ethanporcaro/eric-fulltext-meta huggingface dataset:
Informatics and ICT as Learning Subjects in Primary and Secondary Education in Greece
Author: Gousiou, Anthi
Date: 2023-04-00
Type: Journal Articles
Subjects: Foreign Countries,Information Science,Information Technology,Elementary Secondary Education,Technological Literacy,Course Content,Skill Development,Specialists,Constructivism (Learning),Student Projects,Active Learning,Cooperative Learning,Game Based Learning,21st Century Skills

Informatics and Information &amp; Communication Technology (ICT) have been closely intertwined with education for about 50 years worldwide and about 40 years in Greece. This article focuses on the content of the learning subjects of Informatics and ICT in Greek schools, which are included as independent subjects in all primary and secondary school grades, aiming at well-educated graduates to be able to use ICT in an effective, creative, and ethically correct way, and to be prepared to participate actively in the digitally enhanced society. To this end, a review was conducted to all current curricula of the primary and secondary education in Greece for the learning subjects of Informatics and ICT to present the basic principles and content of the instruction of these two subjects, as well as the student's skills that the teaching of these subjects aims to develop. Informatics and ICT as learning subjects in Greek are being taught in all grades of primary and secondary education by specialized Informatics teachers. For the instruction of them, constructivist learning theories are proposed, and collaborative, project-based and game-based approaches are promoted. given the rapid advances in computer and communication science, it is imperative that ICT curricula are updated or reformed to meet the needs of the ever-changing landscape.
Six Easy Steps: Do Aspiring College Students Understand How to Apply for Financial Aid?
Author: Taylor, Zachary W.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Applicants,College Bound Students,Financial Aid Applicants,Student Financial Aid,Barriers,Readability,Reading Comprehension,Reading Ability,Instructional Materials,Writing (Composition),Academic Language,Public Colleges,Private Colleges,Two Year Colleges

In 2009, President Obama called for a simplification of the Free Application for Federal Student Aid (FAFSA), resulting in the average family completing the FAFSA in 20 minutes. Yet, during the 2013-2014 college application season, nearly 900,000 Pell Grant-eligible high school graduates did not complete the FAFSA, leaving $2.9 billion in Pell Grant funds unclaimed (Sen-Gupta, 2015). Subsequently, researchers have investigated the hurdles of FAFSA completion, however, no extant research has examined whether institutional financial aid application instructions are readable, an element of the application process which seems logical to scrutinize. This study examines financial aid application instructions of 300 randomly-selected U.S. institutions to answer the primary research question, &quot;At what reading comprehension level do institutions compose financial aid application instructions?&quot; Findings indicate 75% of financial aid application instructions are unreadable by high school graduates of average reading comprehension ability, with 41% of instructions written at or above a 14th-grade reading comprehension level. Implications for practitioners and future research are addressed.
Tuition Discounting at Small, Private, Baccalaureate Institutions: Reaching a Point of No Return?
Author: Behaunek, Luke
Date: 2019-00-00
Type: Journal Articles
Subjects: Tuition,Tuition Grants,Educational Finance,Small Colleges,Private Colleges,Liberal Arts,College Enrollment,College Entrance Examinations,Scores,Income,Program Effectiveness

This paper describes relationships between tuition discounting (TD), net tuition revenue, and other institutional characteristics at four-year, liberal arts institutions. TD, a practice whereby institutional grants are used to subsidize a student's educational expense, has become a common practice at four-year institutions. TDs impact on enrollments, financial aid, and budgets continues to increase, raising concerns about the long-term sustainability of the practice. Drawing upon Breneman's (1994) economic theory of four-year private institutions, this research examined trends in student characteristics, enrollment, institutional grants, and net tuition revenue (NTR) and the relationship between TD practices NTR. Analyzing panel data of four-year, small, liberal arts colleges from 2003-2012, results illustrated that over the 10-year period, enrollment, tuition, and number and amount of institutional grant aid increased; average yield and SAT average score decreased. NTR has increased but lags behind increases in tuition and gross tuition revenue. Additionally, there is a point at which TD practices do not generate additional revenue. The results highlight the importance of financial aid officers and institutional leaders to examine the effectiveness of their current tuition discounting practices, the demand for their institution, and strategies for improving enrollment and retention.
Investigating EFL Learners&apos; Perceptions towards the Difficulties in Oral Presentation at Kandahar University
Author: Tareen, Hashmatullah
Date: 2023-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,College Students,Student Attitudes,Public Speaking,Oral Language,Barriers,Language Fluency,Accuracy,Pronunciation,Anxiety,Self Esteem,College Faculty,Teacher Role,Teaching Methods

