ethanporcaro/eric-fulltext-meta huggingface dataset:
L2 Learners&apos; Receptive and Productive Knowledge of Phrasal Verbs
Author: Kamarudin, Rafidah
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Second Language Learning,English (Second Language),Knowledge Level,Receptive Language,Verbs,Phrase Structure,Language Tests,Scores,Language Proficiency,Comprehension

Phrasal verbs (PVs) are very common in English, indicating their usefulness in everyday settings. However, it was reported that language learners generally have great difficulties in understanding and using this linguistic form. This study investigated Malaysian learners' receptive and productive knowledge of PVs, and some possible factors which may contribute to their difficulties in understanding and using this language feature. A set of PVs test was developed and distributed to 480 secondary school learners in Malaysia to identify their receptive and productive knowledge with respect to PVs. Real data from the English of Malaysian School Students (EMAS) Corpus was used to examine the actual use of PVs by Malaysian learners. Results of the PVs test indicated that in general, Malaysian learners had an average level of knowledge of PVs. Analysis of the EMAS corpus revealed that they faced a lot of problems in the production of PVs. Some possible factors are highlighted which may contribute to such difficulties.
Assessment of Psychological Counseling Service for Higher Education Institution Students
Author: Getachew, Abera
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Services,Counseling Services,Undergraduate Students,Knowledge Level,Gender Differences,Crisis Intervention,Instructional Program Divisions,Place of Residence,Student Attitudes,Grade Point Average,Academic Achievement,Help Seeking

Guidance and counseling programs are effective in assisting young students in various aspects like academic achievement, study habits and choosing appropriate careers. A study was conducted in a public university in Ethiopia among 605 regular undergraduate students. Its objective was to investigate the students' awareness and use of Psychological Counseling Service at Higher Education Institutions. The study results show that demographic variables were strongly accounted for the variances in awareness of psychological counseling and use of the service. Majority of the male students (67.8%) had not heard about the presence of psychological counseling service while 24.3% of female students did not know about such a service. More than 60% of the study participants gave top priority for psychological counseling service in higher education institutions. Students' year of study and place of residence were significantly associated with the students rating of crisis intervention and emergency services, ?[superscript 2] (9)=23.40, p&lt;0.01. The importance given to psychological counseling services also varied based on the place of origin and academic year of the students. Students believed psychological counseling service contributed to their academic success. Implications are discussed.
Designing a Writing Tutor-Led Plagiarism Intervention Program
Author: Bridgewater, Bailey
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Program Design,Plagiarism,Intervention,Writing Instruction,Tutors,Writing Teachers,Program Effectiveness,Academic Support Services,Laboratories,Mathematics Instruction,Teacher Collaboration

This article examines how one public university helped address student plagiarism through a collaboration between the Math and Writing Center and the Office of Student Conduct and Integrity. Included is a thorough discussion of how the program was designed, the roles each office played, and how the two areas collaborated to assess success. Since the implementation of this program in 2015, writing tutors have worked for three hours each with over 400 students and plagiarism offenses have decreased to less than one percent for the 2017-18 academic year. Ideas for replicating this initiative are provided.
Cooperative Learning as a Window of Opportunity to Transact Mathematics Instruction in Alamata and Korem Secondary Schools of Tigray, Ethiopia
Author: Demie, Seleshi
Date: 2019-10-00
Type: Journal Articles
Subjects: Cooperative Learning,Mathematics Instruction,Foreign Countries,Secondary School Students,Grade 9,Teacher Attitudes,Barriers,Faculty Development,Student Attitudes,Curriculum Implementation,Mathematics Teachers,Classroom Design,Time Management,Educational Resources,Educational Needs,School Administration

