ethanporcaro/eric-fulltext-meta huggingface dataset:
Bordering on Normal: Dissolving Honors Boundaries
Author: Morrison, Lucy
Date: 2021-00-00
Type: Journal Articles
Subjects: College Freshmen,Honors Curriculum,Student Needs,Social Problems,COVID-19,Pandemics,Student Adjustment,Service Learning,Inquiry,Racial Bias,Distance Education

First-year students faced unprecedented challenges while transitioning from high school to university in fall 2020. The coronavirus crisis, economic downturn, social unrest, and a rapid and massive shift to remote learning altered their world in fundamental ways. This essay describes the response of one honors program toward providing extra- and co-curricular opportunities for student engagement with contemporary issues affecting the local community. While keeping the events of the world in view, the author demonstrates a virtual building of campus community. Pedagogical tools, such as service learning, complement a technological infrastructure for supporting colloquial inquiry and confronting social inequity, and they create common ground to help students shape a new post-pandemic &quot;normal&quot; from which to thrive.
Bridging the Interval: Teaching Global Awareness through Music and Politics
Author: Gertsenzon, Galit
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Politics,College Freshmen,Honors Curriculum,Music Education,COVID-19,Pandemics,Cultural Awareness,Foreign Countries,Governmental Structure,Activism,Social Systems,Course Descriptions

Inquiry in Global Studies: Music and Politics is a regular course offering in which first-year honors students examine the social and cultural import of music in a global context. This qualitative study examines the practical and pedagogical implications of teaching music and politics during the coronavirus crisis. In a thematic, five-part series analyzing non-Western music both in service to the government and as protest against it, the author describes how students perceived the commonalities and diversities in global culture, history, politics, and society through music while at the same time demonstrating growth in music-making processes and confronting a remote learning paradigm. In a curriculum spanning North Korea, China, Russia, Cuba, and Iran, the author considers the impact of music instruction in cultivating an understanding of transnational community. The paper concludes with selections from the final student showcase and a review of learning outcomes, prompting honors practitioners to consider how high-impact practices in the arts can empower students, cultivate community, and give rise to new multicultural competencies. Changes driven by COVID-19 (course content, delivery, and assessment measures) are presented.
Forging a More Equitable Path for Honors Education: Advancing Racial, Ethnic, and Socioeconomic Diversity
Author: Cognard-Black, Andrew J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Disproportionate Representation,Minority Group Students,Case Studies,Equal Education,Student Recruitment,Access to Education,Barriers,College Students,Student Surveys,Research Universities,Academic Persistence,School Holding Power,Educational Strategies,Race,Ethnicity,Socioeconomic Status,Academic Achievement,Achievement Gap

Despite a long tradition of social science research on educational access and barriers to inclusion for underrepresented minorities and the poor, until recently such issues have gotten relatively little attention in quantitative investigations of honors education. Public interest in educational access has grown in recent years, however, energizing discussions about the need to confront the exclusionary features of honors. The authors use data from the 2018 Student Experience in the Research University (SERU) Survey to examine the degree and variability of underrepresentation in honors at a sample of major universities in the United States. They then identify a set of relatively diverse honors programs for a case study exploring the features and strategies employed among such programs. The authors find that honors programs vary widely in the degree of diverse representation and that more diverse programs engage in robust efforts both to recruit and to retain underrepresented minorities.
Analysis of Science Process Skills of Chemical Education Students through Self-Project Based Learning (SjBL) in the COVID-19 Pandemic Era
Author: Rusmini
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Process Skills,Chemistry,Science Education,Independent Study,Active Learning,Student Projects,COVID-19,Pandemics,College Students,Foreign Countries,Teaching Methods,Student Evaluation

Research has been implemented related to the analysis of the students' science process skills through project-based learning in a COVID-19 pandemic era. The prohibition of face-to-face lectures causes hindered experimental activities to be conducted on campus. This condition encourages project-based learning to carry out extraction experiments independently (Self-Project Based Learning, SjBL). The method used in this study was the Pre-Experimental Design One-Shot Case Study involving 94 4th semester chemistry education students. The instruments used in this study were the science process skills assessment sheet, the activity observation sheet, and the students' response of the questionnaire. There were two highest skills showed by the students, namely: (1) determining tools and materials; and (2) determining research variables indicators. The two skills were in excellent category. Skills to determine the work steps, and to make a data table including good categories. Quite good category was in the skills of making research objectives, making hypotheses, analyzing and drawing conclusions. Making a problem statement was in the bad category. In general, students' science process skills were in the good category. The activity of implementing student projects received an excellent category and students gave a positive response to project implementation during a pandemic. The results of this study contribute to science learning in the future. Efforts are needed to train science process skills to prospective chemistry teachers so that teachers who have good science process skills are produced.
Chemical Bonding Successful Learning Using the &quot;Chebo Collect Game&quot;: A Case Study
Author: Lutfi, Achmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Educational Games,Teaching Methods,Computer Games,Educational Technology,Technology Uses in Education,Secondary School Science,High School Students,Program Effectiveness,Student Centered Learning,Student Attitudes,Foreign Countries

