ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Students&apos; Retention in Photosynthesis Using Concept Mapping and Cooperative Mastery Learning Instructional Strategies
Author: Bizimana, Emmanuel
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Biology,Concept Mapping,Cooperative Learning,Mastery Learning,Secondary School Students,Secondary School Science,Botany,Teaching Methods,Retention (Psychology),Gender Differences,Memory,Instructional Effectiveness,Foreign Countries

The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.
Validation of a New State Test Anxiety Scale (STAS)
Author: Sahin, Alper
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Test Anxiety,Measures (Individuals),Test Construction,Factor Analysis,Foreign Countries,Test Reliability

This study aimed to validate the English version of Sahin's (2019) State Test Anxiety Scale (STAS) which was originally developed in Turkish based on the latest bio-psychosocial model of test anxiety. For this purpose, the Turkish version of STAS was translated into English and administered to 360 (123 females, 237 males) students from 22 countries. The data were subjected to the confirmatory factor analysis to confirm the three-factor structure as in the Turkish version. Most of the fit indices examined (X[superscript 2]/df=1.94, CFI=0.98, NFI=0.96, NNFI=0.98, IFI=0.98, RMSEA=0.05, SRMR=0.05) indicated that the data of the STAS had a good fit to the three-factor structure as its Turkish version. The Alpha internal consistency coefficients were found to be 0.81, 0.77, 0.91, and 0.92, for Physiological effects, Psychosocial effects, Cognitive effects subscales, and the total scale respectively. Stratified Alpha was also calculated and was found to be 0.93. All in all, evidence collected in this study indicated that the English version of STAS was a valid and reliable scale as its Turkish version.
Activist Learners&apos; Creative Thinking Processes in Posing and Solving Geometry Problem
Author: Ferdiani, Rosita Dwi
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Style,Foreign Countries,Geometry,Mathematics Instruction,Creative Thinking,Active Learning,Measures (Individuals),Thinking Skills,Problem Solving,Mathematics Tests,Comparative Analysis,Student Attitudes,Behavior Patterns,College Students

This study aimed to describe the creative thinking process of students with active learning styles in proposing and solving problems on geometry material. The research instruments were Honey and Mumford's Learning Style Questionnaire (LSQ), problem-solving and submission test sheets, and interview guidelines. The LSQ questionnaire was distributed to students majoring in mathematics education at a university in Malang, Indonesia, with a total of 200 students. Students who have an active learning style and meet the specified criteria will be selected as research subjects. Based on research on creative thinking processes in proposing and solving problems in students with active learning styles, it was found that there were differences in behaviour between subject 1 and subject 2 at each stage of creative thinking. However, based on the researcher's observations of the behaviour of the two subjects at each stage of their thinking, there are similarities in behaviour, namely, they tend to be in a hurry to do something, prefer trial and error, and get ideas based on daily experience.
A Decade of Value Education Model: A Bibliometric Study of Scopus Database in 2011-2020
Author: Supriadi, Udin
Date: 2022-00-00
Type: Journal Articles
Subjects: Databases,Bibliometrics,Futures (of Society),Educational Research,Values Education,Teaching Methods,Search Strategies,Research Reports,Metadata,Computer Software,Information Retrieval

This bibliometric study aims to map the value education model research to provide direction for future research, especially in education and teaching. It is essential because value is the core of education. After all, in addition to opening the window of knowledge, education also has a role in transferring values for internalizing them in the education model. Therefore, conducting studies related to the concept and model of value education is essential for an educator. The focus of this study is to examine the bibliography related to the value education model based on the Scopus database in the period 2011-2020. This research took four stages; first: using Publish or Perish application to search articles from Scopus database. Second, performing filter by setting bibliographic criteria to be analyzed. Third, checking and completing articles' metadata through the EndNote reference manager application. Fourth, perform bibliometric analysis through the VOSviewer application. Through these four stages, seven analyses were explored; the trend of publications related to the value education model, analysis of the keywords used, collaboration of authors, citation patterns, institutions, and countries that were contributors to the study of the value education model, and abstract analysis. The results of this exploration conclude that there is a tendency for academics to pay less attention to the value education model when viewed from the number of publications related to the topic. The contribution of this research can be expected to provide direction for other researchers in conducting research and development related to educational models.
Analysis of the Effectiveness of Different Types of Distance Learning
Author: Gregorc, Jera
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Video Technology,Photography,Distance Education,Student Participation,Active Learning,Synchronous Communication,Physical Activities,Online Courses,Muscular Strength,Physical Education,Instructional Effectiveness,Undergraduate Students,Foreign Countries,Psychomotor Skills

