ethanporcaro/eric-fulltext-meta huggingface dataset:
Creative Self-Efficacy and Its&apos; Relationship to Intellectual Stress among Gifted Students at the Jubilee School
Author: Al-Dhaimat, Yahya
Date: 2020-00-00
Type: Journal Articles
Subjects: Creativity,Self Efficacy,Stress Variables,Academically Gifted,Gifted Education,Creative Thinking,Performance,Gender Differences,Correlation,Mental Health,Faculty Development,Secondary School Students,Foreign Countries,Fatigue (Biology)

Current study aimed at exploring Creative self-efficacy and its' relationship to intellectual stress among gifted students at jubilee school. Study sample consists of (N=100) of secondary intermediate stage students, Al-Zoubi scale (2014) to measure intellectual stress and Abbott scale (2010) to measure creative self-efficacy were used by researchers. Results reported that creative self-efficacy with its' two dimensions: creative thinking and creative performance among gifted students was in high degree, while intellectual stress level was in moderate degree. Study results also showed that no statistical differences attributed to class and sex variables, study revealed an inverse correlation between study dimensions, whenever efficacy increased in creative thinking and creative performance, intellectual stress is decreasing. Researchers recommend the importance of training gifted students' teachers on developing creative performance and thinking among gifted students, and provision therapeutic and counseling programs to decrease any psychological or intellectual stresses by holding workshops that expand enrichment and knowledge sides among teachers and gifted students.
Exploring Mathematics Learners&apos; Conceptual Understanding of Coordinates and Transformation Geometry through Concept Mapping
Author: Malatjie, Fourrie
Date: 2019-00-00
Type: Journal Articles
Subjects: Mathematics,Instruction,Concept Formation,Grade 12,High School Students,Secondary School Mathematics,Geometric Concepts,Geometry,Concept Mapping,Teaching Methods,Foreign Countries,Vocabulary

In this article, we explored learners' conceptual understanding of coordinates and transformation geometry through concept mapping. A qualitative case study was employed in this study, and data was collected using an investigative task, observation and reflective interviews on a sample of 34 Grade 12 mathematics learners. The study was guided by the following two research questions: What are the learners' understanding of coordinate and transformation geometry? and How do concept maps improve learners' understanding of coordinate and transformation geometry? The study revealed that, although some learners struggled with linking words and omitted some concepts in their concept maps, there were some indications of conceptual understanding of coordinate and transformation geometry when the learners were probed during the interview. Thus, we argue that the learners' conceptual understanding of coordinate and transformation geometry could be improved when they are taught, using concept mapping. The learners actively situated their knowledge of small pieces of coordinates and transformation geometry; and their understanding of coordinate and transformation geometry was expanded to show the conceptual structure of representing given information and a complete picture of the situation. It is therefore recommended that the teachers allow the learners to use the concept mapping strategy to construct their knowledge and that concept maps assist the learners in focusing on main ideas of identified concepts and explain the relationship.
Applying the Silent Way in Teaching Japanese Language to University Students in Taiwan
Author: Sasi, Abolfazl Shirban
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Japanese,Undergraduate Students,Vocabulary Development,Foreign Countries,Language Tests,Oral Language,Pretests Posttests,Gender Differences,Scores,Instructional Materials

The present study investigated the feasibility of applying the Silent Way in teaching Japanese to Taiwanese university students. A total of 168 (96 female and 72 male) students in a university in central Taiwan were the subjects of this study. They were studying Japanese as a general course, and were grouped in five classes ranging from freshmen to juniors. Some basic principles and techniques of the Silent Way were adopted in teaching them some vocabulary and 50 Japanese Hiragana sounds during six successive sessions in three weeks. Each administration took about 20 minutes embedded in the normal class time. A 25-item Hiragana sounds oral test was used as the pre-test and post-test in order to examine the effects of applying this method. Using a paired sample T-test (a =.05) significant difference between students' knowledge of the Japanese sounds before and after the experiment was observed. However, comparing female and male students' gained scores via applying a Mann Whitney U-test, no significant difference was observed. Thus, this study shows that the Silent Way can be used in teaching Japanese sounds and vocabulary, and that the effects for both females and males seem to be the same.
Effect of Diagnostic Testing on Students&apos; Achievement in Secondary School Quantitative Economics
Author: Esomonu, Nkechi Patricia-Mary
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Students,Academic Achievement,Economics Education,Diagnostic Tests,Comparative Analysis,Pretests Posttests,Coeducation,Achievement Tests,Feedback (Response),Teaching Methods,Remedial Instruction,Foreign Countries

