ethanporcaro/eric-fulltext-meta huggingface dataset:
Parents&apos;, Teachers&apos; and Students&apos; Beliefs about the Use and Study of Mother-Tongue in the Secondary Schools in Akinyele Local Government Area, Oyo State, Nigeria
Author: Ezeokoli, Francis O.
Date: 2019-04-00
Type: Journal Articles
Subjects: Beliefs,Parent Attitudes,Teacher Attitudes,Student Attitudes,Native Language,Foreign Countries,Public Schools,Secondary Schools,Teaching Methods,Student Participation,English,Culturally Relevant Education,Language of Instruction,Language Acquisition

The study explored parents', teachers', and students' beliefs about the use and study of mother tongue (MT) in selected secondary schools in Akinyele Local Government Area, Oyo State, Nigeria. Descriptive survey design was adopted. Twelve public senior secondary schools were randomly selected. Purposive sampling technique was used to select at least 15 literate parents, 12 teachers from different subject areas, and 20 students from each school. Overall, 211 literate parents, 195 teachers and 237 SSII students participated. Three instruments used were: Parents' Questionnaire (r=0.87), Teachers' Questionnaire (r=0.90) and Students' Questionnaire (r=0.87). Data were analysed using frequency count, percentage, mean and standard deviation. Results show that parents, teachers and students have strong beliefs that using the MT to teach will facilitate the learning of English and other subjects and enhance participation in lessons. They also believe that studying the MT as a school subject would promote students' sense of identity and positive attitude towards the Nigerian culture. Students believe that the MT remains the best language to learn with. The study has shown that the participants have strong beliefs about the pedagogical and sociocultural relevance of the MT in education. There is a positive indication that the main stakeholders (parents, teachers and students) are ready to embrace the study of MT as a subject in the secondary school. It is therefore recommended that the governments should endeavour to invest in the development of the orthographies of the Nigerian languages to make them usable in education.
Pre-Test the Effect of Teaching Social Studies Course through Performing Arts on the Students&apos; Academic Achievement and Permanence of Their Knowledge
Author: Bas, Kenan
Date: 2019-04-00
Type: Journal Articles
Subjects: Pretests Posttests,Social Studies,Instructional Effectiveness,Theater Arts,Academic Achievement,Grade 6,Secondary School Students,Foreign Countries,Experimental Groups,Control Groups

The purpose of this study is to identify the effect of social studies teaching through performing arts on the academic achievement and permanence of knowledge of performing arts and students. The participants of this research consisted of 250 6th grade students studying at five secondary schools located in different educational regions within boundaries of the central Elazig Province (from Turkey) in the 2015 and 2016 spring term. The study was conducted on 5 experimental (n = 125) and 5 control (n = 125) groups randomly selected. A mixed method involving qualitative and quantitative methods were used. Academic achievement test and an interview consisting of open-ended questions were used. On quantitative dimension of the study, pretest-posttest control group quasi-experimental design was used. On qualitative dimension, students were interviewed. During the study, while social studies course teaching was carried out with the experimental groups through performing arts, in the control groups, teaching activities stipulated by the current syllabus were carried out. The application period of the study lasted for eight weeks in total with three hours of teaching weekly in both groups. The statistical program (SPSS, version 21) was used analyzing the quantitative data obtained from the study. The N-VIVO-9 program was used for the analysis of qualitative data. As a result of the study, it was found that social studies teaching activities performed through performing arts were more successful in increasing student achievement than the activities stipulated by the current syllabus. However, as a result of the interviews, the results regarding the positive and negative aspects of the teaching activities performed in the experimental groups were obtained. It was found that the data obtained concerning the qualitative dimension of the study supported the data obtained concerning the quantitative dimension.
Relationship between Parental Involvement and Students&apos; Academic Achievement in Model Primary and Secondary School of Haramaya University, East Hararghe Zone, Oromia Regional State, Ethiopia
Author: Assefa, Abate
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Participation,Academic Achievement,Secondary School Students,Homework,Grade 8,Grade 10,Grade 12

