ethanporcaro/eric-fulltext-meta huggingface dataset:
Mathematics Anxiety among Ghanaian Students: A Case Study of Students of Kinbu Senior High/Technical School, Accra and Hermann-Gmeiner SOS Junior High School, Tema
Author: Bruce, Daniel
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Case Studies,High School Students,Technical Education,Junior High School Students,Rating Scales,Statistical Analysis,Severity (of Disability),Gender Differences,Comparative Analysis,Age Differences,Anxiety,Hypothesis Testing

The aim of this was to find out the reason for low performance in West African Examinations Council final examination in Core Mathematics. The exploratory research design was used for the study. A population of two hundred (200) students; 100 females and males in a breakdown of 50 males and 50 females from SHS and 50 males and 50 females from JHS was used. Richard Quinn's Mathematics Anxiety Rating Scale with a reliability coefficient of 0.90 (p = ?0.001) and validity found to be r = 0.92 (p = ?0.001) was used for data collection. The statistical tool used was the independent T-test comparisons. Results revealed that, mathematics anxiety exists among students in a frequency of 95 in the severe anxiety range of 75%-95%. Out of 200 populations, 47.5% have severe anxiety for mathematics. It was also found that, significant difference exists between SHS female and SHS male. All other comparisons produce no significance. A study of the mean values showed that at the JHS level, the males have higher mathematics anxiety level than the females. At the SHS level, the males have higher mathematics anxiety levels than the females. Further, at the JHS level the males' mathematics anxiety is a little higher than the SHS males. Mathematics anxiety level increases from the JHS to the SHS level. The males have higher mathematics anxiety levels than the females. It is recommended that, Clinical Psychologists, School Counsellors, Guidance and Counselling personnel should urgently take students through systematic desensitization using anxiety hierarchy technique and behaviour therapy using anxiety-relief response to help students eliminate or reduce mathematics anxiety.
A New Introductory Course in the Engineering Education at the University of Tromsø
Author: Arne, Gjengedal
Date: 2016-00-00
Type: Journal Articles
Subjects: Introductory Courses,Engineering Education,National Curriculum,Educational Change,Educational Practices,Curriculum Development,National Surveys,Course Descriptions,Curriculum Implementation,Technology Integration,Student Projects,College Programs,Foreign Countries

In 2011 a new national curriculum for the education of engineers was established in Norway. The objective of the curriculum is to ascertain that engineering education is professionally oriented, integrated, research-based and has a high academic standard. Institutions are instructed to facilitate a holistic approach to the engineering profession, which integrates social science, technology, science and mathematics. A new introductory course for engineers was defined, and since 2012 every education institution in Norway has given freshmen engineering students the introductory course. The course should focus on the common aspects of engineering rather than discipline-oriented topics, motivate and create identity, and include social science. The guidelines accompanying the course are vague and it has been a challenge for academic staff to establish and run the introductory course. A survey has been carried out, and this paper presents the status of the introductory course three years after implementation. Examples from various engineering programmes in Norway will be presented. At UiT the course is called &quot;Introduction to Professional Engineering Practice and Working Methods&quot; (10 credit points). The course changed from 2012 to 2014, and new changes are considered for 2015. It is a &quot;toolbox&quot; for the students with elements useful in engineering: CAD, project work, report writing, laboratory work, data analysis, engineering economics, introduction to history of technology, technology in society and engineering ethics. The course gives an overview of the engineer profession with lectures from local industry. Different experiments include model wind turbine; measurement of dust in suspension; measurement of air quality; level, pressure and flow control in fluids; and measurement of temperature with different instruments.
The Role of Measuring in the Learning of Environmental Occupations and Some Aspects of Environmental Methodology
Author: István, Lüko
Date: 2016-00-00
Type: Journal Articles
Subjects: Environmental Education,Teaching Methods,Experiential Learning,Measurement,Vocational Education,Inquiry,Active Learning,Teacher Surveys,Student Surveys,Secondary School Teachers,Secondary School Students,Textbooks,Computer Uses in Education,Measurement Equipment,Visual Aids,Teacher Workshops,Foreign Countries

