ethanporcaro/eric-fulltext-meta huggingface dataset:
Preschool Experience as Predictor of Language Learning Outcomes among a Sample of Grades 1, 2, and 3 Students in Bahrain
Author: Arora, Bani
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Education,Early Experience,Academic Achievement,Outcomes of Education,English (Second Language),Second Language Learning,Grade 1,Grade 2,Grade 3,Elementary School Students,Foreign Countries,Predictor Variables,Reading Skills,Writing Skills,Language Skills,Bilingualism

The aim of the present study was to examine the effects of preschool experience on academic achievement, with specific reference to English language learning outcomes of Grades 1, 2 and 3 students in the Kingdom of Bahrain. Data from a representative sample of 402 students covering all three grades, from Bahrain public elementary schools were statistically analyzed using mean scores, t-test and one-way ANOVA test. The findings of the study revealed consistently higher mean scores in all the three grades for students who attended preschool compared with those who did not attend preschool. There was no significant difference found in ANOVA scores within the grades. The authors of this study recommend extensive research and the integration of pre schools with elementary schools as part of compulsory education; a national level quality measurement system is also recommended for a better future of the nation.
Video-Based Reflection and Peer Coaching in Enhancing TEFL Student-Teachers&apos; Teaching Practices of Receptive Skills
Author: Shaaban, Sumer Salman Abou
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Technology,Reflection,Peer Teaching,Coaching (Performance),English (Second Language),Second Language Instruction,Student Teachers,Feedback (Response),Program Effectiveness,Receptive Language,Language Teachers,Foreign Countries

This study examines the effect of selfie video reflection, model lesson video reflection, and peer-coaching relating to model lesson videos and selfie videos on TEFL student-teachers' receptive skills teaching practices. An observation checklist of (11) teaching practices was used by the participants during reflection. Four groups of (6) participants carried out two practice teaching days each week for three months and met with the researcher monthly. The first group recorded their lessons and reflected on them. The second watched model lesson videos and reflected on the teacher's performance. The third watched videos of model lessons, reflecting on them with peers, as well as recording their practice teaching and reflecting on their performance with peers. The fourth received only educational supervisors' and mentor teachers' feedback. The results reveal that the use of peer coaching with the model lesson and self-recorded videos enhances teaching practices relating to receptive skills.
Effectiveness of Multicultural Problem-Based Learning Models in Improving Social Attitudes and Critical Thinking Skills of Elementary School Students in Thematic Instruction
Author: Qondias, Dimas
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Problem Based Learning,Multicultural Education,Thematic Approach,Critical Thinking,Thinking Skills,Social Attitudes

This study aims to analyze the effectiveness of multicultural problem-based learning models to improve social attitudes and critical thinking skills of elementary school students in thematic learning. This study employs a quasi-experimental approach with a posttest-only control group design. There are 165 students in the sample of the study. The data collection method used is a questionnaire on social attitudes and an achievement test on critical thinking ability. The post-test data are analyzed using descriptive and inferential statistics. The analysis covers the mean score, standard deviation and variance while the inferential statistical analysis utilizes the MANOVA test. The results of the analysis show that the multicultural problem-based learning model is effective in improving students' social attitudes and critical thinking skills. Therefore, this learning model is recommended as an innovative learning model.
The Effectiveness of Using Revised Bloom&apos;s Taxonomy-Oriented Learning Activities to Improve Students&apos; Metacognitive Abilities
Author: Sudirtha, I Gede
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Cognitive Ability,Grade 4,Elementary School Students,Taxonomy,Learning Activities,Foreign Countries

Learning activities carried out in schools today lack innovative and varied approaches. There are few learning activities that can help develop students' meta cognitive abilities. Meta cognitive abilities are important for students to realize their weaknesses and strengths in studying and utilizing learning materials. This study analyses the effectiveness of developing revised Bloom's taxonomy-oriented learning activities to improve students' meta cognitive abilities. A quasi-experiment was used as the research design, in the form of a posttest which allowed control over the design. The subjects of this survey were all fourth graders, consisting of 132 students. The random sampling method was used to select 44 students. The data collection method used was via a test. The testing instrument used was a 10-item descriptive test. The methods and techniques of data analysis used were inferential statistical analyses. The data analysis used an independent sample t-test using SPSS. The independent sample t-test result showed 0.00 &lt; 0.05. This meant that the development of learning activities based on Bloom's revised classification method was effective for improving students' meta cognitive skills.
University Students&apos; Attitudes towards Using the Nearpod Application in Distance Learning
Author: Musa, Mofeed Ahmed Abu
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Distance Education,Handheld Devices,Computer Oriented Programs,Educational Technology,Interaction,Teacher Student Relationship,Foreign Countries

