ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Effects of Implementing Guided Reading Approach to Enhance the Reading Proficiency of English Second Language Learners in South Africa
Author: Thage, Esther Molebogeng
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Instruction,Second Language Learning,Second Language Instruction,English (Second Language),Cooperative Learning,Scaffolding (Teaching Technique),Foreign Countries,Reading Fluency,Reading Comprehension,Grade 9,Secondary School Students,Constructivism (Learning),Reading Tests,Sense of Community,Intervention,Reading Difficulties,Educational Policy,Reading Improvement,Instructional Effectiveness

Guided reading (GR) approach has been shown to have positive effect on reading fluency and comprehension. However, most studies on GR have focused on primary schools, specifically the Foundation Phase. Therefore, this study employed the GR approach to examine its possible effects on the reading proficiencies of Grade 9 English Second Language (ESL) learners in Gauteng province. Social and cognitive constructivism underpinned the study, which employed action research to determine the possible effects of implementing GR on the reading proficiencies of a sample of eight Grade 9 ESL learners who were purposively selected to participate in this study. Data were collected through interviews, observations, and reflection cards, oral and written reading tests. Results indicated that GR approach had caused a significant improvement in these learners' reading fluency and comprehension because of collaborative learning and scaffolding. In addition, GR also developed a sense of ownership in their learning, a sense of community and innovative and inquisitive minds. The study recommends that learners who struggle with reading be identified early, and GR intervention strategies be implemented and monitored. Every school needs to have a reading policy and the Education Department should ensure that it is implemented and monitored.
Online Test Anxiety and Exam Performance of International Baccalaureate Diploma Programme Students under E-Proctored Exams amid COVID-19
Author: Prakasha, G. S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Test Anxiety,Scores,Advanced Placement Programs,Secondary School Students,Supervision,COVID-19,Pandemics,STEM Education,Gender Differences,Foreign Countries

Outbreak of COVID-19, online examination, and e-proctoring have caused more exam anxiety and affected exam performance among students' studying in International Baccalaureate (IB) Diploma Programme (DP). Therefore, the present research aimed to find effect of online test anxiety on academic performance of IBDP students in the subjects related to science, technology, engineering, and mathematics (STEM). Study employed quantitative descriptive survey research design and administered survey questionnaire to 200 IB DP students who took online test during COVID-19 through convenient sampling technique. Sample included both first and final year DP students with due representation to boys and girls. Results of the study revealed a moderate negative correlation between online test anxiety and academic performance of IBDP students in STEM subjects. Regression analysis explained 14.1% variation in the STEM subject performance because of online exam anxiety under e-proctored condition. There exists a statistically significant difference between first and final year students' online exam anxiety and STEM subject average grades. Future research may focus on conducting comfortable online examination methods with no additional exam anxieties.
Decolonising the Criminology Curriculum in South Africa: Views and Experiences of Lecturers and Postgraduate Students
Author: Sadiki, Lufuno
Date: 2022-00-00
Type: Journal Articles
Subjects: Criminology,Foreign Countries,College Curriculum,Educational Change,Foreign Policy,Graduate Students,Student Attitudes,Teacher Attitudes,College Faculty,Curriculum Evaluation,Activism,Racial Differences,Culturally Relevant Education

Background: For many years, the lived experiences, knowledge systems and histories of previously colonised people have been misinterpreted, removed and devalued in university teaching. The present curricula of African universities are predominantly Eurocentric and Criminology is no exception. In the wake of the #RhodesMustFall student protest action, there is a recognition and need to include African epistemology within the discipline of Criminology. Aim: The study investigated the views of lecturers and postgraduate students regarding the content, transformation and decolonisation of Criminology curricula. Setting: South African universities offering Criminology as a degree and/or academic subject. Methods: A total of 87 respondents, 42 lecturers and 45 postgraduate students, voluntarily participated in an online survey. Lecturers were purposively selected whilst postgraduate students were recruited via snowball sampling. Results: Nearly all the respondents had heard of decolonisation before, with the majority of the academic staff members being aware of it prior to #RhodesMustFall. Respondents agreed that the Criminology curriculum needs to be decolonised, with statistically significant differences emanating between black lecturers and white lecturers. Conclusion: Decolonisation and transformation have been debated for many years without meaningful translation in and changes to Criminology curricula.
A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra
Author: Martínez, Mara V.
Date: 2022-02-00
Type: Journal Articles
Subjects: Middle School Mathematics,Algebra,Mathematics Instruction,Mathematics Curriculum,Professional Development,Teaching Methods,Mathematics Teachers

