ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of the Factors Influencing Bogor Senior High School Student Choice in Choosing Bogor Agricultural University (Indonesia) for Further Study
Author: Haryanti
Date: 2016-00-00
Type: Journal Articles
Subjects: College Choice,High School Seniors,Agricultural Education,Foreign Countries,Social Influences,Family Influence,Teacher Influence,Economic Factors,Motivation,Educational Facilities,Reputation,Student Interests,Regression (Statistics)

This research investigates the factors influencing Bogor senior high school students' choice of Bogor Agricultural University for further study. Choice of higher education institution is difficult for senior high school students and requires the consideration of many factors. Students in choosing a college are influenced by social factors, personal, psychological, family, friends, teachers, the economics of situation, motivation, campus facilities and reputation of the college as well as interest. This research uses descriptive analysis and multinomial logistic regression from 380 students. The sampling method used in this study is non-probability sampling with purposive sampling. The study population is grouped into three groups based on ranking of high school (high, medium, low). Samples were students majoring in science conducted by purposive sampling (2 classes for each school). The results show that the most significant influential factors in student choice of institution are field of study offered and the higher education institute's ranking. Nuclear family members are the main source of information but the choice of field and institution is generally the student's own. The results of the multinomial logistic regression indicate that the factors that have significant influence in the choice are gender, family assets, parents' of education, potential work opportunities, sources of information and desired field of study. These results will enable IPB to more effectively influence the preference of high school students so that they are more inclined to attend the university. This study also provides an example of the way the methodology can inform a higher education institute's recruitment program so it is better tailored to the target consumers.
History on Trial: Evaluating Learning Outcomes through Audit and Accreditation in a National Standards Environment
Author: Brawley, Sean
Date: 2015-00-00
Type: Journal Articles
Subjects: National Standards,Audits (Verification),History,Majors (Students),Scoring Rubrics,History Instruction,Accreditation (Institutions),Foreign Countries,National Organizations,Intervention,Curriculum Development,Teaching Methods,Learning Processes,Case Studies,Educational Quality,Quality Assurance,Educational Improvement,Outcomes of Education

This paper uses a trial audit of history programs undertaken in 2011-­2012 to explore issues surrounding the attainment of Threshold Learning Outcomes (TLOs) in an emerging Australian national standards environment for the discipline of history. The audit sought to ascertain whether an accreditation process managed by the discipline under the auspices of the Australian Historical Association (AHA) could be based on a limited-­intervention, &quot;light-­touch&quot; approach to assessing attainment of the TLOs. The results of the audit show that successful proof of TLO attainment would only be possible with more active intervention into existing history majors and courses. Assessments across all levels of history teaching would have to be designed, undertaken, and marked using a rubric matched to the TLOs. It proved unrealistic to expect students to demonstrate acquisition of the TLOs from existing teaching and assessment practices. The failure of the &quot;light-touch&quot; audit process indicates that demonstrating student attainment under a national standards regime would require fundamental redevelopment of the curriculum. With standards-based approaches to teaching and learning emerging as international phenomena, this case study resonates beyond Australia and the discipline under investigation.
Development of a Media Literacy Skills Scale
Author: Eristi, Bahadir
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Media Literacy,Likert Scales,Test Construction,Factor Analysis,Factor Structure,Construct Validity,Test Reliability,Test Items,Correlation,College Students,Statistical Analysis

This study aims to develop a reliable and valid scale to identify the levels of media users' media literacy skills. The scale development process was carried out in nine steps as recommended in the literature. Before the scale was administered, the items were reviewed by field experts and language experts and a pilot study was carried out. Responses from 322 pre-service teachers, selected via purposeful sampling, were included in the analysis. Item discrimination was tested via item-total correlation and it indicated that none of the items were below 0.30. In the confirmatory factor analysis, it was found out that the scale and the theoretical model showed a fit between good and acceptable. Convergent validity, divergent validity and 27% upper-lower group means were also examined. As for the internal consistency, Cronbach's alpha value of the scale was calculated as 0.919 and alpha values of the factors were calculated as 0.768, 0.833, 0.720 and 0.838 respectively. The results revealed that Media Literacy Skills Scale, which consists of 45 items gathered under the four main factors of &quot;access, analyze, evaluate and communicate&quot;, is a reliable and valid measurement instrument. This up-to-date scale covers all main skills of media literacy and it consists of a sufficient number of questions to obtain rich data and ensure measurement precision. In addition, it covers new media as well as mass media and this way it fills a gap in the literature caused by the changing nature of media and technology.
Individual Differences in Learning Computer Programming: A Social Cognitive Approach
Author: Akar, Sacide Guzin Mazman
Date: 2017-00-00
Type: Journal Articles
Subjects: Individual Differences,Learning Processes,Programming,Self Efficacy,Prior Learning,Gender Differences,Social Cognition,Prediction,Spatial Ability,Short Term Memory,Undergraduate Students,Programming Languages,Computer Science Education,Measurement,Visualization,Tests,Nonparametric Statistics,Guidelines,Instructional Design,Curriculum Development,Foreign Countries,Scoring,Measures (Individuals),Graphs,Regression (Statistics),Statistical Analysis