The use of games in the chemistry learning process has a positive effect on students' behaviour, understanding, and interest in the discussed topics. A Chebo Collect (chemical bonding collects) game, which has met validity, practicality, and effectiveness criteria, was used as a medium to learn chemical bonds. This study aimed to assess the use of computerized games as learning media on chemistry subjects based on the learning activities, students' responses, and the impact of learning objectives achievement. This study was conducted in high schools in East Java, Indonesia with 32 students as the subject for a game teaching method and 30 students as control using a traditional method. The students' activities were observed during the learning process and the tests were done by using a questionnaire. The results revealed that the learning activities were more student-centered methods and the learning outcomes reached classical completeness with the significant differences between the initial and final test scores. Students also gave positive responses to the use of Chebo collect game as a medium to learn chemical bonds. The Chebo Collect game has succeeded in helping students to learn chemical bonds. This method has created student-centered learning and it could improve students' learning outcomes.
Developing Computer-Assisted Formative Feedback in the Light of Resource Theory: A Case on Heat Concept
Author: Suryadi, Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Multimedia Instruction,Feedback (Response),Formative Evaluation,Instructional Effectiveness,Difficulty Level,Heat,Scientific Concepts,Concept Formation,Physics,High School Students,Student Attitudes,Adolescents,Prior Learning,Foreign Countries

Every student needs feedback to understand a scientific concept deeply. However, with a large number of students in each class, individual feedback is a challenge for teachers in Indonesia. Although there have been many studies conducted to maximize the giving of personal feedback, studies conducted by ensuring the consistency of a student's knowledge of a concept before providing feedback are rarely disclosed. This study aims to develop computer-assisted formative feedback (CAFF) based on students' cognitive resources. Besides, this study also intends to determine student perceptions related to the use of CAFF. This current study involved two experts as advisers in the development process and 31 high school students who acted as participants in the pilot phase. CAFF could identify the students' cognitive resources and then provided interactive feedback to students based on it. Therefore, it will be beneficial to associate students' prior knowledge with scientific concepts. Instead of giving feedback by showing whether or not students' answers are correct, displaying the exact concept text, or providing general instructions to the right concept, CAFF presents feedback by showing students' cognitive resources followed by the interactive explanation associated with specific cognitive resources. Students shared positive perceptions about the program. Cognitive resource diagnoses and forms of feedback in the CAFF model can be further developed on more nuanced topics.
Antecedents of Private University Students&apos; Satisfaction: The Effects of Traditional and Electronic Service Quality
Author: Leonnard
Date: 2021-00-00
Type: Journal Articles
Subjects: Private Colleges,Graduate Students,Undergraduate Students,Young Adults,Student Satisfaction,Correlation,Educational Quality,Delivery Systems,Web Sites,Value Judgment,Foreign Countries

High competition in the higher education sector, especially private universities, has brought a high attention to service quality that can increase students' satisfaction and their retention rates. This study aimed to investigate the effect of traditional and electronic service quality of private universities in Jakarta on students' satisfaction. A total of 151 students' responses from three private universities in Jakarta were collected. A factor analysis with the Principal Component Analysis method with Varimax rotation, Partial Least Square-Structural Equation Modeling (SEM) and Importance Performance Map Analysis (IPMA) were performed. The results proved that perceived value of traditional service quality and perceived web value significantly affected student satisfaction. The three indicators of perceived quality provided by administrative staff ([beta] = 0.198), perceived quality of university infrastructure ([beta] = 0.333), and perceived quality of support services ([beta] = 0.362) significantly affected students' satisfaction while in the context of electronic service quality, only accessibility ([beta] = 0.469) and attractiveness ([beta] = 0.123) had significant effects on students' satisfaction. Furthermore, the two-dimensional IPMA matrix indicated the dominance of importance (score = 0.621) and performance (score = 66.438) of perceived value over the perceived web value.
Burnout Syndrome and Dark Triad at Schools: Engineers as Teachers of Vocational Technical Subjects
Author: Copková, Radka
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Personality Traits,Vocational Education Teachers,Measures (Individuals),Predictor Variables,Regression (Statistics),Psychological Patterns,Secondary School Teachers,Foreign Countries,Teacher Burnout,Fatigue (Biology)