This study aimed at investigating the effect of diagnostic testing on students' academic achievement in secondary school quantitative economics. In conducting the study, 3 research questions and 3 stated hypotheses were answered. The study is quasi-experimental employing 2x4 factorial pretest-posttest design. The sample consisted of 210 Senior Secondary 3 (SS3) economics students in the four co-educational schools purposely selected from Nnewi Education Zone of Anambra State in Nigeria. They were allocated to 3 experimental groups and 1 control group. Students' responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data for the study. Instruments for data analysis were t-test and ANCOVA. Results of the analysis indicate a significant effect of treatment on students' achievement in favor of DQEST with feedback and remediation group only (F (3, 209) = 22.3114, p &gt; 0.05). Gender made no significant difference on students' achievement in TAQE. Thus, diagnostic tests are effective when used with feedback and remediation. The use of DQEST with feedback and remediation in teaching and learning of quantitative economics is therefore recommended.
Conflict Activity Styles of Psychological Counsellor Candidates: A Study of Based on Forgiveness and Psychological Well-Being
Author: Ümmet, Durmus
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Training,Mental Health,Conflict Resolution,Foreign Countries,Well Being,Young Adults,Undergraduate Students,Psychological Characteristics,Interpersonal Relationship,Correlation

The purpose of this study is to assess the conflict activity styles of psychological counselor candidates in terms of psychological well-being and forgiveness. The sample of the study consists of a total of 410 individuals, 281 females and 129 males, who are studying at the department of psychological counseling and guidance at 4 different universities located at Istanbul during the 2019-2020 academic year. The study data were collected by &quot;Personal information form&quot;, &quot;Conflict activity styles scale&quot;, &quot;Forgivingness scale&quot; and &quot;Psychological well-being scale&quot;. The data was analyzed with SPSS-21 statistic software program. The first step of the data analysis included the assessment of the relationship between the variables with Pearson correlation analysis, which then followed by hierarchical multiple regression analysis in order to evaluate the psychological well-being and forgivingness as mutual predictors of conflict styles. The obtained results showed that there is a significant correlation between the psychological counselor candidates' conflict style scores and their psychological well-being and forgivingness scores. Additionally, it was found that these two variables, though in different percentages, are predictor variables of conflict activity styles of psychological counselors. The data were discussed considering the literature to lead variety of suggestions which would serve both the researchers and field practitioners.
Finnish Ninth Graders&apos; Gender Appropriateness of Occupations
Author: Ikonen, Kirsi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 9,Student Attitudes,Sex Stereotypes,Sciences,Technology,Engineering,Mathematics,Occupations,Gender Bias,Gender Differences,Preferences,School Counselors,Masculinity,Femininity,Personality Traits

In this study, Finnish ninth graders' and their school guidance counselors' views concerning ninth graders' perceptions of gender-appropriateness of occupations were examined. Special interest was placed on evaluating if ninth graders bring out any gender stereotypical perceptions regarding science, technology, engineering or mathematics (STEM) occupations. The data were gathered with the aid of an online survey (246 pupils) and semi-structured interviews (7 school guidance counselors). Ninth graders referred mostly to masculine physical dimension when justifying certain occupations being more suitable for men than for women. Respectively, they referred mostly to gender-typical interest when justifying certain occupations to be more suitable for women than for men. Boys presented more gender stereotypical perceptions of occupations than girls did. Boys also considered their own gender affecting their occupational preferences stronger than girls did. Guidance counselors reported ninth graders' perceptions of occupations being still very gender-stereotypic and influencing on academic and occupational choices. To address occupational gender segregation, it is necessary to develop novel methods and materials recognizing gender stereotypes and demonstrating up-to-date STEM career knowledge.
How to Design Teaching Materials to Improve the Ability of Mathematical Reflective Thinking of Senior High School Students in Indonesia?
Author: Hendriana, Heris
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Materials,Material Development,Reflection,Thinking Skills,Skill Development,Mathematics Skills,High School Students,Foreign Countries,Grade 11,Instructional Effectiveness,Problem Solving,Questioning Techniques,Learning Strategies