The purpose of this paper is to determine the relevance of turning the camera on or off during distance learning as an argument for active or passive student participation. Seventy-five (75) students participated in the study and were divided into five groups (1-5) according to teaching method (i.e., synchronous instruction online with camera (1) and without camera (2), synchronous transmission of the recording online with camera (3) and without camera (4) and received the online instruction (5)) only. In the beginning and at the end, all students were tested with the same adapted test to determine general physical and motor status. All groups had the same training program twice a week for 45 minutes for 7 weeks. The first training of the week was dedicated to strength development, the second to endurance. In the end, all participants completed a questionnaire to determine their additional physical activity and how they felt about using a camera. The camera being turned on was identified as a factor that made participants uncomfortable but contributed significantly to the effectiveness of the course. However, 94.6 % of all participants cited non-camera methods as their favourite.
Using Online Photovoice (OPV) to Understand Youths&apos; Perceptions of Distance Education during COVID-19
Author: Tümkaya, Songül
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,COVID-19,Pandemics,Online Courses,Distance Education,Barriers,Educational Technology,Electronic Learning,Foreign Countries,Photography,Access to Education,Educational Environment,Access to Computers,Psychological Patterns,Social Isolation

In this study we aimed to investigate young college students' experienced problems and support resources regarding online or distance education during the COVID-19 pandemic. We used an innovative technique, Online Photovoice (OPV) method to collect data. The research includes the theoretical framework created to understand the factors that facilitate and complicate online/distance education processes for prospective teachers in the COVID-19 pandemic. Therefore, the framework consisted of Ecological Systems Theory (EST), Community-Based Participatory Research (CBPR), and OPV. In the analysis of the data, we used Online Interpretive Phenomenological Analysis (OIPA). The study sample consisted of 153 young university students in three universities in the south and southeast of Turkey. The data collection tool was created as an online form consisting of four parts: introduction, general information, and consent form; questions on the most important facilitator and the most important barrier in your life for your online/distance education during the COVID-19 process using OPV; and demographic questions section. When the facilitating factors obtained from the study data were examined, 11 main themes emerged. These main themes were having online or distance education (37%), technology, computer, internet, and helpful course programs (30%), and private space (10%). On the other hand, 16 complicating main themes have emerged including insufficient technology (32%), problems with online education (15%), and financial issues (12%). The participants attributed facilitators and barriers to EST levels, respectively: individual/intrapsychic factors (47%, 43%), microsystem (19%, 48%), exosystem (36%, 37%), and macrosystem (26%, 34%).
A Case Study on the Effectiveness of Bilingual Instructors Compared with Monolingual Instructors at a Private University in Saudi Arabia
Author: ElJishi, Ziad
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Bilingual Teachers,College Faculty,Bilingual Education,Monolingualism,Learner Engagement,Teaching Methods,Foreign Countries,English (Second Language),Semitic Languages,Teacher Attitudes,Second Language Instruction

The purpose of the study was to compare the instructional effectiveness of bilingual instructors compared to monolingual instructors. The case study design was non-experimental using a mixed methods approach. The data was collected from surveys, interviews, and classroom observations of monolingual and bilingual instructors (n=120) at a private university in Saudi Arabia. The survey and interview results showed bilingual instructors in favor of the bilingual method while monolingual instructors were not. Classroom observational data showed more incidents of student engagement recorded in the bilingual instruction compared to the classrooms where monolingual instruction took place. The implications of the study demonstrate the need for a policy change to allow bilingual instruction in the classroom and for preference given to the hiring of bilingual instructors as a means to facilitate student understanding of concepts in the classroom and in empowering second language acquisition of native Arabic speaking students.
A Case Study of Preservice Teachers&apos; Classroom Management Dilemma in a Climate of Uncertainty during the COVID-19 Pandemic
Author: Polat, Murat
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Preservice Teachers,Student Attitudes,Online Courses,Electronic Learning,Figurative Language,Problem Solving,Foreign Countries,Barriers,Educational Environment,Coping