Mathematics instruction would be more effective if students were able to help each other and exchange information actively. This can effectively be done when students are engaged in cooperative learning. The study was intended to analyse the extent to which mathematics education is supplemented with cooperative learning in Grade 9 of Secondary Schools in Alamata and Korem, Tigray. In order to address the research objectives, mixed methods design was employed. Questionnaires, interview and classroom observation were used to collect quantitative and qualitative data from a sample of 15 teachers and 322 students. The data was analysed using descriptive statistics. The results of the study revealed that the extent of practicing cooperative learning methods was not up to the expected level. The attitude of teachers toward using cooperative learning methods was favourable and yet, teachers' action in dealing with the basic components of cooperative learning was not promising. The findings showed that the major factors that inhibit the implementation of cooperative learning were lack of adequate training, lack of classroom facilities, lack of administrative support, lack of time, dependency of slow learners on more able learners, and traditional teaching methods. It is suggested that teachers should take basic training about the use and deliberation of cooperative learning as one of innovative teaching methods of mathematics education and as a means to realize their commitment.
Deliverology in Ethiopian Higher Education as a Quality Management Tool: Critical Review and the Insider&apos;s Reflection
Author: Olkaba, Teklu Tafase
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,State Universities,Educational Quality,Quality Assurance,College Graduates,Unemployment,Educational Change,Educational Strategies,Comparative Education,Delivery Systems,School Business Relationship,Admission Criteria,College Admission,Relevance (Education)

The concept of deliverology as a systematic process for driving progress and delivering results in government and the public sector, was endorsed in Ethiopia in 2017 for the purpose of quality management in Ethiopian public universities. The impetus of this reflective review article is to examine the essence of deliverology as a quality management tool in Ethiopian higher learning institutions as a response to graduate unemployment. In Ethiopia, different reform strategies were endorsed in higher learning institutions such as: program diversification, modularization governance reform strategies and currently deliverology as a quality management tool. This paper critically reviewed the Ethiopian higher learning institutions experiences and the essence of deliverology from its inceptions to the current implementation in Ethiopian public universities. The findings portray that deliverology as strategy for quality management is not conceived in Ethiopian higher education community at large and reality on the ground is different from the literature developed on the science of deliverology.
Digital Storytelling in Secondary School Turkish Courses in Turkey
Author: Özen, Nesime Ertan
Date: 2019-10-00
Type: Journal Articles
Subjects: Secondary School Students,Foreign Countries,Story Telling,Textbooks,Content Analysis,Teaching Methods,Writing Skills,Turkish,Language Teachers,Educational Objectives,Textbook Evaluation,Teacher Attitudes,Learning Activities,Comparative Analysis,Educational Technology,Writing Instruction,Curriculum

This study aimed to evaluate the digital story-telling activities in Secondary School Turkish textbooks and curriculum. It also sought to determine the learners and teachers' opinions about digital storytelling activities. The study was designed using the basic qualitative model. The research had two different study groups consisting of students and Turkish language teachers. The data were obtained through the 2018 Turkish curriculum, Turkish textbooks and interview forms. Content and descriptive analysis techniques were used. According to the results, a total of eight learning objectives were found in the 2018 Turkish Curriculum about story writing skills. However, there were no learning objectives related to digital storytelling. No text and activity related to the ability to create digital stories were encountered in the textbooks. Most of the teachers stated that the activities that would be done by creating digital stories would contribute to the language development of the students, and that the ability to create digital stories should be included in the Turkish curriculum. It was found that most of the students wanted to have digital story production activities in Turkish courses, and that they would be interested in preparing their stories with computers. They preferred creating a story by computers instead of writing a story in traditional ways.
Empowerment Programmes of Faith-Based Organisations (FBOs) and Socio-Economic Well-Being of Members in Yenagoa Community, Bayelsa State, Nigeria
Author: Oghenekohwo, Jonathan E.
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Empowerment,Churches,Religious Organizations,Well Being,Community Programs,Social Influences,Economic Factors,Socioeconomic Status,Program Effectiveness,Social Development,Economic Development,Capacity Building

This is an investigation on the empowerment programmes of faith-based organizations (FBOs) and socio-economic well-being of members in Yenegoa Communities of Bayelsa. This study lay to rest the controversy surrounding FBOs, whether they are empowering members or exploiting them and the extent to which such organisations have met its goals especially that of capacity building, charity and giving. The survey research method was used for the study. From a population of 12,565 FBOs leaders and members in Yenegoa communities, a sample of 659 participants was selected through proportional random sampling method. Data were collected with a face and content validated self-structured instrument title: Faith-Based Organisations Empowerment Scales (FBOES), (r=0.88). Four research questions were raised and answered using the mean, standard deviation and multiple regression statistics analysis. Results showed that, faith-based organisations provided skills acquisition programmes for member's empowerment. Majority of the FBOs were actively involved in the empowerment of youth, women and the most vulnerable members of the affiliates and even the host communities. Faith-based organisations derived its goals from the teaching on social capital investment elements of trust, cooperation, mutuality, compromise, reciprocity, courage, integrity, networking, mentoring, and communication for peace building and community development. It was concluded that faith-based organisations empowerment programmes had positive impacts on members' social and economic well-being. In view of these findings, it was recommended that leaders of FBOs in the communities should moderate their lifestyles, emulate and enhance the example of service, humanness and sacrifice in their engagement.
The Relationship between Classroom Management Skills and Self-Confidence of Social Studies Teachers
Author: Bas, Kenan
Date: 2019-10-00
Type: Journal Articles
Subjects: Correlation,Self Esteem,Classroom Techniques,Social Studies,Teacher Attitudes,Gender Differences,Class Size,Professional Recognition,Secondary School Teachers,Foreign Countries,Measures (Individuals),Self Efficacy,Guidelines

