ethanporcaro/eric-fulltext-meta huggingface dataset:
What Is Efficient Social Studies Instruction?
Author: Kan, Çigdem
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Studies,Instructional Effectiveness,Barriers,Teacher Attitudes,Middle School Teachers,Foreign Countries,Time,Course Content,Student Interests,Educational Technology,Relevance (Education),Student Participation,Textbook Content

Effective social studies instruction should intend to train young individuals who are interested, are capable of participating in the learning process, are capable of utilizing technology, have a good memory, look forward to the future with confidence, and transfer the knowledge they acquire at school to daily life. The aim of the present research is to determine the problems experienced in the instruction of social studies course based on teacher views and the means for an efficient social studies instruction. Thus, the case study method, a qualitative research design, was employed in the present study. Semi-structured interviews were conducted with 20 teachers, employed in five middle schools in Elazig province urban center, during the 2016-2017 academic year, and the data were analyzed with descriptive analysis. Thus, it was determined that the inadequacy of course hours and the redundancy and complexity of the topics were the main problems experienced in social studies courses and these were identified as the factors that led to the lack of student interest. According to the views of the teachers, efficient social studies instruction requires a focus on current issues, requires employment of available technologies, and should allow the individuals to transfer content knowledge to life. It is concluded that an efficient social studies instruction would be possible through the transfer of knowledge to real-life situations, the employment of technological tools, active student participation, the simplification and the elimination the discontinuities between textbook content.
Online Reading Skills as an Object of Testing in International English Exams (IELTS, TOEFL, CAE)
Author: Ivanova, Rimma
Date: 2021-10-00
Type: Journal Articles
Subjects: Reading Skills,English (Second Language),Second Language Learning,Language Tests,Internet,International Assessment,College Faculty,Teaching Experience,College Students,Foreign Countries,Electronic Learning,Reading Tests,Reading Strategies

The present article addressed the issue of university teachers' working experience in the field of class-oriented online teaching English in higher educational institutions. The central aim of this study was a detailed description of the system for assessing reading skills utilized in English proficiency tests (CAE (C1), TOEFL, IELTS), as well as a comprehensive analysis of testing results. As a part of a thorough investigation, the article detailed three major reading modes and tasks most commonly used in such tests (scan-reading, skim-reading, and in-depth reading). Besides, in order to obtain reliable conclusions about the reasonability of the test tasks, the study took into account the tests' duration, the number and types of tasks, as well as the length of reading passages proposed. The research population comprised 622 second-year students from all faculties of the National Research University &quot;Higher School of Economics&quot; (Nizhny Novgorod Campus, Russia) with English proficiency levels from B1 to C1+. All data required for the study were collected from the outcomes of international English exams (CAE (C1), TOEFL, IELTS), conducted in the form of testing in 2013, 2014, and 2015. The results of this examination showed that 97% of students involved successfully solved multiple choice tasks, 96% demonstrated an understanding of the dependence between headings and text fragments, and 95% succeeded in gap-filling tasks. Provided that research participants were engaged in active work on English reading comprehension improvement throughout the examination period, 95% of students have mastered their reading skills.
Analysis of Factors Affecting Students&apos; Mathematics Learning Difficulties Using SEM as Information for Teaching Improvement
Author: Elastika, Rahmi Wiganda
Date: 2021-10-00
Type: Journal Articles
Subjects: Mathematics Education,Mathematics Achievement,Learning Problems,Environmental Influences,Family Environment,College Environment,Campuses,Educational Facilities,Sense of Community,Self Efficacy,Educational Environment,College Students,Foreign Countries