Creating a stimulating learning environment is a challenge in distance learning settings. This study aimed to investigate university students' attitudes towards using Nearpod in distance learning. For purposes of the study, the researchers developed a questionnaire of 20 items for which the validity and reliability were verified. The study sample consisted of 190 students. The students were taught different courses remotely in the second semester of the academic year 2020-2021 via Nearpod and Zoom. The results showed that the students had positive attitudes towards using Nearpod. In addition, the results showed that teacher support was the most important variable (x-bar=3.69), while student interaction and participation via Nearpod was predicated by students. Using appropriate applications to increase teacher support and student interaction is the most important variable in distance learning settings. The results also showed that there were no statistically significant differences ([alpha]=0.05) attributed to the gender and academic stage variables.
Quality of the Transition Component of the IEP for High School Students with Autism
Author: Kraemer, Bonnie R.
Date: 2022-11-00
Type: Journal Articles
Subjects: Autism Spectrum Disorders,Individualized Education Programs,Individualized Transition Plans,Student Characteristics,Scoring Rubrics,Students with Disabilities,Educational Legislation,Equal Education,Federal Legislation,Student Adjustment,Behavior Patterns,Intelligence Quotient,Self Determination,Correlation,Educational Quality,Educational Environment,High School Students,Compliance (Legal),Family Characteristics,Outcomes of Education,Student Evaluation

The present study examined the transition component of the Individualized Education Program for 62 secondary students with autism. Plans were coded using a rubric adapted from Indicator 13 of the Individuals with Disabilities Education Improvement Act. Findings indicated a mean plan score of 10.5 out of 20.0, with a range of 3.0 to 20.0. Strengths were noted in Transition Services, with Course of Study and Transition Assessment as areas of relative need. Student characteristics--including adaptive behavior, IQ, and self-determination--were associated with components of transition plan quality. Plan quality differences were found based on diploma status and the quality of the school environment. Implications for supporting educators in writing and implementing quality transition planning are discussed.
The Effect of Feedback Type in the e-Learning Environment on Students&apos; Achievement and Motivation
Author: Al-Darei, Iman Said
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 8,Middle School Students,Feedback (Response),Electronic Learning,Academic Achievement,Student Motivation

This study investigated the effect of different types of feedback in an e-learning environment in enhancing students' achievement and motivation in the Information Technology subject. The study adopted a quasi-experimental research design. The sample consisted of 97 eighth-grade students enrolled in Sarah Umm Ishaq Basic Education School in the Al Batinah North Governorate of Oman for the academic year 2021/2022. This research applied a pre-test and post-test and motivation surveys to measure the effects of three feedback types. For the data analysis, the researchers used the descriptive statistics of means and standard deviations, one-way analysis of variance (ANOVA), and one-way repeated measures ANOVA. The results of the study showed that the types of feedback had an effect on academic achievement relative to the IT curriculum for the 8th-grade students, favoring interpretive feedback. The results also indicated that students' experiences with feedback types in the IT curriculum significantly increased their motivation and had a positive effect, particularly favoring interpretive feedback.
The Effect of Flipped Classroom Approach on Learning Achievement, Online Self-Regulation and Interaction in Synchronous Distance Education
Author: Akti Aslan, Seda
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Program Effectiveness,Academic Achievement,Self Management,Interaction,Synchronous Communication,Online Courses,Videoconferencing,Foreign Countries

A quasi-experimental design was employed to examine the effects of flipped classroom approach on students' academic achievement, self-regulation skills, and interaction level in synchronous distance education. The participants consisted of 50 undergraduate students. In an online synchronous course, the Zoom application and its breakout rooms were used. For ten weeks, students were asked to attend the course two times each week. For data collection, learning achievement test, online self-regulation scale, and online course interaction level determination scale were administered. The results revealed that while flipped classroom approach in an online synchronous course positively influenced students' self-regulation skills and the interaction level, it did not affect students' learning achievement.
The Effect of Item Pool and Selection Algorithms on Computerized Classification Testing (CCT) Performance
Author: Demir, Seda
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Items,Item Banks,Mathematics,Computer Assisted Testing,Classification,Accuracy,Item Response Theory

