ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Using Infographics on Academic Achievement: A Meta-Analysis and a Meta-Thematic Analysis
Author: Elaldi, Senel
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Aids,Academic Achievement,Meta Analysis,Instructional Materials,Grades (Scholastic),Effect Size,Teaching Methods,Reliability,Research Reports

This study aims to reinterpret the findings of the studies investigating the effectiveness of using infographics on academic achievement. A mixed methods research design including both quantitative and qualitative sections was adopted on the use of infographics in education. For this purpose, a meta-analysis of 12 empirical studies on the effect of using infographics on academic achievement in education carried out during the period from 2016 to 2021 was conducted. Some moderator analyses such as school grades, implementation period and school subjects in which infographics were used were also conducted to reveal the effectiveness of using infographics in education. The findings suggest that using infographics in education has a positive effect on academic achievement and the effect is at a large level (g =1.599). In terms of moderator analyses, the academic achievement changed according to implementation periods of infographics. The highest effect size was in the &quot;4-5 weeks&quot; group (g = 1.343). The meta-thematic aspect of this study revealed three dimensions of infographics as cognitive contributions, challenges in using and development of infographics and, suggestions for application. More empirical studies are suggested to test the expressed power of infographics as an effective visual communication tool and teaching material.
On Perception of Computer Algebra Systems and Microsoft Excel by Engineering Students
Author: Mezhennaya, Natalia M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Algebra,Computer Software,Engineering Education,College Students,Foreign Countries,Gender Differences,Computer Software Evaluation

This research presents the analysis of image of the popular program packages: CAS (Computer Algebra Systems) Matlab, Mathcad, Mathematica, and the spreadsheet 'Microsoft Excel' among students of engineering specializations studying in Bauman Moscow State Technical University (BMSTU). The research has explored perception of program packages by all students (N=164), and by male students (N=110) and female students (N=54) separately. Image of the program packages, convenience of their interfaces, usage scenarios, and applicability for solution of tasks of certain types have been explored via questioning the students. Moreover, the students assessed likelihood of using the programs in the future. It was established that all the program packages under consideration can be successfully used in the process of education, but some of them (Matlab and Mathematica) require additional lessons to learn their interface and peculiarities. Gender differences in perception of the program packages do not determine the education outcomes. The differences of perception of the programs are mainly caused by their popularity and the students' skills of using certain programs. The following gender differences have been detected: in the female students' sample, the programs Mathcad and Excel are leading, Matlab is performed a little worse; Matlab is associated with the statement &quot;difficult/inconvenient interface&quot;. In the male students' sample, the three programs Matlab, Mathcad, and Microsoft Excel got nearly equal grades. Female students estimate future usage of Microsoft Excel higher than male students do. The CAS Mathematica takes the lowest places for both samples; as a possible cause of such result, it has been found that Mathematica is not widespread as compared to the other programs under consideration.
Learning Experience as a Factor of Motivation in Lower-Secondary School in Foreign Language Learning
Author: Stranovská, Eva
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Experience,Learning Motivation,Secondary School Students,Foreign Students,Foreign Countries,Learning Strategies,Questionnaires,Second Language Learning,German,Self Concept

This research focusses on the analysis of learning experience. Together with the other factors of motivational structure: Intrinsic motivation, Personal goals, Attractivity of foreign language community, and Worries about learning, it creates motivational profile of foreign language (FL) learners. The analysis is based on the theoretical concept of foreign language motivational self-system by Dörnyei. The research aim was to find out the perception of learning experience and the level of its dependence on the category of the Associations with the expression &quot;German&quot; in the selected categories. Moreover, it was to find out the differences in perception of learning experience, motivational structure, and the length of foreign language studying. The research sample consisted of German FL learners from six different lower-secondary schools within Slovakia. Motivational Structure Questionnaire was used as a research tool to obtain the research data. The data were processed by the selected quantitative and qualitative research methods. The research results supported ambivalence of learning experience. The statistical significance was found in the two categories: the category of Negative emotions related to the category negative perception of educational situation, and the category of German speaking countries related to the higher level of motivation in the factor of learning experience. Furthermore, significant relations were found between the factor of learning experience and the factors of the ideal self of the motivational structure and the length of studying a foreign language. The results in the qualitative part of the research opened up a possible intervention steps towards foreign language motivation reinforcement.
Evaluation of Self-Efficacy in Prospective Primary School Teachers in the Context of Mathematics Teaching
Author: Dofková, Radka
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Preservice Teachers,Student Attitudes,Mathematics Instruction,Teacher Competencies,Teaching Skills,Elementary School Teachers,Readiness

