ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploration of Using Solar Photovoltaic Cells as a Sustainable Solution in Higher Education
Author: Seng, Thomas
Date: 2023-00-00
Type: Journal Articles
Subjects: Energy,Higher Education,Sustainable Development,Campuses,Universities,Stakeholders,Cost Effectiveness

The purpose of this convergent parallel mixed-methods instrumental case study was to examine the feasibility of Solar Photovoltaics (PV) as an economic and environmental sustainability tool for higher education while, at the same time, gauging essential university stakeholder knowledge, opinions and beliefs regarding sustainable development, sustainable universities, and support for sustainable initiatives on campus. The findings from this study at a Midwestern university indicated that the solar power system generated electricity at a lower cost than the local electric utility was charging and a varied understanding of sustainable development by participants. Implications for provide insight into establishing stakeholder support and a cost/benefit model for sustainable development for institutions of higher learning.
Living without My Foods: African Students&apos; Eating Habits Compared to All in the United States of America
Author: Noyongoyo, Boniface
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Students,Foreign Countries,Acculturation,Food,Eating Habits,Coping,College Students,Social Status,Cultural Influences,Place of Residence

The current project measures international students' dietary acculturation challenges focusing on sub-Saharan Africans in the U.S. The analysis examines responses from 142 questionnaire respondents. Respondents filled out a self-administered survey that inquired about their eating practices in their country and since they moved to the U.S. Findings include the fact students choose their foods based on whenever and wherever they are available in markets near their locations and on time spent in the U.S. Newly arrived participants searched for already known produce. Meanwhile, those living in the U.S. for more than twenty-five months started the adaptation process through self-preparation meals or reliance on the recommendations of others. Students from Africa increased their intake of standard American foods unlike those from their homeland, such as pre-made meals and sweets as well as caffeine containing products but reduced the foods they grew up eating. Sub-Saharan students tended to shift their eating patterns even when foods from their home countries could be purchased in groceries near them. The analyses demonstrate eating adjustment as a consequence of the period lived in the USA, personal relationships, and food preferences from their country of origin.
Investigation of Primary School Teachers&apos; Professional Competencies and Technological Pedagogical Content Knowledge (TPACK) Competencies
Author: Zhakiyanova, Zhanna
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Pedagogical Content Knowledge,Technological Literacy,Self Efficacy,Teacher Effectiveness,Teacher Characteristics,Gender Differences,Academic Rank (Professional),Foreign Countries,Correlation,Teacher Competencies

This study aims to examine primary school teachers' Technological Pedagogical Content Knowledge (TPACK) levels and teaching self-efficacy according to their general demographic characteristics. Descriptive and correlational research methods were used in the study. The quantitative sample of the study consists of 217 teachers working in primary schools in Astana province in the 2022-2023 academic year. Personal information form, TPACK and Teaching Self-Efficacy scales were used as data collection tools. Information about the demographic variables of the participants was given with descriptive statistics including frequency and percentage. Independent sample T-Test, one-way ANOVA test, Tukey test, and Pearson correlation test were used for data analysis. As a result of the quantitative analyses, TPACK competencies of the teachers were found to be at a medium level, whereas their self-efficacy beliefs were found to be at a high level. Significant differences were observed in gender and professional seniority variables in terms of TPACK competencies. Especially the technology knowledge competencies of female teachers were found to be at low level. Again, the technology knowledge of teachers with high professional seniority was found to be significantly low. Finally, significant and positive relationships were found between self-efficacy beliefs and TPACK competencies of primary school teachers.
Bibliometrics Analysis of Research on Argumentation in Mathematics Education
Author: Kartika, Hendra
Date: 2023-00-00
Type: Journal Articles
Subjects: Bibliometrics,Educational Research,Mathematics Education,Visual Aids,Persuasive Discourse