The purpose of this study is to investigate and conceptualize the ranks of importance of social cognitive variables on university students' computer programming performances. Spatial ability, working memory, self-efficacy, gender, prior knowledge and the universities students attend were taken as variables to be analyzed. The study has been conducted with 129 2nd year undergraduate students, who have taken Programming Languages-I course from three universities. Spatial ability has been measured through mental rotation and spatial visualization tests; working memory has been attained through the measurement of two sub-dimensions; visual-spatial and verbal working memory. Data were analyzed through Boosted Regression Trees and Random Forests, which are non-parametric predictive data mining techniques. The analyses yielded a user model that would predict students' computer programming performance based on various social and cognitive variables. The results yielded that the variables, which contributed to the programming performance prediction significantly, were spatial orientation skill, spatial memory, mental orientation, self-efficacy perception and verbal memory with equal importance weights. Yet, the effect of prior knowledge and gender on programming performance has not been found to be significant. The importance of ranks of variables and the proportion of predicted variance of programming performance could be used as guidelines when designing instruction and developing curriculum.
Ghanaian Teacher Trainees' Conceptual Understanding of Stoichiometry
Author: Hanson, Ruby
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Trainees,Science Process Skills,Chemistry,Scientific Concepts,Science Education,Word Problems (Mathematics),Equations (Mathematics),Computation,Undergraduate Students,Science Tests,Data Analysis,Comprehension,Difficulty Level

Chemical stoichiometry is a conceptual framework that encompasses other concepts such as the mole, writing of chemical equations in word and representative form, balancing of equations and the equilibrium concept. The underlying concepts enable students to understand relationships among entities of matter and required amounts for use when necessary. Success in this area of chemistry depends mainly on a student's understanding of the concepts of the mole. An interpretive study on trainees' conceptual understanding of chemical stoichiometry was carried out among 78 teacher trainees in their second year of study. The study comprised a combination of quantitative and qualitative interpretation of responses provided by trainees to stoichiometric questions. The interpretation indicated that their learning of stoichiometry was basically through the use of picket fence (factor label), undefined strategies and algorithm. The trainees were found to have more persistent problems with conceptual interpretation as they were not able to fully translate word problems into mathematical equations regardless their algorithmic underpinnings. Neither did they understand fully, the law of conservation of matter. Qualitative findings were found to be consistent with quantitative outputs.
A Review of Digital Addiction: A Call for Safety Education
Author: Rugai, Joseph
Date: 2016-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Safety Education,Information Technology,Behavior Problems,Mental Health,Internet,Computer Mediated Communication,Telecommunications,At Risk Persons,Well Being

In reviewing digital addiction, this paper recognized that digital technology has been useful in various spheres of life and the reach is undeniable, with an &quot;average&quot; user spending long hours on their phone or online daily. These hours increase as new applications are released by various technological companies. The demands of modern lifestyles have also lead to heavy dependence on various digital technologies for information, inter-personal relationships, entertainment and even economic transactions. There is no doubt that the over dependence on digital technology may result in addiction. Digital addiction is similar to other addictions; those suffering from it exhibit compulsive behaviour and use the virtual fantasy world as a substitution for real-life human connection. Although all of its true effects are not known, the impacts on an addicted users' life are serious and may led to social isolation, anxiety, depression, immune system disruption, brain damage and even death, Indeed, we are all at the receiving end of digital technology and deserve adequate safeguards and protections against the attendant risks of this technological revolution. In recommendations, health and safety education, time restriction and constant monitoring should be employed to safeguards healthy ways of using digital technology.
Exploring Students' Articulation of Value in a Social Research Methods Class: Towards a Phenomenography of Value Making
Author: Guglietti, Maria
Date: 2015-00-00
Type: Journal Articles
Subjects: Journalism Education,Value Judgment,Methods Courses,Research Methodology,Writing Assignments,Reflection,Content Analysis,Foreign Countries,Undergraduate Students,Mixed Methods Research,Definitions,Social Science Research

