ethanporcaro/eric-fulltext-meta huggingface dataset:
Views of Information Technologies Teachers on the Effects of Values Education on Informatics Ethics
Author: Yilmaz, Yakup
Date: 2022-00-00
Type: Journal Articles
Subjects: Values Education,Student Attitudes,Student Behavior,Ethics,Information Science,Teacher Attitudes,Privacy,Intellectual Property,Information Security,Crime Prevention,Bullying,Empathy,Justice,Self Control,Interpersonal Relationship,Secondary School Teachers,Foreign Countries,Moral Values,Social Values,Family (Sociological Unit),Curriculum,Transfer of Training

In this study, effects of values education on students' attitudes and behaviors on informatics ethics taught in information technologies and software courses have been examined, according to the opinions of information technologies teachers (ITT) working in schools where values education is taught through Selcuklu Values Education Project (SEDEP). This is a qualitative study and in this study, criterion sampling, one of the purposeful sampling methods, have been adopted to determine the participants. Thirty-five information technologies teachers (13 male, 22 female) working in Selcuklu, a district of Konya, have participated in the study. The data have been collected through a fixed format questionnaire form and analyzed using content analysis. The findings show that the values taught in values education are related to informatics ethics in various aspects (individual, family, society, morality, teacher and curriculum). The participants state that the students have been able to transfer the values education to the informatics ethics even if it is not at a sufficient level cognitively and affectively. Participants mainly use values education elements such as respect, responsibility, justice, self-control and empathy, in the teaching of informatics ethics issues (Privacy-Security, Intellectual Property, Cybercrime, and Cyberbullying). The values education elements the participants use to deal with negative behaviors they encounter in relation to informatics ethics are respect, empathy, justice and self-control. Lastly, information technologies teachers have offered some suggestions that can be followed in the classroom and in the digital environment on the use of values education while teaching informatics ethics.
Second Language Listening Comprehension: The Role of Anxiety and Enjoyment in Listening Metacognitive Awareness
Author: Wang, Lanxi
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Listening Comprehension,Anxiety,Psychological Patterns,Metacognition,Emotional Response,Foreign Students,College Students,Correlation,Foreign Countries,Listening Skills

Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals' listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.
Why Am I Learning English? Spanish EFL Sports Science University Students&apos; Motivational Orientations through the Prism of the L2 Motivational Self System
Author: Bobkina, Jelena
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Student Motivation,Language Proficiency,Gender Differences,Athletics,Self Concept,Context Effect,Undergraduate Students,Student Attitudes

The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions' plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students' L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students' ideal and rebellious L2 selves.
A New Day for Financial Aid
Author: Paterson, Jim
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Financial Aid,Financial Aid Applicants,Paying for College,Knowledge Level,Student Loan Programs,School Counselors,Letters (Correspondence),Barriers,Costs,College Applicants,High Schools,Grants,Work Study Programs,Eligibility

In both the stacks of research compiled by education think tanks and in the conversations had around the dining room table by families of aspiring college students, one stumbling block to college enrollment predictably crops up--financial aid. The topics range from avoiding endless, crushing debt to options for part-time jobs. But often the focus returns to the complexities of applying for financial aid and determining what a student has been awarded. To help, a sizable segment of the higher education community has been working to make financial aid options clearer and simpler--especially the sometimes inconsistent and confusing messaging about what has been awarded--so students can determine their final costs and weigh which schools they can afford.
Literature Review: Mathematical Creative Thinking Ability, and Students&apos; Self Regulated Learning to Use an Open Ended Approach
Author: Ali, Damsir
Date: 2021-05-00
Type: Journal Articles
Subjects: Creative Thinking,Mathematics,Thinking Skills,Learning Strategies,Mathematics Instruction,Teaching Methods,Elementary Secondary Education

The ability to think creatively and self-regulated learning is very important in learning mathematics, in order to train students to develop their creativity. But in reality, mathematics learning that is currently happening has not been able to develop mathematical creative thinking skills and increase students' self-regulated learning. The purpose of this study is to examine the relationship between the open-ended approach and the ability to think creative mathematically and self-regulated learning and how to implement it in school in the perspective of literature review. The type of research used is literature review, where articles are collected using search engines such as EBSCO, Science Direct, and Scopus. Based on the articles collected, the results show that: 1. Mathematics learning to use an open-ended approach has an effect on increasing students 'creative thinking skills and self-regulated learning, 2. The open-ended approach is higher in increasing students' creative thinking abilities compared to using a conventional approach, 3. The open-ended approach to learning has the following steps: a) the teacher organizes students in learning activities; b) the teacher exposes students to open problems; c) the teacher guides and directs students in solving problems with various solutions and various answers; d) students present their work and compare with the work of other students in front of the class; and e) students conclude the subject matter, which is guided by the teacher. 4. To apply open-ended learning, it is necessary to prepare learning that requires high creativity for a teacher.
Indirect Analogical Reasoning Components
Author: Kristayulita
Date: 2021-05-00
Type: Journal Articles
Subjects: Logical Thinking,Foreign Countries,Problem Solving,Mathematical Models,High School Students,Grade 11,Equations (Mathematics),Word Problems (Mathematics),Trigonometry

