ethanporcaro/eric-fulltext-meta huggingface dataset:
Empowering Pre-Service English Teachers&apos; Metacognitive Awareness in Teaching through Reflections
Author: Mbato, Concilianus Laos
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Metacognition,Reflective Teaching,Foreign Countries

Successful teaching requires teachers' reflections and metacognitive awareness. However, few studies have investigated the impacts of reflections on teachers' metacognitive awareness in teaching. This study aimed to examine whether or not reflections can empower Indonesian pre-service English teachers' metacognitive awareness in teaching. Mixed-methods research was conducted to collect quantitative and qualitative data from 36 pre-service English teachers (PSETs) in two micro-teaching classes at the Undergraduate Program, Sanata Dharma University, Yogyakarta, Indonesia. Quantitative data from the pre-semester and post-semester were analyzed descriptively and statistically. Qualitative data from reflections and focus group discussions (FGD) focused on determining key issues related to PSETs' metacognitive awareness in teaching. Data analyses revealed that Indonesian PSETs' perceived metacognitive awareness in teaching increased post-semester. They also admitted the positive contributions of reflections in enhancing their metacognitive awareness in teaching. The increase was primarily attributable to the implementation of explicit reflections of the elements of metacognitive awareness in teaching. This research provides recommendations for teachers, lecturers, and future researchers.
Early Literacy Assessment among Kindergarten Teachers in Indonesia: A Phenomenological Study
Author: Christianti, Martha
Date: 2022-00-00
Type: Journal Articles
Subjects: Kindergarten,Evaluation Methods,Emergent Literacy,Student Evaluation,Teacher Attitudes,Pedagogical Content Knowledge,Portfolio Assessment,Observation,Barriers,Foreign Countries,Phenomenology,Literacy,Definitions

The study aims to identify how kindergarten teachers perform early literacy assessments in the classroom and the challenges these teachers have in performing such assessments. During the study, the data were gathered through an in-depth interview in the form of a forum group discussion (FGD). Then, the phenomenological data were attained from 30 public and private Kindergarten teachers. The researchers could illustrate how these kindergarten teachers assessed their children's early literacy through these data. Furthermore, the study results show that the teachers' literacy knowledge has been sufficient and that the literacy programs for the children have been variously designed in each school. The teachers' techniques in performing the early literacy assessment are observation and documentation (portfolio), and the measurement of literacy skills itself refers to the scope of literacy. Concerning the findings, numerous obstacles and expectations that kindergarten teachers have are also discussed within the study.
Effectiveness of Online Learning at Universities: Do Sociocultural Differences Matter?
Author: Nuryatin, Agus
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Electronic Learning,College Students,Social Differences,Cultural Differences,Foreign Countries,Academic Achievement,Student Satisfaction,COVID-19,Pandemics,Anxiety,Computer Attitudes

This study aims to explain the success factors of e-learning. The participants were 427 students in public universities in Indonesia. To demonstrate the success of this e-learning, we developed a more comprehensive e-learning evaluation model that considers the system's characteristics, students, and instructors. The results show that higher student performance is associated with higher student satisfaction. However, the increase in performance is not due to the use of e-learning. Social and cultural factors influence the use of e-learning. Culture and social environment influence students' use of e-learning. The instructor's ability to implement e-learning has been shown to influence student satisfaction. The difference in the implementation of e-learning compared to classroom learning requires different teaching methods that affect student performance. In addition, e-learning is used in all courses during the COVID-19 pandemic.
Effects of WhatsApp Group Learning Platform on Senior Secondary Schools Students&apos; Learning Outcomes in Science, Technology, and Mathematics (STM) in Ekiti State, Nigeria
Author: Ajayi, Lois Folasayo
Date: 2022-08-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,STEM Education,Electronic Learning,Instructional Effectiveness,Social Media,Outcomes of Education

The study investigated the effects of the WhatsApp Group Learning Platform (WGLP) on Senior Secondary School (SSS) Students' Learning Outcomes in Science, Technology, and Mathematics (STM) in Ekiti State, Nigeria. The sample comprised 100 SS II students from two public secondary schools in Ekiti State who were randomly selected from their classrooms. A multistage sampling technique was used to pick the sample. Data were collected using a self-created questionnaire called Science, Technology, and Mathematics Performance Tests (STMPT). The instrument's reliability was determined using the test-retest approach, which provided reliability co-efficient of 0.86. Descriptive and inferential statistics were used to analyze the data. The study question was answered using mean and standard deviation, while all the hypotheses were tested using a t-test statistical analysis tool at 0.05 level of significance. The results revealed that before the treatment, there was no significant difference between the mean scores of students in Science, Technology, and Mathematics in the experimental and control groups. The results also demonstrated that the pre-test and post-test mean scores of students exposed to STM using the WhatsApp Group Learning Platform and those exposed to traditional methods differed significantly. Based on the findings, it was recommended that the WhatsApp Group Learning Platform should be used to improve students' performance in STM.
The Implementation of Cooperative Problem-Solving Rubric towards Turkish Fourth Grade Students
Author: Karakus, Gülçin
Date: 2022-04-00
Type: Journal Articles
Subjects: Cooperative Learning,Problem Solving,Scoring Rubrics,Foreign Countries,Grade 4,Elementary School Students,Test Reliability,Test Validity