This study is based on the bibliometrics analysis of research publications that focus on highlighting the argumentation on mathematics education. The main objective of this study is to analyze the distribution of research results, the main journals for publication, and the most productive authors, the pattern of authorship and the pattern of citation. Data was collected from Scopus database and was analyzed using VOSviewer software. A total of 173 articles published from 1995 to December 2021 were retrieved and perused. Graphs, tables, charts, and maps have been used to analyze and present collected data. The analysis results show that argumentation in mathematics education has been studied frequently with the concepts of proof, reasoning, teacher education, and geometry. Journal of Mathematical Behavior and Educational Studies in Mathematics have been the top journals, and the University of Rutgers has been the most influential institution, and the United States has had a significant prevalence in this field. The results of this study provide insights for researchers interested in mathematics education in this field, suggesting that they can explore various alternatives to the major research trends and the influential articles mentioned. Based on the results, recommendations for future studies are provided.
Students&apos; Perceptions of Low Stakes Positioning Tests at the Start of Higher STEM Education: A Mixed Methods Approach
Author: Hanssens, Jolan
Date: 2023-00-00
Type: Journal Articles
Subjects: Student Attitudes,Tests,Higher Education,STEM Education,College Students,Foreign Countries,Knowledge Level,Mathematics Tests,Science Tests

In Flanders, open admission into higher education has led to heterogeneity in academic preparedness of incoming STEM students. Higher education institutions offer low stakes positioning tests to these students in order to help them assess their level of starting competences. Due to the unique nature of these tests, little can be inferred about students' perception of these tests. In this study, we used mixed methods to investigate these perceptions. Semi-structured interviews (n=20) and thematic analysis revealed that students do not always understand the stakes, objective and structure of positioning tests as intended by the organizers. A questionnaire (n=189) revealed that students considered chemistry problems better reflecting certain study programs than mathematics problems and that they wrongly think chemistry questions are more predictive than mathematics questions. Our findings provide insight in STEM students' multifaceted perceptions of and interaction with low stakes assessment.
The Effectiveness of a Training Program Based on Multimedia on Enhancing the Teaching Process and Critical Thinking Skills of Teachers of the Deaf and Hearing-Impaired in Secondary Schools
Author: Alqahtani, Ghuzail Ali
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Multimedia Instruction,Multimedia Materials,Teaching Methods,Critical Thinking,Skill Development,Secondary School Teachers,Deafness,Hearing Impairments,Thinking Skills,Special Education Teachers,Teacher Characteristics,Teacher Background,Scores,Academic Degrees

The main aim of the current study is to measure the effectiveness of a training program on enhancing the teaching process and critical thinking skills among teachers of the deaf and hearing-impaired in secondary schools through multimedia and according to academic qualification and years of experience variables. To accomplish the study objective, the researchers used the quasiexperimental approach. They designed a four-hour short training program that was applied to 60 teachers of the deaf and hearing-impaired in secondary schools. The study findings revealed that 53.4% of teachers of the deaf and hearing-impaired possess multimedia skills experience in teaching critical thinking skills in the pretest, whereas 61.3% of teachers of the deaf and hearing-impaired possess multimedia skills experience in teaching critical thinking skills in the post-test. In addition, the results showed no statistically significant differences in the years of experience variable in teaching critical thinking skills. Furthermore, the results indicated that the teachers who have Master's degrees or higher had higher average scores in critical thinking skills compared to those with bachelor's degrees.
Analysis of Teachers&apos; Research Competencies, Scientific Process Skills and the Level of Using Information and Communication Technologies
Author: Katayev, Yerdan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Research Skills,Science Process Skills,Technological Literacy,Technology Uses in Education,Information Technology,Teacher Attitudes

The aim of this study is to examine the research and ICT competencies and scientific process skills of teachers in different branches in Kazakhstan and the relationship between these three variables. The sample of the study consists of 258 teachers working in different cities of Kazakhstan in the 2022-2023 academic year. Teacher Research Competence Scale, Scientific Process Skills Scale and Information and Communication Technologies Competence Scale were used as data collection tools. Arithmetic mean, unrelated sample t test, one-way analysis of variance (ANOVA) and multiple linear regression analysis methods were used to analyze the data obtained. As a result of the research, it was determined that the participant teachers had moderate level of competencies in using research and information communication technologies and scientific process skills. Participant teachers' competencies in using research and information communication technologies and scientific process skills show significant differences according to their gender and branches. In particular, it was observed that teachers working in science and mathematics branches exhibited high research and ICT competencies and scientific process skills. Finally, significant relationships were observed between participant teachers' research and ICT competencies and scientific process skills. Scientific process skills were found to be the most important factor affecting teachers' research skills and competencies.
The Effects of Using Digital Stories and Media in Foreign Language Teaching
Author: Karimova, Gulim
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,Educational Technology,Story Telling,Vocabulary Development,Language Skills,English (Second Language),Grade 5,Elementary School Students