This study describes journalism students' value making of social research methods, such as sampling, data gathering strategies and quantitative and qualitative data analysis, by using a mixed-­method approach to analyze 260 written reflection assignments. In their reflections, 26 student participants assessed the value of their new knowledge of social research methods on ten different occasions throughout the term. The qualitative analysis consisted of two stages: a content analysis and an analysis of students' collective experience of value making (phenomenographic approach). The findings of the content analysis showed that students generally value knowledge that is seen as useful and familiar from the perspective of trainee practitioners (professional standpoint). A focus on students' collective experience showed that value making happens when students adopt a standpoint from where to judge new knowledge and make connections between new and past knowledge and experience. Weak connections may lead students to disregard new content. The analysis of connections showed that students either reproduce the connections made by the instructor in class (performative connection) or make an original link with present and past experiences and knowledge (original connection). Performative connections produce general statements of value making, while concrete value making happens when students explicitly integrate and transfer knowledge to produce original connections with past and present personal or professional learning and experience.
FLIPPED: A Case Study in Fundamental of Accounting in Malaysian Polytechnic
Author: Jamaludin, Rozinah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Educational Technology,Technology Uses in Education,Homework,Video Technology,Mixed Methods Research,Likert Scales,Questionnaires,Pretests Posttests,Learner Engagement,Interaction,Statistical Analysis,Accounting,Postsecondary Education,Knowledge Level,Academic Achievement,Student Attitudes,Blended Learning

The new pedagogical flipped classroom was designed, developed and implemented using Flexible environments, Learning culture, Intentional content, Professional educators, Progressive activities, Engaging experiences, and Diversified platforms, also known as the FLIPPED model. The objective of this study is to investigate the effect of student interaction and engagement in a flipped classroom on student's achievement, knowledge, skill and attitude (KSAs) towards the subject, and course satisfaction. This study used mixed method design; a 5 likert scale questionnaire with open ended questions had been distributed, and a pre-test and post-test design was carried out. The results were analysed using paired sample t-test and linear regression analysis. The findings of the study indicated no significant difference between the effect of student interaction and engagement on student satisfaction and KSAs except for student achievement. However, students had positive comments on the implementation, instruction and interaction outside the classroom. This study concludes that flipped classroom design and development could be implemented with improvements.
Using the Principles of SoTL to Redesign an Advanced Evolutionary Biology Course
Author: deBraga, Michael
Date: 2015-00-00
Type: Journal Articles
Subjects: Scholarship,Instruction,Learning,Critical Thinking,Student Attitudes,Advanced Courses,Science Instruction,Curriculum Development,Learning Strategies,Multiple Choice Tests,Skill Development,Focus Groups,Intervention,Assignments,Cooperative Learning,Statistical Analysis,Scores,Science Tests,Course Evaluation,Evaluation Methods,Foreign Countries,College Science,Evolution,Biology

A primary goal of university instruction is the students' demonstration of improved, highly developed critical thinking (CT) skills. However, how do faculty encourage CT and its potential concomitant increase in student workload without negatively impacting student perceptions of the course? In this investigation, an advanced biology course is evaluated after structural changes (implemented in 2010) met with a poor student evaluation of the course and the instructor. This analysis first examines the steps used to transform a course to encourage CT and then explains how it can be assessed. To accomplish these goals, the instructor collaborated with an educational developer to redesign the course using a philosophy informed by SoTL. This approach, as we see it, represents a set of principles that demand transparency in the development and application of strategies whose aim is to encourage student learning. However, the SoTL approach would be insufficient to simply promote a set of strategies without some mechanism for evaluating its efficacy. Therefore, we designed a &quot;Graded Response&quot; (GR) multiple-choice test to measure CT development and hence to properly evaluate whether the strategies embedded in our SoTL-informed course redesign have adequately met our goals.
Character Education of the Most Developed Countries in ASEAN
Author: Istiningsih
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Educational Quality,Correlation,Sociocultural Patterns,Developed Nations,Motivation,Role of Education

