ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Augmented Reality Applications in Science Education on Academic Achievement and Retention of 6th Grade Students
Author: Yildirim, Ismet
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Grade 6,Science Education,Science Achievement,Educational Technology,Technology Uses in Education,Academic Achievement,Recall (Psychology),Secondary School Students,Teaching Methods,Textbooks,Conventional Instruction,Instructional Effectiveness,Knowledge Level,Foreign Countries

The role of technology literacy in education, which is one of the 21st century skills that students should have, is very important. This study examines the effect of augmented reality (AR) applications, which is a new technology, on students' academic achievement and the level of recalling the learned knowledge. In this study, quasi-experimental design with pretest-posttest control group, one of the quantitative research methods, was used. The study was carried out with a total of 50 students, 24 in control and 26 in experimental groups, studying in the 6th grade of a secondary school in the Odunpazari district of Eskisehir. The study lasted for 9 weeks, covering the Solar System and Eclipses unit and the Systems in Our Body unit of the 6th grade Science curriculum. During the process, the lessons instructed in the experimental group (EG) were supported by AR applications, whereas only the textbook was used in the control group (CG). The tools used in data collection were &quot;the Solar System and the Systems in Our Body achievement test&quot;, developed by the researcher and a semi-structured interview form for AR applications. Independent samples t-test, covariance analysis (ANCOVA) and descriptive analysis were used in the analysis of the data obtained from the achievement test. Content analysis was used in the analysis of the data obtained from the interview form. As a result of the research, it was observed that the use of AR applications in the processing of the course was effective in increasing the academic success of the students in the EG and in the permanence of the information they learned compared to the students in the CG, who only used the textbook. In addition the following findings were revealed: students have not used AR applications before, these applications were effective in increasing the academic success of the students, the knowledge that they have learned was permanent mostly because of the 3D feature of the technology, the applications worked smoothly and it may be useful to use them in other courses. Based on these results, it is suggested to use AR applications more frequently and actively in all topics of science and in all grade levels of secondary school.
The Impact of High-Level Teacher Questioning on Elementary School Students&apos; Achievement, Retention and Attitude in Science
Author: Akilli, Halil Ibrahim
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Questioning Techniques,Elementary School Teachers,Elementary School Students,Science Achievement,Academic Persistence,Student Attitudes,Grade 6,Inquiry,Interaction,Foreign Countries

This research aimed to investigate the impact of high-level teacher questioning on 6th grade students' science achievement, retention of learning and their attitudes toward science. A quasi-experimental pretest-posttest control group design was employed in this research. Participants consisted of 43 students enrolled in two intact 6th grade classes of a science teacher in a public elementary school. Two classes were assigned as either an experimental group or a control group randomly. Students in both groups were taught electricity concepts through student centered activities aligned with the national elementary school science curriculum. Difference between the two groups was the type of questions used by the teacher during the instruction. Background Questionnaire, Science Achievement Test, Attitude Scale and Structured Interview Form were used to collect data. ANCOVA results revealed a significant difference in science achievement and retention of learning across two groups, in favor of experimental group. However, independent t-test results demonstrated that students' attitudes toward science were not significantly different across the groups. Moreover, interview results supported the findings obtained from the achievement test.
The Relationship between Academic Coping, Approach Achievement Goals and the Fear of Shame and Embarrassment in Science Class
Author: Mete, Pelin
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Goal Orientation,Coping,Correlation,Psychological Patterns,Secondary School Students,Secondary School Science,Science Achievement,Grade 6,Grade 7,Grade 8,Performance,Failure,Skill Development,Knowledge Level,Success

This study aims to examine the relationship between approach achievement goals, the fear of shame embarrassment failure, and coping strategies in secondary school science courses. Academic coping was handled in four dimensions: positive, projective, denial, and non-coping. The sample of the study included 249 sixth, seventh, and eighth-grade students studying at one of the largest cities in the eastern part of Turkey. Descriptive statistics of variables were determined with the SPSS program. The relationship between the variables of the study was examined with the path analysis using the Amos program. According to the results of the analysis, a positive correlation was found between performance-approach goals and positive coping strategies. Fear of shame and embarrassment was positively correlated with positive coping and non-coping from the coping strategies and with mastery-approach goals from the approach achievement goals.
The Effect of Volunteer Management Mentoring Program on Mentors&apos; Entrepreneurship Tendency and Leadership Self-Efficacy
Author: Külekçi Akyavuz, Ebru
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Volunteers,Mentors,College Students,High School Students,Middle School Students,Females,Childrens Rights,Sensitivity Training,21st Century Skills,Entrepreneurship,Leadership Effectiveness,Self Efficacy,Adolescents,Foreign Countries,Program Effectiveness

