ethanporcaro/eric-fulltext-meta huggingface dataset:
A Comparison of the School Engagement Levels of Science High School Students Who Do Sports and Do Not Do Sports
Author: Öztürk, Fatmanur
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Learner Engagement,Athletics,Science Education,Student School Relationship,Physical Activities,Gender Differences,Parents,Siblings,Family Characteristics,Socioeconomic Status

The present study aimed to compare the school engagement levels of science high school students who do sports and do not do sports. The descriptive survey model was employed in the study. A total of 908 student's volunteers studying in three High School in Izmit district of Kocaeli participated in the study. The &quot;School Engagement Scale&quot;, which was developed by Arastaman (2006) and confirmed in terms of validity and reliability, was used for this purpose. After calculating the frequency and percentage values of the data obtained from the school engagement scale, Independent Sample t-test and ANOVA test were applied, and post-hoc tests including the Bonferroni test and Tamhane's T2 test were used according to the variance analysis test. The significance level was taken as 0.05. It was determined at the end of the study that while the mean school engagement levels varied significantly depending on the variables of school, gender, year level, economic status and engagement in a sport branch, it did not differ significantly in terms of parental status and number of siblings. The general scale sub-dimension mean values of the variable of doing sports showed that the school engagement level of those who did sports were higher than those who did not. By determining the effect of sports activities on school engagement, the student's engagement to the school can be increased.
Preservice Science Teachers&apos; TPACK Development in a Technology-Enhanced Science Teaching Method Course
Author: Kartal, Tezcan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,College Seniors,Late Adolescents,Science Education,Elementary Education,Pedagogical Content Knowledge,Technological Literacy,Self Evaluation (Individuals),Technology Integration,Methods Courses,Microteaching,Lesson Plans,Instructional Effectiveness,Foreign Countries

This study investigated preservice elementary science teachers' TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about instructional technologies that can be used in science teaching; prepared technology-based science activities, shared these activities with their peers; planned and taught a mini technology-based lesson, evaluated the lesson, and replanned and retaught the lessons. The results showed that the experimental group had positive gains about how to integrate technologies into science teaching. Participants in the experimental group comprehended that teaching science with technology requires more than technical knowledge and skills and that it is essential to realize the interactions between science, technology, and pedagogy. Besides, the experimental group's TPACK significantly differed from the control group. The implications and suggestions were given based on the results.
Automated Writing Evaluation (AWE) in Higher Education: Indonesian EFL Students&apos; Perceptions about Grammarly Use across Student Cohorts
Author: Miranty, Delsa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Writing (Composition),Student Attitudes,Undergraduate Students,English (Second Language),Second Language Instruction,Writing Instruction,Automation,Error Correction,Artificial Intelligence,Natural Language Processing,Writing Evaluation,Feedback (Response)

Automated Writing Evaluation (AWE) has been considered a potential pedagogical technique that exploits technology to assist the students' writing. However, little attention has been devoted to examining students' perceptions of Grammarly use in higher education context. This paper aims to obtain information regarding the writing process and the merits and drawbacks of Grammarly use among Indonesian undergraduate EFL students. A hundred (n=100) students majoring in English education from a public university in Banten Province were involved in this research. They were divided into three groups of users, i.e., first-, second-, and third-year student cohorts, to test whether the frequency of using Grammarly can affect their perceptions of Grammarly use in a writing class. A questionnaire and an interview guide were used to obtain the data. While the questionnaire results were analyzed using SPSS version 20, the interview results were coded and categorized based on common themes. The findings showed that there is no difference among student cohorts in their perceiving that the use of Grammarly was considered necessary to compose and revise their writing because they still dealt with several writing constraints. They thought they got immediate and comprehensive feedback, notifications of errors, and suggestions to revise the errors. Furthermore, the frequency of using Grammarly, as viewed from the student cohorts, may affect their perceptions of usefulness and drawbacks of Grammarly use, especially whether Grammarly's feedback is always helpful or not. Examining the opportunities of using Grammarly in sparking a constructive learning atmosphere in EFL writing class is worth-researching further.
The Effect of Engineering Design Based Science Teaching on Decision Making, Scientific Creativity and Design Skills of Classroom Teacher Candidates
Author: Ayaz, Elcin
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Elementary Education,STEM Education,Engineering,Design,Decision Making,Creativity,Problem Solving,Science Process Skills,Skill Development,Preservice Teachers,Undergraduate Students,Public Colleges,Instructional Effectiveness,Active Learning,Inquiry,Foreign Countries