Students' learning math difficulties are influenced by various factors, both internal factors (themselves) and external factors (from outside the students themselves). One of the external factors that can affect student achievement is the campus facilities and infrastructure where they study. This paper aims to estimate structural equation models, which can represent the relationship between latent variables, and the relationship between latent and indicator variables. Besides, it is also to determine which construct has the most influence on the achievement of four indicators, which include: Campus Environment (KPS), Family Environment (LK), Community Environment (LM), and Seating (TD) towards Self (DS). The research data was obtained through a survey using a questionnaire to Universitas Padjadjaran students in the Mathematics Study Program. Data were measured using a Likert scale and using a simple random sampling technique. Data analysis was performed using Structural Equation Modelling (SEM). The results of the data analysis show that the parameter estimators of the four indicators are 0.29, 0.34, 0.14, and 0.12 respectively, with the R-squared coefficient of determination of 0.90. So that SEM is an analysis that can provide information that is used to support the learning process policymaking.
Perceived Psychological, Linguistic and Socio-Cultural Obstacles: An Investigation of English Communication Apprehension in EFL Learners
Author: Malik, Sameena
Date: 2021-10-00
Type: Journal Articles
Subjects: Barriers,Anxiety,Communicative Competence (Languages),Language Proficiency,English (Second Language),Second Language Learning,Second Language Instruction,Classroom Environment,Social Influences,Cultural Influences,Personality Traits,Shyness,Self Efficacy,Pronunciation,Knowledge Level,College Students,Public Colleges,Foreign Countries

Speaking and communicating in English language can be a traumatic experience for many Chinese EFL university learners in class and in public. In many situations, they prefer to remain silent and passive listeners. This study aims to detect linguistic, psychological, socio-cultural hindrances and lends a sympathetic ear to Chinese university EFL learners enrolled in a public sector university in Wuhan and sheds light on their perspective that cause apprehension in communicating English as a FL/SL. Horwitz's FLA, Krashen's input hypothesis, affective filter hypothesis, Tanveer's learners' perspective, Vygotsky's and Feuerstein's social constructivism have been used as theoretical frameworks. The present study employed a qualitative method for collecting data and directed content analysis was conducted with deductive and inductive approach. Focus group discussion and semi-structured interviews were conducted with eight Chinese EFL university students within an academic and social context. The respondents were from social sciences discipline and had enrolled in fall semester for attending one course of English oral communication skills in the department of FL. The results of the directed content analysis indicated that respondents experienced communication apprehension and anxiety due to their own self-related psychological, cognitive, linguistic, academic, social and cultural aspects. They felt anxiety due to personality traits, low language proficiency, perceived academic issues, scholastic competence, poor pronunciation, and above all lack of lexical knowledge in TL.
The Increasing of Math Adversity Quotient in Mathematics Cooperative Learning through Metacognitive
Author: Amir MZ, Zubaidah
Date: 2021-10-00
Type: Journal Articles
Subjects: Resilience (Psychology),Mathematics Instruction,Cooperative Learning,Metacognition,Mathematics Achievement,Boarding Schools,Protocol Analysis,Teaching Methods,Foreign Countries

Students' success in learning is inseparable from their high level of fighting power or the Adversity Quotient (AQ) they have. This study examines whether there was an Adversity Quotient (AQ) difference between Boarding Schools (BS) and NonBoarding Schools (NBS) students through the application of metacognitive learning Think-aloud cooperative setting through the application of metacognitive learning Think-aloud cooperative setting Think-Pair-Share (MTPS), Think-Pair Square (MTPQ), and Conventional Class (CC). The researchers used quasi-experimental research design. The data collection in this study involves students in 2 schools namely; boarding schools (BS) and non-boarding schools (NBS) system in Pekanbaru. With statistics analysis of ANOVA, it was found that there was a difference of AQ of students to the learning of mathematics in the three groups of learning strategies (MTPS,MTPQ, CC). The strategies that best influence the successive AQ of students are the strategies of MTPS, CC, MTPQ. There was also an interaction effect between learning strategies with the school system on AQ students. Student AQ is higher in the NBS group in BS students. Student AQ indicators are high on control and reach aspects, while other indicators are categorized (origin, ownership, and endurance). This research contributes to the development of the study of metacognitive think-aloud strategy and adversity quotient in mathematics learning.
Adaptations in Conservatories and Music Schools in Spain during the COVID-19 Pandemic
Author: Calderón-Garrido, Diego
Date: 2021-10-00
Type: Journal Articles
Subjects: Educational Change,Music Education,Foreign Countries,COVID-19,Pandemics,Music Teachers,Music Theory,Musical Instruments,Teacher Attitudes

