ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning Styles and Teaching Styles Determine Students&apos; Academic Performances
Author: Chetty, Nithya Dewi Subramaniam
Date: 2019-12-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Styles,Academic Achievement,College Students,College Faculty,Foreign Countries,Measures (Individuals),Preferences,Visual Learning

Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students' learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students' learning styles and teachers' teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid's VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann's Teaching Style Survey. The findings revealed that majority of the student's preferred visual learning style. The result also shows that the lecturers' teaching styles give an impact towards the students' academic performance. From this study, we can conclude that teaching styles have significant impacts on students' learning styles and academic performances.
Pre-Service Teachers&apos; Visual Images about Biology
Author: Kizilay, Esra
Date: 2019-12-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Biology,College Science,Freehand Drawing,Science Instruction,Student Characteristics,Scientific Concepts,Concept Formation,Ecology,Animals,Cytology,Molecular Structure

The aim of this study was to investigate the visual images of pre-service teachers who take biology courses in undergraduate education about biology by analyzing their drawings. The research was conducted with 97 pre-service teachers, studying at the education faculty of a university in Turkey and taking biology course during undergraduate training. Science teaching and classroom teaching departments were included in the research. In the study, the data collection tool has been applied based on voluntariness of preservice teachers. In the first part of the data collection, information about preservice teachers' department, grade level and gender were collected. In the second part, pre-service teachers were given a blank A4 paper and asked to draw a picture explaining the concept of biology. Pre-service teachers completed their drawings in approximately 20 minutes. Content analysis was used in the analysis of the drawings. Categories and codes were first determined in the analysis of the data. Drawings were coded separately by two researchers. Then, in order to ensure inter-coder reliability, the codes were evaluated together, and a decision was reached. The analysis of preservice teachers' drawings about biology shows that ecology and ecosystem concepts came to the mind of the majority when biology is mentioned. The general result of the research can be stated as the visual images of pre-service teachers about biology are mostly shaped within the framework of ecology.
A Study on the Effectiveness of Coping with Test Anxiety Program Based on Cognitive-Behavioral Approach
Author: Türk, Fulya
Date: 2019-12-00
Type: Journal Articles
Subjects: Stress Management,Coping,Test Anxiety,Cognitive Restructuring,Behavior Modification,Program Effectiveness,Self Efficacy,Adolescent Attitudes,Middle School Students,Student Attitudes,Experimental Groups,Control Groups,Attitude Measures

The purpose of this study is to examine the impact of the program for coping with test anxiety based on the cognitive-behavioral approach on the levels of test anxiety, irrational thoughts, coping levels and academic self-efficacy perceptions of adolescents in the 8th grade. The study was performed as a semi-experimental study based on pre-test and post-test model with an experimental group and a control group. There were 32 students studying in the 8th grade in Kilis during the 2018-2019 school year participated in the study. While a seven-session Coping with Test Anxiety program based on Cognitive-Behavioral approach was applied to the students in the experimental group, no study was conducted with the control group. The Mann-Whitney U Test, Friedman Test, and Wilcoxon Signed-Rank Test were used in the analyses of data obtained from the study. According to study results, it can be said that the program for coping with test anxiety based on the cognitive-behavioral approach was significantly effective in the levels of test anxiety, irrational beliefs and active and avoidant coping levels of the adolescents while it was not effective in academic self-efficacy perceptions and negative avoidant coping levels.
Avoiding Plagiarism Using Mendeley in Indonesian Higher Education Setting
Author: Patak, Andi Anto
Date: 2019-12-00
Type: Journal Articles
Subjects: Higher Education,Prevention,Plagiarism,Foreign Countries,Citations (References),Counselor Attitudes,Time Management,Psychological Patterns,Ethics,Academic Language,Feedback (Response),Scientific Research