This study aims to examine the effects of engineering design-based science teaching (EDBST) on classroom teacher candidates' decision-making skills, scientific creativity and engineering design-based process skills. The random design of the quantitative approach with a pretest-posttest control group was used in the study. The study group consists of 60 teacher candidates convenient sampling method and studying at the Faculty of Education Department of Classroom Education of a state university in Ankara in the 2017-2018 academic year. The implementations of the study continued in the Science and Technology Laboratory Applications-II course for 14 weeks in accordance with the content integration of STEM. Study data were calculated through dependent and independent groups t-test, one-way repeated measures ANOVA and multivariate variance analysis (MANOVA). When the results of the study were examined, it was seen that the skills of the classroom teacher candidates, where the courses were taught with engineering design-based science teaching, developed positively.
The Effect of Free Time Management Skills upon Smartphone Addiction Risk in University Students
Author: Gezgin, Deniz Mertkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Time Management,Addictive Behavior,Handheld Devices,Telecommunications,At Risk Students,Undergraduate Students,Leisure Time,Scheduling,Goal Orientation,Correlation,Skill Development,Foreign Countries

The purpose of this study is to investigate the effect of free time management skills upon smartphone addiction risk in university students. The study follows a relational screening model of research and makes use of descriptive analyses alongside correlation and stepwise regression statistical methods. The study group consists of 591 university students. A glance at the findings indicate that the overall smartphone addiction risk in the study group is relatively low and that a statistically significant yet weak and negative relationship exists between smartphone addiction risk and free time management skills. Three out of the four sub-dimensions of free time management scale; namely &quot;scheduling&quot;, &quot;leisure attitude&quot; and &quot;goal setting&quot; were found to be have statistically significant correlations with smartphone addiction risk at moderate, weak and weak levels respectively. Lastly, a stepwise regression test has shown that the &quot;scheduling&quot; sub-dimension alone is a significant predictor of smartphone addiction risk, explaining 15.2% of variance in scores. In conclusion, these findings may be interpreted as the possession of higher free time management skill in university students is associated with lower risk of smartphone addiction. The basis of this phenomenon may be inclination of some students to prefer spending all their free time using their smartphones, due to lack of management skills. The results have been further discussed further under the light of associated findings in the academic literature and implications for future research have been made.
Self-Regulation in Qur&apos;an Learning
Author: Hanafi, Yusuf
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Religious Education,Biblical Literature,Situated Learning,Islam,Muslims,Scores,Help Seeking,Learning Processes,Web 2.0 Technologies

Purpose: The emergence of academic anxiety and poor learning outcomes among Indonesian first-year students at higher education institutions emphasized the need to measure the level of self-regulated learning (SRL). This study was part of a larger SRL research project in the area of learning mrecitation, where we attempted to explore further on how students applied SRL. By using a new perspective of SRL as a social process that emphasized interaction, we investigated how the situated environment influenced learning. Method: Quantitative and qualitative approaches were applied. A set of questionnaires generated from the adaptation process was successfully validated through rigorous psychometric testing. A total of 420 first-year students responded to the questionnaire. Then semi-structured observations and interviews were conducted among eight students. Finally, data obtained from observation checklists and interviews were triangulated. Findings: The SRL level for first-year students in learning Qur'an recitation was insufficient, with a score of 3.37 out of 5.00. The highest score on the Meta-Affective dimension was M = 3.64, and the lowest score on the Sociocultural-Interactive dimension was M = 2.98. These results indicated that although anxiety was not a serious problem, yet it was still an obstacle for some students with low SRL to achieve targeted learning goals. Furthermore, these students did not have the awareness to seek help for their learning difficulties. This situation was further aggravated by the lack of assistance from instructors in creating conducive learning environments for students to interact with each other. Significance: The standard deviations on all SRL dimensions identified in this study were high, showing a large gap between students who had high and low SRL. This condition requires instructors to provide significant assistance. We suggest heterogeneous grouping to enable more intensive interactions between students to increase the sociocultural-interactive dimension. We believe that seamless interaction is the most tangible support for promoting SRL.
The Issues and Challenges of Mathematics Teaching and Learning in Malaysia &quot;Orang Asli&quot; Primary Schools from Teachers&apos; Perspectives
Author: Md-Ali, Ruzlan
Date: 2021-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Mathematics Teachers,Mathematics Instruction,Teacher Attitudes,Elementary School Mathematics,Elementary School Students,Student Evaluation,Mathematics Skills,Cognitive Style,Small Group Instruction,Individualized Instruction,Teaching Methods,Attendance,Discipline,Drills (Practice),Learner Engagement