In Kazakhstan, as in many other countries, foreign language education starts at an early age, but the desired success is not achieved. This may be due to instructional, environmental or socioeconomic factors, as well as cognitive and psychological factors such as the structure of the language, the teaching methods used, and attitudes towards language learning. In language education, digital story activities can play an effective role in the development of students' vocabulary and language skills. In this study, the effects of digital storytelling on English vocabulary and grammar knowledge and attitudes towards the course were examined. This research was conducted experimentally with 70 students from 5th grade of a primary school in Almaty. In this study, which observed the effects of digital storytelling and traditional teaching approaches on vocabulary knowledge, grammar knowledge and attitudes towards the lesson, an experimental research design with control group was used and data were obtained through tests and scales. The findings of the study showed that digital storytelling activities in the experimental group were effective on students' English vocabulary knowledge, grammar knowledge and attitudes compared to the control group in which traditional teaching was applied.
The Impact of Written Feedback in Geometry Problem Solving through a Gallery Walk
Author: Santos, Catarina
Date: 2023-00-00
Type: Journal Articles
Subjects: Written Language,Feedback (Response),Geometry,Problem Solving,Teaching Methods,Active Learning,Mathematics Activities,Student Evaluation

Traditionally, students experience difficulties solving problems involving geometric shapes and their properties. In line with the current curricular guidelines, it's important to reflect about the use of active learning strategies, which directly engage students in meaningful mathematical activity, that contribute to reverse this situation. This paper refers to a study that aims to understand the influence of peer written feedback on students' performance in a Gallery Walk context, in the scope of problem solving involving areas of plane figures. We followed a qualitative, interpretative approach and collected data in a 5th grade class, with 19 students, through participant observation, a questionnaire, interviews, written productions and photographic records. Results show that, when the sender of feedback is a student, different types of feedback are used, however not all of them promote the improvement of the receiver's performance. It was noticed that the most effective feedback is focused mainly on the emerging mathematical content, commenting on the student's performance in terms of task solution, process and results. It was also found that the feedback must be clear and simple so that the receiver clearly understands what the sender wants to convey.
Investigation of the Effects of the Training Program on Negative Nutrition and Technology Addiction in Young Athletes
Author: Tarjibayeva, Saule
Date: 2023-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Training,Nutrition,Addictive Behavior,Athletes,Physical Activities,Health Promotion,Foreign Countries,Adolescents

In this study, the effect of a training program developed for healthy nutrition, increasing physical activity and reducing technological addiction on the related behaviors and habits of young athletes was examined. In the study, which was carried out according to the pre-test post-test model with control group, the curriculum developed for the research variables in the experimental group was applied in 4 modules. In the study, no experimental application was applied to the participants in the control group. There were 30 young athletes in the experimental group and 30 young athletes in the control group. Young athletes in the experimental and control groups were equal to each other in terms of gender, age, eating habits and physical activity. 'Dutch Nutrition Behavior Scale', 'Technological Addiction Scale' and 'Physical Activity Questionnaire' were used as data collection tools in the study. According to the findings of the study, it was found that the negative nutritional behaviors and technological addiction of the athletes in the experimental group decreased, while their physical activity levels increased compared to their peers in the control group.
Health Education during the Pandemic: Physical Fitness Course Applications and Personal Physical Fitness Test (PPFT) in University Students
Author: Kristiyandaru, Advendi
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Fitness,Undergraduate Students,COVID-19,Pandemics,Test Construction,Muscular Strength,Gender Differences,Test Validity,Health Education,Physical Education

The physical fitness course is a mandatory subject for undergraduate students at Universitas Negeri Surabaya, Indonesia. However, there is limited physical activity possibly performed during the COVID-19 pandemic. Furthermore, conventional physical fitness tests and measurements could not be conducted in a conventional way. This study aimed to test the possibility of the Personal Physical Fitness Test (PPT) being implemented by college students who were enrolled in a physical fitness course. There were 1.639 college students aged 18 ± 0.81 years old who participated in this study. The independent physical fitness test was designed to represent several physical components i.e., standing board jump (lower body strength). Plank (core strength), push-ups (upper body strength), and one-minute skipping (cardiorespiratory). The data were in the normal distribution. Male students performed better than females in every test (p &lt; 0.05). Furthermore, the data were categorized on each test based on gender. The categories are excellent, good, fair, poor, and very poor. In a further study, the personal physical fitness test could be implemented in a larger sample size.
Giving Students the Tools: Looking at Teaching and Learning Using Corpora
Author: Carter, Aidan
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Learning Processes,Second Language Learning,Second Language Instruction,Computational Linguistics,Pilot Projects,Italian,Undergraduate Students,Urban Universities,Translation,Task Analysis,Student Attitudes,Learning Experience,Foreign Countries,Computer Assisted Instruction