This study aimed to develop an analytical rubric for teachers to observe and evaluate students' performance in showcasing the cooperative problem-solving process. Thus, a rubric was prepared. Angles to evaluate the student performance were included and a quad rank scale was used in the rubric. Dimensions used in the rubric were based on the PISA 2015 cooperative problem-solving dimensions. The weighted kappa coefficient was calculated for reliability. The validity of the rubric was provided by taking into the opinions of experts. The dimensions used were; common understanding, communication, respect, solving problems together, discussion, and finding common solutions. The weighted kappa coefficient of the rubric was 660 on common understanding; 644 on communication; 835 on respect; 829 on solving problems together; 825 on discussion, and 822 on finding common solutions. Additionally, the rubric was validated by controlling the content, structure, and validity criteria. The results showed that the cooperative problem-solving rubric was reliable and valid to evaluate cooperative problem-solving skills. The rubric presented a comprehensive assessment and scoring for cooperative problem-solving skills.
Perceived Effectiveness of Students&apos; Punishment by Teachers in Osun State, Nigeria
Author: Okesina, Falilat Anike
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Punishment,Social Cognition,Teacher Attitudes,Program Effectiveness,Age Differences,Teaching Experience,Secondary School Teachers,Discipline Policy,Secondary School Students

Anti-social behaviors among Nigerian in-school adolescents continue to increase in an alarming rate. This study assessed teachers' perceived effectiveness of punishment on student by in Osun State, Nigeria. Participants' age and years of teaching experience were examined. The research design employed in this study was survey with a population of 200 teachers as the participants. For data collection, a questionnaire designed by the researcher was administered. Percentage, t-test and Analysis of Variance (ANOVA) were used to analyze the two postulated null hypotheses at 0.05 alpha level. Results showed that teachers in Osun State perceived punishment on students as highly effective; no statistical difference was found in the participants responses based on age and years of teaching experience. It was recommended that teachers should be aware of the positive ways of executing punishment for it to be effective by attending trainings, talk shows, seminars, and workshops.
Digital Training in Building Chatbot-Based Online Learning Media: Action Research for Teachers in Semarang City through the &quot;Train the Teachers&quot; Training
Author: Dewi, Devana Afriani
Date: 2022-04-00
Type: Journal Articles
Subjects: Educational Technology,Distance Education,Elementary School Teachers,Online Courses,Foreign Countries,Computer Software,Computer Simulation,Faculty Development,Technological Literacy,Creativity,Knowledge Level,Teacher Attitudes,Instructional Effectiveness,Barriers,COVID-19,Pandemics

The lack of student learning motivation and teacher difficulties in monitoring student learning progress is considered to be the main problems in distance learning, especially during the COVID-19 pandemic. This research employed action research methods by involving 20 teachers in several elementary schools in Semarang City spread across several sub-districts. The research results obtained: First, six steps to determine the increase in teachers' creativity and understanding, namely the introduction of chatbot and chatbot templates as digital learning media in schools; the implementation of the first training session; the assignment of creating and designing chatbots from templates; the implementation of the second training session and finale chatbot feedback. Second, during digital chatbot training, Acita template was used to see an increase in teachers' creativity and understanding of chatbots. The result revealed that, in the aspect of teachers' creativity, the point of chatbot design creativity had increased by 41%, creativity in material integration had increased by 46%, and interactive creativity in chatbots had increased by 33%. In addition, in the aspect of teachers' understanding, the points of understanding of chatbot structure and understanding of chatbot development had increased by 47%.
Autonomy Practiced by English Primary School Teachers to Develop Teaching Professionalism
Author: Felayabi, Hasbie
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Professional Autonomy,Faculty Development,Professionalism,Teacher Attitudes,Social Cognition,Individual Development,English (Second Language),Language Teachers,Teacher Behavior

