ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of a Brain-Based Learning Theory in Developing Mathematical Skills and Scientific Thinking among Students with Learning Disabilities in Oman
Author: ElAdl, Adel M.
Date: 2020-08-00
Type: Journal Articles
Subjects: Brain,Learning Theories,Learning Strategies,Mathematics Skills,Thinking Skills,Skill Development,Students with Disabilities,Learning Disabilities,Program Effectiveness,Grade 7,Foreign Countries,Intelligence Tests,Scientific Literacy

The current research is designed to investigate the impact of a BBL theory training program on developing mathematical skills and scientific thinking of mathematic disabled students. The proposed training program works as an independent variable comprising (22) training sessions. The methodology of the proposed program is based on integration between (Caine and Cain's) principles of BBL and (Karen D. Olsen, Susas Kovalik's) principles of BCL. The dependent variables were mathematical and scientific thinking skills. The validity and reliability of both independent and dependent variables were checked and confirmed by a pilot study, the study sample was divided into two groups; a control group of 36 participants; (16 males, 20 females), and an experimental of 35 participants; (16 males, 19 females) both with an average age (13 years). The research design used quasi-experimental design. Results showed the effectiveness of the training program employed.
The Influence of Attendance, Communication, and Distractions on the Student Learning Experience Using Blended Synchronous Learning
Author: Vale, Julie
Date: 2020-09-00
Type: Journal Articles
Subjects: Attendance,Attention Control,Learning Experience,Blended Learning,Synchronous Communication,Conventional Instruction,Teacher Student Relationship,Computer Mediated Communication,Distance Education,College Students,Student Attitudes,Delivery Systems,Grades (Scholastic)

A second-year engineering course at the authors' institution was offered via a blended synchronous learning (BSL) method of delivery whereby students could choose to attend lectures live (face-to-face) or remotely (via a synchronous, live stream over the internet) during a summer semester. Survey and grade data were collected across two years of this offering. Attendance, interaction, communication with the instructor, and general distractions were main themes affecting the student learning experience both positively and negatively. Specifically, students found the remote access, the ability to ask questions, the teaching style, and having more time during the summer semester as positive aspects to their learning experience. Negative influences on their learning experience related primarily to their busy work schedules, technological issues associated with BSL, and typical summer distractions. Critically, our results indicate that attendance is a key indicator of student grades (after correcting for GPA), regardless of whether students attended lectures remotely or face-to-face: students attending more than 75% of the lectures performed on average 12% better than students who did not (p=0.0093). The consensus in the student comments was that the remote attendance option allowed students to attend in situations where the alternative was no attendance at all, implying that the potential gain in grades due to higher attendance may outweigh any potential impact the mode of attendance may have. Overall, a synchronous, remote attendance option may provide a lifeline to students who would not otherwise be able to attend a course, and (assuming a mode of interaction, such as the synchronous chat, is available) students do not perceive remote attendance as having a negative influence on their learning.
Exploring the Effectiveness of a Flipped Classroom with Student Teaching
Author: Yin, Haiyan
Date: 2020-06-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Flipped Classroom,Peer Teaching,Attendance,Academic Achievement,Student Satisfaction,Business Administration Education,Predictor Variables,Undergraduate Students

Student-centered pedagogical methods have gained popularity in recent years. Various active learning strategies are being used at schools of all levels. This study describes a flipped classroom with student teaching strategy employed in an international business course and evaluates its effectiveness on student learning. With primary data of 152 students covering two semesters before and two semesters after the implementation of the new strategy from 2016 to 2018, preliminary evidence shows that the flipped classroom with student teaching improves student attendance, performance, and the overall satisfaction of students with the course. By controlling for the other factors that could contribute to the improved student performance, a regression analysis with year fixed effects further confirms the preliminary evidence that flipping the classroom with student teaching improves students' learning and performance, which corroborates the theory of &quot;learning by teaching&quot; by Dr. Jean-Pol Martin. This research benefits the professors who are thinking of incorporating more student-centered active learning activities in their teaching.
Factors Impacting Student Perception of Open Educational Resources
Author: Fine, Monica B.
Date: 2020-06-00
Type: Journal Articles
Subjects: Student Satisfaction,Open Educational Resources,Textbooks,Cost Effectiveness,Student Characteristics,Institutional Characteristics,Online Courses,Access to Education,Teacher Effectiveness,Student College Relationship,College Students,Correlation,Paying for College