Presentation skills are considered as the most vital proficiencies required in higher education. This research paper examined the difficulties of oral presentation EFL learners encountered, strategies used to make oral presentation well and the perceived role of lecturer in improving EFL learners' oral presentation skills. With regard to achieving these objectives, questionnaires distributed to 150 EFL learners, and face-to-face interviews were conducted. The quantitative data were analyzed through SPSS by conducting frequencies and percentages, independent sample t-test and ANOVA tests. The results of the study revealed that learners had a problem with oral fluency, accuracy and pronunciation during oral presentation, feel frightened when a lot of people are watching them, afraid of being assessed by their classmates in front of the class, having low self-confidence. Furthermore, considering a crucial role of lecturer in improving oral presentation skills, this study also discovered that lecturer has to show learners videos of good speakers for enhancing their presentation skills and lecturer has to give learners freedom to choose their own topics that lower their anxiety. It is hoped that the ideas discussed will provide the learners and lecturers with basic guidelines of how to improve the learners' oral presentation and assist learners to work their way out of anxiety.
Education Tax Credits: A Different Trajectory for Federal Funding of Higher Education and Remediation for Effectual Policymaking
Author: Bartel, Anna C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Finance,Tax Credits,Federal Aid,Higher Education,Educational Policy,Policy Formation,College Enrollment,Federal Government,Expenditures,Educational Attainment,Educational Legislation,Federal Legislation,Federal Programs,Student Financial Aid

Education tax credits provide federal financial aid to a wide expanse of American taxpayers; however, little research or analysis has been done on these costly programs. There has been little evidence of its link to college enrollment growth. This descriptive paper outlines the establishment of education tax credits, their original intent, and the lack of evidence of effectual federal policy over the past two decades. Thus, the purpose of this article is to assess how the federal government has reached an $18.9 billion annual expenditure for education tax credits with little to show in returns on investment. Further, this paper will provide recommendations needed to increase education tax policy efficacy. Since tax rewards reach more recipients than other forms of federal aid programs, they have the potential to increase college enrollment and educational attainment while providing liquidity-constrained individuals with greater incentive to enroll, persist, and graduate. If evaluated and remediated, education tax credits could positively affect the diversity of college populations, providing additional opportunities for desiring, potential students.
The Retrofit of an English Language Placement Test Used for Large-Scale Assessments in Higher Education
Author: Mendoza, Arturo
Date: 2023-03-00
Type: Journal Articles
Subjects: Language Tests,English (Second Language),Second Language Learning,Second Language Instruction,Student Placement,Language Proficiency,Testing Problems,Measurement,State Universities,Test Construction,Educational Change,Curriculum Development,Test Items,Item Response Theory,Comparative Analysis,Guidelines,Rating Scales,Language of Instruction,Strategic Planning,Undergraduate Students,Foreign Countries

Language placement tests (LPTs) are used to assess students' proficiency in a progressive manner in the target language. Based on their performance, students are assigned to stepped language courses. These tests are usually considered low stakes because they do not have significant consequences in students' lives, which is perhaps the reason why studies conducted with LPTs are scarce. Nevertheless, tests should be regularly examined, and statistical analysis should be conducted to assess their functioning, particularly when they have a medium or highstakes impact. In the case of LPTs administered on a large-scale, the logistic and administrative consequences of an ill-defined test may lead to an economic burden and unnecessary use of human resources which can also affect students negatively. This study was undertaken at one of the largest public institutions in Latin America. Nearly 1700 students sit an English LPT every academic semester. A diagnostic statistical analysis revealed a need for revision. To retrofit the test, a new test architecture and blueprints were designed in adherence to the new curriculum created following the Common European Framework of Reference for Languages. After the institution gave two courses to language instructors in language assessment, new items were developed and tried out gradually in several pilot studies conducted with a sample of actual examinees. Then, Item Response Theory (IRT) was used to examine the functioning of the new test items. The aim of this study is to show how the test was retrofitted, and to compare the functioning of the retrofitted version of the English LPT with the previous one. The results show that the quality of items was higher than that of the former English LPT. This study has implications for the design of language tests administered large-scale in higher education, particularly in (semi) periphery countries that decide to design and administer their own LPTs.
Take It, or Leave It? Analyzing How Unsubsidized Federal Loans Affect Six-Year Degree Attainment across Income Groups
Author: Franke, Ray
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Educational Attainment,Bachelors Degrees,Socioeconomic Background,Income,Time to Degree,Academic Persistence,Financial Needs,Educational Equity (Finance),Gender Differences,Racial Differences,Student Characteristics,Institutional Characteristics,Statistical Analysis,Predictor Variables,Correlation