The aim of this study is to examine the effect of participating in the Volunteer Management Mentoring Program on entrepreneurship tendency and leadership self-efficacy. The Volunteer Management Mentoring Program was created by UNICEF and conducted within the scope of the Social Sensitivity course taught at Kilis 7 Aralik University, Turkey. This research was designed as a semi-experimental study with pretest-posttest experiment and control groups. Entrepreneurship Scale and Leadership Self-Efficacy Scale were applied to the students in the experimental and control groups as pretest and posttest. While the students in the experimental group participated in the Volunteer Management Mentoring Program in the process; the students in the control group did not participate in any program. The study group was determined using the criterion sampling method and consisted of 26 university students studying at Kilis 7 Aralik University in the 2019-2020 academic year. 13 students were in the experimental group and 13 in the control group. Personal Information Form, Entrepreneurship Scale for University Students, and Leadership Self-Efficacy Scale were used as data collection tools. The data were analyzed using SPSS package program. Two-factor repeated-measures ANOVA technique was used in the analysis. The findings showed that mentor university students who participated in the Volunteer Management Mentoring Program increased their scores for the entrepreneurship scale after the program was completed. According to another finding, participation in the Volunteer Mentoring Management Program had no significant effect on the leadership self-efficacy scores of mentor students.
Teachers&apos; Views towards the Effects of COVID-19 Pandemic in the Education Process in Turkey
Author: Karakaya, Ferhat
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Attitudes,School Closing,Disease Control,Distance Education,Teacher Competencies,Electronic Learning,Student Adjustment,Parent Teacher Cooperation,Economic Factors,Technology Uses in Education,Technological Literacy

Viruses cause disease in both animals and plants. New viral diseases are often caused by the spread of existing viruses from one host species to another. The COVID-19 pandemic has been spreading across the world since its emergence in China. The pandemic affected not only the health systems of the countries but also their education systems. To prevent the spread of the epidemic, schools were closed, and different practices were presented in this period. In this study, it was aimed to determine the teachers' views towards the effects of COVID-19 on the education process in Turkey. The case study was used in the research and it was carried out with the participation of 237 different branch teachers. In order to collect the data, structured interview form prepared by the researchers was used. Data were evaluated by using the content analysis technique. As a result of the research, it was determined that teachers have both positive and negative views about competencies, distance education, adaptation of students and teacher-parent communication. In addition, it was determined that teachers have varying concerns about health, economy and education. On the other hand, research results also have shown that the pandemic process provides positive acquisitions in technology use, awareness and skill development.
Motivation in the Classroom
Author: Kiliç, Muhammet Emre
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Motivation,Models,Secondary School Students,Undergraduate Students,Teaching Methods,Student Attitudes,Educational Environment,Student Evaluation,Classroom Techniques,Foreign Countries

The aim of this research is to determine the factors affecting students' motivation. For this purpose, a model consisting of four dimensions has been created by scanning the literature, and the created model has been supported by the opinions of the participants. The research was carried out with qualitative method. The research was conducted in accordance with the &quot;case study&quot; design. In this context, this research was conducted in accordance with the case study design in terms of revealing the motivational elements of the students. The study group of the research consists of 18 students studying at secondary school, high school, and who are undergraduates. The &quot;maximum diversity&quot; sampling method was used in the study. &quot;Semi-structured interview form&quot; consisting of five questions was developed by the researchers in order to reveal the views on students' motivation. The data were collected using the &quot;semi-structured interview form&quot; prepared by the researchers using the interview technique. Themes were formed by dividing the data obtained into similar expressions and all themes were presented as a whole. According to the first finding obtained at the end of the study, the first of the factors affecting the motivation of students is learning &amp; teaching factor. According to the second finding obtained at the end of the research, it was found that the second factor affecting the motivation of the students is the factors during the lessons. According to another finding, the third factor affecting students' motivation is the evaluation element. According to the fourth finding, the fourth factor affecting students' motivation is educational environment &amp; material factor.
The Effects of Shared E-Book Reading with Dynamic Text and Speech Output on the Single-Word Reading Skills of Young Children with Developmental Disabilities
Author: Boyle, Susannah
Date: 2021-01-00
Type: Journal Articles
Subjects: Teaching Methods,Electronic Publishing,Young Children,Developmental Disabilities,Intervention,Educational Technology,Technology Uses in Education,Cooperative Learning,Picture Books,Instructional Effectiveness,Peer Teaching,Vocabulary Development,Reading Skills,Skill Development,Reading Instruction,Preschool Children,Preschool Education

