ethanporcaro/eric-fulltext-meta huggingface dataset:
Views and Experiences of Third-Year, Early Childhood Education, University Students about Science Education in Junior and Senior High School
Author: Stylianou, Liana
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Science Education,Scientific Attitudes,Undergraduate Students,Student Experience,High School Students,Secondary School Science,Science Instruction,Teaching Models,Teaching Methods,Preservice Teachers,Student Teacher Attitudes,Foreign Countries,Qualitative Research

Research on Junior and Senior high school students' attitude toward SE (Science Education) courses focuses on students' attitudes, views, interests and perceptions stemming from their school experiences related to the courses. This study examines the way third-year students of the Early Childhood Education Department in Ioannina have viewed and experienced SE teaching in Junior and Senior high school. The purpose of this paper is to investigate how the members of the above target group, perceive in present time their future role as SE teachers and how their past role as students who have experienced Science teaching in Secondary Education has influenced their attitude toward Science. Factors that shape a positive attitude toward SE, so that students as future teachers and adults who care about being scientifically literate occupy themselves with it, are anxiety about SE courses, self-esteem related to the comprehensibility of the courses, their perception of how significant SE is, learning motivation, delight in dealing with SE, classroom environment, fear of failure or success in the course, but most of all, the way (teaching practices and strategies) SE was taught by Science teachers in Secondary Education.
Effects of Instructional Materials on Secondary Schools Students&apos; Academic Achievement in Social Studies in Ekiti State, Nigeria
Author: Olayinka, Abdu-Raheem Bilqees
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Materials,Academic Achievement,Social Studies,Secondary School Students,Multiple Choice Tests,Achievement Tests,Pretests Posttests,Statistical Analysis,Hypothesis Testing,Experimental Groups,Control Groups,Gender Differences,Quasiexperimental Design,Knowledge Level

The aim of this paper is to highlight the contribution of instructional materials to the academic achievement of secondary school students in Social Studies in Ekiti State. The population for the study comprised of all Junior Secondary School Class II students from among which 180 were sampled. The instrument for the study is a 30 multiple-choice self-designed Social Studies Achievement Test (SSAT). The instrument was validated by specialists in Social Studies Test and Measurement and Educational Management. Test-re-test method and estimation of internal consistency was used to ascertain the reliability. The reliability co-efficients of 0.73 and 0.75 were obtained respectively. The study generated four hypotheses that were tested at the significance level of 0.05. ANOVA and ANCOVA statistical tools were used to analyse the data collected. The study found that there was a significant difference in the pre-test and post-test of students in the experimental group. The study also found that gender effect was not statistically significant in social studies. The study concluded that students who were taught with instructional materials performed better than those taught without. The study therefore recommended that teachers of Social Studies should employ the use of essential instructional materials for their teaching and also improvise where and when the materials are not available. It therefore becomes imperative to have concerted efforts among parents, school and the government to make available important and necessary instructional materials to teachers of Social Studies for enhanced teaching and consequents improved achievement of students in the subject.
Government&apos;s Involvement in Safety Management in Public Early Childhood Education Centres (ECECs) in Rivers State, Nigeria
Author: Igbinedion, Doye Angela
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Safety Education,School Safety,Government Role,Public Schools,Questionnaires,Child Care Centers,Teacher Attitudes,Administrator Attitudes,Educational Objectives,Hypothesis Testing,Correlation,School Administration,Statistical Analysis

The study examined Governments' Involvement in Safety Management in Public Early Childhood Education Centres (ECECs) in Rivers State. Two research questions and two hypotheses guided the study which adopted the descriptive survey design. The population of the study comprised of five hundred and ten (510) ECECs in the twenty three (23) Local Government Areas in Rivers State. There were 205 supervisors and 2752 teaching staff of which 510 are head teachers. A sample of 120 ECECs was selected using the proportionate stratified random sampling technique. A total of 1000 respondents was used for the study. A questionnaire titled &quot;Government Involvement in Safety Management in ECECs (GISMQ)&quot; developed by the researchers, was the instrument used for the study. The questionnaire had a face and content validation and a reliability index of 0.80 was established using the Cronbach alpha statistics. The mean and standard deviation were used in answering the research questions while z test was used in testing the hypotheses at 0.05 alpha level. The findings of the study revealed that the government was not involved in the training and retraining of ECECs staff, maintenance of facilities, provision of adequate fund for ECECs and the use of professionally trained security personnel. These practices could bring to naught all other efforts made at instituting safety management in schools as children become exposed to unnecessary dangers and hazards. It was recommended that provisions of adequate fund for ECECs be made by the government for its effective and smooth operation; Training and retraining of ECECs staff to update their knowledge on issues concerning child care; the use of professionally trained security personnel to beef up school security and maintenance of school facilities to ensure facilities relevance in providing safe school environment.
Utilization of the Quality Assurance Handbook in Secondary School Supervision of Instruction in Enugu State, Nigeria
Author: Chidobi, R. U.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,Secondary Schools,Questionnaires,Statistical Analysis,Supervision,Supervisory Methods,Instructional Leadership,Supervisors,Fidelity,Use Studies,Leadership Role,Barriers,Administrator Guides