The purpose of this study was to examine the relationship between parental involvement and students' academic achievement in Model Primary and Secondary School of Haramaya University, Oromia Regional State, Ethiopia. Correlational research design was employed to carry out the current study. Questionnaire interview and document analysis were employed to was employed to collect the data from selected respondents. The sample consists of 52 parents and 60 students purposively selected. The students were selected by their academic rank which means 50% were high achievers whereas below50% were lower achievers from the 8th, 10th and 12th grades. Parents of 30 top scoring and 30 low scoring students were selected purposively. Parental involvement was measured by using self-developed questionnaire with 10 items and eight interview guide questions were used, and students' academic achievement was measured by their recorded scores by their respective grades in the past three years four interview guide questions were employed. The first finding was that there was statistically significant positive relationship between parental involvement and students' academic achievement, (r=0.64, p&lt;0.01). The second finding was that the portrayed students who ranked from 1st to 10th from grades 8, 10 and 12 were highly involved, supported and followed by their parents on their education. The third finding was that students who were scored below 50% and ranked last 10's from perspective grades were children whose families were less encouraged and involved. In general, parents' involvement in supporting their students to boost their academic achievement is moderate. It is recommended that more detailed studies can be conducted in the future in different areas as well as country wide.
Teachers&apos; Knowledge of Diabetes and Attitudes towards Diabetic Students in the Primary Schools in Al Baha City in Saudi Arabia
Author: Alzahrani, Mohammed Abdullah A.
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Diabetes,Chronic Illness,Teacher Attitudes,Knowledge Level,Special Needs Students,Elementary School Teachers,Elementary School Students,Males,Majors (Students),Teaching Experience,Correlation,Teacher Education

The lifestyle in Saudi Arabia has changed significantly during the last few decades since oil was discovered in 1938. This discovery led to an economic revolution in Saudi Arabia. However, this resulted in people changing their eating habits, which included eating fast food due to their new work responsibilities. Therefore, some chronic diseases such as diabetes, which is one of the most widespread chronic diseases in Saudi Arabia, became more common. This study aims to investigate teachers' attitudes towards diabetic pupils and teachers' knowledge of diabetes as a chronic disease in governmental primary schools in a city in the Kingdom of Saudi Arabia. It is a survey-based research study of the attitudes and teachers' knowledge of diabetes and the research used a quantitative methodology to answer the research questions. The sample of the study consisted of 59 teachers in the governmental primary male schools with mixed background variables of, for example, majors, teaching experiences, and levels of education. The study used a questionnaire in order to achieve research questions. It included two scales: the teachers' knowledge of diabetes and an attitude scale towards diabetic students as well as the items of these two-scale knowledge tests and attitude scale developed by the researcher. The findings demonstrate that there was not a statistical difference between the teachers' knowledge test and their six different majors. On the other hand, the teaching experience had a positive impact on teachers' attitude towards diabetic students. Although the negative correlation between teachers' knowledge of diabetes and their attitude towards diabetic students was small, this value could still suggest a negative correlation. The current study can lead to increased awareness of teachers and educational policy-makers to take into consideration training teachers in some common chronic diseases such as diabetes in the Kingdom of Saudi Arabia.
The Mediating Role of School Engagement in the Relationship between Attitude toward Learning and Academic Achievement
Author: Erdogdu, M. Yüksel
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,Academic Achievement,Learner Engagement,Correlation,Foreign Countries,Grades (Scholastic)

The aim of the present study was to investigate the mediating role of school engagement in the relationship between attitude toward learning and academic achievement. The study was carried out on 438 high school students. The Scale of Attitudes Toward Learning and the School Engagement Scale were applied to the participants, and students' academic achievement scores were obtained from the school administration. In the study, the Pearson product-moment correlation coefficient and the ordinary least squares regression-based approach and Bootstrap method were used to determine the effects of the mediation model. According to the research findings, a relationship between attitude toward learning, academic achievement, and school engagement was found. It was determined that school engagement plays a partial mediating role in the relationship between attitude toward learning and academic achievement. The results revealed the importance of school engagement in improving students' attitude toward learning and academic achievement, and it was recommended to discuss and interpret the results.
Uncovering the Truth for a Better Education: A Marxist Approach to J. C. De Graft&apos;s &quot;Sons and Daughters&quot;
Author: Sanka, Confidence Gbolo
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Ideology,Social Systems,Career Choice,Family Involvement,Conflict,Parent Child Relationship,Parent Attitudes,Student Attitudes,Labor Market,Socioeconomic Influences,Income,Outcomes of Education,Drama,Secondary School Students