The COVID-19 Pandemic process has brought with it a climate of uncertainty. This uncertain environment also contains a lot of uncertainty about classroom management for preservice teachers. The main purpose of this study was to reveal the metaphorical perceptions and views of preservice teachers about the source of the uncertainties they encounter in online courses conducted via Google Classroom. In this case study, the metaphors and opinions produced by the preservice teachers were evaluated. The results of content analysis revealed that the metaphorical perceptions of preservice teachers are grouped under two different themes. These themes are; &quot;Students' Individual Uncertainties&quot; and &quot;Environmental Uncertainties in Learning&quot;. They use the metaphors of &quot;dead end&quot; and &quot;confusion&quot; to describe the environmental uncertainties they encounter in the classroom. It can be concluded that the metaphorical perceptions and views of the preservice teachers about the uncertainties they encounter in the online arrangements in Google Classroom overlap with each other.
Findings of Qualitative Studies on Understanding by Design: A Meta-Synthesis
Author: Uluçinar, Ufuk
Date: 2021-00-00
Type: Journal Articles
Subjects: Planning,Program Development,Program Design,Curriculum Design,Curriculum Development,Foreign Countries,Educational Research,Models,Instructional Design,Pedagogical Content Knowledge,Teaching Conditions,Barriers,Emotional Response,Evidence,Instruction,Inquiry,Teaching Experience,Teacher Attitudes,Teacher Characteristics,Reflection,Teacher Competencies

Designed by the meta-synthesis method, the researchers examined the studies designed on the Understanding by Design (UbD) and implemented and their findings were qualitatively evaluated. It tried to obtain a comprehensive and holistic perspective on the effects and reflections of the model. 48 UbD studies were accessed from 6 databases, and 12 research findings were included after three criteria in this meta-synthesis. The findings were reached through a six-stage data analysis process; they were analyzed inductively with content analysis. The validity and credibility of this analysis process have been brought under control with the coding reliability processes and the audit technique. According to the conclusions, in the development of units based on UbD, teachers generally did not create goals/standards by collecting evaluation evidence of UbD; it was concluded that the inadequacy of this was mostly due to model inexperience, the school's facilities/conditions, teacher stagnation and emotional state, and inadequate pedagogy knowledge. Findings showed that teaching based on UbD improves students' cognitive development and participatory insights. This meta-synthesis study guides researchers who want to reference UbD as a design framework in a unit study in the overall assessment of UbD. [This article includes an extended summary in Turkish.]
A Mixed Method Study on Improving Reading Speed and Reading Comprehension Levels of Gifted Students
Author: Soysal, Taskin
Date: 2022-00-00
Type: Journal Articles
Subjects: Academically Gifted,Grade 4,Grade 5,Grade 6,Reading Rate,Speed Reading,Gifted Education,Reading Comprehension,Program Effectiveness,Reading Attitudes,Reading Habits,Foreign Countries

Gifted students have a reading capacity above their level. The aim of this study is to improve the reading speed and reading comprehension levels of gifted students through training in speed reading techniques. In the study, in which a total of 100 participants from the 4th, 5th and 6th grades attending the Science and Art Center took part, 28 hours of training in speed reading techniques were given to the students. The study was carried out according to a nested mixed methods design, which is one of the mixed research methods. While the quantitative data of the study were collected according to the pretest-posttest model without a control group, the qualitative data were obtained through semi-structured interviews with the students in the study. At the beginning of the study, the students' initial reading speeds were taken through a narrative and an informative text, and then these students were given 28 hours of speed reading techniques training. At the end of the studies, the students' post-reading speeds were taken and the difference between the pre-tests and the post-tests was compared using the SPSS 21 program. At the same time, semi-structured interviews were conducted with each student who took part in the study during the 28-hour training period, according to the planning made. In the studies carried out, it was concluded that the education in speed reading techniques increased the reading speed and reading comprehension levels of the gifted students, that the students developed a positive attitude towards reading and made an important step in gaining reading habits, and that the studies carried out would be beneficial in terms of increasing the academic success of the students.
In-Service Teacher Training Program Development Study to Prevent Peer Bullying
Author: Taneri, Pervin Oya
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Relationship,Bullying,Inservice Teacher Education,Faculty Development,Prevention,Teacher Competencies,Program Effectiveness,Foreign Countries,Intervention,Teacher Role,Problem Solving,Curriculum Development,Victims,Elementary Schools