The purpose of this study is to investigate the extent of utilization of Quality Assurance Handbook in the supervision of instruction in secondary schools. Descriptive survey design was employed. The quantitative data were collected through an 18-item questionnaire titled, &quot;Extent of Utilization of Quality Assurance Handbook in Secondary School Supervision of Instruction and Hindrance&quot; (EUQAHSSSIH). This was administered to 210 supervisors made up of external and internal supervisors. Data were analyzed using mean and standard deviation for research questions and t-test statistics for the two hypotheses. Findings of the study revealed among others that both external and internal supervisors do not make adequate utilization of the Quality Assurance Handbook, in the supervision of instruction of secondary schools in Enugu State. It was also revealed that some factors which include unawareness of the supervisors about the existence of the Handbook contributed to its non-utilization. Based on the above some recommendations were made: such as making the Handbook available to principal in the schools.
Student Teachers&apos; Beliefs, Feelings and Attitudes toward Mathematics Learning and Teaching at the University of Trinidad and Tobago
Author: Ransome, Myrna
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Beliefs,Mathematics Instruction,Undergraduate Students,Attitude Measures,Mathematics,Student Surveys,Gender Differences,Statistical Analysis,Expectation,Value Judgment

The colonial fallacy that only a few persons are endowed with the capabilities to conceptualize mathematics, coupled with the belief that society equates mathematical ability with intellectual superiority, have contributed to low levels of mathematical self-concept and achievement among some students of mathematics. Some of these students are required to teach the subject as primary and secondary school teachers. This paper examines the influence of student teachers' beliefs, feelings and attitudes towards mathematics on their learning and teaching of mathematics. The sample (N = 165) comprises third and fourth year, male and female, full and part time students, who were enrolled in the 4 year Bachelor of Education Programme at the Centre of Education Programmes, University of Trinidad and Tobago. Data collection employed the use of the Fennema-Sherman 1976 Mathematics Attitudes Scale which was adapted to formulate a 13 item survey instrument--Mathematics Attitude Survey (MAS). Regression analyses using MANITAB statistical package indicate that beliefs, feelings and attitudes towards mathematics are determined by students' feelings, expectations and perceived usefulness of mathematics. Gender did not emerge as a factor.
Development and Validation of Diagnostic Economics Test for Secondary Schools
Author: Eleje, Lydia I.
Date: 2016-00-00
Type: Journal Articles
Subjects: Secondary School Students,Economics Education,Educational Diagnosis,Test Construction,Program Validation,Difficulty Level,Diagnostic Tests,Test Reliability,Test Validity,Discriminant Analysis,Test Items,Foreign Countries

A diagnostic test in economics to aid the teachers determine student's specific weak content areas was developed and validated. Five research questions guided the study. Preliminary validation was done by two experienced teachers in the content area of secondary economics and two experts in test construction. The pilot testing was conducted for grammatical checking and compatibility bench marking while the test was try-out tested for item analysis. The overall number of test items was 83. The test difficulty indices ranged from 0.24 to 0.79 and discrimination indices were within 0.22 to 0.65. The content validity index for the 83 items was 0.76 and the Kappa statistic reliability value of the test was 0.83. The test was found to be of good quality, valid and highly reliable. The test is therefore recommended for identifying specific mastered and least learned content areas in economics in Nigeria, South Africa and other countries with emerging economies.
Language Models and the Teaching of English Language to Secondary School Students in Cameroon
Author: Ntongieh, Njwe Amah Eyovi
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,English (Second Language),Models,Second Language Instruction,Questionnaires,Observation,Interviews,Grammar Translation Method,Direct Instruction,Communicative Competence (Languages),Competency Based Education,Teaching Models,Curriculum Implementation,Teacher Competencies,Barriers,Change Strategies,Teacher Surveys