Purpose: This study investigated the use of a new software feature, namely, dynamic text with speech output, on the acquisition of single-word reading skills by six children with developmental disabilities during shared e-book reading experiences with six typically developing peers. Method: A single-subject, multiple-probe design across participants was used to evaluate the effects of the software intervention. Six children with developmental delays were the primary focus for intervention, while six children with typical development participated as peer partners in intervention activities. e-Books were created with the new software feature, in which a child selects a picture from the e-book and the written word is presented dynamically and then spoken out. These e-books were then used in shared reading activities with dyads including a child with a disability and a peer with typical development. Participants engaged in the shared reading activity for an average of 13 sessions over a 6-week time period, an average of 65 min of intervention for each dyad. Results: Participants with disabilities acquired an average of 73% of the words to which they were exposed, a gain of 4.3 words above the baseline average of 1.7 correct responses. The average effect size (Tau-U) was 0.94, evidence of a very large effect. Conclusion: The results provide evidence that the use of e-books with the dynamic text and speech output feature during inclusive shared reading activities can be an effective and socially valid method to develop the single-word reading skills of young children with developmental disabilities.
Teacher Retention in a Rural East Texas School District
Author: Miller, Gary J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Rural Schools,Teacher Surveys,Educational Policy,Teacher Salaries,Leadership Role,Teacher Attitudes,Elementary Secondary Education

This qualitative study investigated what factors kept teachers committed to teaching in one rural east Texas school district despite the perceived educational inequalities of rural districts compared to suburban and urban districts. When it comes to teacher retention, rural school leaders cite school environment and community lifestyle compatibility as the primary reasons for staying. Despite the considerable number of rural school districts throughout the United States, research continues to largely ignore the unique relationships found in rural locales. Rural school districts offer many advantages over their suburban and urban counterparts; it is a matter of identifying what is important to rural teachers and attending to those needs. In an effort to improve teacher retention, the first-year superintendent of a small rural school district in east Texas wanted to know why some teachers stayed while others left. To examine the affect of rurality on teacher retention, 98 teachers responded to an online questionnaire on what kept them in the district, followed by 10 teachers randomly selected from the group for an in-depth face-to-face interview to probe further into their reasons for staying. Using a progressive refinement two-cycle coding technique, several themes emerged explaining their reasons for staying. If rural school district leaders can better understand the reasons why teachers remain in rural districts, then they can improve their retention efforts. The study concludes with a review of recommended strategies that rural school district leaders can implement to incentive teachers to stay.
Social Networking Literacy Scale: A Study of Validity and Reliability
Author: Demir Kaymak, Zeliha
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Networks,Student Attitudes,Factor Analysis,Validity,Reliability,Literacy,Web 2.0 Technologies,Specialists,Construct Validity,Undergraduate Students,Measures (Individuals),Social Media,Foreign Countries,Information Sources,Information Literacy,Item Analysis

The concept of social networking literacy emerged with the advent of Web 2.0. This study aims to develop a scale to measure the social networking literacy proficiencies of individuals. An item pool was created after a thorough review of the literature and taking experts views, and then application form prepared. The scale was applied to students of the Faculty of Education of Sakarya University, and reliability and validity analyses were conducted on the data gathered from 313 students, using the SPSS 20 statistical software. Exploratory factor analysis (EFA) was used to examine the construct validity of the scale, and the internal consistency coefficient (Cronbach's Alpha) was used to examine the reliability of the scale. The analyses conducted showed that the scale consisted of 40 items under a single factor which explained 61.179% of the total variance, and the Cronbach's Alpha value calculated to examine the reliability of the scale was 0.98. In conclusion, analyses conducted to examine the reliability and the validity of the Social Networking Literacy Scale (SNLS) show that it is an efficient measurement tool to assess social networking literacy levels of the individuals.
The Effect of Individual and Group Learning on Block-Based Programming Self-Efficacy and Robotic Programming Attitudes of Secondary School Students
Author: Arslan, Esra
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,Programming Languages,Robotics,Individual Instruction,Group Instruction,Teamwork,Instructional Effectiveness,Middle School Students,Grade 7,Private Schools,Student Attitudes,Self Efficacy,Prior Learning,Pretests Posttests,Foreign Countries,Scores