If using different instruments obtained a different analogical reasoning component. With use people-piece analogies, verbal analogies, and geometric analogies, have analogical reasoning component consists of encoding, inferring, mapping, and application. Meanwhile, with use analogical problems (algebra, source problem and target problem is equal), have analogical reasoning components consist of structuring, mapping, applying, and verifying. The instrument used was analogical problems consisting of two problems where the source problem was symbolic quadratic equation problem and the target problems were trigonometric equation problem and a word problem. This study aims to provide information analogical reasoning process in solving indirect analogical problems. in addition, to identify the analogical reasoning components in solving indirect analogical problems. Using a qualitative design approach, the study was conducted at two schools in Mataram city of Nusa Tenggara Barat, Indonesia. The results of the study provide an overview of analogical reasoning of the students in solving indirect analogical problems and there is a component the representation and mathematical model in solving indirect analogical problems. So the analogical reasoning component in solving indirect analogical problems is the representation and mathematical modeling, structuring, mapping, applying, and verifying. This means that there are additional components of analogical reasoning developed by Ruppert. Analogical reasoning components in problem-solving depend on the analogical problem is given.
How a Traditional Homemaker Predicts: An Ethnographic Study
Author: Suciawati, Vici
Date: 2021-05-00
Type: Journal Articles
Subjects: Mathematical Concepts,Construction (Process),Construction Materials,Foreign Countries,Prediction,Mathematics Activities,Intuition,Measurement,Computation,Ethnology,Mathematics

Intuition is the first way humans get knowledge. A worker in making a traditional West Java house works using his experience to be able to determine how many building materials are needed to become a house. The roof of the house is one part that is quite complicated to determine the amount of wood needed. Workers using intuition based on experience that has been experienced greatly determine the accuracy of the measure. Through this research, the researcher hopes that the method of determining the amount of wood used to make the roof (suhunan) of houses in West Java has added scientific value because it is related to existing mathematical concepts. The subjects of this study were workers who made traditional houses in West Java Regency. This study uses a qualitative method with an ethnographic approach. This study aims to describe an in-depth study of how to determine the amount of wood used to make traditional houses and its relation to mathematical concepts. The results showed that the workers who made the traditional houses started outing for the first time by calculating the number of wood chips needed to make the KAP intact to make the roof from it, they were easier to determine the amount of wood needed.
Enhancing the Performance of Students in Chemistry through Flipped Classroom with Peer Instruction Teaching Strategy
Author: Macale, Aprhodite
Date: 2021-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Peer Teaching,Grade 7,Foreign Countries,Flipped Classroom,Instructional Effectiveness,Student Attitudes,Scientific Concepts,Concept Formation,Science Achievement,Student Participation,Teaching Methods,Conventional Instruction,Junior High School Students,Video Technology,Electronic Learning

This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation.
Achievement Motivation, Locus of Control and Study Habits as Predictors of Mathematics Achievement of New College Students
Author: Villa, Estelita Arellano
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Locus of Control,Study Habits,Predictor Variables,Mathematics Achievement,College Freshmen,Foreign Countries

Several researchers have investigated different factors which are found responsible for students' mathematics achievement. This study examined achievement motivation, locus of control and study habits as predictors of mathematics achievement of freshman students taking non-board examination programs at a certain state university in Southern Luzon, Philippines. In this descriptive-correlational research design, purposive sampling technique was used to select 258 participants enrolled in the subject mathematics in the Modern World. Four sets of research instruments were used for the data collection: namely, mathematics Achievement Motivation Scale, Locus of Control Scale, mathematics Study Habits Inventory and the teacher-made mathematics Achievement Test. The results showed that most students have average achievement motivation, internal locus of control, desirable study habits and average mathematics achievement. The results also revealed that there was a significant relationship between achievement motivation and mathematics achievement and achievement motivation was found to be the only predictor of mathematics achievement. This indicates that achievement motivation is effective in enhancing mathematics achievement. Students' achievement motivation will increase to high level if given the right remediation. Hence, high achievement motivation can predict high mathematics achievement.
Postgraduate Supervision: A Heuristic Approach to Learning, Unlearning, and Relearning
Author: Oparinde, Kunle
Date: 2021-10-00
Type: Journal Articles
Subjects: Academic Advising,Graduate Students,Teacher Student Relationship,Faculty Advisers,Heuristics,Learning

Since postgraduate supervision remains a grey area for many academics following several hydra perspectives and interpretations, the paper examines how postgraduate supervision is an approach to learning, unlearning, and relearning. The study is entrenched within James and Baldwin's framework on good practice in postgraduate supervision to discuss what the concept should entail from the viewpoint of the researcher, while there is also a constant recourse to relevant literature. The paper addresses the fuzzy nature of supervision through an autoethnographic research. It discusses how supervision at the postgraduate level should not merely involve guiding a student to graduation, but an avenue for the supervisor to also learn, unlearn, and relearn academic concepts, methods, and approaches. The study contends that postgraduate supervision should not only be a stage for building new knowledge through postgraduate students' research, but it should also be a stage for knowledge improvement, knowledge advancement, knowledge re-evaluation, knowledge cross-pollination, and knowledge transfer. It is in so doing that the learning, unlearning, and relearning nature of postgraduate supervision can indeed come to fruition.
Design Ethnic-Math HOTS: Mathematics Higher Order Thinking Skill Questions Based on Culture and Local Wisdom
Author: Mulyatna, Fauzi
Date: 2021-05-00
Type: Journal Articles
Subjects: Thinking Skills,Mathematics Skills,Culturally Relevant Education,Indigenous Knowledge,Mathematical Applications,Instructional Design,Foreign Countries

