ethanporcaro/eric-fulltext-meta huggingface dataset:
Systematic Literature Review: Effectiveness of a Teaching Aid Based on the Achievement and Interest of Students in the Field of Measurement and Geometry
Author: Shaimi, Fatin Nur Dania
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Interests,Mathematics Instruction,Teaching Methods,Instructional Effectiveness,Meta Analysis,Mathematics Education,Foreign Countries,Teacher Student Relationship,Educational Quality,Research Reports,Geometry,Measurement,Course Descriptions,Instructional Materials,Computer Software,Educational Technology,Computer Assisted Instruction,Computer Games,Elementary Secondary Education

The purpose of this systematic literature review (SLR) is to identify: (a) the topic of the study, (b) the research methods used, and (c) the results of research on Mathematics education in Malaysia. This study discusses the use of teaching aid (TA) in the field of syllabus and geometry for Form 2 students. The use of TA is considered highly successful and relevant for educators to improve the quality of the teacher's instructions and students' understanding. Therefore, using the rules of optional reporting items for systematic review and meta-analysis (PRISMA) by Moher et al. (2015), a review system was carried out to determine the appropriate strategies and variables for the field. Four stages constitute the PRISMA paradigm used in this study: identification, screening, qualification, and admission. Using criteria opted by researchers from multiple searches, including Google Scholar, Researchgate, Scopus, and Emerald, over 20 papers were identified for additional investigation. The data were then analysed quantitatively to describe the research's findings. From the results, two main research themes were found, namely (a) learning to use TA; and (b) the field of measurement and geometry of Mathematics. The results of the article analysis indicate that Mathematics education in Malaysia is currently at a moderate level and is ineffective at fostering students' understanding and interest. These results are anticipated to serve as the foundation for teachers, students, schools, and the Ministry of Education to undertake more engaging and interactive learning, particularly in the subject areas of mathematics and geometry.
The Development of STEM-Nuanced Mathematics Teaching Materials to Enhance Students&apos; Mathematical Literacy Ability through Information and Communication Technology-Assisted Preprospec Learning Model
Author: Dewi, Nuriana Rachmani
Date: 2023-00-00
Type: Journal Articles
Subjects: STEM Education,Mathematics Instruction,Instructional Materials,Mathematics Skills,Educational Technology,Foreign Countries,Junior High School Students,Secondary School Mathematics,Material Development

The mathematical literacy ability of Indonesian pupils is still relatively low, as indicated by Indonesia's score of 379 for mathematical literacy in PISA 2018. Paying attention to the learning process such as the teaching materials used in learning, is one of ways to increase mathematical literacy skills. To strengthen students' mathematical literacy skills, it is great for building qualified mathematics teaching materials with the nuances of science, technology, engineering, and mathematics (STEM) which are supported by the information and communication technology (ICT)-assisted Preprospec (Prepare, Problem Solving, Presentation and Conclusion) Learning Model. The research method used in this study is research and development (R&amp;D), with the main reference of 4D-model development by Thiagarajan, whose stages are limited to define, design, and develop. The results showed that the feasibility test on teaching materials obtained the total average percentage of validator I to validator V, respectively, 90.19, 95.45, 93.90, 91.95, and 97.95 with very eligible criteria. It is easy to understand by students with a readability score of ? = 0.109 &gt; [alpha] = 0.05 or Cochran's Q = 13.091, and it can improve students' mathematical literacy skills, as evidenced by the Wilcoxon test and a gain normalization result of 485.
The Influence of Teacher Efficacy on Education Quality: A Meta-Analysis
Author: Hidayah, Ratna
Date: 2023-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Educational Quality,Meta Analysis,Self Efficacy,Elementary School Teachers,Secondary School Teachers,Preservice Teachers

This research aims to prove the influence of teacher efficacy on learning quality with quantitative meta-analysis. The eligibility criteria in this study include: (a) The publication can be searched in Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publication is indexed in Scopus, WoS, SINTA (a portal indexing journal managed by the Ministry of Education and Culture of the Republic of Indonesia, equivalent to DOAJ and Index Copernicus), DOAJ, Index Copernicus, and at least they must be indexed in Google Scholar; (c) The topic of the studies must be relevant; (d) The studies must be carried out in the 2014-2023 year range; (e) The publication must have a value of (r), (t) or (F); (f) The studies have a magnitude of N = 20. This study used the JASP application for data analysis. The results showed that: (a) the 40 studies analyzed were heterogeneous and normally distributed; (b) the influence of teacher efficacy on education quality is classified as strong (p &lt; 0.05; rRE = 0.800); (c) publication bias was not detected. This study concluded that there is a strong influence of teacher efficacy on education quality.
E-Learning Tools for Enhanced Teaching and Learning of IsiNdebele in a Rural Context
Author: Masimula, Nokuthula
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Technology Uses in Education,Native Language Instruction,African Languages,Rural Areas,Technology Integration,Educational Technology,Models,High School Students,Grade 11,Handheld Devices,Concept Mapping,Spreadsheets,Visual Aids,Social Media,Video Technology