This research investigates the factors that impact students' perceptions of Open Educational Resources (OER) in Higher Education. This study examines the factors that impact the student perception of these materials to add to the pedagogical discussion surrounding the increased use of OER resources as a method of improving student access to education. This study looked at factors regarding student, course and university characteristics. The results suggest that feelings of connectivity to the course, a preference for lower costs of education, likelihood to rate faculty members higher, and preferences for online courses contribute to positive student perceptions of open educational course materials, however factors such as income or perceptions of monetary benefit show little effect.
Factors Influencing Perception of Ethical Behaviour of Peers: Time, Emotional Intelligence, and Ethical Behaviour of Self
Author: Keiper, Margaret C.
Date: 2020-06-00
Type: Journal Articles
Subjects: Ethics,Undergraduate Students,Time Perspective,Attitude Change,Peer Relationship,Self Concept,Emotional Intelligence,Decision Making,Correlation,Age Differences,Gender Differences,Grade Point Average,Business Administration Education

The purpose of this study is to identify individual factors contributing to the perception of ethical behaviour of peers and whether or not the perception of ethical behaviour of peers is changing over time among undergraduate students. Participants were a convenience sample of 457 (n=457) undergraduate students from three geographically different US institutions. Data was collected in 2008 and in 2018. Multiple regression was used to see if there was a relationship between the years the data was collected on ethical behaviour of peers, the dependent variable. Ethical behaviour of self ([beta]=0.37, p&lt;0.001), regulation of emotions ([beta]=-0.10, p&lt;0.01), and the year data was collected ([beta]=0.14, p&lt;0.001) were all found to be significant predictors of ethical behaviour of peers. Other factors not considered in the model, a more diverse sample, self-report methodology, and the interpretation of change in years are all potential limitations to this study. This study provides a longitudinal focus on ethical decision making.
Inequality of Pre-University Educational Opportunities in Egypt: An Empirical Analysis
Author: Biltagy, Marwa
Date: 2020-06-00
Type: Journal Articles
Subjects: Equal Education,Educational Opportunities,Educational Attainment,Expenditures,Attendance,Elementary Secondary Education,Social Differences,Heads of Households,Place of Residence,Foreign Countries,National Surveys,Access to Education,Regression (Statistics),Urban Areas,Rural Areas,Family Income,Correlation

Fair distribution of educational opportunities among people means that individuals' access to education doesn't depend on conditions beyond their control such as social class, religion, gender, place of birth or other parental characteristics. This paper addresses the issue of inequality of educational opportunities for pre-university education in Egypt using Human Opportunity Index, based on the data of the Income, Expenditure and Consumption Survey 2014/2015 implemented by the Central Agency for Public Mobilization and Statistics. The paper also uses a logistic regression technique to assess the factors that affect children's educational enrolment. The paper presents several results, the most important one is that primary education in Egypt is fair and equal if compared to preparatory and secondary education in terms of providing educational services. The results of the Logistic Regression (LR) model show that there are many significant variables that affect children's school enrolment i.e. the educational level of the household head and the place of residence.
The Educational Value of Simulation as a Teaching Strategy in a Finance Course
Author: Chulkov, Dmitriy
Date: 2020-06-00
Type: Journal Articles
Subjects: Computer Simulation,Investment,Business Administration Education,Economics Education,Experiential Learning,Teaching Methods,Instructional Effectiveness,Undergraduate Students,Graduate Students,Student Satisfaction,Student Motivation,Public Colleges

Finance education relies on quantitative analyses and exercises. Lack of quantitative skills undermines student motivation. Interactive teaching methods including case-based learning, problem-based learning, and simulations have been proposed as means to improve student engagement and enhance learning. This study describes an application of a sequence of stock market simulation exercises in a finance investment course. The empirical analysis applies a model of the educational value of this pedagogical strategy to evaluate its impact on cognitive, behavioural, and affective learning dimensions. The results demonstrate that, in the cognitive category, student exam scores on the topics covered by the simulation were significantly higher compared to a control section that did not use the simulation. In the behavioural category that concerns student skills and the affective category that focuses on student satisfaction, survey responses demonstrate a positive impact of the use of simulation on skill-building and satisfaction with the course.
Are Students Relying on Scripts in Their Oral Presentations Online?
Author: Chen, Leeann
Date: 2020-00-00
Type: Journal Articles
Subjects: Scripts,Public Speaking,Videoconferencing,Online Courses,Synchronous Communication,Mandarin Chinese,Second Language Instruction,Cheating,Prevention,Integrity,Audiences,College Students,Oral Language,Best Practices