The design of HOTS Ethnic-Mathematics is the stage that has been intended in this study. This type of research is research and development (Research and Development) by producing results in the form of Mathematics Higher Order Thinking Skill (HOTS) questions based on culture and local wisdom (Ethnic-Math HOTS). The development model referred to by the researcher is the Analysis, Design, Development, Implementation and Evaluation (ADDIE) which is adapted into Analysis, Design, and Development (ADD). The conclusion of this paper is Mathematical problem designs that are integrated with local culture and local wisdom can be developed into questions that have a function to measure students' high-level abilities. High-level abilities that can be measured using these questions are analytical skills, evaluation skills and creative abilities. By completing questions related to the culture in the area around students, students will be more challenged and motivated to do it. In addition, it will increase students' knowledge about the local culture in the area.
Innovation in the Teaching-Learning Process of Global Climate Change through the Collaborative Wall
Author: Salas-Rueda, Ricardo-Adán
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Climate,Biology,Science Instruction,Computer Uses in Education,Handheld Devices,High School Students,Secondary School Science,Foreign Countries,Student Motivation,Student Interests,Information Dissemination,Organization,Learning Processes,Educational Technology

The aim of this mixed research is to analyze the students' perception about the use of the collaborative wall in the educational process of global climate change considering data science. The collaborative wall is a web application that allows the active participation of students and discussion of ideas in the classroom. During the face-to-face sessions, the students use mobile devices to share the information and images of the courses through the collaborative wall. The sample is made up of 74 students from the National Preparatory School No. 7 &quot;Ezequiel A. Chávez&quot; who took the Biology IV course during the 2019 school year. The results of machine learning (linear regression) indicate that the organization of ideas and dissemination of information in the collaborative wall positively influence the learning process of global climate change, motivation and interest of the students. Data science identifies 6 predictive models about the use of the collaborative wall in the field of Biology through the decision tree technique. In fact, the use of the collaborative wall in the Biology IV course facilitated the assimilation of knowledge about the global climate change and improved the active participation of the students in the classroom. Finally, the collaborative wall allows the creation of new educational spaces where students acquire the main role during the learning process.
Challenges of Teaching Mathematics to Students with Visual Impairment
Author: Oyebanji, M. S.
Date: 2021-05-00
Type: Journal Articles
Subjects: Mathematics Instruction,Visual Impairments,Students with Disabilities,Foreign Countries,Special Education Teachers,Mathematics Teachers,Educational Policy,Student Interests,Instructional Materials

This study aimed at investigating the challenges of teaching mathematics to visual impaired students in school of the blind, a case study of some selected schools for the visually impaired. Questionnaire and interview were used for data collection from the respondents. The hypotheses in the study were tested using t-test with a-level of 0.05 through SPSS. The study followed a cross-section survey design and involved 80 respondents 20 for the visually impaired students, 10 for the Mathematics teachers, 10 special mathematics teachers, 40 low vision and non-visually impaired students. The findings revealed the visually impaired students receive bursaries from the government and non-government organization; meal, accommodation, and few scholastic materials from their school; extra time during mathematics classes and examination and friend support. However, constraining limitations in the method of instruction assessment used and the instructional materials provided were noted, on the basis of these findings, recommendation towards the better education of the visually impaired student studying mathematics should be encouraged and employment of special mathematics teachers.
Facilitating Factors of Scientific Literacy Skills Development among Junior High School Students
Author: Palines, Kareen Marie E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Skill Development,Junior High School Students,Foreign Countries,Teacher Influence,Educational Environment,Content Area Writing,Science Education,Affordances,Barriers

The study used causal-comparative research design to examine the scientific literacy among randomly selected Junior High School students under the Science, Technology and Engineering Program (STEP) of a National High School in the Philippines. Specifically, it investigated the factors that facilitate and hinder the students' ability to write and present scientific research. Quantitative and qualitative data were gathered from primary and secondary sources. Descriptive statistics were used to analyse the data obtained from the interviews and questionnaires. Findings showed that the scientific literacy of students in terms of writing was perceived as good while presenting the scientific research was described as fair. The study also revealed that teachers' factors, learning environment, and school administrative support affect the scientific literacy skills development of the students. Thus, the study suggested that by promoting the identified factors, the scientific literacy skills of the students will be further developed. Additionally, increase of teacher's availability during consultation hours, use of differentiated instructions, localization, contextualization, formulation of policy guidelines for the use of learning resources, plan of activities for STEP, as well as development of a module, research networks and linkages should be given importance.