This study examined the effects of unsubsidized federal Stafford loans on six-year degree attainment at 4-year colleges and universities in the U.S., and how these differentially impact students across income groups. For this, nationally representative data from the Beginning Postsecondary Students (BPS:04/09) and the Integrated Postsecondary Education Data System (IPEDS) was merged to analyze N=6,561 students attending n=651 four-year institutions. To account for possible selection bias in loan borrowing and the nested data structure, this study employs a propensity score matching, multilevel modeling approach. In addition to financial aid measures, the analytic model draws from the heterogeneous research approach and incorporates students' college experiences and institutional context to estimate effects. Results reveal a comparatively large, negative association with the outcome measure for low-income students. For every $1,000 borrowed additionally in unsubsidized loans, low-income students are found to be 5.45% (p&lt;0.000) less likely to graduate within six years. Beyond that, results show no significant effect for other income groups. Findings provide further support for the need to monitor student borrowing behavior, creating a more targeted approach to student aid that minimizes the use of unsubsidized loans for low-income students, and more closely examining differential effects of aid types across various student groups.
Validation of a Language Center Placement Test: Differential Item Functioning
Author: Shahmirzadi, Niloufar
Date: 2023-03-00
Type: Journal Articles
Subjects: Placement Tests,Test Validity,Programming Languages,Diagnostic Tests,Language Proficiency,Classification,Test Items,Test Bias,Test Construction,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Item Analysis,Listening Comprehension,Foreign Countries,Language Tests

The documentation of test takers' achievements has been accomplished through large-scale assessments to find general information about students' language ability. To remove subjectivity, Cognitive Diagnostic Assessment (CDA) has recently played a crucial role in perceiving candidates' latent attribute patterns to find multi-diagnostic information rather than single proficiency classification. However, there are some gaps in the literature about in detail investigation of test takers' listening comprehension language ability in responding to placement test items of a public English language center. The present study aims to validate an English placement test at a language center through a retrofitting process. In an exploratory mixed-method design, 449 participants from the same language center, including 274 females and 175 males, were selected. The performance of randomly selected participants in a language center placement test was analyzed by applying the GDINA model from R-studio packages, to detect Differential Item Functioning (DIF). Results of the study revealed DIF in some items since there is some bias in test items. The implication of this study is to provide meaningful interpretations of respondents' attributes and improve teaching and learning by finding the strengths and weaknesses of candidates. For this purpose, the findings derived from the result of the study can raise the awareness of test developers in preparing unbiased items for the placement test, and at the same time, assist test-takers to become more critical of their English language achievements. It is also helpful for materials developers to become aware of developing materials free from bias.
Developing a Green School Training Manual for High School Students Pracharat Wittaya Serm School
Author: Punatung, Yupadon
Date: 2023-00-00
Type: Journal Articles
Subjects: High School Students,Guides,Efficiency,Student Attitudes,Environmental Education,Knowledge Level,Energy Conservation,Conservation Education,Foreign Countries,Comparative Analysis,Outcomes of Education,Scores

This research aimed to develop a green school training manual for high school students in Pracharat Wittaya Serm School with an efficiency index at a rate of 80/80. The scores of knowledge, attitudes, and participation of the research participants gauged before and after the training were compared. The simple random sampling method was used to recruit a group of 54 student samples from Pracharat Wittayaserm School in the first semester of the academic year 2021. The research instruments consisted of The Green School Training Manual, The Knowledge Testing Form, The Attitude Testing Form, and The Participation Testing Form. The statistics used in the data analysis were frequency, Percentage, mean, standard deviation, and paired t-test. It was found that the efficiency of the training manual was 80.45/82.60, and the efficiency Index (E.I.) was 0.5840. These statistics indicate that the students had a 58.40 percent of knowledge progression. It was also observed that the average post-test scores of knowledge, skills, and environmental management participation were higher than the pre-tests scores with the significance at the level of 0.05.
Development of Science Learning Activities Using Inquiry-Based Learning Management to Improve the Academic Achievement of Secondary School Students
Author: Sonsun, Pawanrat
Date: 2023-00-00
Type: Journal Articles
Subjects: Academic Achievement,Science Activities,Learning Activities,Active Learning,Inquiry,Material Development,Instructional Design,Grade 7,Middle School Students,Science Instruction,Technology Education,Foreign Countries,Student Satisfaction,Secondary School Students