Positive perception of one's efficacy among teachers is a crucial factor affecting the quality of the teaching process. Many research studies suggest that self-efficacy in prospective teachers can be acted upon. It is therefore very important to focus on the preparation of prospective teachers in the context of undergraduate courses. The objective of the research study was to identify the level of self-efficacy among primary pre-service teachers of mathematics. The research sample comprised 77 students of primary teacher training enrolled in two study programmes aged between 21 and 26 years. The results were obtained by means of a newly developed tool Self-Efficacy of Prospective Teachers in Mathematics (SEPTM), which contained 37 items. The results of the research suggest that prospective teachers assess their readiness for future mathematics teaching in a positive way and trust their own abilities to use various teaching methods and procedures.
Gardening Activities at School and Their Impact on Children&apos;s Knowledge and Attitudes to the Consumption of Garden Vegetables
Author: Kos, Marjanca
Date: 2019-00-00
Type: Journal Articles
Subjects: Gardening,Teaching Methods,Knowledge Level,Student Attitudes,Food,Program Effectiveness,Elementary School Students,Attitude Change,Eating Habits,Foreign Countries

Learning through gardening is known to be an educational strategy in which a garden is used as a teaching tool. Systemic reviews of the impact of school gardening on academic performance and dietary habits foreground the need for additional quantitative studies that would use strong experimental designs. The aim of the present research was to establish the impact of school gardening on children's knowledge of and attitude to the consumption of garden vegetables. A quasi-experiment was conducted including one control and one experimental group, with each group consisting of 15 children aged 6-7 years. The children's prior knowledge and attitude toward the consumption of garden vegetables was identified through individual interviews. Participants in the experimental group then carried out their activities in a school garden that was built in co-operation with an organic farm located in close vicinity of the school. Following these activities, interviews were repeated in both groups to establish any newly acquired knowledge of and changes in the children's attitude to garden vegetables. The results revealed that the children in both groups had poor general knowledge about garden vegetables at the beginning of the experiment. After their work in the garden was concluded, the knowledge of garden vegetables in the experimental group of children improved to a statistically significant degree. The children's attitude to consuming garden vegetables also became more positive than before they engaged in the gardening activities. The results of this research indicated that school gardening activities improved academic outcomes and the children's attitude to the consumption of vegetables. Therefore, the research suggests that gardening should be considered a vital part of school education.
Climate Change Concern among Youth: Examining the Role of Civics and Institutional Trust across 22 Countries
Author: Kessler, Erika
Date: 2021-09-27
Type: Journal Articles
Subjects: Climate,Civics,Foreign Countries,Environmental Education,Trust (Psychology),International Assessment,Sustainability,Student Attitudes,Attitude Change,Youth

Although scholars have long documented perceptions of climate change and the public's evolving response to the perceived risk it poses, only more recently have these analyses begun to examine youth and their views of the issue. Given that education has traditionally been considered a long-term strategy to promote sustainability among youth, this article conducts a cross-national and comparative study of students from 22 countries to evaluate factors commonly associated with youth perceptions of climate change as a threat to the world's future. In doing so, this study finds that promoting institutional trust and civic knowledge may increase student climate change concern to a greater degree than other, more emphasized, curricular and co-curricular environmental school opportunities. These new findings reveal potential pathways for future climate change education research, policy, and practice to help promote greater climate awareness and action among youth.
Keeping Students Safe: Understanding the Risks for Students Undertaking Work-Integrated Learning
Author: Hay, Kathryn
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Work Experience Programs,Authentic Learning,Risk,Risk Management,Readiness,Educational Environment,Safety,Student Experience,College Students,Student Behavior,Reputation

Universities in New Zealand are increasingly focused on an employability and global citizenship agenda, leading to a proliferation of work-integrated learning (WIL) courses across diverse curriculum areas. WIL exposes students to authentic learning opportunities in a workplace. It is however an activity with inherent risks which may have significant consequences for students, universities and host organizations. This study drew on qualitative interpretive methodology to examine risks related to WIL at eight universities from the perspective of eighteen academic and professional staff. The findings indicate that significant risks for students undertaking WIL relate to the readiness and suitability of the student, the learning environment and student safety. A framework that outlines the responsibilities and conduct of students during WIL is presented. While it is acknowledged that all stakeholders are important in the WIL enterprise, it is the student experience that should be prioritized.
Classification of Engineering Students&apos; Self-Efficacy towards Visual-Verbal Preferences Using Data Mining Methods
Author: Kurniawan, Citra
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Self Efficacy,Preferences,Verbal Learning,Visual Learning,Information Retrieval,Data Analysis,Outcomes of Education,Academic Achievement