What factors should come first in the choice of an educational programme or a future career for a ward? Is it the interest, potential, and passion of the ward or the ego of the guardian? Is it monetary consideration and social status that should be the criteria based upon which such a decision is made or the criterion of better prospects of a job market? These and other questions are raised and dramatised in &quot;Sons and daughters&quot; by De Graft. This paper examines the extent to which capitalist ideology plays a role in determining career choice and in creating the familial tensions and conflict that are presented in the play. By applying Marxist theory and praxis to the content and form of the play, it is found that &quot;Sons and daughters&quot; is not simply about a generational conflict between parents and their children; it equally presents capitalist ideologies that undergird some of the attitudes and decisions that we make on a daily basis. More significantly, evidence from the play indicates that it is the prospects of a job market, the potential and interest of the ward and not the ego of the guardian or the wishful careers of the latter which must come first in the choice of a programme or a future career for a ward.
Views of Teachers and Students on the Problems of Syrian Children in a Refugee School in Turkey
Author: Karakus, Memet
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Teacher Attitudes,Refugees,Curriculum,Teacher Competencies,Barriers,Instructional Materials,Access to Education,War,At Risk Students,Psychological Patterns,Student Needs,Teaching Skills

The aim of the study was to shed light on the situations of teachers and students and their perception of the atmosphere in a school where Turkish children were educated in the morning while Syrian refugee students were educated in the afternoon. In this study, the features of the school, and the scope of curriculum applied to Syrian children, and the problems within the education process were examined according to teachers' as well as to students' views. Interviews were conducted with 12 refugee students and 4 Syrian teachers at the school. It was found that teaching had not been the original job of most of the teachers who were teaching due to their economic difficulties. It was also ascertained that teachers had problems, especially with the curriculum as well as with teaching materials; their students had forgotten some part of what they had learned due to several years of gap in their education; and that most of these students carried with them the psychological effects of the war. Based on the results of the study, it is suggested that refugees' education be carried out along with the students of the hosting country, that the curricula be prepared according to their needs, and that teachers working at these schools be equipped with an acceptable level of teaching skills.
Understanding Employers&apos; Perception of Employability Skills and Career Development in Morocco
Author: Tejan, Oussama Ait
Date: 2019-04-00
Type: Journal Articles
Subjects: Employment Potential,Employer Attitudes,Career Development,Foreign Countries,Job Skills,Success,Banking,Tourism,Innovation,Creativity,College Graduates,Education Work Relationship

Research into employability issues is currently receiving considerable attention. In Morocco, a significant number of employers are satisfied with the skills of their newly hired employees. However, other employers express their dissatisfaction with the newly hired workers and believe that they lack some of the most basic skills needed for successful employment. The present paper proceeds by providing a systematic review of employability skills from the perspective of employers. It aims to research the gap between employers' requirements of graduates and their actual skills with particular focus on employers' perception. The participants in this study are 20 employers from three sectors, primary education, banking and tourism in the region of Marrakesh-Safi, Morocco. The instrument used for data collection is an on-line questionnaire. More specifically, the study reported that a majority of respondents perceive innovation and creativity as fundamental employability skills. In light of the results, the study recommends that universities should make great efforts to ensure that they are equipping their graduates with employability skills as identified in the industry
Using Hybrid Problem-Based Learning (HPBL) Approach to Enhance Libyan EFL Students&apos; Engagement with English Language
Author: Baresh, Eman Fathi
Date: 2019-04-00
Type: Journal Articles
Subjects: Problem Based Learning,Interaction,English (Second Language),Second Language Learning,College Freshmen,Undergraduate Students,Language Proficiency,College Faculty,English Teachers,Language Teachers,Foreign Countries,Intonation,Pronunciation,Self Esteem,Student Improvement,Comprehension,Vocabulary,Grammar,Language Fluency,Validity,Reliability

This article explores how the Hybrid Problem-Based Learning (HPBL) approach can improve the Libyan EFL learners' performance in English language speaking. The paper employed the case study research design in which qualitative data through observation and interview were collected and analysed thematically. The participants involved in the study were 30 first-year undergraduate students in one of the Libyan public universities. The study was conducted in the period of 9 weeks. The course was conducted alternatingly between traditional and PBL lessons. The PBL lessons were based on 7 steps of Schmidt, Dauphinee and Patel (1989). At the end of each PBL lesson, students presented their possible solutions for the problem presented in a form of oral presentation (OP). It was found that after undergoing the HPBL process, the speaking ability of the learners improved in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills and pronunciation. It is, thus, concluded the HPBL approach is a worthwhile alternative for English lecturers for the transformation of the stagnant approach to the teaching of English language in the Libyan EFL context.
Student-Directed Exam Reviews, Real-Time Collaborative Composition, and Assessment of Student Preparation
Author: Long, Ryan
Date: 2019-06-00
Type: Journal Articles
Subjects: Student Developed Materials,Test Reviews,Student Evaluation,Study Guides,Active Learning,Retention (Psychology),Test Preparation

