ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Project-Based Learning on Student Teacher Self-Efficacy and Achievement
Author: Mahasneh, Ahmad M.
Date: 2018-07-00
Type: Journal Articles
Subjects: Self Efficacy,Student Teacher Attitudes,Active Learning,Student Projects,Academic Achievement,Teaching Methods,Instructional Effectiveness,Control Groups,Experimental Groups,Achievement Tests,Self Concept Measures,Statistical Significance,Achievement Gains,Pretests Posttests,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Quasiexperimental Design

The study aimed to investigate the effects of project-based learning on student teacher self-efficacy and achievement. This study used a quasi-experimental research design with pre-test and post-test control groups. The study sample consisted of 79 students, 42 in the control group and 37 in the experimental group. To collect data, two instruments were used: Teachers' Sense of Efficacy Scale and Academic Achievement Test. The results showed that statistically significant differences between experimental and control group in self-efficacy and achievement score due to the Project-Based Learning in favor of the experimental group. Based on the results, the researchers recommended adopting the Project-Based Learning in teaching and learning situations, besides conducting more studies to verify the use of Project-Based Learning versus traditional methods in Arab countries.
Developing a Testlet Model for Mathematics at Elementary Level
Author: Hamdi, Syukrul
Date: 2018-07-00
Type: Journal Articles
Subjects: Test Items,Models,Elementary School Mathematics,Mathematics Instruction,Multiple Choice Tests,Foreign Countries,Doctoral Programs,Graduate Students,Mathematics Tests,Content Validity,Item Response Theory,Comparative Analysis,Measurement Techniques,Test Construction,Curriculum Implementation,Elementary School Teachers,Elementary School Students,Interviews,Questionnaires

The purpose of this study was to develop a Mathematics test instrument testlet model for a classroom assessment at elementary school. Testlet Model is a group of multiple choice question acquiring similar information with different grade of responses model. This research was conducted in East Lombok, Indonesia. The design used was research development model. The study involved 17 doctoral students as peer reviewers, 19 teachers as testlet preparation workshop participants and 711 students for testing the testlet mathematical test instrument. Data collection techniques used were documentation techniques, interviews and questionnaires. Expert validation results were analyzed using Content Validity Index (CVI). Analysis of the trial results was using items response theory with a graded response model of two logistic parameters. Independent sample t test was used for comparison of tests. The research developed a Mathematics test instrument testlet model successfully for a classroom assessment consisting of the testlet model test design, grading guide, test instrument preparation guide and mathematics test instrument testlet model or an accurate and reliable classroom assessment. The result of the analysis shows that there was different result between assessments using testlet compared to multiple choices scoring, with t value equal to 7.864.
Counting in Children&apos;s Picture Books: Digging Deeper
Author: Perger, Pamela
Date: 2018-00-00
Type: Journal Articles
Subjects: Childrens Literature,Picture Books,Numeracy,Teaching Methods,Preschool Children,Foreign Countries

Learning to count is a significant achievement. Counting requires the learner to co-ordinate a number of key principles to make sense of the various contexts in which counting is used. Learning to count takes time to master. Children need a range of opportunities to hear the language associated with counting and engage in everyday activities to develop an understanding of how counting works in the various situations it is used. Reading a story with others or reading a picture book for themselves can provide children with an opportunity to practice their counting in a meaningful way. Through describing the counting opportunities evident in specific picture books, this article aims to demonstrate how parents and/or teachers can use picture books to support children in understanding the contexts and principles of counting.
Meaningful Biochemistry Learning Using the Orientation-Decision-Do-Discuss-Reflect (OD3R) Method
Author: Anwar, Yunita Arian Sani
Date: 2018-07-00
Type: Journal Articles
Subjects: Biochemistry,Science Instruction,College Science,College Students,Foreign Countries,Teaching Methods,Quasiexperimental Design,Pretests Posttests,Comparative Analysis,Scientific Attitudes,Science Laboratories,Research Reports,Instructional Effectiveness,Skills

The implementation of KKNI curriculum in Indonesia requires meaningful learning--so does the biochemistry learning. In the mean time, biochemistry learning is constrained by the fact that its implementation and assessment have yet to be integrated with classroom learning and laboratory works. The Orientation/Decision/Do/Discuss/Reflect (OD3R) method seeks to integrate the elements and makes biochemistry learning meaningful. The implementation of the OD3R method in 4 universities in Indonesia (N = 216) shows that this method can help students to integrate information obtained from lectures by writing good laboratory reports, improve practical skills, and improving students' scientific attitudes. Each stage in the OD3R method meets cognitive, affective, and psychomotor domains in the biochemistry learning. More details on the OD3R method and its assessment are described in this paper.
Phenomenologically Unpacking Teacher&apos;s Perceptions of Their &apos;Best&apos; Teaching Experiences
Author: Kung, Susie
Date: 2018-00-00
Type: Journal Articles
Subjects: Phenomenology,Teacher Attitudes,Teaching Experience,Preservice Teachers,Preservice Teacher Education,Early Childhood Education,Hermeneutics,Personal Narratives,Semi Structured Interviews,Teacher Student Relationship,Teaching Methods,Preferences,Story Telling,Learner Engagement,Readiness