Character education into an international issue, especially in developing countries. More specifically in Indonesia, character education is a major issue in the 2012's to the present. What kind of education that may build character? To be able to answer this question, we need a broad and deep research. Research simpler related to character education is research aimed at finding supporting pillars of character education. So that the findings of this study can be implemented, then education is used as a model for education in Indonesia is among countries in ASEAN, with the hope of socio-cultural conditions there are similarities. So it is assumed that education happens to be in the same context. The results showed that Singapore as the most advanced countries in ASEAN from the perspective of economic, social, education, and technology. Therefore, education in Singapore is assumed better. The basic assumption is that there is a positive correlation between education and socio-culture. While socio-culture related to technology, economic and so on. The relationship is reciprocal. Character of Singapore society appointed as a result of education in Singapore. There are six kinds of characters which stand out in Singapore society. The theoretical research is aimed at finding hypothesis. Hypothetical model were found as follows: &quot;There are thirteen pillars supporting character education&quot;.
Professional Development Supports for the Blended, Co-Taught Classroom
Author: Lewis, Somer
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Team Teaching,Qualitative Research,Virtual Classrooms,Special Needs Students,Teacher Surveys,Educational Needs,Educational Practices,Individualized Instruction,Teaching Skills,Faculty Development,Educational Opportunities,Elementary Secondary Education,Teaching Models

This qualitative study used survey research to examine a blended co-taught model of instruction designed for students enrolled in an Occupational Course of Study via the North Carolina Virtual Public School. While blended learning has successfully served the needs of students with disabilities, face-to-face and virtual teachers identify the need for professional development to successfully implement the model. Our large scale survey of educators teaching in a blended program to meet the needs of these students demonstrates the need for multiple layers of support.
Understanding a Brazilian High School Blended Learning Environment from the Perspective of Complex Systems
Author: de Barros, Ana Paula Rodrigues Magalhães
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Blended Learning,Technology Uses in Education,Educational Technology,Mathematics Instruction,High School Students,Teaching Methods,Student Participation,Cooperative Learning,Computer Mediated Communication,Group Discussion,Interpersonal Relationship,Qualitative Research,Video Technology,Surveys,Semi Structured Interviews,Social Media

The use of technological resources has the potential to make viable new and less traditional methodologies of teaching that take into account student differences. Blended learning can be a way to rethink classes so that students have more freedom in their processes of learning. The goal of this article is to understand a blended learning environment from the perspective of complex systems. We observed the classroom as a complex unit emerging from collective class member interactions. Data from one of two mathematics classes of first year high school students, in São Paulo, Brazil were used in this article. The results suggested that a high school blended learning environment, when seen as a complex system, not only frees students to make personal meaning in their learning processes, but it also provides for collective learning in virtual and face-to-face groups. Features of online discussion groups contributed to the teachers' knowledge about the collective learning, providing them valuable information for formative assessment and pedagogical actions. The blended learning environment seen from a complexity perspective provided evidence that such classrooms demand a different relationship between the teacher, the learner, and the curriculum than relationships observed in the traditional class.
Turkish Foreign Language Learners' Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life
Author: Ozbek, Cigdem
Date: 2017-00-00
Type: Journal Articles
Subjects: Role Playing,Simulated Environment,Second Language Learning,Inquiry,Language Teachers,High School Students,Secondary School Teachers,Foreign Countries,English (Second Language),Innovation,Vignettes,Social Environment,Context Effect,Interaction,Teacher Student Relationship,Educational Technology,Technology Uses in Education,Qualitative Research,Educational Innovation,Student Attitudes,Teaching Methods,Case Studies

This study aims to design of the two activities &quot;introducing an innovation&quot; and &quot;role playing&quot; in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner's roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive presence and social presence as a theoretical frame to discuss the roles and outputs. The participants were twelve students and two English teachers from two different high schools. Teaching and learning in SL took six weeks. The first activity &quot;introducing an innovation&quot; let students develop an innovation and introduce it in English at a congress hall. The second activity &quot;role playing&quot; had four different scenarios in which students would be involved in; travel agency, get permission from family to go out, restaurant, and renting a car. It was found that the two activities in Second Life had various requirements in terms of the teacher, the student and the social environment and that they differed in pre-activity, while-activity and post-activity phases in terms of outputs. When the learning contexts created in this study are considered in terms of cognitive presence, the outcomes of the interaction effect between the teacher, the student, and the social environment were higher in the role-playing activity than in the second activity. Written preparations done before the activity in both teaching activities had positive effects on students' performance during the activity. The fact that students responded to the questions spontaneously without following the scenario and that they found the correct answer through discussion affected their cognitive presence positively. For social presence, the role-play activity resulted in higher social presence than introducing an innovation since the students studied individually in the introduction of an innovation.