Our aim is to contribute to the body of research on learning trajectories (LTs) in mathematics by making visible a process for articulating a hypothetical learning trajectory implicit in a widely adopted, reform-based, middle-grades mathematics curriculum. In doing so, we highlight considerations, decisions, and challenges we faced as part of this work. By describing our LT articulation process, our aim is to highlight ways in which curriculum-specific LTs can be articulated to serve as a more proximal and instrumental tool for teachers' instructional practice. Furthermore, to illustrate we describe how the products of the work were used in practice-based professional learning experiences with middle-grades mathematics teachers.
Teaching and Assessment through Online Platforms during the COVID-19 Pandemic: Benefits and Challenges
Author: Aina, Adebunmi Yetunde
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Educational Technology,Technology Uses in Education,College Faculty,Teaching Methods,Evaluation Methods,College Students,Coping,Interaction,Computer Assisted Testing,Foreign Countries,Barriers

The outbreak of the COVID-19 pandemic has compelled education systems across the globe to fully embrace online learning as an alternative to face-to-face classes. This has resulted in a paradigm shift, in which online teaching and assessment practices continue to gain prominence at the tertiary level. Hence, this study explores lecturers' teaching and assessment strategies for teaching university students through online platforms during the COVID-19 pandemic. This study has used a framework of SWOT (strength, weakness, opportunities, and threats) analysis as its theoretical base. Data was collected through semi-structured interviews with five lecturers from three universities in Gauteng Province, South Africa. The collected data was analysed using content analysis. This study found that lecturers were able to manage the teaching and assessment processes during the COVID-19 school restrictions, using a combination of platforms such as Blackboard-collaborate, WhatsApp, Kahoot, and Google Classroom. The findings also revealed that a wide variety of teaching and assessment methodologies, including small group work, collaborative learning, case methods, discussion posts, multiple choice quizzes, chats, game activities, open-ended questions, and essays were utilized on these platforms. Although the methodologies used for teaching and assessing on these platforms require additional preparation time, they also help increase interaction between students and enable immediate grading of scripts and student feedback. Further findings revealed that online assessment is highly susceptible to test/examination malpractices. This study provided recommendations helpful to policymakers, lecturers, and students regarding online teaching and assessment strategies.
Business School Student Satisfaction with Emergency Remote Teaching
Author: Quispe, Maria del Carmen Arrieta
Date: 2021-00-00
Type: Journal Articles
Subjects: Business Schools,Student Attitudes,Integrated Learning Systems,COVID-19,Pandemics,Material Development,Online Courses,Distance Education,Educational Change,Foreign Countries,Teaching Methods,Learning Processes,Student Experience,Graduate Students,Masters Programs,Business Administration Education

This study analyzes Peruvian Business School students' experiences with emergency remote teaching during the COVID-19 pandemic. We used the critical incident technique (CIT) to explore the salient factors on which students based their satisfaction and dissatisfaction with their online education. Data were collected through semi-structured interviews conducted with 27 MBA students. The results comprised 56 incidents -- 25 satisfactory and 31 unsatisfactory -- in the two major categories of Virtuality and the Teaching-Learning Process. This study contributes a new perspective on online education through the analysis, conducted through CIT, of the Peruvian Business School students' experiences with online education during the COVID-19 pandemic. Some of the most relevant positive incidents included the recording of classes to review them later; the existence of Learning Management Systems to support the development of online materials; the possibility of entering online classes instead of in-person classes, as well as the flexibility with regard to location. The study allows us to determine several critical aspects in the two identified categories that should be considered when improving future online or hybrid programs.
Effectiveness of the Blended Learning Model to Improve Students&apos; Achievement of Mathematical Concepts
Author: Indrapangastuti, Dewi
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Mathematical Concepts,Mathematics Instruction,Comparative Analysis,Test Validity,High School Students,Foreign Countries,Instructional Effectiveness,Grade 10,Reliability,Mathematics Tests,Trigonometry,Online Courses

This study aims to discover the effectiveness of the blended learning model in mathematics learning to improve the achievement of mathematical concepts. This study employed a quasi-experimental design with a non-equivalent control group. The experimental class was taught through blended learning, while the control class was taught through the conventional learning model. The population of this study was the students at State Senior High School 1 Sewon Yogyakarta, Indonesia. The research sample involved 60 tenth-grade students in the 2019/2020 academic year, 30 students in each of the experimental and control groups. The sampling technique used cluster sampling and the data were collected using a test instrument. The validity of the test was measured using the obtained Aiken index (0.80), and the reliability was based on the Cronbach's alpha coefficient (0.86). The data were analyzed using t-tests and descriptive statistics. The results of this study showed that the blended learning model is significantly more effective than the conventional learning model in enhancing students' achievement of mathematical concepts. This means that the application of blended learning in mathematics learning can significantly improve students' achievement of mathematical concepts.
Project-Based Learning on the Topic of Aromatic Wax Production
Author: Giang, Nguyen Ngoc
Date: 2021-00-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,STEM Education,Cooperative Learning,Student Motivation,Student Attitudes,Secondary School Students,Foreign Countries