This article discusses a pilot project aimed at giving tertiary students a wider repertoire of resources to use in language learning, with a particular focus on Italian. This project responds to the exponential increase in and access to online data and the potential value such data represent for students studying additional languages at tertiary level. By examining whether current language students are aware of online resources, such as linguistic corpora and other potential applications of big data, we aim to provide an insight into the possible uses of corpus-assisted learning in the language classroom. In this paper, we detail a project undertaken in 2017 with undergraduate students of Italian in a major metropolitan university. Our project directed students to complete a translation task using corpora-based resources and assessed their experience through a post-assessment survey. Subsequently, we present our initial findings in relation to the possibilities of a corpus-based approach to language teaching and learning. While today's students are already predisposed to relying on online resources as part of their language studies, our results suggest students are not aware of emerging online resources such as corpora. Moreover, even when these resources are presented to students, the complex nature of the software programs used to interrogate corpora often results in their underutilisation.
Google Translate for Writing in an Online English Class: Vietnamese Learners&apos; Perceptions and Performances
Author: Van Nguyen, My
Date: 2023-00-00
Type: Journal Articles
Subjects: Translation,Writing Skills,Electronic Learning,English (Second Language),Second Language Learning,Foreign Countries,Student Attitudes,Academic Achievement,Technology Uses in Education,Instructional Effectiveness,Skill Development,Writing Instruction

The present study aimed to explore learners' perceptions while using Google Translate (GT) during online English-Writing lessons and to evaluate its effectiveness on learners' English writing skills. Online questionnaires and individual interviews were used to collect self-reported opinions from 24 Vietnamese students. Learner writing samples from the 12-week online session were also collected in order to identify possible improvements in writing. The findings revealed that the learners generally reported a positive effect on their writing from using Google Translate. In contrast, textual analysis of learners' writing samples indicated that although there were slight improvements in their writing skills, problems still exist. According to an error analysis that was conducted, negative transfer of structures from the students' L1 (Vietnamese) accounted for most of the lexical and syntactic errors identified. The findings demonstrate that GT is a useful support tool for teaching English writing. The contrastive analysis in the present study contributes to language interference studies and discussions on bilingual and multilingual education in the Vietnamese context.
Development of Tool for Evaluation of Motor Perception Activity Learning of Students with Intellectual Disabilities
Author: Suhartini, Bernadeta
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Psychomotor Skills,Learning Activities,Perception,Students with Disabilities,Intellectual Disability,Foreign Countries,Elementary School Students,Special Schools,Evaluation Methods,Test Validity

The aim of this study was to develop an application-based assessment tool for evaluating motor perception learning in children with intellectual disabilities who attend elementary classes in State Special Schools in Yogyakarta City. The tool was designed to align with the characteristics of these children and determine their mastery of motor perception activities in the educational context. The measurement instruments were designed based on the underlying concept of the research, and the items were structured as follows: (1) Sensory awareness, which assessed the children's ability to identify and select balls of different sizes; (2) Balance awareness, which involved the children climbing blocks over a 5-meter distance; (3) Space awareness, which examined the children's ability to form shapes (circles, triangles, and rectangles) using body movements; (4) Body awareness, which evaluated the children's knowledge of the functions of different body parts (feet, hands, eyes, and ears); (5) Time awareness, which assessed the children's throwing and catching abilities using light and heavy balls; and (6) Directional awareness, which tested the children's ability to throw the ball in different directions (up, down, front, and back). The results indicated that the motor perception activity evaluation tool consisted of six items, each of which assessed the mastery of motor perception in children with intellectual disabilities who attend elementary classes. The validity of the test was found to be 0.720, and the reliability was 0.837. In conclusion, this research successfully developed an application-based learning evaluation tool and established motor perception assessment norms for children with intellectual disabilities attending elementary grades in State Special Schools in Yogyakarta City. These tools can be utilized by physical education teachers to assess the motor perception activities of children with intellectual disabilities in an educational setting.