This paper investigates Language models with an emphasis on an appraisal of the Competence Based Language Teaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Research endeavours at various levels combined with cumulative deficiencies experienced over the years have propelled educational policy makers to carry out various changes in the models emphasised in the teaching of language. Such changes have been undertaken in view of improving proficiency in communication as well as performance in various examinations. This is especially apt during this era when there is a dire need and great aspirations towards evolving Cameroon into an emergent nation by 2035. Findings derived from different educational stakeholders, including pedagogic inspectors, as well as school administrators, teachers and students from secondary schools located in the North West and South West regions of the Republic of Cameroon have been used in this investigation. Questionnaires, observations and interviews were employed to elucidate the information analysed in this study.
Assessing Students&apos; Attainment in Learning Outcomes: A Comparison of Course-End Evaluation and Entry-Exit Surveys
Author: Ng, Andy Ka-Leung
Date: 2016-00-00
Type: Journal Articles
Subjects: Exit Examinations,Course Evaluation,Pretests Posttests,Student Surveys,Behavioral Objectives,Likert Scales,Comparative Analysis,Evaluation Methods,Foreign Countries

The traditional course-end evaluation for the general education courses at The Chinese University of Hong Kong can gauge student's perception of their attainment of the intended learning outcomes at the end of the course but can hardly reflect the changes of their perception from the beginning to the end. In order to trace the change in students' perception regarding the intended learning outcomes of the General Education Foundation course In Dialogue with Nature, a new assessment method that contains a pair of surveys with a set of identical questions, namely entry survey and exit survey, were developed and conducted at the beginning and at the end of the course correspondingly. While both assessment methods showed that the course was well-received, inconsistencies were identified and that the entry-exit surveys reveal additional aspects which could be overlooked with the traditional course-end evaluation. The study may suggest that entry-exit surveys provide a more truthful representation of students' perceived attainment of the intended learning outcomes and sheds light on the development of course assessment strategies in general.
Analyzing Assessment Questions in an Arabic Textbook (Communication Skills) for Eight Grade in Jordan According to Bloom&apos;s Taxonomy of Levels of Knowledge Aims
Author: Al-hasanat, Hasan AbdRabbeh Ali
Date: 2016-00-00
Type: Journal Articles
Subjects: Communication Skills,Grade 8,Taxonomy,Knowledge Level,Semitic Languages,Textbook Evaluation,Questioning Techniques,Difficulty Level,Test Items,Interrater Reliability,Cognitive Tests,Academic Standards,Cognitive Processes,Foreign Countries

This study aims at analyzing assessment questions included in an Arabic language textbook (Communication Skills) for eight grade in the Jordanian schools according to the levels of knowledge in Bloom's Taxonomy to reveal the percentages of distributing of these questions against this taxonomy. In order to achieve the purposes of this study, the researcher designed the instrument of analysis which he applied to the 520 questions included in the textbook for both first and second semesters. Data was identified, recorded and the results were compared to the standard percentages identified by using the means introduced by the specialists. The results of this study revealed that the textbook questions mostly focused on the lower levels of thinking. Results also showed a graphic disagreement between the percentages of the distribution of the textbook assessment questions and the standard percentages at five levels (Remembering, Understanding and Comprehension, Application, Analysis and Evaluation). In the light of these results, the research recommends that there should be a stronger focus on questions of higher levels of thinking in an Arabic Language textbook for grade eight particularly at the levels of application, analysis and evaluation. It also recommends a gradual increase of balanced questions in any future textbook production, and more content analysis studies should include Arabic language textbooks at all stages.
Executive Functioning and Figurative Language Comprehension in Learning Disabilities
Author: Bishara, Saied
Date: 2016-00-00
Type: Journal Articles
Subjects: Executive Function,Learning Disabilities,Figurative Language,Grade 7,Grade 8,Thinking Skills,Reading Comprehension,Punctuation,Word Study Skills,Questionnaires,Semantics,Phonetics,Language Fluency,Comparative Analysis,Language Tests,Correlation,Screening Tests,Foreign Countries

The goal of the research was to examine executive functioning and figurative language comprehension among students with learning disabilities as compared to students without learning disabilities. As part of the research, we examined 20 students with learning disabilities and 21 students with no learning disabilities, both groups of students attend 7th and 8th grade (ages 12-13). The participants were selected using: Glantz Abstract Verbal Thinking Test of cognitive skills (2010), reading words with and without visual punctuation (Note 1) as well as a set of dummy words (Hadad, 2010). The level of executive functioning was evaluated using three types of assessment tools: a multiple meaning word questionnaire, semantic fluency and phonetic fluency tests. The level of figurative speech was evaluated using four assessment tools: idioms, colloquial expression, metaphor questionnaire and a pictorial metaphor test. The development of language proficiency along with enhanced use of aural and visual metaphors among children with learning disabilities, may contribute to improving the ability to plan, reinforce flexibility, bolster working memory and establish self monitor fluency; this in turn, builds up creative and abstract thinking as well as the ability to understand and produce a metaphor. These findings and conclusions have implications on a variety of pedagogical experiences including the reduction in school dropout rate, advancement of student achievements thereby bolstering academic self esteem.
Using Tablet on Education
Author: Algoufi, Rateeba
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Qualitative Research,Teaching Methods,Technology Integration