The aim of the present study was to verify the relationship of three aversive personality traits -- Machiavellianism, narcissism and psychopathy, nowadays known by experts as the Dark Triad and burnout syndrome on the sample of vocational technical subject teachers. The study was carried out on a sample of 241 participants (M[subscript age] = 44.53; SD = 10.29). Females represented 75.1% of all respondents (M[subscript age] = 44.48; SD = 10.02), males represented the remaining 24.9% of respondents (M[subscript age] = 42.36; SD = 11.8). The Slovak version of Short Dark Triad -- SD3 and the adapted Slovak version of Maslach Burnout Inventory -- HSS on the sample of helping professionals were administered. Significant positive relations of the Dark Triad traits with emotional exhaustion, depersonalization and personal satisfaction were identified. Regression analysis indicated the Dark Triad as a significant predictor of emotional exhaustion and depersonalization, psychopathy was the most significant predictor. The Dark Triad concept predicted 58% of burnout syndrome's variance.
New Vocational School Students&apos; Basic ICT Skills Self-Assessment
Author: Suominen, Sanni
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Vocational Education,Technological Literacy,Self Evaluation (Individuals),Student Attitudes,Job Skills,Career Readiness,Occupations,Self Efficacy,Knowledge Level,Predictor Variables,Online Courses

This article addresses 824 Finnish vocational upper secondary level students' self-assessments related to their basic ICT skills and their views regarding the importance of ICT skills for their future career. A questionnaire was distributed to students representing seven vocational fields who were starting their studies leading to a vocational upper secondary qualification. The results show that in many claims students in the field of Information and Communication Technologies assess their skills as significantly higher than other students, while students focusing on Health and Welfare rated their personal skills as significantly lower. The results also show that students in the field of Information and Communication Technologies and Humanities and Arts clearly believe that they will need IT skills in their future careers. Compared to others, students in Technology and Service Industries were significantly less likely to think so. This study contributes to research concerning vocational students' ICT competence and will help in developing online courses requiring knowledge of the differences in the need for guidance experienced by students from different vocational fields.
The Development and Validation of Mathematical Thinking Beliefs (MTB) Instrument
Author: Alhunaini, Saoud
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Beliefs,Teacher Attitudes,Foreign Countries,Test Construction,Test Validity,Test Reliability,Mathematical Logic,Thinking Skills,Problem Solving,Validity,Mathematics Skills,Communication Skills,Concept Formation,Mathematical Concepts,Elementary Secondary Education

Mathematical thinking beliefs are a significant element in supporting teachers' practices of learning and teaching school mathematics. Most prior researches on mathematics beliefs have focused on teachers' beliefs about learning and teaching mathematics in general. This research aimed to validate a Mathematical Thinking Belief instruments (MTB). The instrument was distributed to 523 mathematics teachers in Omani public schools. These teachers were asked to write their opinion in an instrument with a 5-point Likert scale. Exploratory factor analysis and confirmatory factor analysis have been applied to test the MTB using AMOS 25.0. All constructs show acceptable internal consistency reliability. The model meet a good model fit for the mathematical thinking beliefs measurement model through different fit index tests such as CMINDF, CFI, GFI, SRMR, RMSEA, and TLI. The results show that all indices of fit criteria were achieved. It is also indicated that acceptable validity, construct reliability and variance extracted values.
A Game-Based Learning Activity to Promote Conceptual Understanding of Chordates&apos; Phylogeny and Self-Efficacy to Learn Evolutionary Biology
Author: Punyasettro, Santhanat
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Science Instruction,Teaching Methods,Biology,Evolution,Self Efficacy,Pretests Posttests,Foreign Countries,Learning Activities,Educational Games,Instructional Effectiveness,Student Attitudes,Taxonomy,Middle School Students,Positive Attitudes,Scientific Concepts,Concept Formation