This article reports on phenomenological research which explored meanings and understandings that were taken for granted within teachers self-selected best teaching experiences. The research occurred within a pre-service Early Childhood Education teacher education course. This research was designed to understand teacher's perceptions of their best teaching experience, having previously used Appreciative inquiry to ascertain students' perceptions of their best experiences within the course (Giles &amp; Kung, 2014). In this inquiry, the research sought deeper ontological understandings of being in these 'best moments'. The analysis enabled four phenomenological themes to be identified: the preparation for relationships, the privileging of experiential pedagogies, the priority of experiences as foundational to teaching and the life of genuine engagement. Teacher's perceptions of their best experiences related to their preparation and readiness for teaching, along with an ongoing concern of aligning practice to a clearly articulated teaching approach.
Learning Process of Decimals through the Base Ten Strips at the Fifth Grade
Author: Rahayu, Ari Puspita
Date: 2018-07-00
Type: Journal Articles
Subjects: Learning Processes,Elementary School Mathematics,Elementary School Students,Grade 5,Arithmetic,Number Concepts,Foreign Countries,Mathematics Tests,Test Results,Interviews,Observation,Data Analysis

This research aims to produce a learning trajectory that can assist students in studying decimals. The method used in this research is design research with the initial stage at preparing for an experiment, the second stage of the design experiment and the final stage of retrospective analysis. The learning approach used is Indonesian Realistic Mathematics Education (PMRI). Subjects in this research are students of the fifth grade of Elementary School 121 Palembang, Indonesia. Data collection is done through student activity of observation, video recording of events in class, the collection of student work, the collection of the test result of student and student interview. The collected data were then analyzed retrospectively with the results indicating that the learning path obtained can help the students in studying decimals. The learning trajectory includes recognizing the use of decimals in everyday life, recognizing the base ten strips, understanding the value of decimal places through the activity of populating the place value table, showing the value of the decimal places through the activity of arranging the base strip 10, representing the decimal number to the image through the activity Draw base ten strips and use base ten strips-image to complete decimals operation.
The Impact of Teaching Philosophy for Children on Critical Openness and Reflective Skepticism in Developing Critical Thinking and Self-Efficacy
Author: Rahdar, Aniseh
Date: 2018-06-00
Type: Journal Articles
Subjects: Outcomes of Education,Philosophy,Children,Critical Thinking,Reflection,Self Efficacy,Females,Junior High School Students,Foreign Countries,Experimental Groups,Control Groups,Cognitive Tests,Self Concept Measures,Statistical Inference,Pretests Posttests,Scores,Statistical Analysis,Quasiexperimental Design,Likert Scales

This study aimed to examine the impact of teaching philosophy for children in developing critical thinking and self-efficacy among students. The current study had a statistical population constituting of all female first-grade junior high school students in Khash in the academic year 2017-2018. Among these students, a corpus of 54 students (27 people assigned to an experimental group and 27 people assigned to a control group) was selected as a sample using a convenience sampling method. The experimental group was taught philosophy; however, the control group did not receive any training. To collect data, Sosu Critical Thinking Disposition Scale and Muris et al. Self-Efficacy Questionnaire for Children and Adolescents were used. For data analysis, using descriptive statistics, means and standard deviations were calculated and by applying inferential statistics, initially, differences between pretest and posttest scores were calculated and these differences between the scores obtained by the control and experimental groups were determined by conducting an independent t-test. Results indicated that there were significant differences in components of critical thinking, critical thinking, and self-efficacy between these two groups. In other words, teaching philosophy for children had a positive impact on increasing self-efficacy, critical thinking, and its components (critical openness and reflective skepticism).
Applying Cognitive Linguistics to Teaching English Prepositions: A Quasi-Experimental Study
Author: Hung, Bui Phu
Date: 2018-07-00
Type: Journal Articles
Subjects: Psycholinguistics,Teaching Methods,Figurative Language,English (Second Language),Second Language Learning,Second Language Instruction,Form Classes (Languages),Quasiexperimental Design,Pretests Posttests,Comparative Analysis,Questionnaires,Student Attitudes,Reliability,Validity,Verbal Communication,Pictorial Stimuli,College Students,Foreign Countries,Statistical Analysis