People who plagiarize have a complex problem. Plagiarism could be by accident, by mistake, or on purpose. This research aims at exploring the reasons for plagiarizing and the significance of citing and referencing using Mendeley to avoid plagiarism. Four Indonesian Mendeley Advisors were interviewed online using convenient sampling technique. This study revealed that reasons for plagiarizing are time restriction, laziness, and busy. The significance of citing and referencing using Mendeley to avoid plagiarism are (1) confirm, justify, and claim the issue conveyed in scientific work; (2) highlight a particular idea; (3) criticize or approve the premise of others, and (4) build argument. Mendeley usage acquaintance for scientific writing is expected to be practical tools for avoiding plagiarism and promote academic honesty in the setting of higher education. However, the role of supervisor is crucial to provide useful feedback for their students' writing to help students avoid plagiarism. Besides, university should create comfortable academic environment by providing free seminar and workshop on academic writing to educate students avoid plagiarism.
Utilising the Social Return on Investment (SROI) Framework to Gauge Social Value in the Fast Forward Program
Author: Ravulo, Jioji
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Higher Education,Access to Education,High School Students,Social Influences,Barriers,Low Income Students,At Risk Students,Workshops,Parent Education,Program Effectiveness,Information Dissemination,Student Attitudes,Parent Attitudes,Learner Engagement,Stakeholders,College Readiness

A market paradigm shift towards a 'knowledge-based economy' means Australia is moving towards a major skills crisis whereby the workforce will lack skills attainable from higher education. Moreover, those from low socio-economic backgrounds, and who are confronted with disadvantage, still face challenges in gaining entry to university. The Fast Forward Program (FFP) aims to increase attainment of higher education for greater western Sydney high school students in years 9-12, with a focus on dismantling the social barriers preventing attainment. To achieve this aim, the program hosts a range of student and parent in-school workshops and on-campus visits. To capture the social impact of the program for all participants, the social return on investment (SROI) methodology was implemented. The SROI ratio is represented as a return in dollar value for every dollar invested; due to the success of the program, the investment represented $5.73 for every $1 spent. The key findings indicated that students and parents gained a deeper familiarity and understanding of university which, in turn, created a deeper confidence and motivation for students to enter higher education. Additionally, participants reported being able to better use their time to cater for study, and were more comfortable about going onto a university campus.
Sense of Irony or Perfect Timing: Examining the Research Supporting Proposed e-Learning Changes in Ontario
Author: Barbour, Michael K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Blended Learning,Educational Change,Elementary Secondary Education,Centralization,Online Courses,Educational Research,Evidence Based Practice,Distance Education,Graduation Requirements,Class Size

Only weeks before the 2019 annual meeting of the American Education Research Association (AERA) was held in Toronto, Ontario, the provincial government announced a major reform of education for that province entitled &quot;Education that Works for You -- Modernizing Classrooms&quot;. From an e-learning perspective the proposal called for a centralization of e-learning, a graduation requirement of four elearning courses, and increasing the class size limit for e-learning courses to 35 students. The AERA call for submissions for the 2020 meeting issued a challenge for scholars to 'connect with organizational leaders to examine collaboratively continuing educational problems... [and] programmatically engaging with educational organizations.' This article accepts that challenge and describes a collaboration between scholars and a pan-Canadian organization to examine the research behind each of these proposed elearning changes. Based on that collaboration, the authors explore the existing system of e-learning in Ontario and highlight the concerning lack of details in many aspects of the proposal, as well as a lack of research to support the proposed actions
The Effectiveness of the Leadership Transformation Programme among Off-Campus Students
Author: Hamzah, Rohana
Date: 2019-12-00
Type: Journal Articles
Subjects: Self Management,Peer Influence,College Students,Interpersonal Relationship,Intervention,Leadership Training,Program Effectiveness,Pretests Posttests,Academic Achievement,Social Responsibility,Religious Factors,Interpersonal Competence,Antisocial Behavior,Spiritual Development,College Housing,Commuting Students,Foreign Countries

The social issues involving off-campus students are quite serious as these students are more susceptible to negative influences such as friends and the surrounding environment. Results from the preliminary study showed that there were four major problems which are relationship with the Creator, self-management, social relationship with housemates, as well as housekeeping management and upkeep. Therefore, an intervention programme named Transformation Leadership Programme for Off-Campus Students was designed. The study aimed to examine the effectiveness of the leadership transformation programme among off-campus student. The effectiveness of the intervention programme reported in this study is based only on pre- and post-tests from quantitative data collected from 30 respondents. The results show that there is no significant difference for the variable, 'respondents' belief in the Creator' although the mean value increased in the post-test. Apart from that, the findings also show significant improvements in the other three variables assessed, (i.e., relationship with the Creator, self-management, social relationship with their housemates and housekeeping management and upkeep). Data also show that there was also positive impact on off-campus students' academic achievement due to the decrease in the number of respondents with CGPA below 2.5. Therefore, this means the programme is successful in helping off-campus students to understand and make a connection between the value of belief in the Creator (spiritual intelligence) with the exercise of social responsibility as a leader to oneself, others and housekeeping management and upkeep.
Who Is Holding the Mirror? Debriefing and Reflection in Work-Integrated Learning
Author: Winchester-Seeto, Theresa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Workplace Learning,Reflection,Feedback (Response),Facilitators (Individuals),College Faculty,Educational Strategies,Learning Strategies