The lockdown imposed in Spain as a result of COVID-19 made it necessary to rethink educational processes. In this situation, digital technologies offered the most efficient solution by moving all teaching to an online format. The purpose of this study is to analyze the adaptations made in music schools and conservatories. To achieve this, an ad hoc questionnaire was designed and distributed, and resulted in a sample of 259 teachers. The results reveal a lack of training and structures that was reflected in the problems encountered by teachers with continuing instrumental classes, especially for ensembles. However, music theory classes were affected to a lesser extent. It was observed that musical performance was used to focus on the emotional aspects of students and their families.
The Development of the HOTS Test of Physics Based on Modern Test Theory: Question Modeling through E-Learning of Moodle LMS
Author: Widyaningsih, Sri Wahyu
Date: 2021-10-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Physics,Integrated Learning Systems,Electronic Learning,Science Tests,Thinking Skills,Science Instruction,Test Construction,Test Validity,College Students,Test Reliability,College Science,Foreign Countries

This research aims to develop HOTS physics questions based on Modern Test Theory designed and presented with LMS Moodle on e-learning, which can be accessed online. This study also serves as one of the efforts to expand students' HOTS by applying a variety of HOTS-based learning sources. Further, this research employed the ADDIE model with analysis, design, development, implementation, and evaluation stages. The instrument consisted of 24 multiple-choice physics questions; the questions were designed by following the aspects and sub-aspects of HOTS and validated by the assessment of physics experts, physicists, and lecturers. Moreover, the validity analysis was based on Aiken's V formula, in which every aspect was confirmed to be valid. The instrument had been tested on 34 students of the Physics Education Department, Universitas Papua. Dichotomy data analysis used the Rasch Model (RM) 1-PL through the Quest program, and the test characteristics comprised item fitness, reliability, and difficulty. The trial result obtained the criteria of INFIT MNSQ mean and standard deviation of 1.0 and 0.0, respectively, indicating that the items fitted the RM1-PL. In addition, the value of item reliability based on the item estimate summary arrived at 0.66; meanwhile, the case reliability under the summary of the case estimate accounted for 0.85.
Algebra Dominoes Game: Re-Designing Mathematics Learning during the COVID-19 Pandemic
Author: Umbara, Uba
Date: 2021-10-00
Type: Journal Articles
Subjects: Algebra,Games,COVID-19,Pandemics,Game Based Learning,Mathematics Instruction,Instructional Effectiveness,Instructional Development,Computer Assisted Instruction,Communication (Thought Transfer),Foreign Countries,Junior High School Students

This study discusses the development and effectiveness of game instruction on mathematical communication skills. This feature, developed using Microsoft PowerPoint, provides learning instructions with a chain game called algebra dominoes. The principles of independent learning and mastery learning are strategies in learning to ensure that students can learn independently during the COVID-19 pandemic. This study was developed based on Research &amp; Development with systematic, comprehensive, and coherent stages through strict quality control through the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) design. The results showed that the domino algebra developed was feasible to be mass-produced and used in mathematics learning based on expert validity tests, user practicality tests, and effectiveness tests on students' mathematical communication skills. The effectiveness test results show that the algebraic dominoes games developed are proven to be useful in developing students' mathematical communication skills. The results showed that the increase in students' mathematical communication skills in the experimental class was better than in the control class. The use of game instructions can be the main alternative in designing mathematics learning during the COVID-19 pandemic, both online and offline.
Student Attitude and Mathematics Learning Success: A Meta-Analysis
Author: Harun
Date: 2021-10-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Achievement,Meta Analysis,Foreign Countries,Outcomes of Education,Junior High School Students,High School Students,Vocational Education