This quasi-experimental study aimed to investigate the effectiveness of applying cognitive linguistics (CL) to teaching English prepositions. The pretest-posttest between-group design was adopted. The participants were selected according to their previous learning experiences, regular out-of-class exposure, eagerness for joining the study, and pretest results. The spatial and metaphorical meanings of the prepositions above, among, at, behind, beside, between, in, in front of, on and under were taught in 4 sessions of 90 minutes. The Cognitive Group received CL-based instructions and the Traditional Group received instructions based on vivid pictures and verbal explanations. The findings showed that the Cognitive Group outperformed the Traditional Group in the posttest in terms of both the spatial and metaphorical meanings. It can be said that CL-based instruction can help learners improve their knowledge of the prepositions better than the traditional pedagogical application. It is recommended that applying cognitive linguistics can help students of other languages master English prepositions. The participants' responses to the questionnaires also assured research reliability and validity.
Influence of Psychosocial Factors on Job Performance of Female Teachers in Kwara State, Nigeria
Author: Odebode, Aminat Adeola
Date: 2018-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Social Influences,Job Performance,Females,Foreign Countries,Questionnaires,Test Reliability,Statistical Analysis,Hypothesis Testing,Teaching Methods,Secondary School Teachers,Women Faculty,Influences

This study focused on the influence of psychosocial factors on job performance of female teachers in Kwara State, Nigeria. The study also examined the variables of age, level of education and length of years in service. The descriptive survey was adopted for the study. A total sample of 400 respondents was selected in Kwara State, using the simple random and purposive sampling techniques. Data were collected using a researcher-designed instrument titled &quot;Influence of Psychosocial Factors on Job Performance Questionnaire&quot; (IPFJPQ). The reliability was ascertained through a test re-test reliability method; this yielded a coefficient of 0.60. ANOVA statistical method was used to analyze the data at 0.05 alpha level. The findings are that the influence of psychosocial factors on job performance of female teachers in Ilorin metropolis is negative; there is no significant difference in the hypotheses tested based on age but, significant differences were found based on level of education, and length of years in service. It was therefore recommended that female teachers should adopt rational management strategies to handle psychosocial factors to improve their job performance. Counsellors should orientate teachers on how to adopt positive approach towards management of psychosocial factors.
A Comparative Study on Mentor Text Modelling and Common Approaches to Teaching Writing in Iranian EFL Context
Author: Liaghat, Farahnaz
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Teaching Methods,Writing Instruction,Second Language Instruction,English (Second Language),Accuracy,Writing Skills,Language Fluency,Cognitive Processes,Difficulty Level,Statistical Analysis,Language Proficiency,Language Tests,Multiple Choice Tests,Second Language Learning,Writing Tests,Pretests Posttests,Correlation,Process Approach (Writing),Modeling (Psychology),Instructional Effectiveness,College Entrance Examinations,Graduate Study,College Students

This study aimed at exploring the impact of mentor text modelling on Iranian English as a Foreign Language (EFL) learners' accuracy and fluency in writing tasks with different cognitive complexity in comparison with two conventional approaches to teaching writing; namely, process-based and product-based approaches. To this end, 60 Iranian EFL learners in three comparison groups were taught English writing adopting one of the three approaches enumerated above. To investigate any changes in the learners' performance as a result of the study course, their fluency and accuracy in writing tasks with high, moderate, and low cognitive complexity levels were gauged before and after the training. Based on the results of covariate analysis, mentor text modelling yielded higher degree of fluency compared to a product-based approach; however, the approach was found to be inferior to a process-based approach in terms of enhancing fluency in writing. Additionally, Mentor text modelling was found to be as effective as a product-based approach, and at the same time, more effective than a process-based approach in improving accuracy, regardless of the writing tasks' cognitive complexity level. The findings may have several implications for EFL teachers and course designers interested in developing writing syllabuses.
How Students with Mathematics Learning Disabilities Understands Fraction: A Case from the Indonesian Inclusive School
Author: Ikhwanudin, Trisno
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Learning Disabilities,Mathematics Education,Secondary School Mathematics,Fractions,Case Studies,Inclusion,Qualitative Research,Concept Formation,Mathematics Tests,Observation,Teacher Attitudes,Secondary School Teachers,Mathematics Teachers,Interviews,Problem Solving,Number Concepts,Accuracy,Arithmetic,Multiplication,Computation

