ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on the Learner&apos;s Satisfaction of On-Line PBL Classes in Korean College
Author: Jun, Byoungho
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teaching Methods,COVID-19,Pandemics,Educational Quality,Online Courses,Educational Change,Student Projects,Active Learning,Self Efficacy,Prediction,Structural Equation Models,Undergraduate Students,Females,Foreign Countries,Learning Motivation

The quick move to non-face-to-face education caused by the sudden attack of the COVID-19 led to many problems such as faculty's burden and stress from the planning and designing of suitable on-line classes, technology system problems for both students and faculty and students' complaints of the low quality of education. Especially Project-based learning (PBL) has more challenges because it is learners-centred and is usually done in face-to-face environment. The primary purpose of this study is to investigate the factors affecting the learner's satisfaction of non-face-to-face on-line PBL classes in terms of interaction and learner's factors during the attack of COVID-19 pandemic. The data Was collected through questionnaires, from 175 undergraduate students at S women's university who took the on-line PBL classes. SEM (Structural Equation Model) was used for empirical test using SmartPLS. The results of the empirical analysis reveal that interaction and media utilization self-efficacy are likely to predict learner's satisfaction.
Issues in Translating Cultural Terms between English and Malay: A Comparative Analysis
Author: AlAqad, Mohammed H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Translation,Indonesian Languages,English (Second Language),Second Languages,Cultural Differences,Language Usage,Language Processing,Difficulty Level,Language Classification,Grammar,Second Language Learning,Books,Intercultural Communication,Social Media,Foreign Countries,Contrastive Linguistics,Figurative Language,Language Variation,Pragmatics

This study aims to examine the challenges in translating Malay cultural terms into English, and to determine practical procedures to overcome these challenges. The translation challenges in translating Malay cultural terms into English raised due to some factors; sound, lexis, grammar, and style. Both English and Malay originate from different language families and systems. While the former is from a Germanic family, the latter is an Austronesian origin, therefore, this results in a wide gap between their grammatical systems which causes considerable problems for some learners. Thus, the researcher thoroughly introduces the issue and analyses the findings by collecting data from books, conversation and social media. The study targets English and Malay cultural terms, more specifically Bruneian Malay and to achieve these targets the study employs Mona Baker's equivalence typology to fulfil the research objectives. Consequently, this research paper seeks to find practical solutions for translators who are facing the similar challenges in translation.
Caring Gifted People in Singapore and Possibility of Benefiting from Them in Kuwait
Author: Alajmi, Mohammad Soud
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Caring,Gifted Education,Student Needs,Government Role,Talent Development,Teacher Competencies,Educational Practices,Educational History,Summer Programs,Special Schools,Program Development,Program Implementation,Admission (School),Cultural Differences,Talent Identification

This study aimed to identify the reality of gifted students' caring in Singapore and the possibility of benefiting from them in Kuwait and to prepare some suggestions and recommendations that contribute to the support of gifted students in Kuwait in light of the Singaporean experience. The study followed the descriptive comparative approach by identifying the reality of gifted students in Kuwait and Singapore. The study developed some proposals and recommendations to assist these students in Kuwait, divided into three suggestions: to develop the state's role in caring for gifted students, to develop the capabilities of gifted students and their families and, finally, to develop the teachers' capabilities in educating gifted students.
Engklek Game in Mathematics: How Difference and Relationship Student Attitude towards Science Process Skills?
Author: Kamid, Kamid
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Games,Indigenous Knowledge,Mathematics Instruction,Instructional Effectiveness,Science Process Skills,Skill Development,Student Interests,Elementary School Students,Grade 4,Correlation,Problem Solving,Foreign Countries,Culturally Relevant Education

This study aims to integrate the local wisdom of the traditional engklek game into problem-solving-based mathematics learning at the elementary school level. The method used in this study is a mixed-method with an explanatory design. The data analysis technique used in this study was random sampling and data collection was carried out by distributing observation sheets about student process skills, student learning interest questionnaires and conducting interviews with students and teachers at the school. Based on the results obtained by the researchers, it can be found that there is interest in learning and skills of students in grades IV A and IV B in the engklek game in mathematics subjects at State Elementary Schools. In addition, there is a relationship between students' interest in learning and students' process skills in mathematics subjects at State Elementary Schools.
Emergent Bilinguals with Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis
Author: Taboada Barber, Ana
Date: 2022-00-00
Type: Journal Articles
Subjects: Bilingualism,Reading Comprehension,Reading Difficulties,Comparative Analysis,Longitudinal Studies,Elementary School Students,Oral Language,Word Recognition,Second Language Learning,Achievement Tests,Reading Tests,Intelligence Tests,Verbal Ability,Vocabulary,Executive Function,Spanish,English (Second Language)