The objectives of this research were as follows: (1) to develop learning activities in science and technology subjects using inquiry-based learning for seventh-grade students (12-13 years old); (2) to develop academic achievement for the topic of elements and compounds using inquiry-based learning management activities to meet the 70% requirement; and (3) to assess the satisfaction of seventh-grade students who are taught with inquiry-based learning management. The target group of this study was 24 seventh-grade students on the science and technology course. The research tools included seven inquiry-based learning management plans, an achievement test, and a satisfaction assessment. The results show that synthesizing the approach to learning management using inquiry-based learning led to the formulation of learning activities. Students had better academic achievement, with a mean score of 81.45%, which was above the 70% requirement. Students were satisfied with inquiry-based learning activities, with an average of 4.75 and a standard deviation of 0.48, which is the highest level.
Expectations and Incentives: Parental Financial Support for College during the Transition to Young Adulthood
Author: Flaster, Allyson
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescents,Young Adults,College Attendance,Parent Financial Contribution,Family Characteristics,Enrollment Rate,Expectation,High School Graduates,Educational Attainment,Parent Background,Parent Child Relationship,Parent Attitudes,Incentives,Socioeconomic Influences,Student Financial Aid,Policy

This study provides new insight into enrollment disparities by examining how the financial support adolescents expect to receive from parents as they transition to young adulthood differs by parent and family characteristics and whether they attend college. I do this by estimating expectations of cash and in-kind co-residency support in the year after high school completion using data from the National Longitudinal Survey of Youth. The results indicate that children whose parents are highly educated, who have high solidarity with their parents, and whose parents hold norms of adolescent financial dependency have particularly large financial incentives to attend college--particularly a four-year college--due to the amount and type of financial support they can expect from parents. This study suggests that policymakers and practitioners who wish to reduce socioeconomic disparities in college access should look more closely at how financial aid policies interact with the actual support parents provide their children.
Advancement of Inductive Reasoning of Engineering Students
Author: Tóth, Peter
Date: 2023-00-00
Type: Journal Articles
Subjects: Logical Thinking,Engineering Education,College Students,Educational Environment,Problem Solving,Thinking Skills,Cognitive Processes,Competence,Student Evaluation

The task of higher education is twofold: (1) to prepare students to meet the expectations of the labor market; and (2) to create a learning environment and conditions so that as many students can meet the subject requirements as possible, the dropout rate should be the lowest possible. Input and continuous monitoring of students' transversal competencies can be a suitable method to meet this dual requirement. The range of these competencies is very diverse. In our present study, we focused on inductive thinking, which plays an important role in problem-solving. The research involved 212 first-grade BSc technical students. Our measurement tool is widely used in the selection of the workforce, which the students had to fill in online. The gained results were evaluated using IBM SPSS Statistics. The analysis included a comparison of inductive thinking and its two subcomponents, abstract reasoning, and diagrammatic cognition, in terms of background variables, as well as time consumption, and the definition of specific performance. We found a functional relationship between time consumption and the performance achieved in the test. Students have advanced analogical cognition in terms of abstract thinking; however, their diagrammatic thinking shows very different levels of development, which can cause difficulties in solving technical problems.
Hungarian Teachers&apos; Reading Strategy Use in Mother Tongue and Foreign Language Analysed by Background Variables
Author: Tary, Blanka
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Strategies,Second Language Learning,Second Language Instruction,Reading Habits,Native Language,Transfer of Training,Foreign Countries,Hungarian,Teacher Qualifications,Teaching Experience,Majors (Students),Reading Processes,Teacher Attitudes,Masters Programs,Teacher Education Programs,Gender Differences,Teacher Characteristics,Psychometrics,Questionnaires,Kindergarten,Elementary Secondary Education,Higher Education,Adult Education,Private Education

The aim of the present study is to identify teachers' reading strategy use in L1 (mother tongue) and L2 (foreign language), and also to examine whether background variables such as gender, qualification, teaching experience, platform of teaching, reading habits, majors, L2 level and the number of L2s known make a difference in teachers' reading strategy use. Reading has been widely researched yet examining L1 and L2 reading strategy use simultaneously yielded contradicting results. Furthermore, there is little research on teachers' reading strategy use although their role in students' reading is vital. An online, anonymous questionnaire including background variables and items from MARSI was used, which was filled in by 256 teachers. Data analysis found that teachers use more reading strategies in L1 than in L2. No background variable had any significant relationship with L1 reading strategy use. Reading habits, L2 level, majors and L2s known, however, did make a difference in teachers' L2 reading strategy use. Thus it seems that L2 metalinguistic knowledge and reading habits might be important to consider when examining reading strategies.