Some students consider mathematics as a subject that is very difficult and frightening, so it results in the success of learning mathematics. There are two factors that cause students' success in learning mathematics, namely internal and external factors. Students' attitudes is one of the internal factors that determine the success of learning mathematics. This study aims to prove the effect of student attitude on mathematics learning success. This type of research is quantitative meta-analysis. The variables of this study are students' attitudes as independent variables and students' mathematics learning success as dependent variables. Sources of data obtained from various research results in Indonesia since 2010-2019. Twenty-two samples of research publications were taken from online databases (google scholar, national &amp; international journal) according to specified eligibility criteria. Data analysis using a meta-analysis approach. The results showed that there was a positive and significant influence on students' attitudes towards mathematics learning success, with the weight value of the effect size being within the specified confidence interval. The small amount of sampling error causes the effect size weight to be in the moderate category. These results have of course proven consistency and strengthened the theories or findings of previous researchers.
Designing E-Courseware to Support Vietnamese Students in Self-Study Fractions (4th Grade Mathematics) by Programmed Instruction Method
Author: Tran-Duong, Quoc Hoa
Date: 2021-10-00
Type: Journal Articles
Subjects: Courseware,Computer Software,Teaching Methods,Computer Assisted Instruction,Metacognition,Self Evaluation (Individuals),Instructional Design,Fractions,Mathematics Instruction,Grade 4,Elementary School Students,Problem Solving,Mathematics Tests,Scores,Instructional Effectiveness,Foreign Countries

The programmed instruction helps each student gain knowledge with different time or sequences, depending on available knowledge, ability, and learning speed. With this method, students can perform self-evaluation and self-regulation in learning activities. This article presents the application of the programmed instruction method in designing the e-courseware to support Vietnamese students in self-review and self-consolidation knowledge related to fractions (4th grade mathematics). The e-courseware was designed with 6 sections: Identifying fractions; Transforming fractions; Comparing fractions; Calculations on fractions; Solving mathematical problems involving fractions; General tests. These sections cover all the knowledge on fractions that a 4th grade student in Vietnam is required to gain. This e-courseware was appraised by experts and primary school teachers for its quality and feasibility. The quantitative analysis method on scores of forty 4th grade students from 2 primary schools was utilized to clarify the effectiveness of the e-courseware. The results indicated that aspects related to the quality and feasibility of the e-courseware were assessed on the high level. In addition, the use of the e-courseware designed by programmed instruction method significantly increases learning outcomes on fractions for 4th grade students.
Creative Problem-Solving Learning through Open-Ended Experiment for Students&apos; Understanding and Scientific Work Using Online Learning
Author: Heliawati, Leny
Date: 2021-10-00
Type: Journal Articles
Subjects: Creative Thinking,Problem Solving,Experiments,High School Students,Vocational High Schools,Electronic Learning,Teaching Methods,Chemistry,Concept Formation,Science Process Skills,Skill Development,Foreign Countries

The purpose of this research is to improve students' understanding and the ability to perform scientific work through creative problem-solving learning with the open-ended experiment approach to the separation of mixtures material using online learning. The study used a quasi-experimental method with the nonequivalent pretest-posttest control group research design. This study involved 72 students divided into two classes, 36 students in the control class and 36 students in the experimental class. Indicators of scientific work are formulating problems, describing problems, designing investigations, conducting experiments, processing data, and concluding. The results of the study showed an increase in the students' ability to perform scientific work, obtaining N-Gain of 71% (experimental class) and 48% (control class), as well as the value of t[subscript count] = 8.807 indicating t[subscript count] &gt; t[subscript table]. The percentage of students' scientific work in the experimental class was in a very good category with 72%, while the control class was 53%. Thus, creative problem-solving learning through the open-ended experiment can improve students' understanding and scientific work.
A UEA Standardized Test and IELTS vis-à-vis International English Standards
Author: Al Habbash, Maha
Date: 2021-10-00
Type: Journal Articles
Subjects: Language Tests,English (Second Language),Second Language Learning,Guidelines,Rating Scales,Comparative Analysis,Alignment (Education),Standards,Scoring,Test Format,Test Preparation,Testing,Foreign Countries,Standardized Tests,Computer Assisted Testing,Likert Scales