Peer bullying is a problem that is difficult to notice and is increasingly affecting the health of society. Responding to peer bullying requires the determination and intense effort of school administrators, teachers, parents, and other school staff. Teachers who feel more competent about bullying are more likely to intervene in situations of bullying and victimization situations. However, many teachers have difficulty diagnosing bullying, do not know how to cope with bullying, or have trouble applying coping methods. This study aims to introduce the in-service teacher training program to prevent peer bullying. This program was developed using a problem-centered education program design. The content was determined with a thematic approach. The values emphasized by this program, the tools and methods it proposes, and the outcomes of the program reflect the progressive and existentialist perspectives. As a result of the evaluation of the program, it was seen that the in-service training program effectively improved teachers' competencies by increasing their awareness of peer bullying and combating bullying. It is recommended that future studies should be conducted in broad scope, including developing the competencies of teachers in dealing with cyberbullying that increased during online education. [This article includes an extended summary in Turkish.]
An Investigation of the Educational Challenges during COVID-19: A Case Study of Saudi Students&apos; Experience
Author: Ishtiaq Khan, Raja Muhammad
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Foreign Countries,School Closing,Coping,Online Courses,Distance Education,Barriers,College Freshmen,Readiness,Gender Differences,Age Differences,Blended Learning,Educational Technology,Student Attitudes

The outbreak of Coronavirus disease (COVID-19) has shaken the world, forcing countries to implement a state of emergency, including the education system. Students have been forced to remain in hostels or houses since they cannot get to university campuses. As a result of this predicament, university authorities have no option but to implement an online learning environment. Specifically, Saudi universities have faced numerous difficulties in bringing the online learning systems to continue the educational process. On the other hand, students faced difficulties to cope with such circumstances (complete online learning) without any preparation or backup plan. According to the findings of the literature research, students experienced difficulties that were difficult to overcome. The aim of this study was to determine the challenges that first-year students of the University faced. The present research got a total of 234 valid responses from the participants. The findings indicate that respondents were not fully prepared in this situation in terms of physical, environmental, and psychological readiness, with some variances in viewpoints depending on their gender and age. Respondents expressed concern about the effect of lockdown on their ability to perform well academically. In this study, the researchers found that switching suddenly to an all-online alternative cause significant obstacles for students. It was determined that the present blended learning model, which utilizes online learning to support face-to-face instruction, has encountered a critical challenge when it comes towards replacing it, particularly with underprepared learners.
Investigation of 8th Grade Students&apos; Mathematics Anxiety
Author: Üstas, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Grade 8,Mathematics Anxiety,Mathematics Instruction,Foreign Countries,Middle School Students,Family Relationship,Peer Relationship,Symptoms (Individual Disorders),Psychological Patterns,Academic Achievement,Self Esteem

The aim of this research study is to determine how students define their anxiety about learning mathematics, to determine the symptoms of anxiety and to define how anxiety occurs. The phenomenology research design was used in the study. A semi-structured interview form was used as a data collection tool in the research. The data were analyzed through the content analysis. The study group of the research consists of four male and four female 8th graders in two public secondary schools in Uluborlu district of Isparta. According to the results, students predominantly defined mathematics anxiety as frightening/scary. Also, students identified the symptoms of mathematics anxiety mostly as the theme of physical/physical symptoms. Students stated that sociological, psychological and philosophical dimensions were effective in the emergence of mathematical anxiety. Some students expressed common views on the sociological dimension-psychological and psychological-philosophical dimension. The effects of mathematics anxiety have been examined under two titles as the effects related to the psychological and sociological dimensions. While the effects related to the psychological dimension are discussed in terms of course achievement and effects on themselves, the effects related to the sociological dimension are discussed in terms of their effects on their relationship with their family and friends. [This study was presented as an oral presentation at the Eighth International Congress on Curriculum and Instruction, March 25-27, 2021. This article includes an extended summary in Turkish.]