Debriefing is used across many disciplines and for different purposes in work-integrated learning (WIL), but there remains much ambiguity about what debriefing actually is, and what it entails. This study explored conceptualizations of debriefing for 35 WIL practitioners. located across a range of disciplines, professions, institutions and countries (Australia, New Zealand, Canada). Findings point to a broad range of views and demonstrate that debriefing is associated with three different types of learning in WIL: academic, reflective and performance related. Our results show that the most consistently cited feature of debriefing was the presence of a facilitator, with the value of debriefing seen as enabling deeper insights than would be possible via solitary reflection. For supporting learning, most practitioners used both reflection and debriefing, suggesting that neither is seen as better than the other, but that both are useful and necessary strategies for student learning in WIL. Implications for practice and future research are discussed.
&quot;You&apos;re Not Like Everyone Else&quot;: Sexual Orientation Microaggressions at a Catholic University
Author: Hughes, Bryce E.
Date: 2019-12-00
Type: Journal Articles
Subjects: Church Related Colleges,Catholic Schools,Catholics,LGBTQ People,Social Bias,College Students,College Faculty,School Personnel,Experience,Sexual Orientation,School Role,School Policy,Religious Factors,College Environment,Language Usage,Classroom Environment,Social Attitudes,Dormitories,Religion,Beliefs

Lesbian, gay, bisexual, and queer students at Catholic colleges and universities face a campus climate rife with sexual orientation microaggressions, subtle or covert expressions of hostility the impact from which can compound over time. In this case study, I draw from interviews with 14 students, 12 faculty, and 6 staff members from one Catholic university their experiences with microaggressions. Participants indicated that sexual orientation microaggressions were common on their campus, like other colleges and universities, and the university did not have a systematic method for addressing this problem. The Catholic affiliation of the university shaped microaggressions uniquely, especially in instances where influential actors felt Church teaching needed to be more explicitly represented in LGBQ-related programming. Microaggressions are an affront to LGBQ people's inherent dignity; this study lends support to the efforts of educators at Catholic schools who are concerned with ensuring an inclusive, safe learning environment
The Non-Technical Skills Needed by Graduates of Technical Colleges in Metalwork Technology
Author: Shola F., Bakare
Date: 2019-12-00
Type: Journal Articles
Subjects: Job Skills,Metallurgy,Vocational Education,Graduates,Communication Skills,Problem Solving,Teamwork,Self Management,21st Century Skills,Curriculum,Foreign Countries,Creative Thinking,Decision Making

This study centered on the views of the professionals about the non-technical skills considered crucial as recruitment prerequisite among graduates of metalwork technology from technical and vocational institutions in Nigeria. It will also examine the possibility of integrating these skills into the curriculum. The study made use of the survey research design. One research question guided the study. The population for the study comprised metalwork technology professionals in Ogun State, Southwestern Nigeria. A 36-item questionnaire was the instrument used for data collection. The instrument was validated by experts from the University of Lagos (UNILAG). The reliability of the instrument was determined using Cronbach Alpha and the reliability index which stood at 0.79. The data collected were analysed using mean statistic and standard deviation. The study revealed that professionals placed great importance on communication skills, problem-solving skills, teamwork skills and self-management qualities among others, as important recruitment prerequisite among graduates of metalwork technology from technical and vocational institutions in Nigeria. The study concludes with the suggestions that non-technical skills should be integrated into the curriculum particularly in the field of metalwork technology in technical colleges. Students should be familiar with the employers' recruitment criteria while they are still in schools in order to equip them with the necessary skills needed for employment.
Scientific Literacy and Science Learning Achievement at Junior High School
Author: Jufrida, Jufrida
Date: 2019-12-00
Type: Journal Articles
Subjects: Scientific Literacy,Correlation,Junior High School Students,Science Instruction,Science Achievement,Science Tests,School Districts,Scores,Foreign Countries