This research aims to analyze ways of understanding of students with mathematics learning disabilities when learning fraction. The research was conducted in an Inclusive Junior High School in the West Java Province, Indonesia. This study is qualitative, with the single-case (holistic) designs. The case will focus on three students who suspected of having mathematics learning disabilities when they learn fraction. The data were collected through student tests, observations, document and media analysis, and teacher interview. The data analysis was conducted using interpretational analysis. The results showed that students with mathematics learning disabilities performed two mental acts with corresponding ways of understanding and ways of thinking; those are interpreting and problem-solving. The other interesting findings were: (1) students know the common denominator method in the addition of fractions; however, they incorrectly apply the method; (2) Surprisingly, students used the common denominator approach in the multiplication of fraction; (3) in the division of fraction, students mistakenly apply the invert multiply algorithm.
Iranian University Learners&apos; and Teachers&apos; Views on Adopted and Locally-Developed English Language Teaching Textbooks
Author: Zare-ee, Abbas
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Student Attitudes,Teacher Attitudes,Textbooks,Textbook Evaluation,Textbook Publication,English (Second Language),Second Language Learning,Undergraduate Students,Test Results,Nonparametric Statistics,Statistical Analysis,Second Language Instruction,Questionnaires,Language Teachers,Comparative Analysis

Teachers need evidence-based data to select, adapt, adopt, and effectively use textbooks. The present survey compared Iranian university English-as-a-Foreign-language (EFL) teachers' and learners' views on locally-produced textbooks and adopted ones. 119 undergraduate university EFL learners and 36 EFL university teachers were selected through stratified random sampling from several Iranian universities. The participants completed an 81-item general-purpose textbook evaluation checklist developed for the purpose of the current study, once for local and once for international EFL textbooks. The survey revealed that all the mean ratings for adopted textbooks on all evaluation sub-sections were higher than those for locally-developed textbooks. The results also indicated that, for both teachers and learners, locally-developed and adopted (international) textbooks received the highest ratings on content, grammar, appearance, and learning activities while they received the lowest ratings on language skills (reading, writing, speaking, and listening). Mann-Whitney U test results showed that teachers rated locally developed EFL textbooks significantly lower than their students only when they evaluated these types of textbooks as a whole. Teachers also rated adopted textbooks statistically significantly higher than learners in most evaluation subsections. Implications for EFL instruction at the tertiary level are discussed.
Effective EFL Instruction in the Vietnamese Context: From Beliefs to Actual Classroom Practices
Author: Phan, Nga Thi Tuyet
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Beliefs,Classroom Techniques,Educational Practices,Performance Factors,English (Second Language),Language Teachers,Qualitative Research,Focus Groups,Observation,Journal Writing,Interviews,Fidelity,Case Studies,College Second Language Programs,Teacher Effectiveness,Teacher Attitudes

This study was designed to extend our knowledge of the differences between EFL teachers' beliefs of effective instruction and their actual classroom practices under the influence of different factors in the Vietnamese context. The paper took a qualitative approach using focus group discussion, journaling, non-participant observation and post-observation individual interviews as data gathering tools. Findings from this study indicate a wide gap that existed between what was believed and what was actually implemented by experienced teachers. Participating teachers valued and were actually aware of the benefits of interactive activities to students' communication skills. However, they adopted teacher-centred, GTM-oriented instruction in the classroom. The study teachers' perceptions of students' factors, traditional educational values and norms, physical working constraints, family roles and emotion appeared to affect their teaching practices in the classroom. This research has the potential to inform teacher development in Vietnam and in similar settings with the view to improving the quality of English teaching and learning.
Interdisciplinary Greek Traditional Dance Course: Impact on Student Satisfaction and Anxiety
Author: Filippou, Filippos
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Interdisciplinary Approach,Dance,Student Satisfaction,Anxiety,Folk Culture,Music Education,Sociology,Grade 8,Questionnaires,Measures (Individuals),Teaching Methods,Gender Differences,Self Esteem,Intervention,Control Groups,Experimental Groups,Likert Scales,Correlation,Instructional Effectiveness

The aim of this study was to investigate the effect of an interdisciplinary program of Greek folk dance music and sociology on 8th grade Middle school student satisfaction and anxiety level. To evaluate students' anxiety and satisfaction the Competitive State Anxiety Inventory-2 and Duda and Nicholls' Satisfaction questionnaire were used respectively. The reliability analysis showed that indicators of internal cohesion of subscales in both instruments were at satisfactory levels. The results showed that the experimental group enhanced significantly the levels of satisfaction, and self-confidence and decreased significantly the levels of somatic and cognitive anxiety. The satisfaction of students was positively related to self-confidence and negatively related to cognitive anxiety. The improvement observed in the experimental group concerned both boys and girls. In conclusion, we can say that an interdisciplinary program of traditional Greek dance reduces the rates of somatic and cognitive anxiety while simultaneously increasing students' satisfaction and self-confidence.