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers' classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.
The Predictive Validity of Standardized Tests and English Proficiency for Saudi Medical Students&apos; Performance in Biology
Author: Althewini, Abdulaziz
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Predictive Validity,Standardized Tests,Aptitude Tests,College Entrance Examinations,Medical Students,Second Language Learning,English (Second Language),Biology,Science Achievement,Language Proficiency,Admission Criteria,Reading Tests,Language Tests,Grade Point Average,Undergraduate Students

The study is designed to examine the predictive power of Saudi-admission criteria for student performance in an introductory biology course. It focuses on the second semester at King Saud bin Abdulaziz University for Health Sciences. The study addresses whether the General Aptitude test (GAT), the Scholastic Achievement Admission Test (SAAT), and the students' English proficiency, taken together can accurately predict student performance in the biology course. Their English proficiency was measured by using the average grade in the intensive English courses taken in the first semester, in addition to the average grade in the reading and communication proficiency tests. The research involved the results of 250 male students in the admission criteria and biology-course grades. Simple linear and multivariate regression models are used to determine the predictive variance of each admission criterion for student success in the biology course. The results demonstrate that the admission criteria are significant predictors, but with a variance of 26.6%. The results also show that individually, GAT and SAAT are the poorest predictors, whereas the reading and communication proficiency tests were the best. The findings reveal that the predictive power of these admission criteria as a combined model is low. Additionally, more investigation is necessary to ascertain whether these criteria are also low predictors in other subjects and in overall college learning.
Investigation of Market Women&apos;s Environmental Knowledge, Attitude and Behaviour in Nigerian City of Ibadan
Author: Itasanmi, Sunday A.
Date: 2019-10-00
Type: Journal Articles
Subjects: Females,Knowledge Level,Environment,Foreign Countries,Handicrafts,Retailing,Forestry,Energy Conservation,Behavior Patterns,Soil Science,Pollution,Sanitation,Recycling

This study assessed the environmental knowledge, attitude and behaviour among market women in the Nigerian city of Ibadan, Oyo State. A quantitative research design was adopted and 403 market women were randomly selected from different markets in Ibadan. Questionnaire items adapted from Fah and Sirisena (2014) and Abdullahi and Tuna (2014) were pilot-tested among female artisans in Ibadan. Data collected from the study were analyzed using frequency counts, simple percentages, ANOVA, and regression analysis. Results of the analysis revealed that market women have good knowledge about erosion, water pollution, amongst others but lack knowledge in the area of soil degradation. Market women also have pro-environmental attitude based on their responses and they exhibit environmentally responsible behaviours in the area of tree planting, refuse disposal etc. but display irresponsible environmental behaviour by not switching off electricity gadgets when not in use. The findings also showed that there is a significant effect of environmental knowledge on environmental attitude, environmental attitude on environmental behaviour and the joint effects of environmental knowledge and attitude on environmental behaviour among market women.
Labeling English Learners: Teachers&apos; Perceptions and Implications
Author: Byfield, Lavern
Date: 2019-10-00
Type: Journal Articles
Subjects: English Language Learners,Labeling (of Persons),Bilingualism,Teacher Attitudes,Hispanic American Students,Language Proficiency,Race,Ethnicity,Teaching Methods,English (Second Language),Classroom Techniques,Grounded Theory,Elementary School Teachers,Elementary School Students,Teacher Student Relationship