In rural contexts, schools experience many challenges such as lack of electricity, unstable WIFI, not enough classrooms and inadequate classroom technology. These challenges resulted in many teachers shying away from the use of technology in the classrooms. As with other subject fields, IsiNdebele language teachers want to prepare their learners for new careers and make their lessons interesting. However, they encounter challenges integrating e-learning tools in their lessons. A qualitative case study was conducted to understand the rural contextual perspective obtained through exploring the experiences of the researcher, four observers, and a class group of 20 learners. Data were collected using a document analysis protocol, learners' written questionnaire, observers' interview protocol, and a teacher's reflective journal. The Substitution, Augmentation, Modification, and Redefinition (SAMR) model was used as a frame of reference to integrate technology at various stages to enhance the quality of teaching and learning the IsiNdebele language in the rural context. In preparation for this study, six e-learning tools were found suitable for integration in teaching and learning, as well as enhancing classroom dynamics in the rural context. The data were analysed using content analysis. From this study, we suggest that rural IsiNdebele teachers should consider using e-learning tools daily, to ensure skills development and provide learners with real-world learning opportunities. Furthermore we recommend that similar research be conducted in different rural settings, using different official African languages to find more e-learning tools that can be used in rural contexts.
Academic Self-Efficacy, Academic Procrastination, and Well-Being: A Mediation Model with Large Sample of Azerbaijan
Author: Rustamov, Elnur
Date: 2023-00-00
Type: Journal Articles
Subjects: Self Efficacy,Time Management,Well Being,Foreign Countries,Predictor Variables,Adolescents

This study investigated the relationship between academic self-efficacy, academic procrastination, and well-being among Azerbaijani participants. The data was collected from 1657 participants who completed self-reported questionnaires measuring academic self-efficacy, academic procrastination, and well-being. The analyses of the study involved the use of correlation and structural equation modeling. The results of the structural equation modeling revealed that academic procrastination partially mediated the relationship between academic self-efficacy and well-being. The bootstrapping procedure also confirmed that the indirect effect of academic self-efficacy on well-being through academic procrastination was significant. Specifically, the data showed that higher levels of academic self-efficacy were associated with greater wellbeing, while higher levels of academic procrastination were associated with lower well-being. These findings add to the current understanding of the complex interplay between academic self-efficacy, procrastination, and well-being and may have important implications for interventions aimed at promoting academic success and well-being among students. Additionally, the study discusses the limitations and future research directions related to this topic.
The Connection of Mathematics with Real-Life Situations: Preservice Elementary Mathematics Teachers&apos; Perceptions of Creating and Evaluating Story Problems
Author: Kaya, Deniz
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Education,Authentic Learning,Preservice Teachers,Elementary School Teachers,Mathematics Teachers,Student Attitudes,Word Problems (Mathematics),Teacher Developed Materials,Evaluation Methods

This study aimed to determine the perceptions of preservice elementary mathematics teachers about creating and evaluating real-life connections in story problems. The study was conducted according to the case design. The study group consists of 35 preservice teachers taking Mathematical Connection Teaching course. Study instruction was used as a data collection tool. While analyzing the data, content analysis and the codes of similar studies were used. According to the findings, real-life problem preferences of the teacher candidates are generally about numbers and operations learning domain at the seventh-grade level. Preservice teachers' aim while creating story problems is to show students how to use them in real-life and to create awareness. The preservice teachers mostly paid attention to the suitability of the student and grade level while creating problems. While preservice teachers' real-life associations were predominantly in the form of examining accurate data, only one study met the evaluation criteria. Most preservice teachers thought that the story problems could be associated with real-life situations. Consequently, it was determined that the preservice teachers found the reflection of real-life situations in the story problems useful for students, and the mathematics subjects can be associated with real-life situations.
Pre-Service Primary Teachers&apos; TPACK Improvement through Listening Activities: Design, Observe and Evaluate
Author: Günbas, Nilgün
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Preservice Teachers,Teacher Education Programs,Elementary School Teachers,Grade 4,Student Attitudes,Foreign Countries,State Universities,Teaching Methods,Technology Integration,Listening Comprehension,Programming,Audiovisual Aids,Second Language Learning,Second Language Instruction,Authentic Learning,Instructional Design,Turkish,Native Language Instruction