Teachers' autonomy allows teachers to be in charge of their teaching, from preparing syllabuses, teaching materials, and evaluation. For elementary school teachers, this autonomy is essential since this level of education is fundamental to the lifelong learning process. Teachers' autonomy can also be a form of professional action that leads to professional development. Hence, this study aims at identifying teachers' perceptions about teachers' autonomy, finding out what they have implemented in promoting teachers' autonomy, and acknowledging their awareness of the importance of teachers' autonomy. This study employed qualitative research and case studies as its framework. Online questionnaires were distributed to elementary school teachers of public and private schools, and interviews were conducted to follow up on the answers obtained from the questionnaires. The results suggest that teachers' autonomy was driven by the teachers' needs for personal and professional development. It was also revealed that the participants had practiced the five dimensions of autonomy-supportive practices, namely organizational and procedural autonomy, rationale and relevance, responsiveness, feedback, and cognitive autonomy support. Additionally, they also believe that the practice of teachers' autonomy will be optimal with the support of the managerial system, be it the school, the stakeholders, or the government.
Revealing Fifth-Grade Students&apos; Understanding of the Universe
Author: Costu, Fatma
Date: 2022-04-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Knowledge Level,Science Education,Astronomy,Scientific Concepts,Foreign Countries

Previous research has shown that students at almost all levels have misconceptions about both the shapes and sizes of celestial bodies in space. This study is essential to conduct on the students who take space topic in their schools for the first time This study aims at revealing fifth-grade students' alternative conceptions about the size of the sun, earth, and moon and their relative positions to each other. This study employs action research by using a forced questionnaire and interview were used as the research instruments and involved 78 fifth-grade students as participants. To collect data, all students initially responded to a forced question questionnaire. Then, based on their responses, four students were chosen to be interviewed to clarify their alternative conceptions. The data analysis was carried out using interview and questionnaire data to reveal understanding and alternative conceptions of students' responses. The results found that students had alternative conceptions of the earth's shape in their minds. Moreover, alternative conceptions are commonly found in the sun, earth and moon positions.
Enhancing Students&apos; Learning Motivation through Changing Seats in Primary School
Author: Hardiansyah, Framz
Date: 2022-04-00
Type: Journal Articles
Subjects: Learning Motivation,Classroom Techniques,Elementary School Students,Outcomes of Education,Classroom Design

The problem that teachers often face in primary school is the students' low absorption in understanding a lesson. Currently, learning is still teacher-centered, which causes students to be less active in participating in the teaching and learning process. The problem in this research is how to enhance students' learning motivation through changing seats in primary school. This study is a quantitative study with a research design using a post-test-only control design. The data were collected using test and observation method and were analyzed using normality test, homogeneity test, t-test, and further hypothesis testing, which are to compare the learning outcomes of the experimental class and the control class. This study concludes that there was an increase in students' learning motivation through changing seats in primary schools, which can be seen from the results of data analysis showing that the value of t[subscript count] = greater than t[subscript table] = 2.2899 at a significant level of 5% (t[subscript count] &gt; t[subscript table]) count 3.0030 &gt; table 2.2899, H[subscript 0] was accepted.
Teachers&apos; Self-Efficacy as a Mediator of Their Perception and Behavior Regarding Creative Teaching for Elementary School Students
Author: Sutjonong, Winda Ria
Date: 2022-04-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Attitudes,Teacher Behavior,Creative Teaching,Elementary School Teachers,Creativity,Foreign Countries

Creativity must be considered in teaching elementary school students to prepare them to be more innovative. It needs to be fostered from an early age because children at that age are in a critical period, so it will be easier to teach them to think creatively. The teachers have roles to carry out creative teaching to foster their students' creativity. Creative teaching is influenced by the teachers' perception of creativity, which depends on several factors, one of which is the teachers' self-efficacy. This study aims to examine whether the teacher's self-efficacy can mediate the relationship between teachers' perceptions of creativity and their creative teaching behavior in class. Participants of this study were 38 elementary school teachers who were participants in the Creative Teaching Workshop. The measuring tools used in this study are the Creativity Fostering Teacher Index (CFTI) and Teaching for Creativity Scale (TFCS). The data obtained were analyzed quantitatively using correlation tests (Pearson's correlation) and mediation tests with Macro PROCESS. The results found that teachers' self-efficacy partially mediated teachers' perceptions of creativity and creative teaching behavior, which means that the relationship between teachers' perceptions and behaviors can be explained directly and indirectly through the teachers' self--efficacy.
Museum Education with Storyline Method: How Do Primary School Students Perceive Historical Artifacts?
Author: Ütkür Güllühan, Nur
Date: 2022-04-00
Type: Journal Articles
Subjects: Museums,Teaching Methods,Active Learning,Experiential Learning,Student Attitudes,Interpersonal Relationship,Historical Interpretation,Phenomenology,Diaries,Freehand Drawing,Attitude Change,Preservation,Historic Sites,Foreign Countries,Elementary School Students,Constructivism (Learning),Story Telling