The purpose of this research was to evaluate the effect of item pool and selection algorithms on computerized classification testing (CCT) performance in terms of some classification evaluation metrics. For this purpose, 1000 examinees' response patterns using the R package were generated and eight item pools with 150, 300, 450, and 600 items having different distributions were formed. A total of 100 iterations were performed for each research condition. The results indicated that average classification accuracy (ACA) was partially lower, but average test length (ATL) was higher in item pools having a broad distribution. It was determined that the observed differences were more apparent in the item pool with 150 items, and that item selection methods gave similar results in terms of ACA and ATL. The Sympson-Hetter method indicated advantages in terms of test efficiency, while the item eligibility method offered an improvement in terms of item exposure control. The modified multinomial model, on the other hand, was more effective in terms of content balancing.
Assessing the Performance of Online Students--New Data, New Approaches, Improved Accuracy
Author: Schmucker, Robin
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Achievement,Electronic Learning,Artificial Intelligence,Predictor Variables,Intelligent Tutoring Systems,Models,Elementary Secondary Education,Foreign Countries

We consider the problem of assessing the changing performance levels of individual students as they go through online courses. This student performance modeling problem is a critical step for building adaptive online teaching systems. Specifically, we conduct a study of how to utilize various types and large amounts of log data from earlier students to train accurate machine learning models that predict the performance of future students. This study is the first to use four very large sets of student data made available recently from four distinct intelligent tutoring systems. Our results include a new machine learning approach that defines a new state of the art for logistic regression based student performance modeling, improving over earlier methods in several ways: First, we achieve improved accuracy of student modeling by introducing new features that can be easily computed from conventional question-response logs (e.g., features such as the pattern in the student's most recent answers). Second, we take advantage of features of the student history that go beyond question-response pairs (e.g., features such as which video segments the student watched, or skipped) as well as background information about prerequisite structure in the curriculum. Third, we train multiple specialized student performance models for different aspects of the curriculum (e.g., specializing in early versus later segments of the student history), then combine these specialized models to create a group prediction of the student performance. Taken together, these innovations yield an average AUC score across these four datasets of 0.808 compared to the previous best logistic regression approach score of 0.767, and also outperforming state-of-the-art deep neural net approaches. Importantly, we observe consistent improvements from each of our three methodological innovations, in each diverse dataset, suggesting that our methods are of general utility and likely to produce improvements for other online tutoring systems as well.
Latent Program Modeling: Inferring Latent Problem-Solving Strategies from a PISA Problem-Solving Task
Author: Lundgren, Erik
Date: 2022-00-00
Type: Journal Articles
Subjects: Problem Solving,Classification,Accuracy,Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Cognitive Processes,Test Items,Item Analysis,Simulation,Traffic Safety,Transportation,Inferences

Response process data have the potential to provide a rich description of test-takers' thinking processes. However, retrieving insights from these data presents a challenge for educational assessments and educational data mining as they are complex and not well annotated. The present study addresses this challenge by developing a computational model that simulates how different problem-solving strategies would behave while searching for a solution to a Program for International Student Assessment (PISA) 2012 problem-solving item, and uses n-gram processing of data together with a naïve Bayesian classifier to infer latent problem-solving strategies from the test-takers' response process data. The retrieval of simulated strategies improved with increased n-gram length, reaching an accuracy of 0.72 on the original PISA task. Applying the model to generalized versions of the task showed that classification accuracy increased with problem size and the mean number of actions, reaching a classification accuracy of 0.90 for certain task versions. The strategy that was most efficient and effective in the PISA Traffic task evaluated paths based on the labeled travel time. However, in generalized versions of the task, a straight line strategy was more effective. When applying the classifier to empirical data, most test-takers were classified as using a random path strategy (46%). Test-takers classified as using the travel time strategy had the highest probability of solving the task. The test-takers classified as using the random actions strategy had the lowest probability of solving the task. The effect of (classified) strategy on general PISA problem-solving performance was overall weak, except for a negative effect for the random actions strategy ([beta] [approximately equal to] -65, CI[subscript 95%] [approximately equal to] [-96, -36]). The study contributes with a novel approach to inferring latent problem-solving strategies from action sequences. The study also illustrates how simulations can provide valuable information about item design by exploring how changing item properties could affect the accuracy of inferences about unobserved problem-solving strategies.
Pedagogical Literacy Scale: A Scale Development Study
Author: Koçoglu, Erol
Date: 2022-06-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Foreign Countries,Factor Analysis,Literacy,Teaching Methods,Classroom Techniques