Technological advancements in digital devices have made educational methodology to adopt new strategies and procedures to suit the Mobile learning era. Mobile devices such as tablets are growing to be the focus of research studies and educational use around the globe in the present day. With the influence of handy computing tablets in the hands of everybody and anybody, the era has come to think about employing tablets for teaching. What category of technology, substance, and tablet device is presently being integrated into education? What are the outcomes in conditions of student learning results? What do the instructors believe? Are the other parties in education content? This paper analyzes information and reflections from numerous executions of employing computing tablets in education to find out and move further. In spite of many excellent anecdotes concerning using tablets in education, tablets after all are technology products that contain a delicate electronic mechanism, require power to function and connectivity for right to use. A lot has been discovered from technology employment in education and enhanced upon. Nevertheless, it is to be noteworthy that entirely realized the possibility of any technology device and its employ in education is entirely reliant upon electrical muscle, system connectivity, and user capability.
The Use of Participatory Action Research within Education--Benefits to Stakeholders
Author: Jacobs, Steven
Date: 2016-00-00
Type: Journal Articles
Subjects: Participatory Research,Action Research,Stakeholders,Research Methodology,Educational Environment,Research Projects,Educational Benefits,Theory Practice Relationship

This paper offers a brief history and the characteristics of the research methodology known as Participatory Action Research (PAR). This paper also states how PAR can be utilized within an educational environment and describes the benefits to all stakeholders such as teachers and students when they are involved in a research project using PAR as the research methodology.
The Effects of School Feeding Programme on Enrolment and Performance of Public Elementary School Pupils in Osun State, Nigeria
Author: Adekunle, D. Taylor
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Public Schools,Food,Program Evaluation,Program Effectiveness,Enrollment,Academic Persistence,Academic Achievement,Barriers,Questionnaires,Surveys,Interviews,Statistical Analysis,Government Role,Financial Support,Educational Environment,Faculty Workload,Evaluation,Hunger,Nutrition

The study assessed the School Feeding Programme of public elementary school pupils in Osun State, Nigeria. It was done with a view to determine its effects on school enrolment, retention, and academic performance of the pupils. It also elicited the challenges encountered in the implementation of the programme. The study adopted the survey research design and obtained its data from primary and secondary sources. The primary data were obtained through a structured questionnaire administered on116 respondents in 10 randomly selected public elementary schools in Osun State. The questionnaire was complemented by in-depth interview of 23 purposively selected officers involved in the implementation and monitoring of the school feeding programme. The retrieved data were analysed using descriptive statistics. The results showed that pupils are fed daily through the school feeding programme (87%), which is funded through cost sharing between the State and local governments (78%). It was also found that the school feeding programme in Osun State has resulted in an increase in pupils' enrolment (78.4%), retention (44.8%), as well as regularity (58.6%) and punctuality (69%) in school attendance. It has also enhanced the pupils' performance in curricular and extracurricular activities (55.2%). The major challenges were found to be insufficient funding (62.2%), insufficient classrooms and furniture to cope with increase in enrolment (60.86%), heavy workload for teachers (60.86%) and lack of effective monitoring and evaluation system (60.86%).The study concluded that the School Feeding Programme in Osun State has increased the enrolment and improved the performance of elementary school pupils in the state.
A CHAT Approach of Light and Colors in Science Teaching for the Early Grades
Author: Kolokouri, Eleni
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Education,Light,Color,Preschool Education,Animation,Foreign Countries,Science Curriculum,Science Activities,Observation,Video Technology,Interviews,Instructional Materials,Qualitative Research,Teaching Methods,Cartoons,Learning Activities,Freehand Drawing,Program Effectiveness,Scientific Concepts,Word Frequency,Action Research

This article describes a research study on the connection of Cultural Historical Activity Theory (CHAT) with Science Education in the early grades. The research study took place in the University of Ioannina, Greece with the support of the @fise research group. Within this frame, a narrative about light, colors and shadows was written as part of an Innovative Science Curriculum for the early grades. As a next step, the narrative was turned to a 20 minute animation in the scratch program and a series of science activities about light, colors and shadows were designed. The Science Curriculum was implemented in 4 pre-primary school classrooms. Research data included observations, field notes, video recordings, interviews and classroom materials. All collected data were analyzed through the Nvivo9 qualitative research software. Results have shown that CHAT is a promising field for Science Education in the early grades as pupils participate in meaningful cultural activities and receive guidance for improving or appropriating actions. In this sense learning of scientific concepts has been proved a creative component of methods, interactions and social practices. All in all, CHAT offers the potential to participate in meaningful cultural activities and receive scaffolding for improving of actions towards an inspiring object into the whole activity system.