The methodology neglected area of pedagogy, within the environmental specialist teaching methodology cultivating the best part is incomplete. In this article I shall attempt to environmental methodology presented in one part of the University of West Environmental Education workshop, based on the measurement of experiential learning as an important activity and a specific description of the doctoral dissertation. The research aims to explore secondary vocational learning environment's role in the measurement of the textbook use, knowledge and use of the instrument, and analysis methods used in the classroom. The results of these studies are: (1) The digital versatile bag clearly helps the students prepare the measurements; (2) Interviewed school teachers measuring suitcases field is used the most, which fits into the curriculum and the requirements as well; (3) The topic of measurements than the theoretical structure and operating principle of making instruments also differ--teachers; and (4) Mainly in this area can be a very good use of the so-called moving figure method. To sum up, the conclusion is an important work of environmental art measurement that specifies the use of modern ICT-based, interactive methods of theoretical and practical skills development.
Future Anxiety and Its Relationship to Students' Attitude toward Academic Specialization
Author: Hammad, Mahammad Ahmed
Date: 2016-00-00
Type: Journal Articles
Subjects: Anxiety,Student Attitudes,Specialization,Gender Differences,Student Educational Objectives,Correlation,Questionnaires,Student Surveys,Measures (Individuals),Educational Benefits,Outcomes of Education,College Students,Foreign Countries,Statistical Analysis

Future anxiety is considered one of the main features as a result of economic and social changes, and increasingly emerges among university students not only because of the fear of failure in the study, but also because of the fear of lack of job opportunities--the thing that affects joining their specializations. Hence this study examines the relationship between future anxiety and specialization in the light of variables of gender and specialization. The sample consists of 380 males and females at Najran University (200 students in Humanities and 180 students in scientific specializations), and their age ranged between 18 to 22 years. The two scales of future anxiety and specialization have been applied. The results showed a negative correlation between future anxiety and specialization, and there are differences in future anxiety for students of Humanity specializations, and gender differences in favor of males; the study also resulted in differences in the attitude towards specialization in favor of students of scientific specializations that have no differences due to gender.
Sources of Malaria Information among Pregnant Women in Ebonyi State and Implications for Malaria Health Education
Author: Amari-Omaka, Lois Nnenna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Diseases,Pregnancy,Females,Health Education,Hospitals,Questionnaires,Statistical Analysis,Hypothesis Testing,Information Sources,Television,Radio,Clinics,Urban Areas,Rural Areas,Educational Attainment,Access to Information

The purpose of this study was to determine sources of malaria information among pregnant women in Ebonyi state and implications for malaria education. The cross sectional research design was adopted and stratified sampling technique was used to select a total of five hundred and four (504) pregnant women from 12 hospitals in the state. A self structured and validated questionnaire was used for data collection. Pearson product moment was used to test the reliability of the instrument (r = 0.83). While frequency counts and percentages were used to analyze data, chi-square was used to test the proposed hypothesis at .05 level of Significance. Results from the study showed that radio was indicated as the highest source of malaria information followed by television and antenatal clinics. Significant difference was observed in the sources of malaria information among urban and rural pregnant women. However, no significant difference was seen among women of different educational levels as regards sources of malaria information. Based on these findings it was recommended among others that health workers should make effective use of the media in the dissemination of health information. Hence malaria education programme via all aspects of the media (radio, television, and print) should be encouraged.
Exploring the Relationship between School Principals' Burnout Situation and Life Satisfaction
Author: Karakose, Turgut
Date: 2016-00-00
Type: Journal Articles
Subjects: Correlation,Principals,Life Satisfaction,Multiple Regression Analysis,Statistical Analysis,Administrator Attitudes,Computer Software,Burnout,Scores,School Administration,Assistant Principals,Measures (Individuals),Foreign Countries

The purpose of this study is to explore school administrations' burnout situation and life satisfaction levels and the relationship between burnout and life satisfaction. The study was designed with the screening model. The research sample consists of 92 school principals and vice principals. Research data was collected with &quot;Maslach Burnout Scale&quot; and &quot;Life Satisfaction Scale.&quot; In analyzing the data SPSS 16.0 software was used and &quot;Multiple Regression Analysis&quot; and descriptive statistics were conducted in order to explore the relationship between school principals' and vice principals' burnout and life satisfaction levels. According to the analyses results, school principals gained scores below average in the emotional burnout and depersonalization dimensions and gained scores above average in the personal success dimension. This result indicates that burnout is at a low level. In addition, &quot;life satisfaction&quot; levels of school principals and vice principals are above average. This result indicates that school administrations' life satisfaction levels are at a high level.
Academic Maturation and Metacognitive Strategies in Academic Research and Production
Author: Filipovic, Jelena
Date: 2016-00-00
Type: Journal Articles
Subjects: Communities of Practice,Academic Discourse,Metacognition,Learning Strategies,Educational Research,Qualitative Research,Knowledge Management,Reflection,Graduate Study,Graduate Students,Student Research,Student Development,Interdisciplinary Approach,Difficulty Level,Case Studies,Foreign Countries,Maturity (Individuals),Research Methodology,Critical Reading,Student Participation,Teacher Student Relationship,Writing (Composition)