This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.
Epistemological Beliefs of Secondary School Teachers in Light of Their Teaching Practices Based on the Grounded Theory
Author: Aldossari, Ali Tared
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Secondary School Teachers,Teaching Methods,Grounded Theory,Epistemology,Foreign Countries,Teacher Education

The current study aimed to identify the epistemological beliefs of secondary school teachers in light of their teaching practices. The researchers applied the qualitative approach based on the method of grounded theory. Data were collected through classroom observations, interview sheets and focus groups. Having determined the credibility and reliability of the instruments, the data were thoroughly read, and analysed using the topology data model. Results indicated the participants' responses converged in the dimension of the nature and certainty of knowledge, the dimension of knowledge acquisition and in the speed of knowledge acquisition, while responses varied in the dimension of the concept of epistemological beliefs, the dimension of the sources of epistemological beliefs and the factors in their formation, and in the dimension of knowledge authority. The study highlighted the importance of integrating epistemological beliefs in teachers' qualification programmes to practise such beliefs in the classroom environment.
Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis
Author: Steinle, Paul K.
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Fluency,Intervention,Reading Difficulties,Secondary School Students,Synthesis,Educational Research,Reading Comprehension,Reading Achievement,Instructional Effectiveness

This systematic review synthesizes fluency intervention research for struggling readers in Grades 6 through 12 from January 2006 to October 2019. The search yielded 17 studies examining reading fluency and comprehension outcomes. Most studies examined repeated reading (RR) interventions to improve reading fluency for struggling readers at these grade levels, resulting in improved fluency but few positive effects on reading comprehension outcomes, similar to trends observed in prior systematic reviews. Reading connected text with an equivalent word count to word counts of RR sessions did not result in increased reading fluency, a finding aligned with a prior synthesis. Few studies used a fluent reader as a model prior to RRs, despite previous support for modeling within fluency interventions.
The Effectiveness of mDPBL as a Multimedia-Based Learning Approach
Author: Winarno, Sri
Date: 2021-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Instructional Effectiveness,Teaching Methods,Computer Science Education,Undergraduate Students,Student Attitudes,Direct Instruction,Problem Based Learning,Foreign Countries

This study is aimed to investigate students' perceptions towards the mDPBL approach as a multimedia-based learning approach. mDPBL approach is a combination of two different teaching approaches (i.e. DIA and PBL) with multimedia. Two departments were selected in this study (i.e. Informatics Engineering and Information System). The survey was divided into two phases, pre-survey and post-survey. 276 students participated in this study. The quasi-experiment method was used with two different ways teaching strategies (i.e. traditional and mDPBL approach). The study revealed that the majority of students have a positive impact on positive learning outcomes in the mDPBL approach. A significant increase in students' perceptions of the effectiveness of the mDPBL approach is proven by an increase in the average score of students' perceptions and perceived effectiveness of 2.67 points or 8.71%, respectively.
A Comparison of the Effectiveness of Ethnomathematics and Traditional Lecture Approaches in Teaching Consumer Arithmetic: Learners&apos; Achievement and Teachers&apos; Views
Author: Sunzuma, Gladys
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethnology,Mathematics,Lecture Method,Instructional Effectiveness,Arithmetic,Consumer Education,Mathematics Instruction,Mathematics Achievement,Conventional Instruction,Secondary School Students,Secondary School Teachers,Foreign Countries