As an essential mode of communication, oral presentation plays an important role in the development of second language (L2) automaticity. However, unless best practices are carried out--massive meaningful practice, when presenting seldom relying on the script, in conversational style, and keeping meaningful eye contact with the audience--oral presentation will not be impactful. This paper discusses through a progressive action research in two Chinese as a second language (CSL) classes how using duo devices with video call Apps including WeChat group video call, FaceTime, and Google Duo can successfully help instructors to prevent cheating during oral presentation and thus uphold best practices.
Using Industry Analysis and Manager Interviews for Career Planning: A Classroom Exercise
Author: Rubens, Arthur
Date: 2020-06-00
Type: Journal Articles
Subjects: Interviews,Career Planning,Administrators,Assignments,Business Administration Education,Graduate Students,Action Research,Experiential Learning,Scoring Rubrics

The purpose of this paper is to describe a self-assessment assignment which details how an industry analysis and manager interview can be used to provide a realistic perspective of a student's desired future management position. In this assignment students conduct a comprehensive analysis of the industry and position which they desire to hold in the future. One of the central themes and part of the assignment is conducting a qualitative interview with a sitting manager in the job they wish to pursue in the future. Students are encouraged to conduct interviews with more than one manager and if possible, to engage in a day (or longer) of shadowing the manager. The assignment highlights the importance of understanding the work environment and position sought for graduating students and how a classroom exercise can be used post-graduation. In addition, suggestions on adding interview questions and post-assignment assessment are given. While this assignment has been used in the author's MBA Leadership class, it can easily be adapted and modified for use in other graduate or undergraduate curricula within, or outside, of business disciplines.
Joining a Scholarly Conversation: Publishing Your SoTL Work
Author: Normandeau, Magdalen
Date: 2020-09-00
Type: Journal Articles
Subjects: Writing for Publication,Scholarship,Instruction,Learning,Reflection,Periodicals,Data Analysis,Peer Evaluation

The path to publication is often long, emotional, and bewildering. We share key insights from our experience as authors, educators, and members of the editorial board with The Canadian Journal for the Scholarship of Teaching and Learning that we hope will help authors better understand and navigate the path to publication. In writing a compelling story, we suggest that it is necessary to join a conversation with self, the scholarly community, and the journal. We unpack each of these dimensions and offer considerations on how to craft a powerful manuscript that could ultimately get published.
The Fall Pause: An Overview of the Current Canadian University Landscape and a Review of the Related Emerging Literature
Author: Robinson, Daniel B.
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,School Schedules,Vacations,Universities,Holidays,Educational Research

In recent years, many Canadian universities have added a Fall Pause to their academic calendars. However, those who have been making these decisions have been doing so without having access to any resources that provide an overview of existing Fall Pause practices or models across the nation. Additionally, there exists a paucity of literature that provides a sound rationale for the introduction of a Fall Pause. This paucity of literature makes research-informed decision making about the introduction of a Fall Pause an especially difficult task. Given these observations, we have undertaken the task of writing this article with two goals in mind: (1) to provide an overview of the current Canadian university landscape with respect to the Fall Pause; and (2) to provide a scoping review of the related emerging literature related to the Fall Pause. With this information made available, it is our hope that university faculty and administrators will be better positioned to make informed decisions about the possible introduction or continued inclusion of a Fall Pause in their own universities' schedules. They, and we, might also then be able to have a better (informed) sense of the research-based outcomes for those who have already introduced and/or experienced a Fall Pause.
Investigation of the Relationship between 5th Grade Students&apos; Self-Efficacy and Academic Achievements for English Course Achievements
Author: Ocak, Gürbüz
Date: 2020-08-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Self Efficacy,Academic Achievement,Predictor Variables,Second Language Learning,English (Second Language),Gender Differences,Educational Attainment,Parent Background,Foreign Countries

In this study, it is aimed to determine whether the self-efficacy of the 5th grade students related to the acquisitions in the English course differentiates their academic achievements, to examine whether there is a significant relationship between their self-efficacy and their academic achievements, and to determine whether this relationship varies according to some variables. A correlational screening model is used to determine whether there is a relationship between students' English self-efficacy and their academic achievement. There is a significant relationship between English self-efficacy levels and academic achievement in English in terms of students' gender and parental education levels. The common influence of gender and English self-efficacy levels on students' academic achievement in English is significant. There is a significant difference in &quot;understanding language, using language and feeling sufficient&quot; sub-dimensions of the scale developed to determine the English self-efficacy according to the education level of the students.
Prevalence and Factors Associated with Social Networking Addiction among Saudi University Students: A Cross-Sectional Survey
Author: Shaibani, Mariam Hejab Al
Date: 2020-08-00
Type: Journal Articles
Subjects: Incidence,Addictive Behavior,Social Networks,Social Media,Handheld Devices,Telecommunications,College Students,Student Attitudes,Student Characteristics,Predictor Variables,Affordances,Socioeconomic Status,Time Management,Foreign Countries

