leveraged to help the students' choice process.
The Impact of Perceived Justice on Students&apos; Negative Emotional Responses during Service Recovery
Author: Msosa, Steven kayambazinthu
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Justice,Emotional Response,College Students,Critical Incidents Method,Services

This study sought to evaluate the impact of perceived justice on students' negative emotional responses during service recovery. Quantitative, descriptive multi-variate regression analysis and a cross-sectional study were undertaken using a judgmental sample of 430 students drawn from three public Higher Education Institutions in South Africa. The results of this study showed that all the dimensions of justice, viz. procedural, distributive and interactional justice, have a negative and significant impact on negative emotions. The findings of this study could assist higher education institutional managers to interrogate the fairness of the processes used in Higher Education Institutions (HEIs) to address student grievances because they have a negative and significant impact on students' negative emotions.
Transforming Education with Emerging Technologies in Higher Education: A Systematic Literature Review
Author: Ngoc, Ha Duc
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Technology Uses in Education,Literature Reviews,Educational Technology,Teacher Attitudes,College Faculty,Foreign Countries,Communication (Thought Transfer),Social Media

This study attempts to understand what is known about key theme findings in transforming education with emerging technologies in higher education by examining existing literature. Based on 5 selection criteria, 24 quality articles were included in the review. Thematic analysis methods are used to analyze and identify key themes in the data. The findings indicate that teachers who have used emerging technologies in teaching, they point out the key factors for transforming education with emerging technologies, including teachers' interest, institutional perspective, teachers' perceptions of the benefits of emerging technologies. They also report a dichotomy between the technologies used for teaching in higher education institutions and the technologies owned and used by students in social life as a major challenge. Teachers believe that the open communication and teamwork environment can be enhanced by using emerging technologies. Pedagogical innovation, empowering educators are essential requirements for teaching with emerging technologies. The 7 findings from this study should be used to guide initiatives for teacher career development to improve the effectiveness of education with emerging technologies.