Past studies revealed that the integration of ethnomathematics approaches is of great importance in the teaching and learning of mathematics as it is believed to improve learners' understanding and achievement in mathematics. Cognisant of the benefits of using ethnomathematics approaches in teaching and learning mathematics, the Zimbabwean school syllabus recommends the adoption and integration of ethnomathematics approaches to improve the learners' performance. The purpose of this mixed-method study was to determine the comparative effectiveness of ethnomathematics approaches and the traditional lecture approaches as well as teachers' views on the use of ethnomathematics approaches. The study sample comprised 90 learners and two teachers from one secondary school in Bindura district in Zimbabwe. Two instruments, a test and interviews were used for data collection. The participating teachers taught the concepts of consumer arithmetic for four weeks. Findings of the study showed that learners taught using an ethnomathematics approach achieved significantly higher in the test than those taught consumer arithmetic using the traditional approach. The study revealed that teachers appreciated the use of ethnomathematics approaches in the teaching of consumer arithmetic as their learners were motivated, actively involved and interested in learning the concepts. It was also reported that ethnomathematics approaches improve learners' understanding and retention of arithmetic concepts. The study, therefore, recommended training of the teachers on the use of the ethnomathematics approach in the teaching and learning of consumer arithmetic.
Integration of Character Education Based on Local Culture through Online Learning in Madras Ahaliyah
Author: Muhammad, A. R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Values Education,Social Values,Moral Values,Student Development,High School Students,High School Teachers,Principals,Religious Schools,Islamic Culture,Indigenous Knowledge,School Culture,Role Models,Electronic Learning,Distance Education,COVID-19,Pandemics,Foreign Countries

The focus of this article's discussion is related to the integration of character education based on local culture at &quot;Madrasah Aliyah&quot; (Senior High School) in Aceh. The participants were determined purposively, and they were six &quot;Madrasah&quot; principals, and 50 teachers served at &quot;Madrasah Aliyah&quot; (Islamic secondary school ) throughout Aceh. The data were analyzed following the procedures of qualitative research. The results of the study suggest that the integration of character education based on local Acehnese culture was carried out through integration in learning, the preparation of a Characteristic Learning Implementation Plan (RPP) module, the role of the teacher as a role model, and the development of pesantren (boarding school) culture. The integration of character education based on local wisdom at &quot;Madrasah Aliyah&quot; in Aceh has implications for student character development, such as religion, integrity, critical thinking, independence, participating in social activities, and responsibility. Furthermore, the implementation of character education in the conditions of the COVID-19 pandemic was carried out through a distance-learning system (online). However, the use of this system still faces technical problems, but as a whole, it can be implemented effectively.
Differentiation: The Key Point for Heterogenous Classes in Latvia
Author: Rektina, Andra
Date: 2021-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Heterogeneous Grouping,Classroom Environment,Student Diversity,Secondary School Students,Language Teachers,Teacher Attitudes,Barriers,Knowledge Level,Learning Motivation,Second Language Learning,Second Language Instruction,Instructional Effectiveness,Educational Legislation,Foreign Countries

One of the current problems in the context of education is the question of how to achieve students' maximum knowledge acquisition capacity, while simultaneously taking into account the diversity of each student. The aim of the article is to analyse how to more effectively achieve the standard set in the Latvian legislation, taking into account the individuality of each resident as defined in the Education Law. In this article the author analyses the results of a survey conducted in the spring 2021 as well as an interview. The participants for the survey were 50 and the participants for the interview were 9. Data was analysed using SPSS. The findings of the study and recommendation shall provide answers to all educators who seek the way how to teach more effectively in heterogonous classes. [Note: The page range (3343-3352) on .pdf is incorrect. The correct page range is p3343-3353.]
Language Teacher Practices Predicting Students&apos; Reading Self-Efficacy: Jordanian Students&apos; Participation in PISA 2018
Author: Alzubi, Emad Mohamad
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Effectiveness,Secondary School Students,Student Evaluation of Teacher Performance,Learner Engagement,Reading Skills,Reading Motivation,Self Efficacy,Predictor Variables,Direct Instruction,Feedback (Response),Teacher Student Relationship,Gender Differences,Adolescents,Classroom Techniques,Foreign Countries,Achievement Tests,International Assessment

This study investigated the ability of language teachers' practices to predict self-efficacy in reading among Jordanian students participating in PISA 2018. The study adopted the secondary analysis method by analyzing the responses of 8,963 15-year-old males and females in 313 schools who participated in PISA 2018. Statistically significant differences in students' perceptions were found in teacher-directed instruction, teacher support for students, teacher motivating students to engage in reading, and enjoyable reading. Additionally, female students exhibited more reading self-efficacy than male students. There were statistically significant differences in students' perceptions of controlling the classroom environment, and feedback in favor of males. The multiple linear regression analysis indicated that five factors explained a statistically significant proportion of the variance in self-efficacy in reading (14.7%). Enjoyment of reading was the factor that contributed the most with a percentage of 10.2%, followed by teacher enthusiasm with 3.6%.
The Effect of Cross-Curricular Integration on Pupils&apos; Knowledge Gained through Experiential Learning
Author: Cotic, Nastja
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Experiential Learning,Mathematics Education,Science Education,Grade 3,Elementary School Students,Foreign Countries,Knowledge Level,Achievement Tests,Pretests Posttests