This study aims to determine the prevalence of social networking addiction among Saudi university students and its association with demographic variables. It also aims to assess students' perceptions of the benefits of social media and explore the relationship between social media usage and students' preferred social networking platform. Method: This cross-sectional study was conducted in April 2019 on male and female students enrolled at Taif University, Saudi Arabia. An online questionnaire was distributed through popular social media platforms (Twitter, Instagram, and WhatsApp). The questionnaire included questions on demographic characteristics, items that reflect addiction, and the advantage of social networking site use scale. Pearson's correlations test was used to assess the association between continuous variables, including the students' perceptions of social media addiction, advantage of social media use, usage of different social media platforms, and daily hours of social media use. Results: Of the 996 university students invited to participate, 697 completed the survey, representing a response rate of 70.0%. Overall, the mean rating for the students' perceived social media addiction was 2.71/5. Conversely, their overall perception of the advantages of using social media was 3.31/5. Students' perceived usefulness of social media significantly exceeded their perceived addiction to social media (p &lt; 0.001). Pearson's test indicated that students' perceptions of social media addiction correlated significantly and positively with their perceptions of the advantages of social media use (r = 0.38, p &lt; 0.010). Overall, the hours of daily social media use, frequency of social media use during lectures, Snapchat use, and students' perception of the advantages of social media were predictors of social media addiction.
Teacher Adaptation of Child Development Assessment Scale (CDAS) into Turkish and Evaluation of Development of 5-Years-Old Children
Author: Demirci, Zeynep Apaydin
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,Child Development,Measures (Individuals),Media Adaptation,Kindergarten,Test Reliability,Test Validity

This study was conducted to examine the adaptation of the Child Developmental Assessment Scale (CDAS) to Turkish and the developmental evaluations of 5-year-old children in terms of several variables. A survey model was used in the study. The study group of this research is composed of children aged 5-year-old who Attend independent public kindergartens of the Ministry of National Education in the county center of Bilecik and private nursery and day care homes. As data collection tools in the research, the General Information Form was developed by the researcher and the CDAS which had been developed (2014) by Andrée Pomerleau, Nathalie Vézina, Jacques Moreau, Gérard Malcuit and Renée Seguin which was adapted to Turkish were used. For the linguistic equivalence of the scale, translations were first made in Turkish. The necessary statistical analyses were applied after the translation procedures and implementation. For the reliability studies of the scale, internal consistency coefficient Kuder Richardson and item total correlation analysis were applied. For the validity studies, the feedbacks of the expert academicians were analyzed by Kappa analysis and the validity of the contents was examined and the item strength and discriminative power of each item in the measure were calculated. The Kuder Richardson score for the reliability of the CDAS was found to be 0.79 for the groups scales applied. The high KR-20 values in the applications showed that the internal consistency of the test was high. With reference to the expert opinion, the validity of content and linguistic equivalence studies were found to be sufficient. These results suggest that the Child Development Assessment Scale is valid and reliable for children aged 5 years.
Gratitude Moderates the Relationship between Happiness and Resilience
Author: Llenares, Ian I.
Date: 2020-11-00
Type: Journal Articles
Subjects: Psychological Patterns,Resilience (Psychology),College Graduates,Foreign Countries,Predictor Variables

The promotion of resilience among young people is essential to maintain a healthy mental state. Resilient individuals withstand better life stressors, such as poverty, health problems, or family conflict. They avoid responding to unfavorable circumstances with negative behaviours, such as violence and substance abuse (Cutuli &amp; Herbers, 2018; Shumba, 2010; Werner, 1995). They are more inclined to see problems as opportunities for growth. Positive emotions, such as joy, interest, contentment, and love, are known to foster resilience (Amstadter et al., 2014; Cohn &amp; Fredrickson, 2010; Emmons &amp; Shelton, 2002; Kashdan et al., 2006; Ong et al., 2006). Although prior studies demonstrate that resilient individuals tend to be more grateful and have happier dispositions, the relationship of resilience, gratitude, and happiness has not been sufficiently studied among young people, particularly in collectivist societies, like in Asian countries (Balgiu, 2017; Çerkez, 2017; George &amp; Moolman, 2017; Miljevic-Ridicki et al., 2017; Tecson et al., 2019). As factors initiating the process of resilience require a more thorough investigation, in this short research report, the authors focus on assessing young people's resilience in the Philippines and examine whether gratitude amplifies both happiness and resilience.