Pre-service teachers are mostly trained with traditional methods in their institutions and as a result, they do not become competent in technology integration in education. To successfully integrate technology in education, it is necessary for teachers to have knowledge of the content and the pedagogical techniques to teach this content with technology (TPACK). The purpose of this study was to contribute to pre-service primary school teachers' TPACK. For this purpose, the content was selected as listening, the most ignored skill taught in language education. In a qualitative framework, a case study approach was utilized. Eight pre-service primary teachers were selected with convenience sampling from a public university in Turkey. For eight weeks, the pre-service teachers learned block-based visual programming and designed visual and audio listening texts in pairs. Their projects were undertaken with fourth grade students, and they observed the students' interactions with these projects. Upon the completion of this process, a semi-structured interview form, prepared by the researchers, was used to gather the pre-service teachers' views. Results showed that they increased their technological pedagogical content knowledge in the TPACK framework. They also developed a better sense of entertaining, active, and individual learning environments.
Investigating College Students&apos; and Instructors&apos; Perspectives on Adopting Technologies for Public Speaking Skills Development in a Hispanic Serving University
Author: Cheng, Ying
Date: 2023-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,College Faculty,Teacher Attitudes,Technology Uses in Education,Public Speaking,Speech Skills,Skill Development,Hispanic American Students,Minority Serving Institutions,Video Technology,Feedback (Response),Artificial Intelligence,Usability

Technology has been shown to reduce students' public speaking anxiety, enhance their delivery skills, and increase presentation self-efficacy. However, students can only garner benefits if technology designed for improving public speaking skills has been adopted and implemented. This study aims to analyze the relationship between students' communication competence, perceived technology features, technology satisfaction, and intention to use technology designed for improving public speaking. In addition, we examined instructors' insights into incorporating such technologies for public speaking into classrooms. Based on the technology acceptance model (TAM), the study focuses on decision-making surrounding the adoption of two technologies for public speaking (a video-based technology that facilitates real-time feedback from humans, and an AI-based technology for automatic feedback) in a Hispanic-Serving Institution. A quantitative survey with students (n = 80) and a qualitative survey with instructors (n = 11) were conducted. Findings of a path analysis indicate that students with lower levels of competence in communication tended to find public speaking technologies more useful. Moreover, students' perceived technology usefulness and ease of use were positively associated with intentions of future technology use through technology satisfaction. Additionally, a qualitative analysis of instructors' responses revealed that technologies could be helpful for teaching public speaking if they assist rather than replace instructors in offering feedback.
The Effect of Knowledge Sharing, Attitude, and Satisfaction on Novice University Students&apos; Online Learning Achievement
Author: Keskin, Sinan
Date: 2023-04-00
Type: Journal Articles
Subjects: Online Courses,Knowledge Level,College Freshmen,Student Attitudes,Foreign Countries,Student Satisfaction,Correlation,Academic Achievement,Distance Education,COVID-19,Pandemics,School Closing

In the academic year 2020-2021, students who had been accepted onto a university in Turkiye began their studies with the use of emergency remote teaching (ERT). The aim of this study is to examine the causal relationship between academic achievement, online course satisfaction, attitudes towards online learning and knowledge sharing behaviors of these novice university students in terms of the emergency remote teaching process. This research was designed to make use of correlational research methods. The study group consisted of 437 freshmen students studying in the Faculty of Education at a public university in Turkiye. Research data were collected using the Knowledge Sharing Behavior scale, the Online Course Satisfaction scale, the Online Learning Attitude scale, and a learning achievement test. Research data were analyzed using descriptive statistics, Pearson correlation analysis, and path analysis. The results showed that general acceptance, knowledge receiving, individual awareness and perceived usefulness significantly affected online course satisfaction. On the other hand, knowledge giving and application effectiveness factors did not significantly affect online course satisfaction. It is noteworthy that individual awareness, which compares face-to-face teaching activities with ERT to identify the preferences and awareness of the students, had a negative impact on their satisfaction. Finally, it was determined that online course satisfaction had a significant but low-level effect on learning achievement. In order to increase student satisfaction with regard to the ERT process, it is recommended that the university makes the opportunities more visible and provide support for students' acceptance of the process. Future avenues and precautions about designing the ERT courses have been suggested in light of the research findings.
Uncovering Challenges and Opportunities for Improvements of Distance Learning in Teacher Education: Kosovo&apos;s Experience
Author: Nikoceviq-Kurti, Elmedina
Date: 2023-04-00
Type: Journal Articles
Subjects: Preservice Teachers,Distance Education,Electronic Learning,Preservice Teacher Education,Educational Improvement,Foreign Countries,Student Attitudes,Barriers,Student Motivation,Student Experience