This study examined the effects of the cross-curricular model of integrating mathematics and science with experiential learning on the knowledge of 3rd grade primary school pupils in Slovenia. The purpose of this research was to design and implement school lessons rooted in integrating maths with science and concrete experience, and handling real objects. In the experimental group (N=149), maths and science lessons implemented a cross-curricular model which integrated experiential learning. In the control group (N=155), maths and science were taught as separate subjects without experiential learning. The data was collected with pre- and post-tests to establish pupils' knowledge. Differences between groups were analysed through Mann-Whitney U test and Wilcoxon signed-rank test and showed that pupils from the experimental group performed better at the 2 nd and 3rd TIMSS cognitive domain. Findings indicate that the cross-curricular learning model has a positive effect on pupil's achievement in science and mathematics.
Character, Meaning in Life, and Well-Being of Students from Teachers&apos; Perspective
Author: Yuliawati, Livia
Date: 2021-00-00
Type: Journal Articles
Subjects: Well Being,Life Satisfaction,Values Education,Personality Development,Elementary School Students,Junior High School Students,Junior High School Teachers,Elementary School Teachers,Teacher Attitudes,Teacher Role,Parent Role,Community Role,Role Perception,Foreign Countries,Preadolescents,Early Adolescents

Previous studies have revealed the benefits of character and meaning in life for individual well-being. However, little research has been conducted on elementary and junior high school teachers who teach students between the ages of 10-15 years (late childhood and early adolescence) in Indonesia. This study aims to explore teachers' perceptions about character, meaning in life, and well-being. Interviews were conducted among 20 teachers. Our findings revealed that according to the teachers, the lessons and assessments in character education are well designed. However, coordination within the school community and with parents as well as specific roles between teachers and parents in building students' character, meaning, and well-being needs to be improved. What teachers understood about meaning in life corresponds with the results of previous studies. Teachers' understanding of well-being concept is still limited. They acknowledged family background, socioeconomic status, popularity, and academic achievement as important factors in students' well-being.
Application of Textlinguistic Method in Language Teaching
Author: Karabacak, Esra
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Language Processing,Reading Comprehension,Text Structure,Linguistics,Undergraduate Students,Student Attitudes,Turkish,Comparative Analysis,Foreign Countries,Language Styles,Literature,Tests,Expressive Language,Receptive Language

Texts appear as the highest level units in language teaching. Textlinguistics researchers have put forward the thesis that the largest linguistic unit is the text, not the sentence. The main purpose of this research is to determine the effect of using textlinguistic analysis method and its ability to aid students in understanding the texts in language classes and improving and enriching their comprehension and expression skills. The research conducted an experiment and collected data with interviews. The sample of the research consisted of 30 students studying at the University and taking the text linguistics course. Concept Test of Textlinguistic Analysis Method was used in the study. As a result of the research, it was determined that the &quot;Textlinguistic Analysis Method&quot; increased the students' comprehension and expression success in Turkish classes compared to the traditional method and contributed to the increase of their participation in the class.
Teaching about Our Climate Crisis: Combining Games and Critical Thinking to Fight Misinformation
Author: Cook, John
Date: 2022-00-00
Type: Journal Articles
Subjects: Climate,Misconceptions,Public Opinion,Resilience (Psychology),Teacher Role,Evidence Based Practice,Thinking Skills,Critical Thinking,Ethics,Logical Thinking,Teaching Methods,Video Games,Media Literacy,Environmental Education,Science Education

The most obvious way that misinformation does damage is by causing people to believe misconceptions or reducing belief in accurate facts. One experiment found that just a handful of cherry-picked statistics about climate change confused people and reduced their acceptance that climate change was happening. After being shown the misinformation, they also become less supportive of action to reduce climate change. Other, more subtle impacts of misinformation are also dangerous, such as eroding trust in scientific institutions and scientists. While studying how misinformation does damage, scientists have also researched and developed approaches to help build the public's resilience against misinformation. Teachers are in a powerful position to implement these evidence-based strategies--not only playing a pivotal role in building students' resilience but also providing deeper, more engaging science education that equips students with sorely needed critical-thinking skills. Much of this article is devoted to sharing those strategies so that teachers and students can effectively counter misinformation.