Project-based learning is one of the most effective and successful teaching methods for STEM topics. Project-based teaching is an open-ended teaching method that helps teachers stimulate students' initiative and teamwork skills and promote creativity. Of the interdisciplinary STEM topics, teaching students how to produce aromatic wax proved an interesting topic, causing excitement to students. Through collaborative teaching, this research has shown that students are very interested in learning to produce aromatic wax. The research results also show that there are five factors that greatly affect project-based teaching: (1) Teachers must split the class into groups to implement projects effectively; (2) Topics must be attractive and motivate students to appreciate, explore and produce STEM products; (3) Students must have a positive attitude, unafraid of encountering difficulties and challenges in completing STEM tasks; (4) Students must be competent to implement STEM products; (5) Students must be facilitated by their school and their parents to complete the STEM tasks. The research findings have important implications for proposing a specific project-based learning curriculum on the STEM topic of aromatic wax production.
Teachers&apos; Perceptions of the Transition from Onsite to Online Teaching during the COVID-19 Pandemic
Author: Hung, Luu Nguyen Quoc
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Teacher Attitudes,Adjustment (to Environment),Educational Technology,Technology Uses in Education,Second Language Instruction,Language Teachers,Instructional Effectiveness,Foreign Countries,Videoconferencing,Teaching Conditions,Barriers

Educational systems worldwide have been affected by government restrictions imposed in response to the COVID-19 pandemic, causing the temporary closure of many educational institutions. The new condition has forced teachers to make the transition from onsite to online teaching. The current study used a descriptive method to examine online teachers' perceptions towards online teaching during the transition to online learning at a center for foreign languages in Vietnam. The results reveal that teachers have a relatively positive perception of online teaching, although many typical problems of online teaching do present themselves and the effectiveness of online teaching does not always compare favorably with traditional classroom teaching. Teachers' suggestions are significant for improving online teaching quality. Online teaching is highly likely here to stay and will continue to improve. The transition from traditional face-to-face classrooms to online teaching can be successfully achieved and its quality can be ensured if challenges and ways of improving online learning continue to be closely examined.
The Effect of E-Learning Sessions on the Development of Reading Comprehension: A Case of EFL Students&apos; Perceptions at Saudi Electronic University
Author: Alhumsi, Mohammad H.
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Second Language Learning,Second Language Instruction,English (Second Language),Student Attitudes,Foreign Countries,Gender Differences,Reading Comprehension,Positive Attitudes,Reading Strategies,Student Motivation,Online Courses,Virtual Universities,Cooperative Learning,Undergraduate Students

This study investigated Saudi EFL university students' perceptions toward the development of reading comprehension through e-learning sessions. A cross-sectional questionnaire was utilized and distributed to a sample of 140 participants at Saudi Electronic University. Descriptive statistics, independent sample paired t-test and one-way ANOVA were used to analyze the data. The findings revealed that EFL university students had positive perceptions of the use of online sessions to practice the reading comprehension skill. The majority agreed that reading comprehension strategies such as skimming and scanning were more appropriate to online sessions. E-learning helped these students to be more motivated and created an atmosphere conducive to independent learning. The participants appreciated the role of online sessions in enhancing their reading comprehension skills and facilitating the level of difficulty of any reading passage. Significant differences were identified relating to the respondents' gender and academic year. Female students were more satisfied with e-learning than male students. It is recommended that in light of the rapid growth of e-learning in Saudi Arabia, educational institutions should provide online learning programs and develop well-structured courses for e-learning implementation.
The Level of Ethical Sensitivity among Jordanian University Students According to Their Educational Level &amp; Specialization
Author: Al-Kateeb, Bilal Adel
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Foreign Countries,Interpersonal Relationship,Emotional Intelligence,Majors (Students),Undergraduate Students,Graduate Students,Social Bias