Scientific literacy is the ability which must be owned by the students to analyze and apply the concept of science in solving daily life problem. This research aims to know the correlation between scientific literacy and science learning achievement at State Junior High Schools. This research used a quantitative approach with correlational type. The population of this research were 428 grade IX students at State Junior High Schools within the District of Jaluko Muaro Jambi. The samples was 138 students. The technique of selecting samples was random sampling. The instruments used were the test of science literacy and the test of science learning achievement. Hypothesis test was conducted by using rank spearman correlation test with the assistance of SPSS 21. The results show the average score of scientific literacy is 33.7 (medium category) and the average score of science learning achievement is 21.5 (very low category). The result of the correlation test obtains Sig value 0.00 then H[subscript o] is rejected. It can be concluded that there is a significant correlation between scientific literacy and science learning achievement at State Junior High School within Muaro Jambi District. Science learning is expected to develop students' science literacy so that it can improve science learning achievement.
Structural Relationships among Teachers&apos; Goal Orientations for Teaching, Self-Efficacy, Burnout, and Attitudes towards Teaching
Author: Yildizli, Hülya
Date: 2019-00-00
Type: Journal Articles
Subjects: Goal Orientation,Teacher Attitudes,Teacher Burnout,Comparative Analysis,Teacher Motivation,Self Efficacy,Elementary School Teachers,Secondary School Teachers,High School Teachers,Mastery Learning,Predictor Variables,Work Attitudes,Correlation,Factor Analysis,Foreign Countries,Burnout,Measures (Individuals),Teaching Methods

Teachers' goal orientations for teaching are one of the most important motivational beliefs affecting instructional processes. This study investigated the structural relationship between teachers' goal orientations for teaching and their attitudes towards their job through measures of self-efficacy and burnout. 495 teachers (working in primary, secondary, or high schools) participated in the study. Hypothetical models were created and tested using the variables mentioned above. The results suggest: 1) mastery goal orientation, through self-efficacy and burnout measures, is a positive predictor of attitudes towards teaching, 2) work-avoidance orientation, through self-efficacy and burnout measures, is a negative predictor of attitudes towards teaching and 3) ability-approach orientation has no effect on attitudes towards teaching. In addition, it has been found that the above goal orientations do not have a direct effect on teachers' attitudes towards teaching. The results are further discussed through comparisons to related literature
Instructional Leadership Beliefs of Filipino Pre-Service Teachers
Author: Vecaldo, Rudolf T.
Date: 2019-12-00
Type: Journal Articles
Subjects: Instructional Leadership,Preservice Teachers,Student Attitudes,Teacher Education Programs,Educational Change,Teacher Education Curriculum,Equal Education,Foreign Countries

In the teacher education context, there has been a call to pay attention to the preparation of pre-service teachers for instructional leadership roles necessary in today's various school reforms. Nonetheless, because the integration of instructional leadership is relatively new in the Philippine teacher education curriculum, there is a dearth of research along with this aspect. With the increasing need for more research on instructional leadership, particularly on Teacher Education Institutions (TEIs), this exploratory study was undertaken. Using an in-depth interview, it examined the instructional leadership beliefs of Filipino pre-service teachers. Twelve (12) graduating pre-service teachers from a public university in Cagayan Province, Philippines became the study participants whose views, insights, and narratives were thematically analyzed. Interestingly, the results of the study revealed that pre-service teachers believe that instructional leadership is shared, learning-focused, a conversation, service-driven, and a pursuit of equity. These deepen the assertion that understanding the instructional leadership beliefs of pre-service teachers would promote instructional interventions that can empower them and advocate a viable instructional leadership framework not only in the Philippine context but in the ASEAN region as well.
Multimedia Physics Practicum Reflective Material Based on Problem Solving for Science Process Skills
Author: Kurniawan, Wawan
Date: 2019-12-00
Type: Journal Articles
Subjects: Physics,Science Education,Science Process Skills,Comparative Analysis,Statistics,Inferences,Science Instruction,Teaching Methods,Problem Solving,Multimedia Instruction,Teacher Education Programs,Foreign Countries

This study aimed to determine the differences in science process skills in each class in the Physics Education Study Program. This research was a quantitative study with a comparison design. The sample was 108 students with details of 54 control class students who used conventional guidebooks, while the control class totaling 54 students used a science process skill guide. The data was obtained from observation activities using observation sheets of science process skills which were analyzed using descriptive statistics and inferential statistics. The results showed that there were significant differences in the mastery of science process skills of students seen from the value of the average mastery of science process skills of students using guidebooks based on science process skills. The experimental class has an average science process skill that is better than the control class.