This convergent mixed method study aimed at exploring the English context of the widely used Emirates Standardized Test (EmSAT) by juxtaposing it to its sequel, the International English Language Testing System (IELTS). For this purpose, the study used the Common European Framework of Reference (CEFR) international standards which is used as a benchmark for both tests. The study focused on comparing the EmSAT and IELTS test specifications and their alignment with CEFR standards. The test takers reported on the EmSAT in terms of five categories: Test Scoring, Test Presentation and Format, Test Delivery, Test Structure and Preparation Practice. The results of this study revealed that both the EmSAT and IELTS are not aligned rigorously with the CEFR standards. Moreover, the EmSAT aligned mostly with the lower measurement levels of the CEFR while the IELTS aligned with the higher levels of CEFR. The test takers of the EmSAT reported some advantages and disadvantages about the EmSAT. Precisely, the students assigned high agreement with the EmSAT Test Scoring, Test Presentation and Format, Test Delivery respectively and to less degree to Test Structure and Preparation Practice.
Acceptability of Bilingual Guided Meditation with Second Language Learners in a Culturally Diverse and Economically Disadvantaged School Setting
Author: Kimble, Edward
Date: 2021-11-00
Type: Journal Articles
Subjects: Metacognition,Bilingualism,Second Language Learning,Relaxation Training,Music,Intervention,Program Effectiveness,High School Teachers,High School Students,Adolescents,Economically Disadvantaged,Student Diversity,Cultural Background,Stress Management,Anxiety,Mental Health,Minority Group Students,Public Schools

High school students experience considerable stress and anxiety. Meditative practices have been found to reduce stress and anxiety, but research has neglected the acceptability of these practices for adolescents. Bilingual guided meditation (BGM) has been shown to be both acceptable and effective in reducing stress and anxiety for second language (L2) learners in college, but its acceptability for culturally diverse high school students is unknown. The current study investigated acceptability of BGM and its components (music, positive suggestion) with L2 learners in a diverse and low-income high-school setting. Qualitative feedback and content analysis were used to investigate the acceptability of the intervention among 99 student and 5 teacher participants. Results indicate that both music and guided meditation were acceptable to the majority of the students and all of their teachers. Students particularly valued the perceived calming effects of the meditation music. Implications for future research and practice are discussed.
Age and Sex Differences in the Differentiation of Anger Expression and Interpersonal Contexts among Japanese Adolescents
Author: Deno, Minako
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Patterns,Gender Differences,Age Differences,Preadolescents,Adolescents,Parent Child Relationship,Grade 4,Grade 7,Grade 10,Mothers,Interpersonal Relationship,Peer Relationship

Differences in the frequency and differentiation of anger expression strategies, such as overt and constructive, and interpersonal contexts, such as parents and peers, were examined by sex and age in a community-based sample of 655 Japanese adolescents aged 9 to 16 years. The results revealed significant age-related differences in overt anger expression among females: 9-10 year-old females showed the least overt anger expression toward parents, while 15-16 year old females expressed their anger more overtly toward parents and more constructively toward peers than males. Moreover, females overtly expressed their anger toward parents and constructively expressed their anger toward peers more than males did, whereas males overtly expressed their anger toward peers more than females did. These results indicate the importance of considering strategies and interpersonal context in developmental research on anger expression.