Understanding phylogenetic trees representing evolutionary relationships of living organisms is essential in school biology. Traditional instructions based on lectures and textbooks with pictorial presentations have been proven ineffective to promote students' understanding of the concept. This study, therefore, developed a game-based learning activity called the VERT card game to enhance students' learning of the phylogenetic taxonomy of chordates. The VERT card game was designed to lay the foundation for different characteristics of chordate classes, as well as to allow students to construct and interpret their evolutionary relationships based on the phylogenetic tree. The effectiveness of the VERT card game was verified by a pre-test and post-test design with 109 middle school students in Thailand. The statistical result revealed that students' mean scores increased significantly in the post-test, compared to the pre-test, indicating their improved understanding. In addition, after participating in the learning activity, the student participants were found to increase their self-efficacy to learn evolutionary biology statistically. Also, it showed positive views towards the usefulness of the developed card game as a large number of them expressed that they would like to use it for their lesson reviews and wished to have this form of learning activity in other topics in biology.
Analysis of Learning and Academic Performance of Education Students before and during the Coronavirus Disease Pandemic
Author: Capinding, Andie Tangonan
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Achievement,Grade Point Average,Preservice Teachers,COVID-19,Pandemics,Electronic Learning,Learning Activities,Affordances,Barriers,Study Habits,Social Media,Sleep,Time Management,Foreign Countries

The study focused on education students' learning experiences and the differences in their activities before and during the pandemic. This research was carried out at the NEUST Gabaldon Campus during the academic year 2020-2021 vacation. A study design that combines descriptive-comparative and descriptive-correlational elements. The descriptive-comparative design was used to compare the number of hours students spent sleeping, studying, using social media, and academic performance before and during the pandemic. The descriptive-correlation design, on the other hand, was used to determine the relationship between a student's academic performance (GPA) and the number of hours spent sleeping, studying, and using social media during the pandemic. The 171 education students who participated in the study were chosen through stratified random sampling. The findings revealed that there is a significant difference in the number of hours spent sleeping, studying, and using social media before and during the pandemic. However, there is no significant difference in students' academic performance before and during the pandemic. The study also discovered a highly significant link between the number of hours spent studying and academic performance and between the number of hours spent in social media and the number of hours spent studying. Nonetheless, there is no statistically significant relationship between students' academic performance and the number of hours they sleep and the use of social media during the pandemic. In addition, there is no link between the number of hours they sleep and the amount of time they spend studying and using social media. The students agree that there are benefits and drawbacks to flexible learning. The study's theoretical and practical implications were also discussed.
Using Machine Learning Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in English among Filipino Learners
Author: Bernardo, Allan B. I.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Reading Ability,Artificial Intelligence,Classification,Predictor Variables,Secondary School Students

Filipino students ranked last in reading proficiency among all countries/territories in the PISA 2018, with only 19% meeting the minimum (Level 2) standard. It is imperative to understand the range of factors that contribute to low reading proficiency, specifically variables that can be the target of interventions to help students with poor reading proficiency. We used machine learning approaches, specifically binary classification methods, to identify the variables that best predict low (Level 1b and lower) vs. higher (Level 1a or better) reading proficiency using the Philippine PISA data from a nationally representative sample of 15-year-old students. Several binary classification methods were applied, and the best classification model was derived using support vector machines (SVM), with 81.2% average test accuracy. The 20 variables with the highest impact in the model were identified and interpreted using a socioecological perspective of development and learning. These variables included students' home-related resources and socioeconomic constraints, learning motivation and mindsets, classroom reading experiences with teachers, reading self-beliefs, attitudes, and experiences, and social experiences in the school environment. The results were discussed with reference to the need for a systems perspective to addresses poor proficiency, requiring interconnected interventions that go beyond students' classroom reading.
Assessment of Digital Competencies of University Faculty and Their Conditioning Factors: Case Study in a Technological Adoption Context
Author: Jorge-Vázquez, Javier
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,College Faculty,Faculty Development,Technology Integration,Adoption (Ideas),Strategic Planning,Knowledge Level,Skill Development,Age Differences,Public Colleges,Foreign Countries

The rise of digital technologies and their educational applications increasingly require the development of digital skills among university faculty. This study focuses on examining the level of digital competencies of university faculty and identifying their conditioning factors. To achieve this objective, an ex post facto methodological design with surveys is used. A sample of 216 university teachers from different regions of Ecuador was used. The non-parametric Chi-square test was used to validate the hypothesis of independence of the variables. The results obtained show that university faculty have a mostly intermediate level of digital skills, which is independent of gender, but dependent on the generational cohort. In particular, it is found that younger teachers (millennials) have a more advanced level of digital skills, although this relationship is not very strong. On the other hand, we observe the positive influence of the university's strategic leadership in terms of technological adoption on the development of teachers' digital skills. Universities with better technological resources and with training plans focused on the pedagogical application of technology have teachers with a more advanced level of digital skills. All of this leads to the recommendation that education policies should prioritise actions that promote the development of digital competencies among university faculty