This study aimed to investigate the level of ethical sensitivity among Princess Alia University College Students in Jordan and how this is influenced by their educational level and specialization. To achieve the objects of the study, the ethical sensitivity scale questionnaire (ESSQ) was used, as developed by Narvaez (2001). This was used to measure the moral sensitivity of adults and adolescents. It consists of (28) items in seven dimensions, which are the ability to read emotions, to represent the views of others, interest in communication with others, the activation of personal relations, taking into account differences and controlling social prejudice, working to generate interpretations and alternatives, and identifying the consequences of an event and the available options. The sample of the study consisted of (126) randomly selected undergraduate and graduate students. The results of the study showed that the level of ethical sensitivity among Princess Alia University College Students was low, and there were statistically significant differences in the level of ethical sensitivity due to specialization, in favor of humanities students, as well as statistically significant differences in the level of ethical sensitivity due to the educational level, in favor of master's students.
Internationalisation of Higher Education Based on Lean Management Principles: Case Study of Jagiellonian University
Author: Kurylo, Vitalii
Date: 2021-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Foreign Countries,Web Sites,College Administration,Foreign Students,Global Approach,21st Century Skills,Student Mobility,Educational Attainment,Bachelors Degrees,Masters Degrees,Faculty Mobility,College Faculty,Undergraduate Students,Graduate Students,Strategic Planning,Universities,Quality Assurance,Administrative Organization

The paper deals with the phenomenon of lean management in higher education analysed within the context of internationalisation process in Polish higher education as a means of ensuring inclusive global higher education space. Lean management is looked upon as one of the 21st century models of university management transplanted from the sphere of private enterprises and business companies' management. The empirical analysis has been conducted with the use of statistical data provided by the official website of Jagiellonian University, Krakow, Republic of Poland. The data have been collected in accordance with the following internationalisation process indicators: amount of bilateral Memoranda of Understanding; Inbound Mobility: number of foreign students who have completed the full cycle bachelor's/master's degree; Inbound Mobility: number of foreign students who have completed the full cycle PhD's degree; Inbound Mobility: participation in Quin Jadwiga Fund granting schemes; Inbound Mobility: participation in Erasmus / Erasmus+ Programme; Outbound Mobility: participation in Erasmus / Erasmus+ Programme; number of outbound mobile students in accordance with bilateral agreements; number of inbound mobile students in accordance with bilateral agreements; number of outbound mobile staff in accordance with bilateral agreements; number of inbound mobile staff in accordance with bilateral agreements. The collected data have shown gradual increase of internationalisation process indicators and allowed concluding that the introduction and support of lean management principles in higher education promotes the intensification of the internationalisation process.
The Importance of E-Learning for Manufacturing Technologies Students
Author: Gluchmanova, Marta
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Manufacturing,Foreign Countries,Second Language Learning,College Students,English (Second Language),Computer Assisted Testing,Engineering Technology

The pandemic situation in Slovakia has shown that e-learning teaching within educational institutions has not received sufficient attention so far. The purpose of the paper is to stress the importance of e-learning application in foreign language teaching as well as show the possibilities of creating new educational portals for university students using professional foreign language texts. The KEGA project &quot;Innovative Methods and Forms of Education for Needs and Development of Language and Communication Skills within Technical Professional Foreign Language Study Material&quot; is still ongoing at the Department of Social Sciences and Humanities. The aim is to emphasise the importance of foreign language training for future engineers, and at the same time to look for modern and innovative mixed methods of education, which includes the use of e-learning. The paper compares the study results of more than 200 students in different study programmes at the Faculty of Manufacturing Technologies in Prešov Technical University of Košice achieved during the academic year 2020/2021. The research findings prove that the experimental group of students from different study programmes achieved the best study results in those manufacturing technologies e-tests which are closely connected with their study programme. The results confirm that English teaching focused on tailor-made professional texts and topics within the engineering levels of studies was effective. Teachers also identified the strengths and weaknesses of students within tasks to practice language competencies. By applying e-tests students were able to improve their language skills, which can be practised in selected foreign companies or in their future careers as engineers, technicians, managers or computer programmers.
Pre-Service Teachers&apos; Training for the Innovative Extracurricular Work
Author: Onyshchenko, Nataliia
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teacher Education,Educational Innovation,Extracurricular Activities,Foreign Countries,Student Satisfaction

The research proves that the level of pre-service teachers' readiness for innovative extracurricular work at school will be increased together with the general index of their satisfaction with the extracurricular work at university after the implementing the designed holistic programme of their training. The participants of the pedagogical experiment were 148 students, divided into experimental and control groups; the experts were 18 teachers of Philological Faculty of the Hryhorii Skovoroda University in Pereiaslav and 10 General Secondary Schools teachers (Pereiaslav, Ukraine). After implementation of the programme, 27% of participants were ready for innovative extracurricular work at the high level, 62% of students increased their level of readiness for innovative extracurricular work to the middle one. The suggested programme also increased the students' satisfaction with the extracurricular work at university. On the basis of the research results, the authors suggest methodical recommendations for educators.