Purpose: The Malaysian government has allocated a large budget for &quot;Orang Asli&quot; primary school education via the Department of &quot;Orang Asli&quot; Development (JAKOA) to help improve the &quot;Orang Asli&quot; pupils' academic performance and in, Mathematics as well. Teachers face challenges in ensuring that &quot;Orang Asli&quot; pupils become competent learners of mathematics. Hence, there is a need to explore the teachers' perspectives on the teaching and learning of Mathematics in the &quot;Orang Asli&quot; schools. This study examined the teachers' perspectives on the issues and challenges of the teaching and learning of mathematics for the &quot;Orang Asli&quot; primary school pupils in Malaysia. Methodology: In this qualitative study, two &quot;Orang Asli&quot; primary schools were randomly selected from eight primary schools within an &quot;Orang Asli&quot; Settlement in the District of Sungai Siput. The data were collected via focus group discussions and interviews, which were carried out during the enculturation visits and were fully transcribed and thematically analysed. The research participants were purposively selected and comprised the school's administrators and mathematics teachers. Findings: The results of the data analysis show that there are two main themes, namely classroom challenges and school challenges, in determining mathematics competence among &quot;Orang Asli&quot; pupils. Classroom challenges consists of five sub-themes namely coverage of Mathematics syllabus, Mathematics teaching and learning resources, pupil engagement, language barrier, and Mathematics learning culture. School challenges consists of two sub-themes namely school attendance and discipline. To enhance mathematics competence among &quot;Orang Asli&quot; pupils, it is deemed important to implement programmes and community engagement. Significance: This study contributes towards the knowledge of teaching and learning of Mathematics for &quot;Orang Asli&quot; pupils. Teachers are recommended to allow &quot;Orang Asli&quot; pupils to take home their mathematics textbooks so that they can complete their homework at home. Teachers are highly recommended to conduct mathematics teaching and learning activities in groups for meaningful and engaging lessons.
Catching Lightning in a Bottle: Surveying Plagiarism Futures
Author: Dixon, Zachary
Date: 2021-09-00
Type: Journal Articles
Subjects: Plagiarism,Integrity,Higher Education,College Students,Electronic Learning,Information Dissemination,Prevention,Online Courses,Distance Education,Internet,Web Sites,Incidence

The digitization of higher education is evolving academic misconduct, posing both new challenges to and opportunities for academic integrity and its research. The digital evidence inherent to onlinebased academic misconduct produces new avenues of replicable, aggregate, and data-driven (RAD) research not previously available. In a digital mutation of the misuse of unoriginal material, students are increasingly leveraging online learning platforms like CourseHero.com to exchange completed coursework. This study leverages a novel dataset recorded by the upload of academic materials on CourseHero.com to measure how at-risk sample courses are to potential academic misconduct. This study's survey of exchanged coursework reveals that students are sharing a significant amount of academic material online that poses a direct danger to their courses' academic integrity. This study's approach to observing what academic material students are sharing online demonstrates a novel means of leveraging digitized academic misconduct to develop valuable insights for planning the mitigation of academic dishonesty and maintaining course academic integrity.
Examining the Turkish Language Curriculum in Terms of E-Learning, M-Learning, and U-Learning
Author: Bal, Mazhar
Date: 2021-00-00
Type: Journal Articles
Subjects: Turkish,Modern Language Curriculum,Electronic Learning,Handheld Devices,Teaching Methods,Functional Literacy,Curriculum Evaluation

The aim of this study is to reveal the relationship between Turkish teaching and e-learning, m-learning and u-learning in the program dimension. The research was carried out according to the interpretative paradigm. In this study, which was designed according to the qualitative research method, document analysis was used as a data collection technique. As a document, the special objectives, themes and subjects, text types and achievements of the Turkish Language Curriculum (2019) were used. Descriptive analysis technique was used in the analysis of the data. When the Turkish Language Curriculum is evaluated in general in terms of special objectives, themes and subjects, text types and achievements, it can be concluded that digital skills and multimodal literacy that serve these three learning types are not among the priorities. The special objectives, themes and topics, text types, and achievements in the Turkish Language Curriculum serve functional literacy rather than technological-based learning. In this respect, studies based on the Turkish Language Curriculum can be associated with e-learning, m-learning and u-learning types to strengthen the relationship between the program and technology-based learning.
Connections before Curriculum: The Role of Social Presence during COVID-19 Emergency Remote Learning for Students
Author: Ensmann, Suzanne
Date: 2021-09-00
Type: Journal Articles
Subjects: Private Colleges,Distance Education,Student Experience,College Students,COVID-19,Pandemics,Educational Change,Stress Variables,Psychological Needs,Electronic Learning,Readiness,Interpersonal Relationship,Empathy,Interaction,Anxiety,Teacher Student Relationship,Mental Health,Online Courses,Sense of Community,Coping