The purpose of this research was to build a classification model and to measure the correlation of self-efficacy with visual-verbal preferences using data mining methods. This research used the J48 classifier and linear projection method as an approach to see patterns of data distribution between self-efficacy and visual-verbal preferences. The measurement of the correlation of engineering students' self-efficacy with visual-verbal preferences using the data mining method approach gets the result that self-efficacy does not correlate with visual-verbal preferences. However, engineering students' self-efficacy influences the achievement of initial learning outcomes. Visual-verbal preference is more influenced by students' interest in images so it can be concluded that self-efficacy affects the initial results of learning but does not have a correlation with visual-verbal preferences. The results of the decision tree provide the results that are easily understood and present a correlation between self-efficacy and visual-verbal preferences in a visual form.
Social Media Mining to Understand the Impact of Cooperative Education on Mental Health
Author: Parsa, Mohammad S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Education,Work Experience Programs,COVID-19,Pandemics,Mental Health,Well Being,Student Attitudes,Labor Market,Competition,Anxiety,Employment Interviews,Social Media,Foreign Countries,College Students,Barriers,Mobility,Employment,Stress Variables

Cooperative education is a form of work-integrated learning that includes both classroom study terms and paid work experience. Prior work has studied the benefits of cooperative education for students, employers, and academic institutions. In contrast, this article studies the impact of co-operative education on students' mental well-being. This is done by mining the Reddit social media platform, which includes, among many other topics, discussion communities for major U.S. and Canadian colleges. This analysis reveals that students report feelings of self-doubt resulting from a competitive co-op job market, especially when placed in entry-level jobs that are not related to their academic programs, and anxiety due to job interviews, especially when they coincide with exams and other academic deadlines. Additionally, recent discussions frequently point out cancelled work terms due to the COVID-19 pandemic, creating even more competition, financial hardship, and pressure to make alternate academic or employment arrangements.
The New Right: Conservative Student Political Repertoires and Intragroup Conflict
Author: Havey, Nicholas
Date: 2021-10-18
Type: Journal Articles
Subjects: College Students,Political Attitudes,Intergroup Relations,Conflict,Student Characteristics,Racial Bias,Nationalism,Political Affiliation,Rhetoric,Discourse Analysis

This qualitative single-site case study explores how students identifying as conservative position themselves within the discursive field of their campus, how they understand their rhetorical and discursive development in relation to their more liberal peers, and what increasing political polarization means for college campuses. I find that the differences within the conservative student group studied are stronger and more concerning than how they describe differing from their liberal peers, particularly as the conservative student group I analyzed radicalized and became overtly racist and nationalistic. This is worrisome, as my participants noted this was not &quot;a local problem&quot; and mentioned that this was happening at a state and national level. This reality was evidenced by the recent insurrection at the Capitol.
Regional Intergovernmental Organizations in the Global South: Emerging Education Policy Nodes between the Global and the National
Author: Bekele, Teklu Abate
Date: 2021-10-04
Type: Journal Articles
Subjects: Educational Development,International Organizations,Educational Policy,Policy Formation,Strategic Planning,Educational Strategies,Geographic Regions,Role,Governance,Foreign Countries

Regional Intergovernmental Organizations (RIGOs) play unclear roles in education policy making and transfer. Much comparative education scholarship on the topic focuses on exploring the interplay between global and local/national actors in education policy, overlooking regional dimensions. To deepen our understanding, we analyzed the strategic plans of four RIGOs in Africa, the Arab and Islamic worlds, and Southeast Asia. Qualitative policy analysis is employed to reveal the roles RIGOs aspire to play in educational development. Of the &quot;what,&quot; &quot;how,&quot; and &quot;why&quot; dimensions of policy, this study focuses on the last two, as they reveal the rationales the RIGOs provided to justify their organizational positioning, their strategies to contribute to education policy, and their mediations with the national and the global. Our analysis has showed that RIGOs position themselves as significant actors in educational development in their respective regions, playing several complementary and sometimes conflicting roles. Analysis via institutional theory of the interplay of national, regional, and global contexts has revealed organizational isomorphism, decoupling between policy and practice, expansive structuration, otherhood engagements, and scientization and rationalization of organizational work. The RIGOs view themselves as &quot;elaborators&quot; of global models and, simultaneously, &quot;promoters&quot; of regionalism. Implications for education policy and research are identified.
Strategies for Managing Risk in Work-Integrated Learning: A New Zealand Perspective
Author: Fleming, Jenny
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Work Experience Programs,Risk Management,Universities,College Students,Student Placement,Contracts,Risk,Health,Safety,Expectation,Privacy,Confidentiality,Intellectual Property