In the U.S., given the growing number of students who are speakers of languages other than English, this article brings attention to a need for a nuanced perspective on the definition of English learners. The study was designed to investigate teachers' perceptions of English learners and the implications for classroom instruction. Teachers classified English learners as Latinos and conflated race and ethnicity with language proficiency. Although Amish students were included on classroom demographic forms, race/ethnicity and language were confused in teachers' explanations of their accommodations for linguistically diverse students. In conflating language with race/ethnicity there are several implications for the Latina/o community and likewise for White bilingual communities with mostly deficit frames that are enacted in pedagogy for Latinos.
Thai School Teachers&apos; Preparedness and Perceptions of More-English-in-Schools (MEIS) Policy
Author: Thadphoothon, Janpha
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Skills,Elementary School Teachers,Teacher Attitudes,Language Usage,Teacher Workshops,Parent Teacher Cooperation,Teacher Administrator Relationship,Faculty Development,Teaching Methods,Educational Policy,Language of Instruction

As far as English language ability is concerned, Thailand has a lot of room for improvement. Efforts to boost Thailand's language skills abound. In this study, Thai school teachers in two primary schools were asked to answer questionnaires on their English language use in their schools, their preparedness, and their perceptions of the policy to add more English into the schools. Twenty-three school teachers from two schools participated in the study. The data collection was done in March 2018. Those school teachers participated in the English Plus Program (EPP) workshops, aiming to equip them with concepts and techniques to add more English elements in their classes and their schools. The teachers underwent six hours of training. At the end of the workshops, they were asked to reflect on the lessons and answer the questionnaires. It was found that the majority of the school teachers perceived themselves to be moderately prepared for the MEIS policy. They believed it was a useful policy and recognized the role of support from the students' parents, the community, as well as the school administrators.
Students&apos; Conceptions of Role of Guidance and Counselling in Discipline Management in Secondary Schools in Kirinyaga County, Kenya
Author: Magdalene, Wamugunda
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,School Counseling,Foreign Countries,Student Behavior,Public Schools,Punishment,Educational Policy,Expulsion,Suspension,Adolescents,Program Effectiveness,Behavior Problems

Discipline is vital in the success of educational processes. Guidance and Counselling (GC) have been adopted as strategy to manage student discipline the world over including Kenyan schools. Though students form the major clientele of services provided in schools, studies regarding provision of counselling and guidance in relation to management of learners' behaviour have largely ignored students' conceptions. This study sought to establish students' conceptions of the role of GC in managing discipline among learners in public secondary' schools in Kirinyaga County, Kenya. The descriptive survey research design was used and a sample of 167 students was randomly taken from 13 secondary schools and questionnaires used to collect data. Results indicated that though students knew of availability of counselling services, they rarely sought them. The study further noted that students experienced punitive forms of punishment, including corporal punishment, despite availability of GC departments and government policies guiding the handling of learners' discipline in Kenyan schools. The study concluded that secondary school students sampled have not fully embraced GC services. Therefore, the practice of GC as currently structured, may fail as a discipline management strategy. The recommendations based on findings are that the Education Ministry and School Boards of Management should not only enforce government policies on discipline management and explore ways of winning students' confidence in the GC services.
Postgraduate Students&apos; Perception of Massive Open Online Courses (MOOCs) in Enhancing Their Learning Experience
Author: Majid, Faizah Abd
Date: 2019-10-00
Type: Journal Articles
Subjects: Graduate Students,Student Attitudes,Online Courses,Program Effectiveness,Student Motivation,Foreign Countries,Public Colleges,Student Needs,Learning Processes,Outcomes of Education,Social Sciences,Adult Students,Usability,Time Management

MOOCs first became a phenomenon in the higher education landscape in 2008. Ever since, various researches have been conducted to explore the potential of MOOCs as an alternative in the learning and teaching process, and the way forward in delivering the courses effectively. Despite the growing interest in MOOCs applicability in higher education, very little is known about how postgraduate students perceive the use of MOOCs in their programme. Postgraduate students are synonymous with the concept of adult learners. One of the characteristics of adult learners is their motivation, which is driven by intrinsic and instrumental factors. As past research have concentrated on the undergraduates, this paper uncovers the postgraduates' perceptions of MOOCs. A total of 51 respondents took part in a survey conducted in one of the Malaysian public universities. Quantitative data yielded findings similar to past research findings. However, what is new is the need for MOOC providers to cater to the needs of the postgraduate students who are adult learners particularly in determining the following; MOOCs' attributes, learning process and learning outcomes. It is expected that the postgraduate students, their educators and the MOOC developers would find the findings helpful.