This study examined the student experience (n=507) during emergency remote learning at a medium-sized private southeastern university during the COVID-19 pandemic, leveraging the Social Presence Model (SPM) as a guiding framework. Tensions were high at this critical time as students were stressed with financial burdens, supply shortages, overlapping work and educational schedules, and shared technological resources and physical spaces. Therefore, this study helps educators better understand students' emotional needs and experiences during the March 2020 lockdown transition to remote learning. Specifically, examining the student experience in a time of crisis offers critical lessons about the importance of connectedness, online readiness, cultivating relationships, adaptability during transitions, and class interaction. The data revealed the depth of anxiety felt by students and suggests the need for increased empathy, communication, interaction, and flexibility from their instructor and course community to proceed with academic coursework, particularly for first-year college students. The findings elevate the importance of social presence as a literacy for learning in any modality, underscore the need to support the mental health of our students, and stress the urgency for online and remote learning readiness for current and future public emergencies.
Working Memory and Language: Skill-Specific or Domain-General Relations to Mathematics?
Author: Purpura, David J.
Date: 2014-06-00
Type: Journal Articles
Subjects: Preschool Children,Kindergarten,Short Term Memory,Language Skills,Mathematics Skills,Numeracy,Mathematics Tests,Item Response Theory,Computation,Number Concepts,Word Problems (Mathematics),Recall (Psychology),Measures (Individuals),Regression (Statistics),Correlation,Achievement Tests

Children's early mathematics skills develop in a cumulative fashion; foundational skills form a basis for the acquisition of later skills. However, non-mathematical factors such as working memory and language skills have also been linked to mathematical development at a broad level. Unfortunately, little research has been conducted to evaluate the specific relations of these two non-mathematical factors to individual aspects of early mathematics. Thus, the focus of this study was to determine whether working memory and language were related to only individual aspects of early mathematics or related to many components of early mathematics skills. A total of 199 4- to 6-year-old preschool and kindergarten children were assessed on a battery of early mathematics tasks as well as measures of working memory and language. Results indicated that working memory has a specific relation to only a few--but critically important--early mathematics skills and language has a broad relation to nearly all early mathematics skills. [This article was published in &quot;Journal of Experimental Child Psychology,&quot; v122 p104-121 Jun 2014.]
The Relation between Inattentive and Hyperactive/Impulsive Behaviors and Early Mathematics Skills
Author: Sims, Darcey M.
Date: 2016-08-00
Type: Journal Articles
Subjects: Hyperactivity,Correlation,Preschool Children,Mathematics Skills,Behavior Problems,Rating Scales,Attention Span,Measures (Individuals),Performance Tests,Achievement Tests,Numeracy,Cognitive Ability,Intelligence Tests,Statistical Analysis

Objective: Despite strong evidence that inattentive and hyperactive/impulsive behaviors are associated with mathematical difficulties in school-age children, little research has been conducted to examine the link between these constructs before the start of formal education. The purpose of this study was to examine how different manifestations of inattentive and hyperactive/impulsive behaviors, as measured by different assessment tools, are related to early mathematics skills in preschoolers. Method: Eighty-two preschool children completed a measure of early mathematics and the Continuous Performance Test (CPT). Teachers rated children's behaviors using the Conners' Teacher Rating Scale--15 Item. Sixty-five of these children completed mathematics assessments 1 year later. Results: Teacher ratings of inattention were uniquely related to concurrent early mathematics skills, whereas CPT errors were uniquely predictive of early mathematics skills 1 year later. Conclusion: Findings have implications for the understanding and assessment of behavior problems that are associated with early mathematics difficulties. [This article was published in &quot;Journal of Attention Disorders,&quot; v20 n8 p704-714 Aug 2016.]
Cognitive and Numerosity Predictors of Mathematical Skills in Middle School
Author: Cirino, Paul T.
Date: 2016-05-00
Type: Journal Articles
Subjects: Mathematics Skills,Fractions,Grade 6,Middle School Students,Logical Thinking,Mathematics Achievement,Path Analysis,Predictor Variables,Cognitive Processes,Skill Development,Numbers,Intelligence Tests,Multiple Regression Analysis

There is a strong research base on the underlying concomitants of early developing math skills. Fewer studies have focused on later developing skills. Here, we focused on direct and indirect contributions of cognitive measures (e.g., language, spatial skills, working memory) and numerosity measures, as well as arithmetic proficiency, on key outcomes of fraction performance, proportional reasoning, and broad mathematics achievement at sixth grade (N = 162) via path analysis. We expected a hierarchy of skill development, with predominantly indirect effects of cognitive factors via number and arithmetic. Results controlling for age showed that the combination of cognitive, number, and arithmetic variables cumulatively accounted for 38% to 44% of the variance in fractions, proportional reasoning, and broad mathematics. There was consistency across outcomes, with more proximal skills providing direct effects and with the effects of cognitive skills being mediated by number and by more proximal skills. Results support a hierarchical progression from domain-general cognitive processes through numerosity and arithmetic skills to proportional reasoning to broad mathematics achievement. [This article was published in &quot;Journal of Experimental Child Psychology,&quot; v145 p95-119 May 2016.]