This qualitative research aims at linking recent findings related to cognition and self-regulated learning with complexity-driven educational framework that promotes Teacher-Learner communities of practice, in which knowledge is generated and constructed through a complex process of reflection and negotiation. Building on the data that was obtained through a textual academic literary self-report, we explore students' engagement and agency in the activities that are inherent to higher levels of academic education (Ph.D. studies), that is, researching, reading, writing, participating and interaction with other members of academic communities. The results are relevant for our deeper understanding of academic maturation from the cognitive and socio-cultural perspective within a complexity-driven, transdisciplinary educational paradigm.
Effective Utilization of ICT in English Language Learning--The Case of University of Botswana Undergraduates
Author: Umunnakwe, Ngozi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,College Freshmen,Reading Skills,Writing Skills,Technology Uses in Education,English Language Learners,English (Second Language),Integrated Learning Systems,Technological Literacy,Qualitative Research,Statistical Analysis,Questionnaires,Interviews,Observation

The study investigates the effective utilization of Information and Communication Technology (ICT) by first year undergraduates of the University of Botswana (UB) in their reading and writing skills. The first year students are not first language (L1) learners of English. They have not utilized computers for learning reading and writing in their basic education and have not been exposed to such Learning Management Systems (LMS) as Blackboard and Moodle at the secondary school level. Consequently, at the university, when they are required to utilize computers in reading and writing in their core courses, this becomes a huge challenge. This paper investigates how UB first year undergraduates utilize the computer as an ICT tool in their reading and writing skills using the quantitative and qualitative research methods. A questionnaire was administered to 200 students enrolled in both ICT 121 and ENG 131 courses during the second semester of 2013/2014 academic year. In addition, interviews and classroom observations over the same period were conducted by the researchers. The constructivist theory of learning formed the theoretical framework. The findings reveal that most first year students have difficulty in downloading and uploading course materials using the LMS platforms; they are also unaware of the silent interactive communication offered by the computer as an ICT tool. The researchers recommend that first year undergraduate students should be given lots of practice on the use of the LMSs and computer skills for effective performance in their academic work.
The Effects of Chewing Cinnamon Flavored Gum on Mood, Feeling and Spelling Acquisition
Author: Wilson, Andrew
Date: 2016-00-00
Type: Journal Articles
Subjects: Spelling,Psychological Patterns,Grade 5,Elementary School Students,Foreign Countries,Questionnaires,Student Attitudes,Food,Rote Learning,Memorization,Spelling Instruction,Tests,Scores,Recall (Psychology),Task Analysis

The purpose of the study is to investigate if the effects of chewing cinnamon flavored gum can increase mood, feeling and spelling acquisition. 5th grade students (n = 22) at Ilshin elementary school in South Korea served as participants. The same students were required to take 4 spelling tests with 1 given every day over the course of 4 days. For the 1st day, students were required to answer pre-questionnaires pertaining to mood and feeling before studying the spelling words. Students were then given 15 minutes to study while using the rote learning techniques to memorize spelling words; however, they were not given any gum. Afterwards, students were required to take the spelling test to determine memorization achievement. Lastly, students were required to retake the post-questionnaires based on mood and feeling again. On days 2-4 the same protocol was performed, however with 5, 10 or 15 minutes of gum chewing. The results indicated that in terms of the test scores, 15 minutes of chewing resulted in better performance than 5 or 10 minutes of chewing. However, there were no significant outcomes related to the mood and feeling scores. Future research should examine the type of information used for the memorization task, since recall vs. recognition tasks may be differentially affected by chewing.
Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners
Author: Sistani, Mahsa
Date: 2016-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Vocabulary Development,Correlation,Questionnaires,Multiple Regression Analysis,Learning Strategies,Second Language Learning,College Students,Foreign Countries,Role,Second Language Instruction,Language Proficiency,Language Tests,Metacognition,Scores,Intelligence Tests,Visual Perception,Spatial Ability,Memory,Comparative Analysis