In this research, the effects of individual and teamwork activities on perceptions of block-based programming self-efficacy and attitudes towards robotic programming tried to be determined. The research has conducted in a private school located in Sariyer, district of Istanbul province in the 2nd academic year of 2018-2019 with 32 students from 7th Grade. The study fulfilled a semi-experimental pattern on the teamwork and individual work groups using the pretest-posttest design. The individual group consists of nine females (56.3%) and seven males (43.8%) and the teamwork group consists of eight females (50%), eight males (50%) students. According to the research results, individual work and teamwork did not affect secondary school students' perceptions of block-based programming self-efficacy and their attitudes towards robotic programming. In addition to this, it has been determined that there was a significant difference in attitudes of block-based programming self-efficacy perceptions and robotic programming for both individual and teamwork group students.
Motivational Factors Underlying the Use of Online Learning System in Higher Education: An Analysis of Measurement Model
Author: Mahande, Ridwan Daud
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Motivation,Student Motivation,College Faculty,College Students,Theories,Electronic Learning,Distance Education,Adoption (Ideas),Technology Integration,Psychological Needs,Attention,Relevance (Education),Self Efficacy,Personal Autonomy,Competence,Satisfaction,Interpersonal Relationship,Foreign Countries

Online learning is a flexible and distributed distance learning system. The motivation of lecturers and students is one of key factors determining the acceptance and use of online learning in higher education. This research is aimed at empirically developing and testing a measurement model of several motivational constructs with the assumptions of indicators that build it. This research proposes a theoretical model which can be integrated into three motivational theories: ARCS, McClelland's needs, and Self-Determinant Theory (SDT). The construct indicators were developed and then validated empirically at two universities in Makassar, Indonesia. A quantitative method with survey approach was used. The research sample consisted of 71 lecturers and 210 students selected purposively. The analysis of measurement models used partial least square (PLS). The results show that the construct of motivation with indicators that built it met validity and reliability requirements. The results of this research present two alternative instruments for explaining the relationship between motivational factors including the indicators that influence the use of online learning systems in tertiary institutions.
Comparing Pre-Service Teachers&apos; Self-Confidence Levels in Technological Pedagogical Content Knowledge in Terms of Several Variables
Author: Süzük, Erol
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Self Efficacy,Pedagogical Content Knowledge,Technological Literacy,Student Characteristics,Gender Differences,Departments,Science Education,Second Language Instruction,Computer Use,Handheld Devices,Telecommunications,Laptop Computers,Foreign Countries

This study aimed to investigate and compare pre-service teachers' self-confidence in technological pedagogical content knowledge (TPACK) concerning their gender, department, and owned digital technologies. To achieve this goal, the survey method was conducted as part of a quantitative method design. Participants of the study consisted of 252 pre-service teachers from four different concentrations: physics, chemistry, biology, and German language teaching. TPACK Self Confidence Scale (TPACK-SCS), which was constructed by Graham, Burgoyne, Cantrell, Smith, and Harris (2009) and adapted to Turkish by Timur and Tasar (2011), was used as the data collection tool. TPACK-SCS is a scale with 4 sub-dimensions as Technological Pedagogical Content Knowledge (TPACK), Technological Pedagogical Knowledge (TPK), Technological Knowledge (TK), and Technological Content Knowledge (TCK). The Cronbach's Alpha internal reliability coefficients of the scale were calculated between .78 and .94. Since the data obtained did not show normal distribution it was analyzed by Mann-Whitney U and Kruskal Wallis - H tests. According to the results, significant differences were found in the level of self-confidence and sub-dimensions of students' TPACK according to gender, department, and owned digital technologies for education.
Online Course Design: Taking a Right Turn!
Author: Al-Naabi, Ishaq
Date: 2021-01-00
Type: Journal Articles
Subjects: Online Courses,Curriculum Design,Critical Thinking,College Students,Foreign Countries,Course Evaluation,Distance Education,Student Attitudes,College Faculty,Teacher Attitudes

Guided by Nation and Macalister's (2010) eight-step language curriculum design model, a 5-week online course was designed to teach critical thinking skills for foundation students at the Arab Open University (Oman). The course was conducted with 11, level two foundation students, after which it was evaluated by the participating students, the course instructor and three course reviewers using three different research instruments (an end-of-course evaluation form, semi-structured interviews and a course evaluation rubric), the analyses from which revealed that most were satisfied with the course design, but some modifications and additions were needed. The reflection on the online course design process along with the course evaluation results led to several amendments to the course design to make it more conducive to online delivery. The study provides course developers with an evidence-based, enhanced online course design model that will help create online courses.