The present study aims to develop a valid and reliable pedagogical literacy scale based on teachers' views. It also aims to investigate the variations in pedagogical literacy levels of teachers based on gender, educational level, and professional seniority variables to test the functionality of the pedagogical literacy scale. The study was conducted with teachers employed in educational institutions at various levels in Malatya Province, Turkey. The exploratory factor analysis was conducted with 345 active teachers employed in Yesilyurt District in Malatya Province during the 2021-2022 academic year. Dynamic factor analysis (DFA) was conducted with 375 active teachers employed in Battalgazi District in Malatya Province during the 2021-2022 academic years, and the functionality of the scale was determined with 412 teachers employed in various districts in Malatya Province. In the study, the draft item pool included 37 items before the exploratory factor analysis. However, the experts suggested revision of three items and removal of four items, and the exploratory factor analysis (EFA) was conducted on 33 items. EFA results revealed that the scale included 4 factors in 25 total items. Confirmatory factor analysis (CFA) revealed that the 4-factor 25-item scale was acceptable based on excellent fit indices. The Cronbach Alpha coefficient of the scale that included 25 items and four factors was 901. The analysis was conducted to test the functionality of the scale and it was determined that the pedagogical literacy levels of the teachers were good. Furthermore, it was concluded that there were significant differences between the pedagogical literacy levels of the teachers based on gender, educational level and professional seniority variables.
A Research on the Levels of Perceived Stress and Quality of Life of Physical Education Teachers: A Pilot Study in Türkiye
Author: Alpay, Numan
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Education Teachers,Stress Variables,Work Environment,Quality of Life,Teacher Attitudes,Teacher Background,Demography

The study focuses on the classification of occupational stressors perceived by physical training teachers in Turkey and the correlations of these stressors between some workload, biographic and quality of life variables. This research was conducted face to face among physical education teachers in public and private schools in the cities of Balikesir, Kocaeli, Bursa, Kütahya, Osmaniye, Yalova, Ankara, Antalya, Adana, Usak, Manisa, Kayseri, Izmir, Sanliurfa, in 2021 and 2022. The cluster method was applied. This research on physical education teachers in Turkey is a cross-sectional study. Data analysis was done using t-test and analysis of variance. First, the Pearson correlation analysis was done by examining the relationship between the variables of quality of life and perceived stress and its effect. A linear regression analysis was done with the purpose of identifying its predictability negatively and significantly (p&lt;0.001).
Investigating the Effect of Concept Teaching Strategy on Academic Success
Author: Kar, Eda Bütün
Date: 2022-00-00
Type: Journal Articles
Subjects: Concept Teaching,Teaching Methods,Academic Achievement,Grade 3,Elementary School Students,Science Education

This study examined the effect of concept teaching on students' learning level of concepts through concept teaching strategy; hence, a quasi-experimental design with pretest-posttest measurements and experimental and control groups was employed. An achievement test was created by the researcher to determine the experimental and control groups; this test was administered to 129 students studying in Grade 3, and the KR20 reliability coefficient was found to be 0.846. The pretest data were analyzed by independent groups' t-test. As a result of the analysis, two groups that were identical to each other were randomly assigned as experimental and control groups. While the concepts such as governor, district governor, mayor, and headman, which are the concepts determined from the life science curriculum, were taught to the experimental group with the help of concept teaching strategy, a program-based teaching was conducted for the control group. After 5 weeks of application, a posttest was administered to the experimental and control groups. As a result of the dependent group t-test, a significant increase in the posttest scores of the experimental and control groups was observed. As a result of the independent groups' t-test, a significant difference was noticed in favor of the posttest scores of the experimental group.