This research is a research and development which produces teaching materials. The research method consists of stages, namely: an introduction (literature study, observation, and interviews), product development of teaching materials, test by a team of experts, and restricted trial to the eleventh-grade students of senior high school in Cimahi, West Java, Indonesia. It was concluded that the teaching materials through scientific approach with what if not strategy load some activities including observing, trying, reasoning, asking, and concluding. The activities of asking using what if not strategy involve changing the data, adding the data, changing the data with the same question, and changing the question to the same data. In the teaching materials, it is presented some contextual problems in accordance with the experience of students. The design of teaching materials consists of three parts, namely: the beginning involves cover, preface, and table of contents; the content section: containing the title of the chapter dealing with the enumeration rules as a representation of the contents of the chapter; and closing: as a reflection and evaluation of the material presented on teaching materials for the next revision. Teaching materials can enhance the ability of reflective thinking of the students with medium criteria.
Looking through Philippine&apos;s K to 12 Curriculum in Mathematics and Science vis-a-vis TIMSS 2015 Assessment Framework
Author: Balagtas, Marilyn U.
Date: 2019-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Mathematics Curriculum,Science Curriculum,Foreign Countries,Achievement Tests,International Assessment,Alignment (Education),Grade 4,Grade 8,Curriculum Development,Competency Based Education,Global Approach,Competition,Educational Change,Thinking Skills

The Philippines implemented its educational reform commonly known as K to 12 Program in 2013 for Filipino learners' holistic development and global competitiveness. One indicator of the reform's effectiveness is the country's performance in international large-scale assessments like the Trends in International Mathematics and Science Study (TIMSS), if it participates again in 2019. To gauge readiness and inform decisions on its participation, this study examines the alignment of TIMSS 2015 Assessment Framework vis-à-vis the 2016 Philippine's K to 12 Curriculum in Mathematics and Science. Through curriculum mapping of experts on the competencies in the two documents, the study reveals that K to 12 Mathematics Grade 4 is more aligned with TIMSS 2015 Assessment Framework than that of Math Grade 8, Science Grade 4, and Science Grade 8. The study recommends continuous curriculum improvement of the Philippine's K to 12 Curriculum and implementation of relevant intervention programs and support system from different education stakeholders, including country-based publishing and testing companies to address gaps on competencies found for the country to meet international benchmarks.
Meaning and Understanding of School Mathematical Concepts by Secondary Students: The Study of Sine and Cosine
Author: Martín-Fernández, Enrique
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Mathematics,Mathematical Concepts,Concept Formation,Trigonometry,Foreign Countries,Semantics,Mathematics Instruction

Meaning and understanding are didactic notions appropriate to work on concept comprehension, curricular design, and knowledge assessment. This document aims to delve into the meaning of school mathematical concepts through their semantic analysis. This analysis is used to identify and establish the basic meaning of a mathematical concept and to value its understanding. To illustrate the study, we have chosen the trigonometric notions of sine and cosine of an angle. The work exemplifies some findings of an exploratory study carried out with high school students between 16 and 17 years of age; it collects the variety of emergent notions and elements related to the trigonometric concepts involved when answering on the categories of meaning which have been asked for. We gather the study data through a semantic questionnaire and analyze the responses using an established framework. The subjects provide a diversity of meanings, interpreted and structured by semantic categories. These meanings underline different understandings of the sine and cosine, according to the inferred themes, such as length, ratio, angle and the calculation of a magnitude.
Student Awareness of Space Science: Rasch Model Analysis for Validity and Reliability
Author: Rosli, Roslinda
Date: 2020-00-00
Type: Journal Articles
Subjects: Space Sciences,Secondary School Students,STEM Education,Outreach Programs,Hands on Science,College School Cooperation,Test Reliability,Construct Validity,Content Validity,Scientific Attitudes,Foreign Countries,Measures (Individuals)

Validity and reliability are crucial when conducting research to ensure the truthfulness of an instrument. This study investigated the measurement functioning of an instrument on students' awareness of space science. The instrument was administered to 206 secondary school students involved in the Sudden Ionospheric Disturbance p outreach program. Two experts evaluated the content validity of the instrument. Data were analyzed using the Winsteps 3.71.0.1 software to obtain the Rasch model analysis (RMA) on item reliability and persons' separation, item measure, item fit based on PTMEA CORR, polarity items, misfit items, unidimensionality, and a person-item map. The findings revealed that the items are valid, reliable, and appropriate to measure awareness of space science.
Relationships between Students&apos; Socioeconomic Status, Parental Support, Students&apos; Hindering, Teachers&apos; Hindering and Students&apos; Literacy Scores: PISA 2018
Author: Ömür, Çoban
Date: 2020-00-00
Type: Journal Articles
Subjects: Socioeconomic Status,Parent Participation,Parent Child Relationship,Literacy,Scores,International Assessment,Achievement Tests,Secondary School Students,Foreign Countries,Gender Differences,Social Differences,Individual Differences,Student Behavior,Teacher Behavior,Antisocial Behavior