This paper outlines a method for student-directed creation of exam review guides. No answers or lists of required information are provided to students. Students must reflect on the purpose of the course and the relationships between the different content units in order to collaboratively compose a study guide. The professor then critiques the guide, providing the students with an assessment of their collective level of preparation for the exam.
Career Exploration at an Appalachian University: Effectiveness and Pre-Existing Resources
Author: Logue, Christen Tomlinson
Date: 2019-06-00
Type: Journal Articles
Subjects: Career Exploration,Instructional Effectiveness,Geographic Regions,Decision Making,Self Efficacy,College Readiness,Academic Achievement,Family Financial Resources,Undergraduate Students,Private Colleges,Student Improvement,Rural Schools,Intervention,Grade Point Average,College Entrance Examinations

Many universities offer career exploration courses designed to assist students in making effective career choices; however, it remains unclear whether pre-existing resources have a significant influence on students' ability to benefit. The purpose of this study was (a) to measure the efficacy of a career exploration course at an Appalachian institution in improving college and career decision self-efficacy and (b) to determine if the following pre-existing resources, academic readiness, academic achievement, and familial financial resources, were significant predictors of post-test college and career decision self-efficacy scores. Participants were 127 traditionally-aged, undergraduate students at a private, Appalachian university enrolled in a 15-week career exploration course. Paired samples t-tests revealed a significant positive change from pre to post-test for college and career decision self-efficacy; however, hierarchical linear regression analyses revealed no significant influence of the preexisting resources on post-test scores for either construct.
Improving Critical Reading with E-Texts: A Controlled Study in a Collegiate Philosophy Course
Author: Jensen, Mark N.
Date: 2019-06-00
Type: Journal Articles
Subjects: Critical Reading,Reading Skills,Electronic Publishing,Textbooks,College Students,Philosophy,Curriculum Design,Handheld Devices,Reading Comprehension,Reading Improvement,Documentation,Educational Benefits

This study investigated the impact of incorporating e-reader texts and annotation tools in multiple sections of an upper level philosophy course (N Control = 98; NE-reader = 76). This study adds to the body of literature that assesses gains/losses in conventional measures of performance (e.g., scores on graded assignments) and changes in student attitudes as reported in questionnaires. However, this study was unique in that it focused on training students to use e-reader tools for critical reading practices and it included assessment of student annotations and their relationship with the performance measures. Using both quantitative and qualitative data, we tested the hypothesis that, with intentional training and a course-design that provided multiple opportunities for practice and feedback, students using e-readers for critical engagement with their reading assignments would demonstrate (a) deeper understanding of the content of the texts, (b) improvement in their use of critical reading practices, and (c) improvement in their attitudes toward the use of e-readers for academic work. While we did not observe significant gains in graded assignments compared with control groups using printed texts, we found no evidence of losses for students using e-readers. At the same time, we found evidence of improvement in students' critical reading practices, especially when paired with modeling and practice throughout the term. We also observed significant positive changes in student attitudes toward the use of e-readers for academic work, compared with controls. Our findings suggest that achieving the benefits of e-readers for the development of critical reading skills requires a course with design elements that are specifically tailored to this purpose.
&quot;There Is No Escaping It&quot;: Graduate Student Conceptions of Environment and Their Implications for Learning Motivation and Public Health Curricula
Author: Cheesman, Katherine L.
Date: 2019-06-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Public Health,Student Interests,Adult Students,Learning Motivation,Prior Learning,Course Content,Relevance (Education),Career Choice,Transformative Learning,Environmental Influences

This manuscript stems from observations the authors made while teaching an environmental health course, which is part of a Master of Public Health (MPH) degree. Observations of student attitudes and patterns in course feedback prompted questions about how to pique interest in the course content. There has been considerable research attention given to the role of motivation in student learning and performance outcomes. How student motivation is generated, sustained, and impacted by educational curricula has inspired the development and revision of different theoretical models designed to explain these relationships. But the literature on adult professional learner motivation is less robust, which is important because adult learners enter classroom settings with academic and experiential knowledge. All of the existing theories of learning motivation build upon the assumed premise that students perceive the subject matter in a certain way. For adult, professional degree-seeking students in any field, however, the motivation to learn is contingent upon their preexisting conceptions of the course material--its value, relevance, and application to future career goals. Therefore, better understanding of this basis for learning in adults is important. We explore the ways in which entering MPH students conceive of one component of public health education in order to structure the course to maximize student motivation. The implications of our findings for educators in other professions are discussed