This study, first, examined whether there was any relationship between Iranian L2 learners' vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners' VLSs. To these ends, 40 L2 learners from Isfahan University of Technology in Isfahan participated in the study, and the following instruments were utilized to collect the data: the Oxford Placement Test (OPT) to gauge participants' proficiency level, the Multiple Intelligences Questionnaire (Mckenzie, 1999), and a vocabulary learning questionnaire based on the framework adopted from Schmitt's (1990). The strategies were divided into five categories: determination, memory, social, metacognitive, and cognitive. To analyze the data, Pearson correlation was applied to find out the relationship between the participants' intelligence categories and their preferred VLSs. Then, multiple regression analysis was run to indicate the significance of the specific VLSs in the participants' intelligences. Results revealed that there was a strong positive relationship between participants' intrapersonal intelligence and their tendency toward the cognitive and metacognitive strategies. Moreover, as participants' scores in their interpersonal intelligence test increased, they inclined toward the social strategies more. A potential positive and significant relationship between visual/spatial intelligence and memory strategies and also linguistic intelligence and determination strategies was also found out. Overall results revealed that the participants made a significant difference regarding their decisions for particular VLSs, as intrapersonal, interpersonal, linguistic, and visual learners predicted more specific and significant VLSs in comparison with other types of intelligences.
Collaborative Blended Learning Writing Environment: Effects on EFL Students' Writing Apprehension and Writing Performance
Author: Challob, Ala'a Ismael
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Collaborative Writing,Writing Apprehension,Writing Skills,International Schools,Student Attitudes,Foreign Countries,Writing Processes,Learning Activities,Online Courses,Electronic Publishing,Writing Improvement,Writing Instruction,Computer Mediated Communication,Qualitative Research,Case Studies,Secondary School Students,Males,Grade 10

This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and observation. Twelve male students enrolled in Class Ten were selected to participate in a 13-week study. To learn how to write collaboratively, the students followed the procedures of the blended learning writing process. Students were divided into three groups and were given the freedom to choose the members of the group they would like to work with. They went through the writing process in face-to-face and online learning modes via the class blog and online Viber discussion. Data collected were analyzed qualitatively using thematic analysis. The findings indicated that the students had positive perceptions towards the collaborative blended learning writing environment they had experienced. They perceived that the collaborative blended learning activities had helped them reduced their writing apprehension and improve their writing performance as they experienced and learnt much knowledge concerning the micro and macro aspects of writing. Students also viewed that their online discussion and collaboration on writing in Viber groups and the class blog had assisted them greatly in their writing task.
The Occurrence and the Success Rate of Self-Initiated Self-Repair
Author: Sato, Rintaro
Date: 2016-05-00
Type: Journal Articles
Subjects: Error Correction,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,High School Students,Difficulty Level,Asians,Foreign Countries,Learning Processes

Errors naturally appear in spontaneous speeches and conversations. Particularly in a second or foreign language, it is only natural that mistakes happen as a part of the learning process. After an inappropriate expression is detected, it can be corrected. This act of correcting can be initiated either by the speaker (non-native speaker) or the recipient. The former phenomenon is referred to in second language acquisition (SLA) research as self-initiated self-completed repair. This study examined whether the occurrence and the success rate of self-initiated self-repair by 32 Japanese senior high school learners are influenced by grammatical difficulty of triggers (initial errors or mistakes). The results showed the high success rate of self-initiated self-repair regardless of grammatical difficulty of triggers, which implies the importance of creating situations where students can self-initiate to repair their own errors and mistakes.
Perceptual Judgments of Accented Speech by Listeners from Different First Language Backgrounds
Author: Kang, Okim
Date: 2016-05-00
Type: Journal Articles
Subjects: Pronunciation,Phonology,English (Second Language),Second Language Learning,Second Language Instruction,Suprasegmentals,Auditory Perception,Phonetics,Native Language,Speech Communication,North Americans,Vietnamese People,Evaluators,Arabs,Interviews,Decision Making,College Students,English Curriculum,Language Tests,Language Proficiency,Likert Scales,Scores,Statistical Analysis,Error Analysis (Language)

Research in second language speech has often focused on listeners' accent judgment and factors that affect their perception. However, the topic of listeners' application of specific sound categories in their own perceptual judgments has not been widely investigated. The current study explored how listeners from diverse language backgrounds weighed phonetic parameters (i.e., segmental features such as consonants and vowels and suprasegmental features such as word stress and sentence stress) differently when perceiving non-native speakers' accented speech. Two hundred forty listeners, including American, Vietnamese, and Arabic students, rated Vietnamese accented English for intelligibility, comprehensibility, and accentedness. Within this group of participants, 112 raters also provided interview responses to questions related to their perception of accented speech in general. The results suggest that listeners of English perceived degree of accent in fundamentally different ways, depending on factors such as their first language and their English instruction backgrounds. Features identified in this study can be useful both in the listeners' global judgments and in the communicative situations in which second language learners need to function.