An educational museum is an active learning environment created for students' participation (art, music, and drama) to learn by doing and experiencing, and didactic knowledge. This research seeks to determine the effect of the Storyline Method on students' perceptions and interpretations of historical artifacts through museum education. This research applied the phenomenology design as one of the qualitative methods, consisting of first-year students (20) in a public school in Istanbul. The students were trained for a total of 15 hours, 5 hours a week, on museum education with the Storyline Method. The research data consisted of interviews with children, pictures made by children, and diaries written by them. The collected data were analyzed using the descriptive analysis method. The research results found that the method of storyline positively affected the students' perceptions of historical artifacts. Also, as a result of the interviews of the students and their drawings, there was a positive change in students' perceptions of the importance and preservation of historical artifacts. In addition, as a result of the Storyline Method, the students had &quot;happiness, excitement, sightseeing&quot; feelings and thoughts about historical works.
Pre-Service Primary Teachers&apos; Opinions about the Course of Practice Teaching through Distance Education
Author: Göçen Kabaran, Güler
Date: 2022-04-00
Type: Journal Articles
Subjects: Preschool Teachers,Teacher Education Programs,Elementary School Teachers,Student Attitudes,Teaching Methods,Distance Education,State Universities,COVID-19,Pandemics,Educational Change,In Person Learning,Student Teaching,Case Studies,Content Analysis,Course Content,Course Descriptions,Foreign Countries

Due to the coronavirus pandemic affecting the world, face-to-face higher education practices were suspended in most countries, and teaching processes continued with distance education methods. This method has prevented university students from taking theoretical and practical courses face-to-face. In this regard, the teaching practice course, which is the fundamental course for professional preparation in education faculties, was conducted at a distance, in which its effectiveness becomes questionable. Hence, this research aims at determining the prospective classroom teachers' views about the process of conducting the teaching practice course at a distance. This research employs case study design by involving 37 pre-service primary teachers attending the education faculty of a state university. In addition, the data collection were done using a semi-structured interview form developed by the researchers, which was then analyzed using content analysis. The results conclusion showed that the pre-service teachers expressed opinions about the theoretical and practical dimensions, expectations, level of content, and suggestions for the development of the course.
How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?
Author: Bingolbali, Erhan
Date: 2022-04-00
Type: Journal Articles
Subjects: Middle School Teachers,Mathematics Teachers,Teacher Attitudes,Teaching Methods,Questioning Techniques,Definitions,Phenomenology,Language Usage,Concept Formation,Educational Philosophy,Mathematics Achievement

The study aims at examining middle school mathematics teachers' conceptions of openended questions. A questionnaire consisting of open-ended items was applied to 40 mathematics teachers. The teachers were asked to define the open-ended question in general and the mathematical open-ended question in particular and provide examples to exemplify their definitions. This study employs phenomenographic design aiming at revealing middle school mathematics teachers' conceptions and experience regarding open-ended questions in an exploratory manner. The findings show that the teachers explained the open-ended question through its form (appearance), the number of outputs, the process/method required, and its functionality. In addition, teachers defined the open-ended question mostly using non-mathematical terms, and they had particular difficulties defining the mathematical open-ended question. The teachers regarded questions with variable correct answers as open-ended, could not give examples of open-ended questions with infinitely correct answers, and some deemed closed-ended questions as open-ended. Although the participants were mathematics teachers, the examples they presented for the open-ended question were mostly from outside the field of mathematics. This study points out the fact that teachers need a guiding conceptualization of open-ended questions.
Assessing Algorithmic Thinking Skills in Relation to Gender in Early Childhood
Author: Kanaki, Kalliopi
Date: 2022-00-00
Type: Journal Articles
Subjects: Thinking Skills,Gender Differences,STEM Education,Equal Education,Educational Opportunities,Play,Interdisciplinary Approach,Constructivism (Learning),Sex Stereotypes,Computer Science Education,Game Based Learning,Grade 1,Grade 2,Elementary School Students,Foreign Countries,Computer Software,Usability,Construct Validity

Background/purpose: In terms of computational thinking core facets, algorithmic thinking is a key competency applicable not only in Computer Science but also in aspects of daily life. Considering the global phenomenon of gender stereotypes with regards to the academic and professional orientation in STEM fields, we focused on investigating the level of students' algorithmic thinking skills by gender in early childhood. This article provides evidence of research implemented under the umbrella of quantitative methodology, employing an innovative assessment tool constructed to meet the requirements of the study. The findings obtained could facilitate researchers and policymakers to support equity in learning opportunities, starting from the first stage of compulsory education. Materials/methods: The study aligns to the principles of quantitative research methodology. Its backbone is a digital platform of multidisciplinary, play-based, and constructivist character, which we implemented from scratch in order to satisfy the requirements of our research. Results: The findings of the study revealed that algorithmic thinking skills are not related to students' gender in early childhood. Conclusion: The findings of the study bring out that, at very young ages, the effect of gender stereotypes is not observable as far as students' algorithmic thinking skills are concerned. The implications of the study highlight the need to focus on the schooling stages that follow early childhood in order to tackle the gender gap in STEM fields.