The immersion of students into a workplace environment, as part of a deliberate pedagogy for integrating theoretical and practical knowledge, is not without risk. In order to safely provide such work-integrated learning (WIL) opportunities, the responsibility for managing these risks should be shared by all stakeholders. The purpose of this study was to explore strategies to manage different types of risks in WIL for students, host organizations and universities. Data was collected using an online survey, and interviews with university staff involved in WIL. Twenty-eight disciplines and a range of models of WIL from across the eight New Zealand universities were represented. Key strategies identified included: appropriate pre-placement preparation for students and hosts; clear contractual arrangements; good internal systems and resourcing (especially staff); and strong relationship management. Practical guidelines to help WIL stakeholders further develop their understanding and awareness of risk are presented.
Developing of Factor Structure for Learning Strategies of Estonian Students in Mathematics at the University Level
Author: Kaldo, Indrek
Date: 2019-00-00
Type: Journal Articles
Subjects: Factor Structure,Learning Strategies,Foreign Countries,College Freshmen,Required Courses,Mathematics Education,Test Reliability,Test Validity

This research reports learning strategies of the first-year Estonian university students in mathematics. The data were collected during two years from 440 university students of different disciplines. The respondents were among students who take at least one compulsory mathematics course during their first study year. The participants filled out a Likert-type questionnaire that was developed using previously published instruments. The aim of this research was to examine the 69-item LIST questionnaire first time for Estonian university students. By means of an exploratory factor analysis, 9 factors out of 12 were confirmed. The research confirmed most of the components identified in earlier studies. It validates the use of the instrument in further studies of learning strategies at the university level in Estonia. This gives a positive signal about the usefulness of the instrument, as the component structure remains stable in different populations.
The Contribution of Social Work Field Education to Work-integrated Learning
Author: Chilvers, Dominic
Date: 2021-00-00
Type: Journal Articles
Subjects: Counselor Training,Feedback (Response),Student Evaluation,Authentic Learning,Mentors,Social Work,Educational Quality,Student Placement,Best Practices,Supervision,Field Experience Programs,Foreign Countries,Higher Education

This article documents an examination of the role and alignment of social work field education within workintegrated learning (WIL) pedagogy. Both social work education and work-integrated learning share a long history of helping students connect with authentic work-related learning opportunities in the context of engagement and partnership with organizations outside of the educational institution, using onsite mentoring. The tensions associated with aligning social work with WIL are explored and pedagogical similarities between the two enterprises are identified. Key tools and processes for strengthening the quality of field education in social work are discussed along with approaches for placement preparation, student supervision and assessment. Three potential contributions that social work field education practice may offer WIL best practice frameworks include the addition of preplacement preparation for students and field educators, professional supervision approaches, and the inclusion of service user feedback within student assessment processes.
Contributions of Best Practices in Teaching to Improving Higher Education Instruction
Author: Carlos-Guzmán, Jesús
Date: 2021-08-30
Type: Journal Articles
Subjects: Best Practices,Instruction,Higher Education,College Faculty,Teaching Skills,Pedagogical Content Knowledge,Teacher Student Relationship,Teacher Attitudes,Beliefs,Teacher Motivation,Teacher Responsibility,Teacher Persistence,Teacher Characteristics,Foreign Countries,Educational Policy,Educational Quality,Teacher Selection,Recognition (Achievement),Teacher Evaluation,Faculty Development

Interested in improving the quality of teaching in Higher Education Institutions (IES), we integrate research on good teachers, carried out by both the author and other researchers. These studies are distinguished by having used different methodologies, being carried out at different times and in different places; however, there are important coincidences. The results were grouped into five categories that distinguish good teachers: (1) their didactic ability and mastery of the subjects taught; (2) have adequate interpersonal relationships with students; (3) the importance they give to their work; (4) possess certain visions and beliefs about teaching; and (5) the motivation, commitment and responsibility with which they carry out their role. The results provide a base for an educational policy that could be applied to educational institutions: the selection of new teachers, the promotion and appreciation of good teaching, as well as the criteria for teacher evaluation, incentive programs academic productivity and for teacher training. This proposal contributes to making good teaching a common practice in educational institutions and not just an isolated result of personal motivations and commitments.