This study aims to investigate the pre-service teachers' experiences with online teaching, but also to uncover the challenges and opportunities for improving the distance education in the future. A qualitative research approach using phenomenology is adapted for the study. The participants were 18 pre-service teachers studying at the different programs of the University of Prishtina's Faculty of Education. The interviews were conducted online. The transcripts of interviews were analyzed using the interpretative phenomenological analysis. Five themes were derived from the analysis of the interview data: quality of teaching activities, positive aspects of online teaching, limitations, factors affecting online teaching, and recommendations to improve online teaching and learning in the future. This study proved the importance of pre-service teachers' interest and motivation, but also the faculty lecturers' professional preparedness for online teaching. Findings revealed the inability to relate theory to practice during online teaching as a lack of interaction between the university and the schools. This study is expected to serve as a guide for the expectations of preservice teachers towards the improvement of distance education in the future.
A Critical Review of International Research into Pre-Service Teachers&apos; Beliefs and Practices When Teaching Migrant Learners
Author: Hanna, Helen
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education Programs,Student Teachers,Empathy,Teacher Student Relationship,Immigrants,Barriers,Research Reports,Student Teacher Attitudes,Teaching Experience,Cultural Pluralism,Negative Attitudes,Anxiety,Pedagogical Content Knowledge,Professional Identity,Preservice Teacher Education,Multicultural Education,Reflection

This article provides a critical qualitative review of 26 English-language journal articles from multiple countries that focus on research and practice among pre-service teachers, and their beliefs about, and experiences of, teaching migrant learners. The findings are organised around two themes. First, the review reveals that student teachers are more likely than not to hold negative beliefs and harbour anxieties about teaching migrant learners. While the cultural diversity of the country in which the student teachers are working does not seem to be a strong determinant of such beliefs, research suggests that such beliefs are more often linked to a lack of knowledge and training. Second, the review identifies a strong emphasis on belief in the value of empathy in learning to teach migrant learners, with the caveat that having a migrant background does not necessarily lead to a more empathetic student teacher. The wider discussion problematises empathy as a goal of training and highlights the challenges inherent in encouraging the development of critical self-reflection among pre-service teachers. The review ultimately questions the extent to which pre-service teacher education equips pre-service teachers to work effectively with migrant learners and proposes increased collaborations between researchers and pre-service teachers as a step towards expanding critical research and practice.
Socioscientific Modelling as an Approach towards Justice-Centred Science Pedagogy
Author: Lesnefsky, Rebecca R.
Date: 2023-00-00
Type: Journal Articles
Subjects: Science and Society,Science Instruction,Culturally Relevant Education,Critical Theory,COVID-19,Pandemics,Undergraduate Students,High School Seniors,Models,Social Justice,Teaching Methods,Instructional Effectiveness

Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that introduce social dimensions of science in ways teachers feel confident navigating. In this article, we add to the justice-centred science pedagogy framework by offering tools to make sense of science and social factors and introduce socioscientific modelling as an instructional strategy for attending to social dimensions of science in ways that align with justice-centred science pedagogy. Socioscientific modelling offers an inclusive, culturally responsive approach to education in science, technology, engineering, the arts and mathematics through welcoming students' diverse repertoires of personal and community knowledge and linking disciplinary knowledge with social dimensions. In this way, students can come to view content knowledge as a tool for making sense of inequitable systems and societal injustices. Using data from an exploratory study conducted in summer 2022, we present emerging evidence of how this type of modelling has shown students to demonstrate profound insight into social justice science issues, construct understandings that are personally meaningful and engage in sophisticated reasoning. We conclude with future considerations for the field.
Changing Pedagogy for Contemporaneity with New Design Platforms
Author: Bonnici, Isabelle
Date: 2023-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Graphic Arts,Design,Video Technology,Social Media,Communication (Thought Transfer),Computer Software,Teaching Methods,Higher Education,Visual Aids

For centuries, the mighty pen dominated classroom pedagogy in academia. In the 1980s, PowerPoint emerged as a significant tool to enhance in-class presentations. For the most part, academic presentations were confined to the four walls of the classroom. In 2019, the Coronavirus pandemic emptied the campuses, causing a pivot in the classroom experience. ZOOM, and other video tools, proliferated as channels for sharing oral and visual information, but there are better communication channels. We posit that academics should utilize graphic design platforms that provide more capability than PowerPoint technology. They exceed the typical slide projection capability, and they allow for more flexibility when integrating course content with social media. Graphic design platforms can be used to create Facebook posts and covers; they can be used to create invitations, cards, resumes, business letterheads, invoices, websites, logos, newsletters, brochures, business proposals, videos, worksheets, and infographics. In this paper we discuss and exhibit two specific communication strategies (that is, live videos and social media postings), and examples are provided using Canva. However, the same examples could have been created using other design platforms such as Stencil, Crello, Picmonkey, Snappa, Easil, Adobe Spark, and Pablo.