This research was conducted in Turkey and it examined the relationships between fifteen-year-old students' PISA 2018 literacy scores and student-level and school-level variables. This study aimed to examine the relationships between students' hindering, teachers' hindering, socioeconomic status, parental support and student achievement. The research is a correlational study. A relational screening model was used in this research. Six thousand eight hundred and ninety students from one hundred and eighty-six schools in twelve regions of the Nomenclature of Territorial Units for Statistics (NUTS) Level 1 joined PISA 2018 in Turkey. OECD selected these students randomly. In PISA 2018, school sampling was determined by a stratified random sampling method. Teachers' hindering, students' hindering questionnaires are from the school principals' questionnaire and the parental support questionnaire was taken from the student questionnaire. Additionally, students' genders and their socioeconomic status were taken from the background questionnaire. To analyze these variables, a hierarchic linear model was used. Multilevel structural modeling (MSEM) was selected and Bayesian estimation with latent variables was performed. There are direct relationships between students' genders, socioeconomic status, teachers' hindering behaviors, students' hindering behaviors, parental support and Turkish students' reading skill scores. There is also an indirect relationship between teachers' hindering behavior and students' reading skill scores via students' hindering behavior.
Psychometric Properties and Differential Item Functioning of a Web-Based Assessment of Children&apos;s Emotion Recognition Skill
Author: Aksu Dunya, Beyza
Date: 2020-08-00
Type: Journal Articles
Subjects: Emotional Intelligence,Psychometrics,Test Bias,Computer Assisted Testing,Children,Gender Differences,Ethnicity,Elementary School Students,Kindergarten,Test Validity,Measures (Individuals)

Emotion recognition (ER) involves understanding what others are feeling by interpreting nonverbal behavior, including facial expressions. The purpose of this study is to evaluate the psychometric properties of a web-based social ER assessment designed for children in kindergarten through third grade. Data were collected from two separate samples of children. The first sample included 3,224 children and the second sample included 4,419 children. Data were calibrated using Rasch dichotomous model. Differential item and test functioning were also evaluated across gender and ethnicity. Across both samples, we found consistent item fit, unidimensional item structure, and adequate item targeting. Analyses of differential item functioning (DIF) found six out of 111 items displaying DIF across gender and no items demonstrating DIF across ethnicity. The analyses of person measure calibrations with and without DIF items yielded no evidence of differential test functioning (DTF) across gender and ethnicity groups in both samples. [For the corresponding grantee submission, see ED602750.]
A Mixed-Methods Approach to Understanding PBL Experiences in Inclusive STEM High Schools
Author: Noble, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,High Schools,Inclusion,Problem Based Learning,Active Learning,Student Projects,Curriculum Implementation,Classroom Techniques,21st Century Skills,Science Careers,Student Diversity,Learner Engagement,Teacher Attitudes,Personal Autonomy,Interdisciplinary Approach,Partnerships in Education,Authentic Learning,Difficulty Level,Cognitive Processes,Teamwork

Background: Inclusive STEM high schools employ a variety of instructional strategies, including PBL (problem and/or project-based learning) experiences, with the goals of building students' 21st century skills, facilitating long-term academic success, and encouraging pursuit of STEM careers. PBL approaches are central to the goals of inclusive STEM schools; however, at this writing, no description of the implementation of PBL at these schools exists. Material and Methods: The current study draws on classroom observations and teacher interviews to describe PBL implementation across schools and classrooms. We describe specific instructional practices and classroom behaviors that teachers and students engage in during PBL. Results: Results highlight the multifaceted and multidimensional nature of PBL implementation, and that consistencies in practice do exist across inclusive STEM schools. Additionally, quantitative results show increased use of particular strategies in PBL experiences, as compared with non-PBL classes. Conclusions: This paper provides an in-depth look at instructional practices used in PBL approaches at inclusive STEM schools across the country, and findings have implications for how researchers and practitioners understand and use PBL going forward.
Education of First Grade Pupils in Protection Topics in the Czech Republic -- Central Europe
Author: Stárek, Lukas
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Primary Education,Safety Education,Knowledge Level,Emergency Programs,Disadvantaged

Each of us in our lives will face emergencies, whether a fire, accident, traffic collision or natural disaster, and it is crucial that we know how to recognise them and how to adequately react. The text presents the knowledge level in protection and safety among first to third grade primary school pupils living in socioeconomically marginalised localities, in Central Europe -- specifically in the Czech Republic. Education of children and pupils in areas of population protection is becoming the number on topic. The challenge is to alert and motivate teachers to continue with topics that develop not only knowledge but also the perception of the outside world and the awareness of threats and dangers that may affect the development of the child or pupil. The findings are the outcome from the project weeks implemented over two years and yielding interesting findings that formed the basis of practical recommendations.